Voices Beginner Teachers Book Unit - Notes

LEARNING BEGINNER A1

VOICES TEACHER’S BOOK
CARMELLA LIESKE
ON THE COVER
A woman has her photo taken on top of
Monserrate Hill in Bogotá, Colombia. Monserrate
Hill is a popular place for people to visit. They can
enjoy the beautiful views.
© Juan Arredondo
VOICES BEGINNER
CARMELLA LIESKE
LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

VOICES BEGINNER
CARMELLA LIESKE
LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Contents
Scope and sequence 4
Welcome to Voices 8
Voices Digital Resources 10
Student’s Book unit walkthrough 12
Learn More About Voices 18
1 Hello! 20
2 My home 36
3 My stuff 52
4 Habits 68
5 Inside or outside? 84
6 Food around the

100
world
7 Family and friends 116
8 Things we can do 132
9 Travel 148
10 Staying healthy 164
11 People from the past 180
12 My story 196
Vocabulary and grammar reference 212

Vocabulary and grammar
reference answer key 217
Photocopiable resources
Communication activities 218
Vocabulary activities 246
Grammar activities 259
Pronunciation activities 285
Mediation activities 300
Classroom teaching tips 316

Workbook answer key 319
Credits 333
Pronunciation chart 336
3
Scope and sequence
GRAMMAR VOCABULARY PRONUNCIATION
1 Hello!
Pages 10–21
present simple be
(singular); yes/no
questions with be
countries;
nationalities;
numbers (0–10)
stressing syllables; stressing
important words
(singular)
2 My home
Pages 22–33
present simple be
(plural); questions
with be (plural);
rooms in a
house; places
in town
saying contractions of be;
understanding intonation in
questions
who, what, where
3 My stuff
Pages 34–45
this, that, these,
those; possessive
adjectives and ’s
travel items;
colours
saying /ð/; saying your and
their
4 Habits
Pages 46–57
present simple;
present simple
questions; adverbs
numbers
(11–100); days
of the week
saying /ʌ/; saying /ju:/
of frequency
5 Inside or
outside?
like, love and don’t
like + -ing form;
prepositions of time
common
activities;
months and
saying /ŋ/; understanding
connected speech: would
you
Pages 58–69 seasons
6 Food around
the world
countable and
uncountable nouns;
how much and how
food; places for
groceries
understanding of;
understanding the h sound
Pages 70–81 many
4
COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING
conversations
an article about
between people talking about
where people are an online profile;
exchanging introducing yourself your information numbers; hellos and
from; scanning for using capital letters
numbers; listening goodbyes; jobs
names and places
to long numbers
an article about an interview with an email about

talking about where
tiny houses; explorers about their interesting tourist asking where
email subject lines things are; writing
understanding hometowns; getting sites; writing a things are
friendly emails
new words ready to listen friendly email
an article about
things people an interview with a social media post asking questions
take on trips; explorers about about a special asking questions to to understand;
giving reasons
understanding colours; listening for item; checking understand describing special
commas and the important words your writing things
word and
an article about a an interview with

an email about
long trip to work; explorers about their using the making plans;
a work meeting; making plans
scanning for useful workdays; listening correct tone writing work emails
writing work emails
information for tone
descriptions of the
tips about fun things seasons in three
a bucket list; inviting people to ordering inviting people;
to do at home; different countries;
writing lists do things information activity verbs
getting ready to read knowing what to
listen for
talking about
an interview with
an article about spicy understanding uncountable nouns;
explorers about a restaurant review;
food; skimming ordering food how the author ordering food;
groceries; writing writing main ideas
a text feels good, bad and OK
notes
feedback
5
Scope and sequence
GRAMMAR VOCABULARY PRONUNCIATION
present simple
7 Family
friends
and questions
(yes/no); present
simple questions
family members;
appearance and
personality
saying short and long vowel
sounds; saying words with gr
Pages 82–93 (open questions);
adjectives
8 Things we
can do
can and can’t; and,
or, but, because
common
abilities;
adjectives for
stressing can’t; saying the
letter g
Pages 94–105 animals
9 Travel
Pages 106–117
there is and there
are; object pronouns
different ways
to travel; the
weather
saying /w/ and /v/; saying /θ/
10 Staying
healthy
present continuous;
present continuous
vs present simple
body parts;
exercise and
training
understanding word groups;
understanding intonation in
directions
Pages 118–129
11 People from
the past
past simple be;
questions with
was / were
life events; past
time expressions
understanding was and
were; responding to good
and bad news
Pages 130–141
12 My story
Pages 142–153
past simple (regular
verbs); past simple
(irregular verbs); past
life stages;
feelings
saying syllables with two
vowel sounds; stressing
words in questions
simple questions
6
COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING
an article and
explorers describe a text message
infographic showing
people they asking for help; finding things in
about family size; showing appreciation appreciation;
know; listening to explaining your common
understanding describing people
descriptions reasons
purpose
an article about an explorer describes

a job application asking for and
virtual reality; an interesting knowing what
form; applying for asking for help offering help; job
understanding animal; listening for skills are important
a job application forms
pronouns general information
two advertisements
an article about two
about two making a phone
amazing journeys; a postcard; using speaking on the
interesting places; reasons for writing booking; writing
understanding words exclamation marks phone
listening to about travels
in brackets
advertisements
a poster about two explorers talk

time expressions;
mental health; about how they a survey report; asking for and giving understanding
directions;
understanding exercise; listening for writing a report directions charts
describing change
headings specific information
explorers talk about

an article about an expressions for
their favourite a historical person’s
actress with a second explaining why showing interest;
historical events; profile; writing a showing interest
life; understanding someone is special talking about
understanding small person’s profile
time order important people
and large numbers
an explorer shares your life story; phrases to explain

an explorer’s life
a funny story; including using English in the guessing what the a word; expressions
story; understanding
understanding funny interesting real world reader wants to talk about the
voices and audiences
stories information past
Reflect and review Page 154 Grammar reference Page 166 Extra speaking tasks Page 179

Vocabulary reference Page 160 Irregular verbs Page 178 Audioscripts Page 182

7
Welcome to VOICES
As educators, we want students
to transfer what they learn in the
classroom into meaningful interactions
in the real world. Voices focuses on
building language skills, and also the
intercultural and interpersonal skills
students need for communicative
success.
Each lesson of Voices features real-
world content that students can relate
to, while carefully sequenced tasks
develop students’ reading, listening,
writing and speaking skills and offer a
progressive level of challenge designed
to motivate and build confidence.
STUDENT’S BOOK
In the Voices Beginner Student’s Book, teachers and Activities move from controlled practice to freer, more
students are presented with twelve topic-related units. personalized tasks.
Each unit has the same structure and clear signposting
• Each unit has two clear topic-related vocabulary sets
throughout (see ‘Student’s Book unit walkthrough’ for

that students can put into practice through activities
a detailed overview) so that teachers and students know
and personalized speaking tasks.
what to expect in every unit.
• At the beginning of each unit and lesson, teachers and • Listening lessons expose students to a wide variety of

students are presented with a set of goals so that authentic accents and listening text types.
learning is focused and purposeful.
• Writing lessons follow a process writing approach,

• National Geographic Explorers feature throughout providing a model and scaffolded steps to enable

the Student’s Book, sharing everyday stories that students students to produce a wide variety of text types
can relate to and modelling language for students to use independently.
as a springboard to develop their own voices.
• Communication skills give students the opportunity

• Reading lessons introduce real world topics through to learn strategies to become confident and

a variety of text types while also developing students’ successful communicators. These lessons engage
reading sub-skills and critical thinking. students with a range of hypothetical situations, and
get them to analyse and reflect on the way that they
• Each Voices unit features grammar points communicate inside and outside the classroom.

contextualized within a reading or listening text.
8
• Students are encouraged to communicate in every The Voices Workbook includes:

lesson of Voices – we don’t believe in a silent • Topic-related reading and listening texts with related
classroom! Voices provides opportunities to

activities.
communicate in a wide variety of formats, including
pair and group activities, classroom discussions, • Further practice of all the grammar and vocabulary

roleplays and debates. covered in the Student’s Book, plus more
pronunciation activities and audio.
• Two ‘Clear Voice’ pronunciation sections in every

unit focus on intelligibility and developing students’ • Optional ‘Learning to learn’ activities.

ability to express themselves clearly and confidently.
• Review sections for each unit, enabling students to

• A rich reference section at the back of each check their progress.

Student’s Book provides students with structured
• Audio available on the student and teacher
language support. It includes a vocabulary

companion sites.
reference complete with wordlists and activities, a
grammar reference with detailed explanations and The Workbook is available with or without answer key.
extra activities and the Student’s Book audio script.
• At the end of each unit, students are invited to

TEACHER’S BOOK

‘reflect and review’ what they have learned so far The Voices Teacher’s Book provides a comprehensive set
using the learning goals at the beginning of each of resources to help you effectively plan and teach your
unit as a guide. The ‘Explore More!’ feature, which lessons. It includes:
can be found throughout each unit, suggests ways in
which the teacher and student might want to learn • An overview of the goals of each lesson, and a list of

more about the topic featured in each lesson. related photocopiable and Workbook resources.
• Extra activities to suggest ways to further exploit, or

WORKBOOK

build on, the Student’s Book activities.
The Voices Workbook provides extended practice of the • Language notes that provide guidance on explaining
skills and language students have already encountered

the main grammar, vocabulary and pronunciation
in the Student’s Book. points of the lesson.
In addition, the Workbook provides students with
opportunities to take ownership of their learning • Extra photocopiable grammar, vocabulary and

through an integrated Learning to learn development pronunciation worksheets to consolidate learning,
programme. These features provide learner guidance which can be used in class, or assigned as out-of-class
on methods of improving language learning and additional language practice.
study skills outside the classroom to equip students to
• Two communication worksheets per unit, which can
become lifelong learners.

be used to provide extra speaking opportunities.
Each Workbook unit has been separated into sections
rather than lessons so that teachers can take a flexible • A mediation worksheet for each unit to practise

approach to assigning homework, depending on how various mediation techniques, as well as clear notes,
much of the lesson or unit is covered in the lesson. answer keys and a CEFR-mapped mediation chart to
There are suggestions for how to assign these sections help identify what the mediation task is practising.
in the teacher’s notes.
• A bank of practical teaching tips for managing

classroom interaction, conducting language practice
activities and providing feedback and correction.
9
Voices Digital Resources for …
PREPARATION
• The Professional Development

Video Collection is a set of video-
based professional development Starting with safe
resources developed by the Voices communicative tasks:
author team and designed to help Offer multiple choices and polls

as you prepare to deliver engaging
courses using Voices in all classrooms. Get students to rank their

classmates’ answers
• Instructor resources available on the
Get students to brainstorm and

companion site at ELTNGL.com/

list ideas in the chat box
voicesresources support lesson
planning through downloadable Give them a model answer to

materials like Teacher’s Books, video, follow
audio, answer keys, assessment
materials, worksheets and more.
LIVE LESSONS
• The Voices Classroom Presentation Tool includes the complete Student’s

Book, Workbook, and corresponding video, audio and answer keys, as well
as fun language games for use in class. The CPT is an effective classroom-
management tool for in-person and online learning.
• Available through the Online Practice in the Learning Management System,

interactive Student’s eBooks provide a print alternative and include
everything that a student needs to be an active participant in any classroom.
10
SELF-STUDY
• Voices Online Practice enables students to practise and consolidate learning on the go or catch

up with missed lessons. It is mobile compatible, with an integrated Gradebook to assign work,
automatically mark activities and provide teachers with individual and whole class reports. The
Online Practice includes full skills coverage, progress checks with remediation function and voice
recognition abilities.
ASSESSMENT
Voices supports teachers and learners throughout their English learning journey to achieve real-
world success. Its approach to assessment centres on supplying students with the strategies and
opportunities for reflection they need to become self-directed learners, and providing teachers with
a toolkit to place learners, to monitor progress and to evaluate learning.
For students:
• The clearly articulated goals in the Student’s Book at the start of each unit and lesson help students

set clear learning objectives.
• ’Reflect and Review’ sections in the Student’s Book and ’Learning to learn’ strategies in the

Workbook encourage students to reflect on their own progress towards meeting their goals.
• Progress checks in the Online Practice provide students with adaptive remediation tutorials and

activities that reinforce the lessons in the Student’s Books.
For teachers:
• For simple and reliable placement, the National Geographic Learning Online Placement Test is a

mobile-friendly solution that provides student alignment to the CEFR, recommends placement within
the Voices programme and delivers a skill-specific report for each test-taker.
• The integrated Gradebook in Voices Online Practice generates reports on student and class

performance, functioning as a formative assessment resource and a teacher time-saving tool.
• The Voices Assessment Suite offers pre-made and customizable tests and quizzes for monitoring

and evaluating student progress, providing both formative and summative assessment.
11
Student’s Book unit walkthrough
TEACH WITH CONFIDENCE THROUGH A CONSISTENT LESSON SEQUENCE.
The Unit Opener spread introduces students to the topic and sets
their expectations for the unit through vibrant photography, real and
relatable National Geographic Explorer videos and clear learner goals.
Learner goals are presented at the beginning

of each unit so that students know exactly
what to expect.
7
Family and friends
GOALS
• Understand the purpose of a text
• Ask questions with the present simple
• Talk about people in your family
• Listen to descriptions of people
• Show appreciation
• Write a text message asking for help
A family camping together 1 Work in pairs. Discuss the questions.

at Lake Dukan, Iraq. 1 Look at the photo. How many family members can
you see?
2 Is this family big or small?
WATCH
2 7.1 Watch the video. Are the sentences true

(T) or false (F)?
NATIONAL GEOGRAPHIC EXPLORERS
ELLIE DE CASTRO LIA NAHOMI KAJIKI

1 Ellie lives with her mum and dad.
2 Ellie’s sister has three children.
3 Lia has two sisters.
4 Lia and her sisters live in the same city.
3 Make connections. Work in pairs. Which family is
more like yours? Why?
My family is like Ellie’s family. I don’t have a sister, but
I have one brother. He has two children too.
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Students are introduced to National Geographic Explorers

through bite-sized personal videos. They share snapshots from
their everyday experiences that students can easily relate to
and use as a model for interaction. Guided speaking activities
encourage them to make connections with their own lives.
12
Lesson A presents topic-related vocabulary and provides
students with a rich, topical input as a springboard for
reading and critical thinking skills development, as well as
opportunities for peer interaction.
7A
My family
LESSON GOALS
• Understand the writer’s purpose
• Understand an article about families
around the world
VOCABULARY READING
A family from
1 Work in pairs. Answer the questions. 4 Look at the Reading skill box. Then read the
Belo Horizonte,
1 Do you have a big or small family? article quickly. What is the purpose of the
Brazil.
2 How many people live in your house? article? Circle the answer below (a or b).
2 7.1 Listen to and repeat the family words. READING SKILL

Then write F (female) or M (male) for each word. Understanding purpose
1 son daughter Writers write articles for different reasons. The

2 mother father reason is the purpose. For example:
3 grandfather grandmother 1 to describe something (e.g., a magazine article
describing a city)
4 brother sister
2 to teach people how to do something (e.g., a book
5 wife husband explaining how to cook Thai food)
3 Look at the family tree. Circle the correct 3 to give an opinion (e.g., an article about why
answers. someone likes their big family)
1 Lana and Tim are Mitra’s parents / children.
a to describe families around the world
FAMILIES AROUND THE WORLD

2 Sam is Mel’s father / mother. b to show us that big families are better
3 Joy is Mitra’s daughter / son.
5 Read the article. Complete each sentence with
4 Julian is Joy’s brother / sister.
one word from the article.
5 Mel is Mitra’s wife / husband. 1 How big is your family? Are other families in your Why are these places different? One reason is the
1 In parts of Africa, the Middle East and Asia,
6 Pete is Jared’s grandmother / grandfather. country like your family? What about families in 10 number of children. But this is not the biggest reason.
families are often .
other countries? In places with small families, parents and children live
Go to page 163 for the Vocabulary reference. 2 In Europe and the US, families are often
In some parts of Africa, the Middle East and Asia, together, but not grandparents. In places with big
. families, children, parents and grandparents all live
Pete Sam Lana Tim 5 families are often big: many family members live
3 In places with big families, children often look after together. Children often help look after their parents
together in one home. In Europe, the US and
their when they get old. 15 when they get old, and grandparents help look after
other parts of Asia, families are often small: only a
4 In places with big families, grandparents often look few family members live together. their grandchildren.
after their .
6 Work in pairs. Look at the graph and discuss. NUMBER OF FAMILY MEMBERS PER HOME
1 Which countries have more than three family
Selina Mel Mitra Kyle members living together?
Senegal 8.3
2 Which country is your family like?
UAE 5.3
SPEAKING India 4.6
7 Work in pairs. Turn to page 179. Read the Peru 3.6

information and draw a family tree. US 2.5
Julian Joy Jared A: Who’s Michael’s sister? Japan 2.4
B: His sister is ... Italy 2.3
8 Work in pairs. Draw your family tree. Explain it Germany 1.9
to your partner.
This is my family. I have one brother and ...
EXPLORE MORE!
How big are families in your country? Search online for ’family size + [your country]’. Is your family big or
84 small for your country? 85
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Carefully sequenced activities ‘Explore More!’ activities propose a variety of optional

give students practice at ways in which teachers and students can engage with
applying strategies to help the unit topic and develop learner autonomy. Further
them become more confident guidance on how to exploit this is in the Teacher’s
readers inside and outside the Book notes.
classroom.
13
STUDENT’S BOOK UNIT WALKTHROUGH
Lesson B introduces the first grammar point of the unit. The grammar is introduced in
context through a short text, an infographic, or a listening that often features the National
Geographic Explorers of the unit. Students progress through a series of controlled activities
that build to more personalized communicative tasks. Extended explanations and additional
practice are provided in the grammar reference section at the back of the book.
A guided discovery approach makes grammar

memorable: students first see the language in
context, then see the form explicitly presented,
and are encouraged to notice its features.
Practice activities progress from controlled
exercises to more open-ended tasks that require
students to use the language independently.
7B
Happy families
LESSON GOALS
• Understand an interview about happy
families
• Ask different types of questions
• Practise long and short vowel sounds
4 Complete the yes/no questions with are, is, do
or does.
1 he have a grandmother?
PRONUNCIATION
8 7.3 Look at the Clear voice box. Listen and

repeat.
2 your grandfather’s name Tomas?
Why are families happy? CLEAR VOICE
Happy families … 8 1 3 your sisters at university?
Saying short and long vowel sounds
know eat 4 they have a big family?
There are five vowels in the English alphabet:
their together 5 your parents at the party?
family a, e, i, o, u
history
5 Read the Grammar box. Which question word In English, vowels can have different sounds. Here are
asks for a reason? some words with short and long vowel sounds.
Short vowel sounds Long vowel sounds
7 2 GRAMMAR
questions)
Present simple questions (open family name
talk to have fun red these
each other together Open questions can have many answers. To ask sister wife
open questions, use question word + be / do /
hot home
does + subject:
What’s number two? husband usually
Who are their grandparents?
When do you eat together? 9 7.4 Write long vowel (L) or short vowel (S) for
Where are they from? each word. Listen, check and repeat.
1 hand same
6 3 Why is it important?
How do I do that? 2 evening bed
celebrate help
Go to page 172 for the Grammar reference. 3 fish life
special events each other
4 long phone
6 Complete the questions with question words.
Where 5 excuse run
1 do you study?
I study in New York.
SPEAKING
5 4 2
Because it’s hot!
do you like summer?
10 Look at the infographic again. Plan an activity
play games travel together
3 is the next class? for your family or friends. Think about the
together
following and make notes.
It’s at 2:15.
1 Who would you like to invite?
4 ’s your friend’s name?
2 Where is a good place for it?
Her name’s Badria. 3 What are the details of your plan?
5 do you play tennis with?
11 Work in pairs. Ask and answer questions about
I play with my brother Dimitri.
LISTENING AND GRAMMAR 3 Read the Grammar box. Do you use wh- question your activities in Exercise 10. Use wh- questions
6 do you spell your name? and how. Do you like your partner’s activity?
words like what or where in yes/no questions?
1 Work in pairs. Look at the infographic. Tick It’s Z-E-H-R-A. Why? / Why not?
(✔) the three things you think are the most
GRAMMAR Present simple questions 7 Put the words in order to make present simple A: My activity is a big family meal.
important for a happy family. (yes/no questions) questions. B: Good idea. Who’s the cook?
2 7.2Listen to a family expert. Tick (✔) the Questions with be: 1 they / are / friends / your / ? A: Everyone!
three things she says are important below. Are Is your family small? Yes, it is. / No, it isn’t. 2 football / your / does / like / sister / ?
your answers in Exercise 1 the same? Questions with do / does:
3 science teacher / your / is / who / ?
Happy families ... Do you eat at home? Yes, I do. / No, I don’t.
a eat together e play games together 4 your / what / father’s / is / name / ?
Does she talk a lot? Yes, she does. /
b have fun together f celebrate special events No, she doesn’t. 5 do / how / get / you / school / to / ?
c help each other g talk to each other
Go to page 171 for the Grammar reference.
d travel together h know their family history
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With mutual comprehension as a goal, pronunciation points are integrated

into the lesson sequence. As well as presenting students with productive
points, giving them the opportunity to practise what they hear, students also
explore receptive points, taking the time to notice and understand without
being encouraged to produce them.
14
Lesson C develops transferable listening skills, presents a second topic-
related vocabulary set and introduces the second grammar point. There
is a strong focus on language needed for everyday communication.
Listening activities simulate real-

world situations and often feature
National Geographic Explorers.
7C
She’s tall and she’s funny
LESSON GOALS
• Talk about appearance and personality
• Understand people describing their best friends
• Use adjectives to describe people and things
5 Work in groups. Look at the Listening skill box.
Then describe a person in your group to your
partners. Don’t say who it is. Your partners guess
8 Rewrite the sentences.
1 She has brown hair.
Her hair is brown .
the person.
2 Maya’s dress is beautiful.
VOCABULARY LISTENING LISTENING SKILL Maya has .
Listening to descriptions
3 They live in a very big house.
1 Work in pairs. Look at the photos. How are the NATIONAL GEOGRAPHIC EXPLORERS
When you hear a description of a person, Their .
two people different? 4 7.7 Listen to Ellie de Castro and Lia Nahomi imagine what they look like. 4 My teachers are really nice.
A: Their hair colours are different. Kajiki. What words do they use to describe their 1 Pay attention to words that describe them.
I have .
B: She looks tall. He doesn’t look tall. best friends, Mittsu and Miriam? 2 Think about what they look like. Do they look like
A: Yeah. He’s short. someone you know?
Mittsu Miriam SPEAKING
hair 6 Read the Grammar box. Do adjectives have 9 Work in pairs. Look at the photo.
plural forms? Student A: Describe one person. Don’t say who it is.
eyes • What do they look like?
GRAMMAR Adjectives • What do you think their personality is like?
height Adjectives describe nouns. Student B: Listen and guess. Which person is it?
You can use adjectives after be. She has a blue shirt. I think she’s very friendly!
personality She is clever. Her eyes are blue. 10 Work in pairs. Choose a person you both know.
You can also use adjectives before a noun. Think of different ways to describe them.
Ellie de Castro (left) and her best friend Mittsu. She is a clever person. She has blue eyes.
A: Well, Rami is Egyptian. He’s about twenty or
Go to page 172 for the Grammar reference. twenty-one …
B: Yes, and he has blue eyes. I like him because …
7 Correct one mistake in each sentence.
1 Her eyes is blue. 3 I like people friendly.
2 My father tall. 4 Are they tall or shorts?
2 7.5 Listen to what the people look like. Circle

the correct answers.
1 Jessica is tall / short.
2 Her hair is long / short and blonde / dark.
3 Antonio is tall / short.
4 His hair is long / short and blonde / dark.
Lia Nahomi Kajiki (right) and her sister Miriam.
3 7.6 Match the words and sentences. Listen to
check.
clever funny interesting nice quiet
1 Antonio often makes me laugh.

2 Jessica does very well at school.
3 Antonio is kind and easy to talk to.
4 Jessica has a lot of ideas. She’s never boring.
5 Sometimes, Antonio doesn’t talk much.
Go to page 163 for the Vocabulary reference.
EXPLORE MORE!
What eye colours are common in your country? What eye colours are common around the
88 world? Search online using the words ’common eye colours in [country]’. 89
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15
STUDENT’S BOOK UNIT WALKTHROUGH
Lesson D equips students with the language and communicative strategies to

navigate a wide range of interpersonal and intercultural situations. Guidance
is provided through videos and carefully staged tasks to enable students to
formulate their own response to hypothetical situations in the safe environment
of the classroom.
As well as topic-related vocabulary sets, students The ‘Own it!’ task at the end of each lesson
are presented with everyday useful language encourages learner collaboration as students
chunks throughout the unit, ready to pick up and apply the language and communication
use in interaction inside and outside the classroom. skills to real-world scenarios.
7D
Showing appreciation
LESSON GOALS
• Learn how to show appreciation
• Say words with the gr sound
• Practise showing appreciation
6 Look at the Useful language box. Work in pairs.
Which expressions explain why you’re happy
with someone’s work?
SPEAKING
10 OWN IT! Work in pairs. Act out situations A–C.

Student A: Choose one situation. Help Student B, or
Useful language Showing appreciation do something nice for them.
Great work! Student B: Show your appreciation to Student A.
Good job! Follow the tips in the Communication skill box and
This is great. use the expressions in the Useful language box.
It’s perfect. A: Hey, are you hungry? Here’s some food ...
Everyone loves it. B: Oh, wow. Thank you very much. It looks great!
They’re really happy.
It looks amazing. 11 Work in groups of four. Watch another pair act
Thank you very much. out a situation. Give feedback. Did they do a
good job?
7 Work in pairs. Complete the conversation with Wow! Great job, you two! That was amazing!
expressions from the Useful language box.
Tish: Hey, Jonah. I have your photographs. Great
1
! A
Jonah: Oh, wow. Really? You are at your
Tish: Yes, of course. They look 2 . office. Your partner
is very busy. You
Jonah: Thanks, Tish. I’m glad you like them. give them an
Tish: It’s not just me. Everyone 3 important report
them! We’re all really 4 . they need for a
Jonah: That’s great. I’m so glad to hear that. meeting tomorrow.
Tish: They’re 5 . Thank you
6
!
People clapping 8 Work in pairs. Practise the conversation in
for a band in
Barcelona, Spain
Exercise 7. B You’re back from
a holiday. You
PRONUNCIATION have a present
for your friend.
SPEAKING AND LISTENING. 4 Look at the Communication skill box. Which tip It’s something
repeat. your friend really
do you think is the most important?
1 Work in pairs. Discuss the questions. CLEAR VOICE wants. You give it
1 How do you feel when people help you? COMMUNICATION SKILL Saying words with gr to them.
2 What do you say when people help you? Words with gr can be difficult to say.
When people you work with do a great job,
2 7.8 Listen to two conversations between
show appreciation. Great work!
people at work. Do you think Cindy is friendly? Some words begin with gr:
1 Tell them ’great work’.
What about Pei Ling? Why?
2 Explain why you are happy. green C You’re working
gram on a school
3 Say ’thank you’. project with your
MY VOICE grandmother
friend. You’re
3 7.2 Watch the video. What is showing 5 Work in pairs. Do you always have to follow all Some words have gr in the middle:
both hungry. You
three tips in the Communication skill box? Think agree go to a café, and
appreciation?
about these situations. What do you do? hungry come back with
a asking someone how they did something
1 Someone holds a door open for you. photograph some delicious
b telling someone you’re happy with their work sandwiches.
2 A family member cooks you an amazing meal.
c telling someone their work is OK 3 A friend plans the perfect holiday for you.
EXPLORE MORE!
What are some other ways to show appreciation? Search online for ’good ways to show appreciation’.
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Lively lesson videos illustrate communicative scenarios Every pronunciation point is accompanied by an audio track.
and provide insight into different communication In many of the productive pronunciation points, students will
styles. Students are encouraged to reflect on their hear two models – a speaker of British English first, followed
own interactions and are provided with ready-to-use by another global English speaker.
tips to promote effective communication.
16
Lesson E develops transferable writing skills through a clear,
step-by-step approach that guides learners to put the grammar The ‘Check’ and ‘Review’ sections at the end
of the lesson get students into the habit of
and vocabulary from the unit to use in their own writing.
reviewing their own work and that of their
peers to identify ways to improve it through
subsequent edits.
7E
My friend is in town
LESSON GOALS
• Use reasons to explain things
• Learn new ways to describe people
• Write a message asking a friend for help
4 Look at the Useful language box. What words
can you use to make adjectives stronger?
7 Work in pairs. Look at your Venn diagrams. Are
Malik and Hussam similar or different?
Useful language Describing people WRITING TASK

Appearance
8 Make notes. A family member is in town. You’re
She’s (tall).
busy. You want your friend to show your family
He has (brown eyes / short hair).
member your town. Think of the following:
Personality 1 What is your family member’s personality like?
He’s really (nice). 2 What does your family member look like?
She’s very (interesting).
3 What do your friend and family member have in
Other information common?
He’s old / young / (nineteen) years old. 4 Why will your friend enjoy helping you?
She’s from (Portugal).
He’s a (university student). 9 WRITE Write a text message to your friend. Ask
She looks like (your friend Maya). for help. Use your notes in Exercise 8 to help you,
and Niko’s text message as a model.
5 Complete the description with words from the 10 CHECK Use the checklist. My text message …
Useful language box.
says what I need help with.
My brother’s name is Leon. He’s 1
describes my friend clearly.
Germany, like me. He’s twenty years
2
. He 3 long hair and lists a few things the people have in common.
grey eyes. He looks 4 my father. He’s says why my friend will enjoy it.
SPEAKING a5 student. He’s 6 11 REVIEW Work in pairs. Read your partner’s text
clever. message. Do they do the things in the checklist?
1 Work in pairs. Discuss the questions. Niko 6 Look at the Critical thinking skill box. Then read Write a short reply to your partner’s text
1 Do you and your friends have similar personalities? about the two people. What do they have in message.
2 Do your friends enjoy the things you enjoy? Hi Emre. Are you free on Saturday? My good common? What’s different? Complete the Venn Go to page 157 for the Reflect and review.
3 Do you like spending time with people who aren’t friend Hiroto is in Istanbul. It’s his first time diagram on the right.
like you? Why? / Why not? here. I can’t be there with him, so I need
someone to show him the city. I think you’re CRITICAL THINKING SKILL
perfect! Hiroto is really friendly and interesting, Finding things in common
READING FOR WRITING
like you. And you both love music. Here’s a
You’re with someone new, and you need
2 Read the text messages. Then look at the people photo. He’s on the right – the tall guy in the Hussam Malik
something to talk about. Find out what you
yellow T-shirt, with the guitar.
in the photo above. Which one is Hiroto? have in common. Do you both like books, sports or
music? Or are you from the same country or city?
3 Look at the Writing skill box. Answer the Emre It’s easier to talk to people when you have things in
Emirati
questions. common with them.
Hey Niko. No problem! I’m free. What does he
WRITING SKILL want to do? Does he want to see the Grand
Explaining your reasons
Bazaar? Or Topkapi Palace? 24 years old
Hussam is Emirati. He isn’t tall. He has brown hair
When you want someone to help you, it and brown eyes. He’s 24 years old. He likes sports,
helps to explain ... Niko
reading and watching films. He loves food. He’s
• what you want them to do. Thanks very much, Emre! Yes, he wants to friendly and very funny.
• why they are right for the job. see both those places. He also wants to meet
• why they will enjoy it. other musicians. He’s really excited – he knows
you play the guitar! He plays the drums, and
1 What does Niko want Emre to do? Malik is also 24 years old. He’s French. He has
the piano too. Do you know any musicians in
black hair and grey eyes. He’s tall. He’s friendly
2 Why is Emre the right person for this? Istanbul?
and he’s very clever. He likes books, films, music
3 Do you think Emre will enjoy helping Niko?
and art.
92 93
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A practical writing model acts Explicit Critical Thinking instruction guides

as a point of reference and an students to reflect on their own thought
aspirational goal for students as processes, encouraging them to think more
they are supported to produce a analytically.
personalized text of the same genre.
17
Learn More About Voices …
We asked the Voices author team some questions to understand the thinking
behind the series and what makes Voices unique.
Q: How do the National Geographic Explorers in Voices help make the course more relatable for students?

A: Learners need the chance to use English to talk about their own experience. When they

meet the National Geographic Explorers, they are getting to know interesting people who
lead exciting lives, but who are also like them in many ways. They do talk about their jobs,
but they also talk about their private lives, funny accidents, travel routines, future desires
and worst fears. Importantly, many of them are language learners themselves, using
English to express themselves and succeed internationally. They’re ideal role models and
great examples to emulate!
DANIEL BARBER
Q: Voices represents the real world through its range of Englishes. Why is that important?

A: Every day, people from all over the world communicate with one another in English.

Colleagues from Germany, Argentina and Japan working together in Saudi Arabia will use
English even when no one in the group has it as a first language. Hotel staff in Beijing will
speak English with guests from Thailand or Bahrain because it’s a global lingua franca.
English is also a major medium for the exchange of information and ideas online. To
prepare for real-world communication, learners need to be exposed to a wide variety
of international English input. That’s why Voices includes listening and video material
featuring a broad range of both first- and second-language English users, and explores
accents and pronunciation features that learners will encounter in real life. Not only does
LEWIS LANSFORD
this help learners become better communicators, it also demonstrates that English is their
own language – and their passport to the wider world.
Q: Can you tell us more about how Voices develops communication skills?

A: Asmanage
our learners use English, they’re going to need skills and strategies to build trust,

impressions, deal with conflict, and mediate in a space where people from
different cultural backgrounds are coming together to convey their messages and develop
relationships. The communication skills in Voices allow the learner to dive into different
areas of interpersonal communication, offering teachers and students useful tips, strategies
and useful language that they can then practise using in a variety of realistic scenarios.
These relatable scenarios allow us to push the learner to develop an awareness of the issues
and their own reactions to them. In my experience, they are also a great way of motivating
students to engage in extended speaking practice. After all, the best speaking activities are
CHIA SUAN CHONG
those where learners can’t wait to share their thoughts and opinions about the topic!
18
Q: What is special about the pronunciation strand in Voices?

A: There are a few things that make it unique. First, it is based on research. In other

words, in developing it, we used research findings to identify which pronunciation
features are the most likely to lead to misunderstandings in international contexts.
Second, it recognizes the beautiful diversity of English, and is the first to use ‘second
language speakers of English’ as models of pronunciation. Third, students are given
clear instructions to draw their attention to how a specific sound is produced. Finally,
our pronunciation strands emphasize clear pronunciation, rather than proximity with
an idealized standard ‘first language speaker of English’ model, helping students take
ownership of the language and promoting inclusivity.
MAREK KICZKOWIAK
Q: How does Voices support the evolving needs of learners?

A: Every learner is different and, as such, every learner has different needs. What’s so great

about Voices is that it is a comprehensive course that equips all learners with a multitude
of life skills for today’s world. The digital components of the course support learners to
develop their online learning and self-skills while the Explore More! features encourage
learners to enhance their research skills. Each unit provides tips on reading, listening,
writing and critical thinking skills to enhance their language as well as their work and
study skills. The world is getting smaller, and students on this course will gain international
communication skills and knowledge of authentic topics to succeed in an ever-evolving
global environment.
EMILY BRYSON
Q: Reflecting on your experiences as a teacher, what do you think your three favourite

things would be about Voices?
A: For me, the focus on real people, including the National Geographic Explorers, is really

interesting. I feel that getting glimpses into the lives of real people from all over the world
increases the intrinsic interest of the material, and provides a context that makes the
grammar, vocabulary, and other content natural and relatable. I also like how the units
strike a good balance between being new and familiar. There are some units that focus on
topics not commonly seen in ELT materials, which is nice. But even those topics that seem
familiar at first glance are typically approached from an unusual angle, which adds both
interest and excitement. Above all, though, I like the overall quality of the material. I was
impressed with the tremendous passion, extensive knowledge and deep commitment of
CHRISTIEN LEE
all of the other authors, and when I see the material they produced, the top-to-bottom
quality shines through.
Q: How does Voices prepare students for assessment?

A: Tothatprepare for important English exams like IELTS, FCE and TOEFL, teachers need a course

not only systematically builds the real-world skills and language required, but also
keeps learners interested and motivated. Voices has a rigorous, structured approach
based on the international framework of skills and language for each level, but at the
same time it engages learners in content-rich lessons with authentic tasks featuring real
people from around the world. The unique communication skills and comprehensible
pronunciation focus will help Voices learners perform confidently in speaking tests, and
the contemporary photos and infographics are designed both to stimulate students to
develop their productive skills and to input interesting ideas to talk and write about. As
GARY PATHARE
all skills are clearly signposted and explained, teachers can easily target specific exam
techniques and strategies for them, and there is plenty of extra grammar and vocabulary
practice to help learners secure the language they need.
19
UNIT 1
Hello!
UNIT GOALS
1A Vocabulary, reading,

pronunciation and speaking
• scan for names and places;

talk about cities and countries;
understand an article about where
people are from; practise stressing
syllables
1B Vocabulary, listening,

grammar and speaking
• learn about nationalities; listen to

people talk about where they’re
from; use present simple be with
singular pronouns; discuss the
nationalities of famous people
1C Vocabulary, listening,

• practise numbers 0 to 10; listen for

long numbers in conversations; ask
and answer present simple yes/no
questions with be (singular); say
phone numbers and addresses Two Iñupiat people from
Alaska greet each other.
1D Speaking 10

• learn how to greet others; practise

different ways to introduce
yourself; practise stressing
important words in sentences
42951_U01_010-021.indd 10 3/21/22 2:11 PM
1E Speaking, reading and writing ABOUT THE PHOTO 1

The unit theme is greetings. The photo • Optional step To set up the task, use
• write personal information on

shows two Inuit people greeting each the photo on the page and give more

an employee pass; learn to use
other by touching their noses together. information about this unique type of
capital letters; understand what
This form of greeting is called a kunik. The greeting (see About the photo).
information to share online
greeting is often used when people meet • Use gestures to elicit and teach key

Photocopiable resources outside in the cold and the only parts of words and phrases students will need:
their bodies that aren’t covered are their wave, hug, fist bump, shake hands,
Communication activities: pp. 222–223
eyes and noses. It is both a greeting and a bow.
Vocabulary activity: p. 247
way of showing affection. Similar greetings • Ask students to take turns asking
Grammar activities: pp. 261–262
are also practised by people of other

Pronunciation activity: p. 288 and answering the questions.
cultures, like the Maori people of New
Mediation activity: p. 304 Sample answers
Zealand and the people of Hawaii.
Workbook 1, 2 I shake hands.
3 I say, ‘Hello’.
Unit 1 pp. 4–9
20
1Hello!
3
• Ask students to complete the sentences.

Set a one-minute time limit.
• Ask students to work with a new

partner or in small groups.
• Ask a student to use the example

sentences to provide a model for the
GOALS class.
• Scan for names and places
• Talk about yourself and other people • Students take turns saying the

• Learn about countries, nationalities and numbers sentences. Set a two-minute time limit.
• Listen to long numbers
• Introduce yourself
• Write your information on an employee pass
Extra activity
Ask students to get into a large group
1 Work in pairs. Discuss the questions. and form a circle (several separate circles
1 Look at the photo. How do you greet people?
2 What do you do?
in large classes). Explain that they are
3 What do you say? going to play a name game so they should
remember their group members’ names.
WATCH To begin, students take turns saying their
2 1.1 Watch the video. Choose the correct names (e.g. My name is Risa.)
options to complete the sentences. Give students a soft object to toss to
NATIONAL GEOGRAPHIC EXPLORERS each other. One student says the name
of another student, gently throwing the
object to that person. The student who
catches the object says another student’s
name and throws the object to that
ABBEY ENGLEMAN ISAÍ MADRIZ person. Keep going until someone makes a
1 Explorer 1 is Abbey. She’s from the US / the UK. mistake. Then start again.
2 Explorer 2 is Isaí. He’s from Chile / Mexico.
3 Make connections. Complete the sentences.
Work in pairs. Say the sentences to your partner.
ABOUT THE EXPLORERS
1 My name is _____________. ABBEY ENGLEMAN is a marine ecologist
2 I am from _____________.
in Washington, United States. In one of her
Hi! My name is Sara. I am from Spain.
studies, she looked at how coral structures
Hello! My name is Hakan. I’m from Turkey.
vary in living and dead coral reefs. She
used 3D technology to recreate the coral
11
reefs and study how they grew and
adapted to changes. Her research helped
scientists learn useful information about
the reefs and their ecosystems.
42951_U01_010-021.indd 11 3/21/22 2:11 PM ISAÍ MADRIZ is an entomologist
• Optional step Play the video again. (a scientist who studies insects) and
WATCH

Pause after each name and between zoologist. He specializes in freshwater
2 1.1 speakers. insects in Patagonia. He uses science,
• Optional step Read the names of the • Students compare answers in pairs images and stories to teach people about

explorers with the class. It’s easier for before checking their answers as a class. the disappearing glaciers in Northern
students to focus on the video when Patagonia, and to explain why we need to
VIDEO 1.1 protect them.
they’re familiar with the names.
Abbey: Hi! I’m Abbey. I’m from the US.
• Ask students to read the sentences (1–2).
Isaí: Hello! My name is Isaí. I’m from

Then play the video in which Abbey
Mexico.
Engleman and Isaí Madriz introduce
themselves. Students circle the correct
answers.
21
LESSON 1A
1A
Countries and cities
LESSON GOALS
• Learn about countries and cities
• Understand an article about where people
are from
• Scan for names and places
LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY READING SKILL

Scanning for names and places
lesson is for students to practise 1 Work in pairs. Look at the map on page 13.
country names. Sentences begin with capital letters:
Where is your country?
She’s Sonia. She’s from Bolivia.
• READING The main aim is for 2 1.1 Look at the flags. Write the countries. Names, countries and cities have capital letters too:

Then listen to check. Sarah London United Kingdom
students to practise scanning for
To find names and places, look for capital letters.
specific information in an article. 1 Ar g en t in a
• PRONUNCIATION A sub-aim is for 6 Read the article. Complete the table.
Br a z i l

2
students to practise stressing syllables. Name City Country
• SPEAKING The speaking aim is for 3 Ch i n a

students to talk about cities and Abbey Washington, D.C. US
countries. 4 Fr a n c e
Myrto Athens Greece
5 G e r m an y Isai Guadalajara Mexico

Palo Alto,
VOCABULARY 6 J a p a n Kristina California US
1 7 The U n it e d K i ng d om
PRONUNCIATION AND SPEAKING
• Optional step To set up the task, say

the names of some famous cities in the 8 The Uni t e d St a t e s 7 1.2 Look at the Clear voice box. Listen and
repeat.
world, and what countries the cities are Go to page 160 for the Vocabulary reference.
CLEAR VOICE
in. For example, say, London is a city. Stressing syllables
London is in the UK. READING
Some words have different parts (syllables).
• Students discuss the question with 3 Work in pairs. Ask and answer the questions. Words with more than one part have stress:

a partner. Ask for volunteer students to 1 What city are you from? Ja-pan Ger-ma-ny Bra-zil
2 What country are you from? Ke-nya Pe-ru Chi-na
share their answers with the class. Then the U-ni-ted King-dom
I’m from Hanoi. Hanoi is in Vietnam.
ask if anyone has a different answer. the U-ni-ted States of A-me-ri-ca
I’m from Santiago. Santiago is in Chile.
Students in your class may be from
8 1.3 Listen to the cities and countries.
different cities or countries, so get as NATIONAL GEOGRAPHIC EXPLORERS
Underline the parts with stress.
many different answers as you can. 4 Read the article about Abbey Engleman and Isaí 1 Istanbul Turkey
Madriz. Are the sentences true (T) or false (F)? 2 Toronto Canada
Sample answers 1 Isaí is a scientist. T 3 Jakarta Indonesia
I’m from Athens. Athens is in Greece. 2 Kristina is from Berlin. F 9 Work in pairs. Say the cities and the countries
3 Abbey is a scientist. T
2 1.1 4 Myrto is from the United States. F
they are in.
Istanbul is in Turkey.
• Optional step Bring in a flag of your 5 Look at the Reading skill box. Then scan the

country. Point to the flag and say, This article. Circle the cities, countries and people’s
names. EXPLORE MORE!
flag is from my country, [country’s
Look at the countries in Exercise 2. What are some cities in
name]. 12 these countries? Search online for ’cities in [country name]’.
• Ask students to look at the flags in the

Student’s Book. Elicit the first answer as
an example to get students started. Then
set a two-minute time limit. Students 42951_U01_010-021.indd 12 3/21/22 2:11 PM
write the rest of the letters to complete

the country names.
Extra activity READING
In a class with students of a variety of
• Play the audio. Students listen and check ABOUT THE TEXT
nationalities, elicit all the countries they

their answers.
are from and write them on the board. Say The text type is an article. It is about two
• Optional step Say each country. each country and ask students to repeat. National Geographic Explorers and where

Students listen and repeat. they come from.
For further information and practice, see Washington D.C. was established as the
AUDIO 1.1
Vocabulary Reference Unit 1 on page capital of the United States in 1790.
1 Argentina 5 Germany
160 of the Student’s Book. Athens is a historic city and the capital of

2 Brazil 6 Japan
Greece. It is sometimes referred to as the

3 China 7 The United Kingdom
place where Western civilization began.

4 France 8 The United States Guadalajara is a city in Mexico.

22
Where are you from? Extra activity
On the board, write:
My best friend is Myrto. Myrto is from
My name is Isaí Madriz.
Athens.
I’m a scientist. I’m from
Invite one student to read the sentences
Guadalajara.
aloud.
My wife is Kristina. She Explain that instead of repeating Myrto, we
isn’t from Guadalajara. replace Myrto with she. Ask students to
She’s from Palo Alto,
find two more examples of she replacing a
a city in California.
person’s name (she replaces Kristina).
Guadalajara is in Mexico.
California is in the 5
United States. • Read out the information in the Reading

skill box.
• Optional step On the board, write pairs

of capital and small letters (e.g. A a). Ask
students to identify the capital letters.
• Tell students that scanning means to

look at a text quickly to find information
(e.g. a name). Explain that when we
scan, we do not read every word.
• Set a two-minute time limit.

Students circle all the cities, countries
My name is Abbey Engleman. I’m a and people’s names in the article.
scientist too. I’m from Washington, D.C. Ask students to compare answers with
My best friend is Myrto. She’s from Athens. a partner before checking answers as
Washington, D.C. is in the United States.
a class.
Athens is in Greece.
GRAMMAR NOTES
In English, in addition to the names of
cities and countries, we also capitalize
the names of buildings (e.g. Lake
Palace), languages (e.g. Spanish), days
(e.g. Sunday) and months (e.g. April).
We do not start seasons with capital
letters (e.g. summer, not Summer).
13
6
• Students complete the table. Set

a five-minute time limit. Tell them to
compare their answers with a partner
42951_U01_010-021.indd 13 3/21/22 2:11 PM
before checking answers as a class.
3 4 • Optional step Ask students to practise

• Ask a student to use the example • Optional step Ask students to look saying the city and country names in

sentences to provide a model for the at the article. Point out that several pairs. (Guadalajara is pronounced
class. sentences are together, with a space /ɡwɑːdələˈhɑːrə/.)
• Ask students to work with a partner between the next group of sentences.
Extra activity

and take turns to ask and answer the Explain that each group of sentences is
called a paragraph. Ask students to find I’m a scientist too in
questions.
the reading text. Explain that too is used
Sample answers • Elicit the first answer to get students
when two people are the same. Explain

1 I’m from Tokyo. started. Then ask students to read the
that in this sentence, we use too since
2 I’m from Japan. article and write true (T) or false (F).
both Abbey and Isaí are scientists.
Tell them to compare answers in pairs.
Ask students to find another similarity
Check answers as a class.
in the article and make a sentence using
• Optional step Ask students to correct too. (e.g. Abbey is from the United States.

the false statements. (2 Kristina is from Kristina is from the United States too.)
California. 4 Myrto is from Greece.)
23
LESSON A
PRONUNCIATION AND SPEAKING AUDIO 1.3
1 Istanbul Turkey
7 1.2
2 Toronto Canada
• Read through the information in the Clear voice box. If students
3 Jakarta Indonesia

are unfamiliar with syllables, tell them that a syllable is one
sound in a word. Say a few words and clap for each syllable 9
(e.g. name [1 clap], country [2 claps], capital [3 claps]). Then, • Ask students to take turns saying the cities and countries

explain that in words with two or more syllables, there are they are in. Tell them that they will have to use complete
stressed syllables. Say some words with two or more syllables sentences. Ask a student to read the example sentence out to
and clap louder for the stressed syllable (country [clap clap] provide a model for the class.
capital [clap clap clap]).
• Play the audio. Students listen and repeat. Note that every EXPLORE MORE!

pronunciation point is accompanied by an audio track. Students
If there is internet access in class, organize the class into pairs or
will hear two models – a speaker of British English first, followed
groups and ask them to search online for several big cities in the
by a global English speaker.
countries listed in Exercise 2. Invite pairs or groups to present their
• Optional step Play the audio a second time and pause after findings to the class. Alternatively, ask students to prepare their

each word if students have problems hearing the stress. research for homework before presenting in the next class.
AUDIO 1.2 Encourage global citizenship by asking students to find the cities
Japan on a world map.
Germany See Workbook pages 4–5 for extra practice (Vocabulary, Reading,
Brazil Pronunciation).
Kenya
Peru
China
the United Kingdom
the United States of America
PRONUNCIATION NOTES
There are different ways to stress a syllable in English. You can
say one syllable more loudly or strongly than the others. In this
way, each syllable is not said with the same force.
There are no fixed rules for which syllable is stressed. However,
in two-syllable words, nouns and adjectives are more likely to
be stressed on the first syllable. Verbs often have stress on the
second syllable.
Syllable stress is important, and getting it wrong can make
words harder to understand, or change the meaning.
Therefore, encourage students to pay attention to which
syllables are stressed in words whenever they listen.
Extra activity
Ask students to name some countries. As you write them on the
board, repeat the names several times.
As a class, decide how many syllables each name has. Draw lines
to divide the syllables in the country names. Then ask which
syllable is stressed. Underline the stressed syllable. As a class, say
each country using the correct word stress.
8 1.3
• Students listen to the audio and underline the parts with stress.

• Students compare answers in pairs before checking their

answers as a class.
• Optional step Play the audio again. Students listen and repeat.

24
LESSON 1B
LESSON GOALS
• VOCABULARY A main aim is to learn the words for countries and nationalities.

• LISTENING AND GRAMMAR The main aim is for students to practise present simple

forms of be with singular pronouns, both affirmative and negative.
• SPEAKING The speaking aim is for students to talk about people and their

nationalities.
VOCABULARY 4 1.4
• Begin by reading out the words in the box. This will help students
1

have confidence in recognizing the words during the listening.
• Optional step Explain that country is used to discuss a place,
• Play the audio again. Students write the words to complete the

and give an example of the country you are in. Explain that

nationality is used to talk about people and things from that sentences.
country. Give several examples (e.g. I’m Brazilian.) Then read the • Ask students to compare their answers with a partner

model sentences to the class. before checking answers as a class.
• Students take turns to say their countries and nationalities. • Optional step Play the audio again and pause at key points if

• In feedback, ask a few pairs to share their nationality and the students have problems hearing answers.

country they are from.
5
Sample answers • Read the Grammar box with students. Students answer the

1 I’m from Brazil. question.
2 I’m Brazilian. • Optional step Check understanding by asking, Which form do

2 you use with I, you and he? (am, are, is)
• Write the eight countries on the board. Teach the students • Explain that for the short forms, students should not put a

how to say these countries. Ask students to work in pairs and space before the apostrophe.
match the countries to the nationalities. • Optional step Point out that the short forms combine two

• Ask for volunteers to share their answers. Write the nationalities words. As a critical thinking exercise, ask students what part of

on the board next to the countries. which word is cut (the first part of the second word).
VOCABULARY NOTES GRAMMAR NOTES
Nationalities can be confusing for students because there Short forms are more commonly used in spoken English than
are many ways to create the nationality (e.g. -ian, -ese). the long forms. Some languages omit the pronoun or to be
In some cases, the spelling of the country name is changed verb, so watch out for errors such as Am Spanish or I Russian.
(e.g. Morocco and Moroccan) or a different word is used
(e.g. the Netherlands and Dutch). Students should memorize For further information and practice, see Grammar reference
the nationalities and their spelling through practice. Unit 1B on page 166 of the Student’s Book.
6
For further information and practice, see Vocabulary reference • Ask students to rewrite the sentences using the short forms.
Unit 1 on page 160 of the Student’s Book.

Encourage them to use the Grammar box in Exercise 5 as a
reference.
LISTENING AND GRAMMAR • Students compare answers in pairs. In feedback, elicit

answers and write them on the board.
3 1.4
• Optional step Organize the class into new pairs or groups. Ask
• Ask students to look at the photos on page 15 of the Student’s

students to take turns saying the sentences.

Book. Ask, Do you know their names? Ask students to look at
the three pictures in Exercise 3 and guess each of their jobs. 7
• Play the audio. Students listen and check if their guesses • Students complete the sentences. Ask students to compare

were correct with a partner. their answers with a partner.
AUDIO 1.4 • Optional step If students are having difficulty completing

1 Amanda Gorman is a writer. She writes poems. She’s from Los the exercise, remind students that the verb be is irregular and
Angeles, in the US. She’s American. changes its form depending on the subject. Work as a class to
2 Kylian Mbappé is a footballer. He’s from Paris, France. He’s French. make a table on the board with subjects and be verbs:
3 Kim Yuna is an ice skater. She’s from Bucheon, Korea. She’s First person singular I am

Korean. Second person singular you are

Third person singular he, she, it, Maria is

25
LESSON B
8
1B
She’s American
LESSON GOALS
• Understand people talking about nationalities
• Use be with singular pronouns
• Talk about famous people around the world
• Read the Grammar box with the class.

Students answer the question. VOCABULARY 5 Read the Grammar box. What are the three
• Optional step Check understanding by 1 Work in pairs. Answer the questions.
present simple forms of be? am, is, are

saying something untrue about yourself 1 What country are you from? GRAMMAR Present simple be (singular
(e.g. I’m Spanish). Write it on the board 2 What is your nationality? positive)
and ask students if it’s true. Then explain I’m from Germany. I’m German. The verb be has three forms: am, is and are.
that for the sentence to be correct, you 2 Match the countries and nationalities. Use I + am: I am from France.
Use you + are: You are Japanese.
should use not: I’m not Spanish. 1 Peru f a German
Use he/she/it + is: It is in the US.
2 the UK g b Moroccan Use these short forms:
3 Oman h c Turkish I’m / you’re / he’s / she’s / it’s
4 Morocco b d Brazilian
GRAMMAR AND PRONUNCIATION Go to page 166 for the Grammar reference.
5 Germany a e Vietnamese
NOTES
6 Vietnam e f Peruvian 6 Rewrite the sentences. Use short forms.
The short negative form of the verb be 7 Turkey c g British 1 I am from France. I’m from France.
may be confusing for students because 8 Brazil d h Omani 2 You are Japanese. You’re Japanese.
the first person singular combines the Go to page 160 for the Vocabulary reference. 3 It is from the US. It’s from the US.
4 She is American. She’s American.
subject I and the verb be, and adds not
LISTENING AND GRAMMAR 5 He is a footballer. He’s a footballer.
(I’m not). The second person singular
3 1.4 Work in pairs. Look at the photos. Do you 7 Complete the sentences. Use the correct form of
you and third person singular he, she, be. Use short forms.
know the people? Write the names. Listen and
it combine the verb be with not (you check. 1 He ‘s from Italy.
aren’t; he isn’t; she isn’t; it isn’t). Many 2 She‘s from the UK.
Amanda Gorman Kylian Mbappé Kim Yuna
people also use you’re not, he’s not, 3 I ‘m Penelope. I‘m from Greece.
she’s not and it’s not, particularly when 4 Madrid is a city. It ‘s in Spain.
ice skater Kim Yuna
they want to emphasize the negative. 8 Look at the Grammar box. What word do we use
to make be negative? not
footballer Kylian Mbappé
GRAMMAR Present simple be (singular,
Extra activity negative)
writer Amanda Gorman
Tell students it’s ‘opposite day’. Ask To make be negative, use not.
I am not from France.
students to make sentences about people You are not American.
and things in the classroom, but the 4 1.4 Listen again. Complete the sentences.
She/He/It is not Japanese.
sentences should be incorrect. As a model American Korean French Use these short forms:
I’m not / You aren’t / He isn’t / She isn’t / It isn’t
say, I’m in [country’s name you are not
1 Amanda Gorman is from the US. She’s
in]. Point out that this is not true. Ask one American .
student to correct the sentence. (I’m not 2 Kylian Mbappé is from France. He’s
in [country’s name].) Organize the class French .
into new pairs. Ask students to take turns 3 Kim Yuna is from Korea. She’s Korean .
saying an incorrect sentence. Their partners

make the incorrect sentences correct by 14
adding or removing not. (e.g. A: I’m not
from Norway. B: I’m from Norway.)
For further information and practice, see
Grammar reference Unit 1B on page 166 42951_U01_010-021.indd 14 3/21/22 2:11 PM
of the Student’s Book.

10 Tell students that their false sentence,
the lie, should not be obvious so that the
9 • Students complete the sentences.
game is more fun. Model an example for

• Students rewrite the sentences using Ask students to compare their answers
with a partner before checking answers the class, and give students time to write

short forms. their sentences. Explain to students that
as a class.
• Ask students to compare their one student says their sentences, and
• Optional step Ask students to practise

answers with a partner before choosing the group members take turns guessing

students to write answers on the board. saying the sentences in pairs.
which is false. Then, the student tells the
• Optional step Organize the class into Extra activity group the answer (i.e. which statement is

new pairs or groups. Ask students to Explain to students that they will play a a lie). Students who correctly guessed get
take turns saying the sentences. detective game called ‘two truths and a one point.
lie’. Students write three sentences about Organize the class into groups. The game
themselves – two that are true and one continues until all students have said their
that is false (not true). Explain that the goal sentences. Ask students how many points
of the game is to discover which sentence they earned and declare a winner for
of the three is false. each group.
26
Amanda Gorman Kylian Mbappé Kim Yuna
12
• Organize the class into new

groups. Students take turns to share
information about the people they
chose in Exercise 11.
• As students speak, listen carefully and

note any errors. In feedback, write three
or four errors on the board and ask
students to correct them in pairs.
Sample answers
Kobe Bryant is from the US. He’s American.
EXPLORE MORE!
If there is internet access in class, ask
students to work with a partner and do
research on well-known singers, actors
or sportspeople from around the world
that they like. Ask students to find out
where they are from and their nationalities.
Ask students to present a photo of the
people and their findings to the class.
Alternatively, ask students to prepare their
research for homework before presenting
9 Rewrite the sentences. Use short forms. SPEAKING
in the next class.
1 I am not from France. I’m not from France.
11 Work in groups. Look at the nationalities and Some examples:
2 You are not American. You aren’t American. choose three. Think of a famous person for each
3 She is not Japanese. She isn’t Japanese.
Singer: Ariana Grande, singer, from the US,
of the three nationalities.
American
10 Complete the sentences. Use the negative form
of be.
American Australian Brazilian Actor: Hugh Jackman, actor, from
British Egyptian Indian
1 I ‘m not Australian. I’m from New Australia, Australian
Zealand.
12 Work in a new group. Tell your partners about Sportsperson: Neymar, footballer, from
2 He isn’t/’s not German. He’s from France.
3 She isn’t/’s not a teacher. She’s a
your people in Exercise 11. Say their countries Brazil, Brazilian
and nationalities.
student.
4 Vienna is in Austria. It isn’t/’s not in Chris Hemsworth is from Australia. He’s Australian. See Workbook page 6 for extra practice
Germany. Adele is from the UK. She’s British. (Vocabulary, Grammar).
5 Where are you? You aren’t/’re not in class.
EXPLORE MORE!
Do you like any singers, actors or sportspeople? Where are they from? What are their nationalities?
Search online and find out. 15
42951_U01_010-021.indd 15 3/21/22 2:11 PM
For additional practice, refer to the Sample answers

Grammar activity on page 261 of the American: Ariana Grande, Kobe Bryant
Teacher’s Book. Australian: Chris Hemsworth, Kylie
Minogue
For additional practice, refer to the Brazilian: Pelé, Neymar
Communication activity on page 222 of British: Freddie Mercury, Stephen Hawking
the Teacher’s Book. Egyptian: Mohamed Salah, Mohamed
Karim
SPEAKING Indian: Mahatma Gandhi, Virat Kohli
11
• Organize students into groups to

brainstorm people for three of the
nationalities listed. If there is internet
access in class, ask students to find more
famous people with the nationalities
listed.
27
LESSON 1C
1C
What’s your phone number?
LESSON GOALS
• Learn the words for 0–10
• Understand conversations about long
numbers
• Ask yes/no questions with be
LESSON GOALS
• VOCABULARY The main aim is for VOCABULARY LISTENING

students to learn the numbers 0 to 10. 1 Work in pairs. What are the words for 0 to 10 in 4 1.6 Listen to three conversations (a–c). What
• LISTENING A main aim is for students your language? Do you know the English words? are they talking about? Write the letters.

c an address
to practise listening for long numbers. 2 1.5 Write the numbers (0–10) next to the
words. Listen to check. a a phone number
• GRAMMAR A further main aim is for 0 2 b a bank account number
zero two

students to practise yes/no questions three 3 five 5 5 Look at the Listening skill box. Listen
1.6
with the be verb. four 4 nine 9 again and write down the correct numbers.
• SPEAKING The speaking aim is for eight 8 ten 10
LISTENING SKILL

six 6 seven 7 Listening to long numbers
students to give phone numbers and
one 1
addresses. Some numbers are long:
3 How many things are in the pictures? Write the My phone number is 02-111-3567-7924.
numbers in word form. For long numbers, people say the numbers in groups:
My phone number is zero-two [pause] one-one-one
VOCABULARY 1 [pause] …
You can say zero or oh for 0.
1 three books 020-238-9810
a
• Write 1 and 2 on the board, but don’t 024-6911-724-65

b
say the words for the numbers. Tell 2 748 564219
c West Street. Postcode:
students that these are numbers.
• Students discuss the questions in GRAMMAR

pairs. Ask for volunteers to say the seven pens 6 Read the Grammar box. Can you use short forms
3
numbers in their own language. Then in positive answers? No.
ask if anyone knows the words for the GRAMMAR Yes/no questions with be
numbers in English. (singular)
eight chairs
2 1.5 4 Yes/no questions
I am ➔ Am I Am I late?
• Students write the correct digits next to You are ➔ Are you Are you Nigerian?

the words for the numbers. He/She/It is ➔ Is he/she/it Is it 9184-6683?
two tables Use a question mark (?), not a full stop (.).
• Play the audio. Students listen and check
Positive answers

their answers. Write the digits on the 5
Yes, you are. / Yes, I am. / Yes, it is.
board. Ask for volunteers to come up Negative answers
and write the words for the numbers No, I am not. / No, I’m not.
next to the digits. one teacher No, you are not. / No, you aren’t.
No, it is not. / No, it isn’t.
• Optional step Play the audio again. Go to page 160 for the Vocabulary reference.

Students listen and repeat. Go to page 166 for the Grammar reference.
AUDIO 1.5
16
Zero, z-e-r-o, zero.
One, o-n-e, one.
Two, t-w-o, two.
Three, t-h-r-e-e, three. 42951_U01_010-021.indd 16 3/21/22 2:11 PM
Four, f-o-u-r, four. They can write as many different numbers • Ask students to compare their

Five, f-i-v-e, five. as they want, and they can repeat numbers answers with a partner before asking
Six, s-i-x, six. as many times as they want too. Explain to students for their answers and writing
Seven, s-e-v-e-n, seven. students that they will take turns saying a them on the board.
number. Students who have that number
Eight, e-i-g-h-t, eight. Extra activity
cross it out with an X. The first person
Nine, n-i-n-e, nine. who gets three Xs in a row horizontally, Ask students to work in small groups and
Ten, t-e-n, ten. vertically or diagonally, calls out ‘Bingo!’ put some of the things in their bags on the
Extra activity and is the winner. desk. Ask students to take turns saying the
number of items on the desk. Explain that
Explain to students that they will play 3 when they don’t know the name of the
‘Bingo’. Organize the class into small • Go over the first answer with the class. item in English, they can give the number
groups. Ask students to draw a 3-by-3

Students write the numbers in words for only. Model an example (e.g. point to two
grid on a piece of paper. Show how to do the rest of the questions. rubbers and say two).
this on the board. Tell them to write any
number from zero to ten in each square.
28
7 Complete the questions. Use the correct form SPEAKING
Narrator: B
of be.
9 Work in pairs. Choose a number and say it. Your Bank teller: Mr. Lim, is this your bank
1 Good afternoon. Are you John?
partner points at the number you say. Use the
2 Is she the new student from Japan?
tips from the Listening Skill box.
account number?
3 What’s your address? Is it 624 Abel Drive? 1 0893456723 4 0894642098 Mr. Lim: Let me see. No, it isn’t. My bank
4 Hey, Tom. Is Nicole Dutch? 2 0993547682 5 783935492897 account number is 024-6911-724-65.
5 Am I in the right class? 3 783935492879 6 0894536732
Bank teller: Sorry. Say it again, please?
8 Look at the Useful language box. Complete the 10 Work in pairs. Take turns.
sentences. Student A: Choose a name. Answer Student B’s
Mr. Lim: 024-6911-724-65.
questions. Bank teller: Great. Thanks!
Useful language Talking about numbers Student B: Ask for Student A’s phone number and
My address is ...
Narrator: C
address. Say the correct name.
My phone number is (66-456 ...)
Name: Phone number: Address:
Ruth: What’s your address, John?
Is it (65-446 ...)?
No. It’s (66-456 ...) / Yes, it is. Lucas 593-96-768-2985 209 Umari Street John: It’s 7-4-8 West Street.
Serena 1-202-555-0199 4371 Manford Lane Ruth: I’m sorry. Is it 7-5-8?
1 A: What’s your phone number, Michiko? Lucia 252-61-959-5083 558 Dale Road
B: My phone number is 8345-2168. Hiroshi 66-2-081-2592 6701 Bank Street John: No. It’s 7-4-8. My postcode is 5-6-4-
2 A: My address is 2214 Smith Road. Danny 60-3-2516-7948 339 Dutch Street 2-1-9.
B: Is it 214 Smith Road? Celia 55-11-99306-5787 9040 Park View Ruth: 5-6-4-2-1-9. Got it!
Zahid 011-212-812-365-729 7219 Lake Avenue
A: No. It’s 2214 Smith Road.
Violet 996-803-61385 185 West Street 5 1.6
• Read the Listening skill box with the

class.
• Play the audio again. Students write

the correct numbers. Ask students to
before checking as a class.
• Optional step Play the audio again.

Pause at key points if students have
problems hearing answers. Organize the
class into new pairs. Students take turns
saying the numbers.
VOCABULARY AND
PRONUNCIATION NOTES
On the board write the letters M, N, O
and P. Ask students to deduce why we
often say zero as oh (e.g. because 0
(zero) and a capital of the letter O look
similar; because it is faster to say oh
17 than to say zero).
People usually say long numbers digit
by digit.
We usually don’t say the hyphens when
reading out long numbers. The format
42951_U01_010-021.indd 17 3/21/22 2:11 PM
(e.g. XXX-X-XXX-XXXX) is usually
For further information and practice, see • Play the audio. Students listen and understood. But people do tend to

Vocabulary Reference Unit 1 on page number the three options a, b or c. pause where the hyphens are (e.g.,
160 of the Student’s Book. • Optional step Play the audio again. when saying phone numbers). Some

For additional practice, refer to the Pause at key points if students have situations may require us to say where
Vocabulary activity on page 247 of the problems hearing answers. the hyphens are, though. For such
Teacher’s Book. AUDIO 1.6 numbers, it’s easy to use the word dash.
Long numbers are found in many
Narrator: A
places, such as on credit cards, forms
LISTENING Vaishna: Hi, Ali. How are you? or government documents. Being
Ali: Hey, Vaishna. I’m great!
4 1.6
Vaishna: Is your phone number 020-238-
able to say them clearly is a useful
• Point out that students should focus communication skill.
5810?

on the order of the speakers. Explain
that they do not need to remember Ali: No, it’s not. It’s 020-238-9810.
the phone numbers, but what they are Vaishna: Oh, OK. 020-238-9810. Thanks!
talking about.
29
LESSON C
Extra activity about in the Student’s Book if they are not able to come up with
Organize the class into groups. Ask students to think of a fake their own ideas. Students can answer using Yes/No short answers.
but believable phone number. Ask pairs to take turns saying the Set a five-minute time limit.
phone numbers. Their partners listen and write them down. For further information and practice, see Grammar reference
Unit 1C on page 166 of the Student’s Book.
GRAMMAR
7
6 • Elicit the first answer to get students started. Ask students
• Read the Grammar box with the class. Then discuss the

to complete the questions, and then compare their answers in

question. pairs.
• Optional step Break down the question form on the board • Optional step Ask students to work in pairs and ask each

by drawing this table showing how be sentences and yes/no

other the five questions. Tell them to make up their own short
questions are related: answers, and try and answer the questions in different ways.
I am
Am I
8
• Optional step Ask students to brainstorm situations when we

You need to say our phone number and/or address (e.g. ordering
are
(British) food delivery by phone).
Are you
• Read through the Useful language box with the class. It is a

He/She/It is good idea to drill the expressions and ask students to repeat
Is he/she/it after your model.
• Ask students to complete the sentences and then compare

their answers with a partner.
Then draw another table to show all the possible short answers:

I am. SPEAKING
Yes, you are.
he/she/it is. 9
• Give students time to read the numbers before working in pairs.

I’m not. • Set a three-minute time limit. Students take turns to say a

you aren’t. number while the other student listens and points to the correct
No, he/she/it isn’t. number.
you’re not. • As students speak, listen carefully and note any errors. At the
he’s/she’s/it’s not.

end, in feedback, talk about errors you heard (e.g., incorrect
Point out that you can also use the short forms ‘No, you’re not’ numbers). Ask students how they would correct the errors.

or ‘No, she’s not’.
10
• Organize the class into new pairs. Give students time to

GRAMMAR NOTES read the information.
A common error for learners is forgetting to invert the subject • Optional step Read the people and street names out to the

and the verb when making questions: You are from France? class and ask students to repeat after you.
One reason is that in many languages there is no inversion to • Ask one student to choose a name. The other student asks

form questions, just a change of intonation. about their partner’s phone number and address and works out
Another possible difficulty for students is leaving out pronouns which name their partner chose.
(Is 9184?) or be verbs (You Egyptian?) depending on the
• Optional step Provide a model for the task by asking a student
learner’s first language.

to choose a person. Ask the student questions to discover their
identity.
For additional practice, refer to the Grammar activity on page
262 of the Teacher’s Book. For additional practice, refer to the Communication activity on
page 223 of the Teacher’s Book.
Extra activity
Play the ‘sticky note’ game. Hand out ‘sticky notes’ to each See Workbook pages 7–8 for extra practice (Grammar,
student in the class. Ask students to write the name of a famous Vocabulary, Listening).
person on their sticky note. Say, Keep it a secret. Ask students to
stick the note on their partner’s forehead. Students walk round
the class and try to find out who they are by asking ‘Am I … ?’
questions like Am I from New Zealand? or Am I Amanda Gorman?
Tell students that they can use the names of people they have read
30
LESSON 1D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main

aim is to empower students to greet others and introduce themselves to others.
Students learn specific language to greet each other politely, get to know a person
by asking questions and learn how to say goodbye. The lesson ends with a roleplay in
which students practise introducing themselves in formal and informal situations.
SPEAKING AND LISTENING MY VOICE

1 3 1.2
• Read the question with the class. Give students one minute • Give students time to read the expressions (a–c) and check

to think of ideas. This gives them confidence to discuss the

that students understand what the options (1–3) mean. Play
question later with their partner. the video which teaches four things to do when introducing
• Students discuss the question with a partner. In feedback, yourself. Ask students to match the questions to the options

ask pairs to share their ideas with the class. (1–3). Students compare their answers with a partner before
checking answers as a class.
2 1.7
• Optional step Play the video again. Pause at key points if
• Optional step Give students time to read the sentences in the

students have problems hearing answers.

conversations.
• Play the audio. Students write numbers beside each VIDEO 1.2

sentence to put them in order. Ask students to compare their You’re at school. You want to make friends. What do you do?
answers with a partner. Introduce yourself!
• Play the audio again. Check answers as a class. Hi. I’m Chia. It’s nice to meet you!

AUDIO 1.7 You can do it too. Here are four steps.
Narrator: 1 One: Say a greeting. Say ‘Hello’ or ‘Hi’, and your name. Or say
‘Good morning’, ‘Good afternoon’ or ‘Good evening’. Don’t say
Wei Ming: Hello. I’m Wei Ming. What’s your name? ‘Good night’. Good night is like goodbye.
Nader: Hi. I’m Nader. Nice to meet you, Wei Ming. Two: Ask a question. Ask ‘How are you?’ Or ‘What’s your name?’
Wei Ming: Nice to meet you too, Nader. Three: Say something nice. Say something nice, like ‘It’s nice to
Narrator: 2 meet you.’
Raul: Good morning. Are you Ahmed? Four: Find common, or same, things. Are you from the same
Ahmed: Yes, that’s right. Are you Raul? country, city or town?
Raul: Yes, I am. It’s nice to meet you! Remember: When you introduce yourself, say a greeting, ask a
Narrator: 3 question, say something nice and find common things.
Colleen: Good afternoon. I’m Colleen, from the UK. Extra activity
Brian: Hi. I’m Brian. I’m from the UK too! Play the video again. Ask students to focus on the last tip. Ask,
Colleen: Nice to meet you, Brian. What is the same about the people in the video? (from the same
country, city or town). Play the video a final time. Check answers
COMMUNICATION SKILL NOTES as a class.
This lesson introduces expressions that people use when they 4
meet for the first time. Students may find it difficult to talk to • Read out and discuss the information in the Communication
people they don’t know, even when they are speaking their

skill box. Point out that this is a summary of the information in
first language. Explain to students that one well-used technique the video.
is to ask the other person about themselves. Explain that they
• Optional step Remind students that they will be studying
should not ask very personal questions (e.g. the topic of money

together for many weeks. Encourage them to listen carefully to
should be generally avoided).
their partner and remember their partner’s name while doing
Use this lesson to help students meet their classmates so they
the task.
begin to feel comfortable with each other. Particularly during
the first classes, change partners often. Give students time to • Ask students to work in pairs and take turns introducing

introduce themselves, using the language in this lesson, before themselves. Once they are comfortable, ask them to walk
they begin new tasks. around class and introduce themselves to their other classmates.
Set a time limit of three minutes.
31
LESSON D
5
1D
Introducing yourself
LESSON GOAL
• Learn how to introduce yourself
• Learn different greetings
• Practise introducing yourself to others
• Explain to students that some time

expressions are specific to times of the SPEAKING AND LISTENING 5 When do people say the greetings? Tick (✓) the
day. 1 Work in pairs. What do you say when you meet
boxes. More than one box is possible.
• Ask students to tick the correct boxes. someone new? Sample answer Hi.; Hello; Hey;
How’s it going?

Explain that some greetings have more 2 1.7 Listen to three conversations. Number the
sentences in order. Listen again to check. Good morning ✓
than one answer.
Conversation 1 Good evening ✓
• Mix students so they have new a Hello. I’m Wei Ming. What’s your name? 1 Good afternoon ✓

partners. Ask students to introduce b Nice to meet you too Nader. 3
Good night ✓
themselves, and then check their c Hi. I’m Nader. Nice to meet you, Wei Ming. 2
Bye-bye ✓ ✓ ✓
answers together. Then, check answers Conversation 2
Hi ✓ ✓ ✓
d Yes, I am. It’s nice to meet you! 3
as a class.
e Yes, that’s right. Are you Raul? 2
1
6 Look at the Useful language box. Then look at
f Good morning. Are you Ahmed?
the expressions in the box. Which mean hello?
VOCABULARY NOTES Conversation 3 Which mean goodbye?
g Hi. I’m Brian. I’m from the UK too! 2
Use good morning from around 5 a.m. 1
h Good afternoon. I’m Colleen, from the UK. Useful language Hellos and Goodbyes
until noon. Use good afternoon from i Nice to meet you, Brian. 3
Greetings
noon until around 5:00 p.m. Use good Hi. / Hello. hello
evening after around 5:00 p.m. MY VOICE Good morning / afternoon / evening. hello
3 1.2 Watch the video about introducing Questions and answers

yourself. Then match the words. What’s your name?
Extra activity How are you?
1 a greeting c a How are you? I’m fine, thank you.
Give students more specific information 2 a question a b It’s nice to meet you. I’m great.
about when to use good morning/ 3 something nice b c Good afternoon.
Polite expressions
afternoon/evening (see Vocabulary notes). 4 Look at the Communication skill box. Then work It’s nice to meet you.
Nice to meet you too.
Say, It’s 7 p.m. Ask students to greet you in pairs and greet your partner.
using the correct greeting. Practise with COMMUNICATION SKILL Saying goodbye
Introducing yourself Goodbye. / Bye-bye. / Good night. goodbye
additional times.
When you meet someone new ...
6 Say a greeting:
Hi, I’m Colleen. I’m from the UK.
PRONUNCIATION
• Read the Useful language box with Ask a question: 7 1.8 Look at the Clear voice box. Listen and

the class. Students then answer the How are you? repeat.
questions. Ask students to share their Answer questions: CLEAR VOICE

I’m fine, thank you. Stressing important words
answers with the class. Say something nice: People stress important words. They want you
• Optional step Model the expressions It’s nice to meet you. to hear them.

in the box. Students listen and repeat so Find common things: I’m Ellis. I’m from Japan.
I’m from the UK too! Are you Dutch? I’m Dutch too.
that they gain confidence in using the
expressions.
18
Extra activity
Ask students to identify which ways of
saying hello and goodbye are the most
formal or polite (good morning/afternoon/ 42951_U01_010-021.indd 18 3/21/22 2:11 PM
evening). Organize the class into new pairs. AUDIO 1.8

Ask them to introduce themselves again when we don’t stress any (or many)
I’m Ellis. I’m from Japan. words, we sound robotic. Stress gives
using formal language.
Are you Dutch? I’m Dutch too. what we say feeling.
Second, different stress can give
PRONUNCIATION PRONUNCIATION NOTES sentences different meanings. For
7 1.8 When we speak, we emphasize example, these all mean slightly
• Give students time to look at the Clear important words so that they are different things:

voice box. Play the audio. Students listen easier for the listener to hear. This is She’s my English teacher. (not my
and repeat. called sentence stress, and it can be maths or science teacher)
• Optional step Play the audio again. particularly difficult for students who
She’s my English teacher. (not someone

Pause at the stressed words if students speak with equal stress on every word in
have problems hearing the stress. their first language. else)
There are several reasons why sentence Tell students that they should focus on
stress is important. First, in English, being able to hear the stress.
32
SITUATION A
8 1.9 Read the sentences. Underline the
important words. Then listen. Which words have SPEAKING
stress? Listen and repeat. Remember to stress the
important words. 9
1 She’s Su-Wei. She’s Australian. She’s from Sydney.
• Mix students so they have new partners.
2 I’m Nirved. I’m from Sri Lanka. What’s your name?

3 She’s Anne. She’s a friend from school. She’s from • Ask students to take turns saying the

Argentina too. sentences and responding to questions.
SPEAKING
• Optional step Encourage pairs who

finish quickly to practise again, using
9 Work in pairs. Read the sentences to your different responses and their own ideas
partner. Your partner responds. Use the Useful
language to help you. rather than the expressions in the Useful
1 Hi. I’m Kirsty. What’s your name? language box.
2 Good afternoon. How are you?
3 Hi. It’s nice to meet you. I’m Nala.
SITUATION B Extra activity
A: Hi. I’m Kirsty. What’s your name?
Explain to students that asking What’s your
B: Hello. I’m Layla. It’s nice to meet you!
name? can seem rude in some situations.
10 OWN IT! Work in groups. Introduce yourselves
to each other. Use the Useful language to help you.
Also explain that there is an expectation
1 Say a greeting. that when someone gives you their name,
Hi. you have to also introduce yourself and
2 Say your name. give your name. Ask students to reword
I’m Lucas.
3 Ask and answer questions. greeting 1 in Exercise 9 without saying
How are you? What’s your name? Encourage students to
4 Use polite expressions. think of several different introductions.
It’s nice to meet you!
5 Find common things.
For example:
I’m Mexican too! Hi. I’m Kirsty. It’s nice to meet you.
11 Look at the photos. Pretend you are in the Hi. I’m Kirsty. How are you?
situations. Introduce yourselves again. SITUATION C Hi. I’m Kirsty. I’m new in the class.
A You’re at a party. It’s with friends from school.
B You’re at a big work meeting. There are people 10 OWN IT!
from many countries.
C It’s a wedding. Friends and family are there.
• Go over the points that students should

include in their introductions (1–5).
A: Hi. I’m Farhad. What’s your name?
B: Hi Farhad. I’m Raymond. It’s nice to meet you! Check students’ understanding by
A: Good afternoon, Leticia. It’s nice to meet you. eliciting a specific example of each.
B: Good afternoon, Tom. Nice to meet you too. Give students time to prepare their
introductions. This allows them to
have more confidence as they speak in
groups.
• Set a four-minute time limit.

Organize the class into groups. Ask
19 students to take turns introducing
themselves.
11
• Put students in groups. Ask students

42951_U01_010-021.indd 19 3/21/22 2:11 PM
to look at the situations (A–C). Ask them
• Play the audio again. Students listen and
She’s my English teacher. (not someone to take turns introducing themselves

repeat.
else’s teacher) again to their group members while
AUDIO 1.9 pretending that they are in those
Finally, sentence stress is important
1 She’s Su-Wei. She’s Australian. She’s situations. Set a four-minute time limit.
because the sounds of words in
from Sydney. • As students practise, monitor and help
sentences often blend together.

Without stress, this blending can make 2 I’m Nirved. I’m from Sri Lanka. What’s with their conversations. Encourage
understanding people difficult. your name? students to clearly emphasize the
3 She’s Anne. She’s a friend from school. stressed words.
She’s from Argentina too. • Optional step Ask groups to act out
8 1.9

For additional practice, refer to the the situations and their introductions in
• Ask students to underline the words
front of the class.

they think are important. Play the audio. Pronunciation activity on page 288 of
Ask students to check if the words they the Teacher’s Book. See Workbook page 8 for extra practice
underlined and the stressed words are (Pronunciation).
the same.
33
LESSON 1E
1E
My information
LESSON GOALS
• Learn to use capital letters
• Learn about common jobs
• Write your information on an employee
pass
LESSON GOALS
• WRITING The aim of the lesson is for

students to write their information on
an employee pass. Students practise
evaluating which information they
should or should not share online.
SPEAKING
1
• Optional step Read out the information BELLA_4EVER Adriano.P_ELT

in the two profiles to the class. Name: Bella Dubois Country: France Name: Adriano Pereira Country: UAE
• Students discuss the question in Gender: female City: Lyon Gender: male City: Abu Dhabi

Nationality: French Job: student Nationality: Brazilian Job: teacher
pairs. Elicit answers from students.
Sample answers
social media profiles, forms, identity cards, SPEAKING
hi! i’m martina. i’m an actor and
travel documents, etc. 1 Work in pairs. Look at Bella and Adriano’s
a writer. i’m american, but i live in
photos and information. Where can you find
information like this? portofino. portofino is a small town near
READING FOR WRITING genoa, italy. it’s a beautiful town. i love
READING FOR WRITING it here!
2 2 Read Bella and Adriano’s information again. Are
• Students read the profiles and write true the sentences true (T) or false (F)?

(T) or false (F) for the four statements. 1 Bella is a teacher. F
Set a three-minute time limit. 2 Bella is French. T
3 Adriano is Brazilian. T
• Elicit the first answer as an example. 4 Adriano lives in Brazil. F

Ask students to complete the activity, and 3 Look at the Writing skill box. Then read Martina’s
then compare their answers with a partner. paragraph. Circle the letters that should be
capital letters. Use Martina’s profile to help you.
Extra activity
WRITING SKILL
Ask students to correct the false Using capital letters
statements. (1 Bella is a student. 4 Adriano In English, use capital letters:

MARTINA.R
lives in Abu Dhabi, UAE.) • at the start of a sentence.
• for names of people. Name: Martina Russo Country: Italy
Gender: female Town: Portofino
3 • for countries, nationalities, cities, or towns.
• for the word I. Nationality: American Job: actor, writer
• Read through the Writing skill box with

the class. Then read the information
about Martina. 20
• Optional step Ask questions to check

students’ understanding: What’s her
name? (Martina) What’s her nationality?
(American) 42951_U01_010-021.indd 20 3/21/22 2:11 PM
• Point out that the capital letters in the

4 5
• Ask students to look at the blank profile • Read through the Useful language box

paragraph are missing. Ask students to

and ask them, What is this person’s job? with the class. Ask students to explain
circle the letters that should be capital Ask if anyone knows what a pilot does. each job if they can. Show students
letters, and use Martina’s profile for help. Explain to the class if necessary. photos of each job to help them
• Invite students to check answers in • Students complete the profile. Ask them understand.

pairs before checking as a class.

to use the profiles on page 20 of the • Ask students to work with a partner

Extra activity Student’s Book to help them. Students and list other common jobs they know
check their answers before checking of in English or in their own language.
Ask students to identify the types of capital
as a class. Invite students to share their answers
letter errors in Exercise 3:
and write down the words for these jobs
Which are names of people?
VOCABULARY NOTES in English on the board.
Which are countries?
Which are cities? The word gender can sometimes be Sample answers
Which are nationalities? used to refer to sex (male or female). police officers, firefighters, waiters,
Which are the start of sentences? Ask students to recall another way nurses, etc.
Which are the word I? gender is asked on forms (e.g. M/F).
34
Sample answers
Name: Ozan Kuseyri
MEMBER PROFILE

Nationality: Turkish

Country: Turkey

Name: Imani Wallace
City: Istanbul

Job: chef

Gender: female
Extra activity
Ask students to deduce in what
Country: Jamaica
circumstances Nationality and Country
are not the same (e.g. when living in a
Kingston
City: different country).
Nationality: Jamaican 8 CHECK

• Optional step Explain to students that

pilot
when using a checklist, they should
Job:
read each point and review their writing
before moving on to the next point and
reviewing their writing again. Explain
4 Complete the profile above. Use these words. WRITING TASK that this means they will have to check
female Imani Wallace Jamaica 7 WRITE You are in a new job. Write your their writing several times. Explain
Jamaican Kingston pilot information on the card below. Use your own that reading and re-reading writing
information or imagine you’re another person.
5 Work in pairs. Look at the Useful language box. assignments to check for problems and
What other jobs do you know? errors is good practice.
Useful language jobs • Read through the checklist with the class
EMPLOYEE PASS

actor pilot teacher and check students’ understanding.
doctor scientist writer Name: • Ask students to use the checklist. Tell

Nationality:
6 Look at the Critical thinking skill box. Work in them to look at their profiles and check
Country:
pairs. Discuss the questions. them against the checklist.
City:
CRITICAL THINKING SKILL
Your information
Job:
9 REVIEW
Where do you share your information? What • Ask students to work in pairs and

do you share? Is it good to share your date of birth, 8 CHECK Use the checklist. check their partner’s employee pass
your address or your phone number? Your information is correct.
Names and nationalities have capital letters.
using the checklist in Exercise 8. Ask
1 How many online profiles do you have?
Countries and cities have capital letters. them to work together to correct any
2 Is the same information on all your profiles?
3 What information is not on your profiles? 9 REVIEW Work in pairs. Read your partner’s
mistakes.
form. Do they do all the things in the checklist? • In feedback, ask students what mistakes

EXPLORE MORE!
Go to page 154 for the Reflect and review. they made and why. Write common
Find someone you know on social media. Look at their profile. What other information is on it?
errors on the board and correct them.
21
EXPLORE MORE!
students to work with a partner and find a
42951_U01_010-021.indd 21 3/21/22 2:11 PM
social media profile of someone they know.
6 WRITING TASK
Ask them to write down information they
• Read through the Critical thinking
7 WRITE can find about that person. Alternatively,

skill box. Then give examples of social
• To set up the task, ask What is the card ask students to prepare their research for
media sites or platforms where their

for? What information do you write on it? homework before presenting in the next
profiles could appear to help students
• Students complete the employee pass class.
understand the questions.

with their own information. If students For additional practice, refer to the
• Ask students to discuss the questions
are not comfortable with sharing

with a partner. Then discuss as a class. Mediation activity on page 304 of the
personal information, ask them to use Teacher’s Book.
Different students may have different
fake but believable information instead.
ideas about what information is sensitive,
Remind them to only use capital letters See Workbook pages 8–9 for extra
so their answers will probably vary.
when they are required, e.g., for names practice (Writing).
For example, some students may be
and places.
comfortable sharing their age, but others
For Unit 1 Reflect and review, see
may prefer keeping it private.
Student’s Book page 154.
35
UNIT 2
My home
UNIT GOALS
2A Vocabulary, reading and

speaking
• understand new words in a text;

learn about rooms; talk about
things in rooms
2B Listening, grammar,

• listen to a conversation about

working from home; use present
simple be with plural subjects; say
different contractions of be; talk
about where things are located
2C Vocabulary, listening and

speaking
• learn about places in a town; listen

for specific information about
where people are from; learn how Street artist Alex Lucas’s house.
to prepare to listen; ask questions
with who, what and where
2D Speaking

• ask where things are; learn useful 22

expressions for saying where
things are; understand intonation
in questions
2E Speaking, reading and writing

42951_U02_022-033.indd 22 1/25/22 3:45 PM
ABOUT THE PHOTO 1

• learn about the parts of an email; The unit theme is our homes. The • Ask students to discuss in pairs if

write a friendly email about photo shows a house with street art in they like the artwork, and if they would
interesting places Cheltenham, in southwest England. The like to live in a home painted like this.
house was painted by Alex Lucas, a street Ask pairs to share their opinions with the
Photocopiable resources artist who paints houses and buildings. class. Teach students the word colour.
Communication activities: pp. 224–225 Alex is known as Lucas Antics in the street Then teach them the word pink, which
Vocabulary activity: p. 248 art world. She is based in Bristol, UK, and is the most prominent colour in the
Grammar activities: pp. 263–264 has been painting for over 16 years. Her artwork.
Pronunciation activity: p. 289 works are often humorous, and they are Sample answers
Mediation activity: p. 305 usually large and hard to miss. She believes I would like to live in a house like this
that art and images can help people because I love flowers. / I would not like to
Workbook express ideas and emotions that words live in a house like this because I don’t like
Unit 2 pp. 10–15 cannot. the colour pink.
36
2
My home
Jeff: I’m Jeff Kerby. My home is in
Europe. It’s in a small city called Aarhus, in
Denmark. I live in an apartment. It’s not a
big apartment, but the view is beautiful!
Extra activity 1
Ask students to find Canada and Denmark
on a world map. Also ask them to locate
GOALS Vancouver and Aarhus.
• Guess the meanings of words
• Talk about places and things
• Learn about places at home and in town
• Get ready for listening tasks Extra activity 2
• Ask people where things are
• Write a friendly email
Point out that Jeff said the view from
his apartment is beautiful. Ask students
1 Work in pairs. Look at the photo. Would you live to brainstorm where they can go to see
in a house like this? Why? / Why not? beautiful views of their city.
WATCH
2 2.1 Watch the video. Choose the correct VOCABULARY NOTES

options to complete the sentences. view = what we can see at a specific
NATIONAL GEOGRAPHIC EXPLORERS place
apartment = flat (flat is typically only
used in British English)
ALEC JACOBSON JEFF KERBY

3

1 Alec lives in a house / an apartment. It’s big / small.
2 Jeff lives in a house / an apartment. The garden /
view is nice. • Model the examples for the class. Then

3 Make connections. Work in pairs. Where do you ask students to discuss the question. Set
live? Tell your partner. a two-minute time limit.
I live in a flat. It’s in the city. It’s small.
I live in a house. It’s in a small town. I love it!
ABOUT THE EXPLORERS
ALEC JACOBSON is a photojournalist.
He is based in the US. He uses words and
photographs to tell stories about important
23 problems in the world. He also tells the
stories of people from different parts of
the world.
JEFF KERBY is an ecologist and
42951_U02_022-033.indd 23 1/25/22 3:45 PM
photojournalist from the US. He
documents interesting and unusual climate
WATCH • Organize the class into new pairs.
trends in areas of the world that are

Ask students to compare their answers
2 2.1 with a partner. Then check answers as
remote, including the mountains of East
• Optional step Read the names of the Africa, the Arctic region and Greenland.
a class.
He does this by combining science and art,

explorers with the class. It’s easier for • Optional step Play the video again. and by using different forms of technology,

students to focus on the video when Pause at key points if students have
they are familiar with the explorers’ such as drones.
problems hearing the answers.
names.
VIDEO 2.1
• Ask students to read the sentences
Alec: I’m Alec Jacobson. My home is in

(1–2). Then play the video in which
Alec Jacobson and Jeff Kerby talk about Vancouver, Canada. It’s in the city. I live
with my partner Rebecca in an apartment.
where they live. Students circle their
It’s not big, but it has a nice garden. I like
answers.
it a lot.
37
LESSON 2A
2A
Small houses
LESSON GOAL
• Learn about rooms
• Understand new words
• Understand an article about tiny houses
LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY READING

students to learn about rooms and 1 Work in pairs. Which room in your home is your 4 Look at the photo. Is the house big or small?
things in homes. favourite? Why? How many rooms do you think are in the house?
• READING The main aim is for 2 Work in pairs. What are the names of the
2.1 5 Work in pairs. Look at the Reading skill box.

students to learn how to guess the rooms? Write 1–5. Listen and check. Then read the article. What do the bold words
mean? Guess. Then use a dictionary.
meaning of new words in context 4 kitchen 3 bathroom 1 bedroom
5 2 READING SKILL
and confirm these guesses with a dining room living room
Understanding new words
dictionary. 4 For new words, guess the meaning:
• SPEAKING The speaking aim is 2
• Use photos and pictures.

for students to talk about homes, 5 • Read the text again, slowly.
Use a dictionary if you can’t guess the meaning.
including the rooms and things in
3
the rooms. 1 6 Work in pairs. What are six things people like
about tiny houses? Do you like tiny houses?
Why? / Why not?
VOCABULARY
SPEAKING
1 7 Think about your home or a friend’s home. Draw
• Ask students, Where do you sleep? Tell a floor plan, or use the example below. Label

them that is a bedroom. Ask, Where do 3 Work in pairs. Write the items and rooms. the rooms.
you watch TV? and tell them that is a bed dining table fridge shower sofa toilet TV
living room. Do the same for the other
rooms in a house. bed bedroom

in pairs. Walk around, listen and help fridge kitchen
students as they discuss the questions

dining table dining room
in case they need the words for other
rooms. Elicit ideas from students as living room (bedroom,
TV kitchen, dining room
a class, and ask them why they like depending on family)
that room. shower bathroom 8 Work in pairs. Show your floor plan to your
Sample answers partner. Tell them about the house.
The living room is my favourite because sofa living room My friend’s house is big. It has two bedrooms
and a ...
there is a big TV there. I love watching
soccer. toilet bathroom
2 2.1 Go to page 160 for the Vocabulary reference. EXPLORE MORE!
• Ask students to work with a new Do you want a house that’s different? Search online for
24

’interesting houses’. Find photos of houses you like.
partner. Students look at the graphic of
the house and write their answers (1–5).

their answers. 42951_U02_022-033.indd 24 1/25/22 3:45 PM
• Optional step Play the audio again. the name(s) of the rooms where the items
• Ask students to work with a partner

Students listen and repeat.

to write the items and rooms. Check are usually found. (e.g., Plates are in the
AUDIO 2.1 answers as a class. kitchen and dining room.)
1 bedroom
Extra activity 1 For further information and practice, see
2 living room Vocabulary reference Unit 2 on page
Use gestures to act out daily activities
3 bathroom 160 of the Student’s Book.
(e.g. taking a shower). Ask students to say
4 kitchen
which item they use and which room of
5 dining room the house they are in. READING
3
• Optional step Begin by reading out the Extra activity 2 ABOUT THE TEXT

words in the box and getting students The text type is an article. It includes a list
Show students images of other household
to repeat after your model. Encourage of reasons the author believes small houses
items (e.g. plate, cooking pot, dresser,
students to say the words (rather than are good.
toothbrush, bookcase). Tell students what
just point to items) as they do the activity
the items are called, and ask them to say
with their partner.
38
TINY
HOUSES • Students discuss the questions in

pairs. Then discuss as a class.
Many people want big houses, but some people love small houses. Some small
houses are really tiny – only ten square metres! Why do people like tiny houses? For Sample answers
some people, small houses are cute – they look nice. But here are other good things The house is small.
about small houses: I think it has one room.
Small houses are cheap. Small houses use less energy. 5
• Optional step Point out the pictures

Small houses are portable. Small houses are good for the near the sentences with the bold words.
environment. Tell students these images provide hints
Small houses are easy to clean. about the meaning of some of the bold
Jay Shafer builds tiny houses. He lives in a small house too. His house has four words. Explain to students that they are
rooms: a kitchen, a living room, a bedroom and a bathroom. Jay loves small houses. going to learn more ways to understand
He wants more people to live in them. new words.
• Read through the Reading skill box

with the class. Explain to students that
there are many ways to understand the
meaning of words in context. Explain
that when they rely too much on
dictionaries, it will take them a long time
to read. They need to practise guessing
the meaning of new words from context.
• Optional step Ask students to raise

their hands to vote on which of the two
methods they most often use. Encourage
students to practise using both images
and context to learn new words.
• Students read the article.

• Organize the class into pairs.

Students guess the meanings of the bold
words. Tell them that they cannot use
their dictionaries yet. Randomly call on
students to share their guesses.
• Students use their dictionaries to look up

the meanings of the words. If students
keep vocabulary notebooks, encourage
them to write the meanings using their
Jay Shafer with his family 25 own words. By rephrasing the meaning
and his tiny house.
using their own words, students will
think more deeply, which will help them
remember the words.
42951_U02_022-033.indd 25 1/25/22 3:45 PM • Optional step Ask students to share

their revised definitions with the class.
Small houses are growing in popularity design a home in less than 10 minutes.
primarily because they are cheap and Alternatively, future homeowners can use Sample answers
environmentally friendly. Many tiny houses one of the five models that Jeff’s company cheap = costs very little
are also portable because they are built sells. One of these models, the Elm model, portable = easy to carry around/move
on movable platforms. (Notice the wheels is based on Jay’s original house. This is clean = make something tidy or less dirty
in the photo.) Jay Shafer, whom the the model pictured on page 25 of the energy = what you use for things like your
article mentions, built his first tiny house Student’s Book. lights or your phone
in 1999. He now has his own company, environment = the Earth, nature, things
Tumbleweed Tiny House Company. As 4 like trees and plants
the name suggests, the Tumbleweed Tiny • Optional step Ask students to look at

House Company builds tiny houses for the title of the article and the photo on
other people. page 25 of the Student’s Book. Students
Jeff’s company gives his customers two guess the meaning of tiny using only the
options. One option is for customers to photo (very small).
design their own home. The company’s
website allows potential clients to
39
LESSON A
Extra activity 1 Extra activity
Ask students what the purpose of the article is. Why do they Ask students who finish quickly to add more details to their floor
think the author wrote this article? Tell students that the list in plan (e.g. plants in the garden, furniture).
the middle of the article is a clue. Ask for volunteers to share their
answers (e.g., to give reasons why small houses are good). 8
• Organize the class into pairs. Students describe their
Extra activity 2

floorplans to their partner. Encourage students to ask each
Knowing how to use an English dictionary is an important skill. other follow-up questions.
Dictionaries tell us the meanings of words, the part of speech • Optional step Model the example for the class.

(e.g. verb), and how to pronounce the word. Many dictionaries
Sample answers
also have example sentences, which show how to use the word in
My house is small. We have two small bedrooms and a living
context.
room.
Words often have more than one definition. Encourage students
to look beyond the first definition and find the most appropriate EXPLORE MORE!
meaning.
Ask students to refer to the words they looked up in the Ask students to answer the question, Do you want a house that’s
dictionary. Ask them to point out the different information given different? Encourage them to give reasons for their answers.
by the dictionary, like the pronunciation guide, part of speech, etc. If there is internet access in class, ask students to work with a
partner to do research on interesting houses. Ask pairs to present
6 their findings to the class by showing photos and explaining why
• Mix students so they work with new partners. Point out they like the house.

that the answers to the first question are in the passage, but Alternatively, ask students to do their research as homework
that the second and third questions require students to give before presenting in the next class.
their opinions. Ask students to discuss their answers with their Example:
partners. Then discuss the questions as a class. This house is small. It’s in Serbia. It’s on a rock. The rock is in the
• Optional step Conduct a poll. By show of hands, find out how river. I like the house. It’s in a beautiful place.

many students would like to live in a house like the one in the See Workbook pages 10–11 for extra practice (Vocabulary,
photo. Reading).
Answers
Six things people like about tiny houses: cute, cheap, portable,
easy to clean, use less energy, good for the environment
Sample answers
I like tiny houses because they are easy to clean.
I don’t like tiny houses because I like to have a big living room.
Extra activity
Ask, What do you like about your house? Students work in pairs
and discuss their opinions. Ask students to share their ideas with
the class.
SPEAKING
7
• Optional step Some students may not want to discuss their

homes. When dealing with potentially sensitive topics, ask
students to be careful so they do not inadvertently hurt their
partner’s feelings or make them feel uncomfortable. To be
sensitive to students, give students the option to draw the floor
plan of their dream home rather than their actual home, or to
draw someone else’s home.
• Ask students to draw the floorplan of a home or to sketch on

the floorplan in the Student’s Book. Students label the rooms
after drawing the floorplans. Tell students their drawings do not
need to be exact or perfect.
40
Where are you from? Extra activity
On the board, write:
My best friend is Myrto. Myrto is from
My name is Isaí Madriz.
Athens.
I’m a scientist. I’m from
Invite one student to read the sentences
Guadalajara.
aloud.
My wife is Kristina. She Explain that instead of repeating Myrto, we
isn’t from Guadalajara. replace Myrto with she. Ask students to
She’s from Palo Alto,
find two more examples of she replacing a
a city in California.
person’s name (she replaces Kristina).
Guadalajara is in Mexico.
California is in the 5
United States. • Read out the information in the Reading

skill box.
• Optional step On the board, write pairs

of capital and small letters (e.g. A a). Ask
students to identify the capital letters.
• Tell students that scanning means to

look at a text quickly to find information
(e.g. a name). Explain that when we
scan, we do not read every word.
• Set a two-minute time limit.

Students circle all the cities, countries
My name is Abbey Engleman. I’m a and people’s names in the article.
scientist too. I’m from Washington, D.C. Ask students to compare answers with
My best friend is Myrto. She’s from Athens. a partner before checking answers as
Washington, D.C. is in the United States.
a class.
Athens is in Greece.
GRAMMAR NOTES
In English, in addition to the names of
cities and countries, we also capitalize
the names of buildings (e.g. Lake
Palace), languages (e.g. Spanish), days
(e.g. Sunday) and months (e.g. April).
We do not start seasons with capital
letters (e.g. summer, not Summer).
13
6
• Students complete the table. Set

a five-minute time limit. Tell them to
42951_U01_010-021.indd 13 3/21/22 2:11 PM
3 4 • Optional step Ask students to practise

• Ask a student to use the example • Optional step Ask students to look saying the city and country names in

sentences to provide a model for the at the article. Point out that several pairs. (Guadalajara is pronounced
class. sentences are together, with a space /ɡwɑːdələˈhɑːrə/.)
• Ask students to work with a partner between the next group of sentences.
Extra activity

and take turns to ask and answer the Explain that each group of sentences is
called a paragraph. Ask students to find I’m a scientist too in
questions.
the reading text. Explain that too is used
Sample answers • Elicit the first answer to get students
when two people are the same. Explain

1 I’m from Tokyo. started. Then ask students to read the
that in this sentence, we use too since
2 I’m from Japan. article and write true (T) or false (F).
both Abbey and Isaí are scientists.
Tell them to compare answers in pairs.
Ask students to find another similarity
in the article and make a sentence using
• Optional step Ask students to correct too. (e.g. Abbey is from the United States.

the false statements. (2 Kristina is from Kristina is from the United States too.)
California. 4 Myrto is from Greece.)
23
LESSON B
arrow between the subject in the
2B
Working from home
LESSON GOALS
• Understand people talking about working
from home
• Use be with plural pronouns
• Describe where things are
sentence and the question. Also draw
an arrow between the verb in the
sentence and the question. This visual LISTENING AND GRAMMAR 5 Read the Grammar box. Are short forms OK in
both negative and positive answers?
diagram may help students who are 1 Work in groups. Do you work or study at home? No. We can only use them for the negative answers.
Where?
visual learners remember how to create GRAMMAR Yes/no questions with be (plural)
questions. 2 2.2 Listen to a phone conversation about

working from home. Write ✓ or ✗. Questions:
They are in the dining room? Felix Ella Josef Change the order of we / you / they and are:
at home Sentence: We / You / They are at home.
✓ ✓ ✓
in the dining room Question: Are we / you / they at home?
Are they in the dining room? ✗ ✓ ✓
in the living room ✓ ✗ ✗ Positive answers:
3 Read the Grammar box. Then choose the correct Yes, we / you / they are.
For further information and practice, see option to complete sentences 1–2. (not Yes, you’re / we’re / they’re.)
Grammar reference Unit 2B on page 167 Negative answers:

GRAMMAR BOX Present simple be (plural, No, you’re / we’re / they’re not.
of the Student’s Book. positive and negative) No, we / you / they aren’t.
Use we / you / they + are to talk about more than
6 one person or thing: Go to page 167 for the Grammar reference.
• Ask students to use the words to make We are in the dining room. 6 Put the words in order to make questions.
You are at home.

questions. They are on the dining table.
1 they / are / in the library / ?Are they in the library?
2 you / are / New Zealand / from / ? Are you from New Zealand?
• Ask students to compare their Use these short forms:
3 the bags / under the table / are / ?Are the bags under

we are = we’re the table?
answers with a partner. Choose students you are = you’re 4 the / are / in / correct class / we / ? Are we in the correct class?
to write answers on the board. they are = they’re 7 Work in pairs. Ask and answer the questions in
To make the sentence negative, add not: Exercise 6. Give positive and negative answers.
7 We / You / They are not in the dining room.
• Organize the class into new Go to page 167 for the Grammar reference. PRONUNCIATION

pairs. Students take turns asking and 1 Use we / you / they to talk about one person and 8 2.3 Look at the Clear voice box. Listen and
answering the questions. more than one person. repeat.
2 Use we / you / they to talk about people and
• Optional step Explain that question 4 things. CLEAR VOICE
Saying contractions of be

has four possible responses (see answers 4 Complete the conversations. Use we’re, you’re or
When people speak, they usually use
below). Explain that sometimes, we they’re.
contractions, or short forms:
include the person being addressed. For 1 A: Where are Ella and Josef? I am ➔ I’m You are ➔ You’re
B: They’re in the dining room. He is ➔ He’s She is ➔ She’s
example: Are we (Sasha, you, and I) in It is ➔ It’s
2 C: Are you and Simone at school?
the right class? Other times, we does not D: No, we’re not.
We are ➔ We’re They are ➔ They’re
include the person being addressed. Are 3 E: Hi! Are Kumar and I late? 9 2.4 Listen. Circle the word you hear.
we (Sasha and I) in the right class? This is F: No, you’re not. 1 He’s / She’s from Toronto.
not always the case in other languages. We’re
4 G: Hi. ______________ Lisa and Tomas. 2 We’re / They’re in the kitchen.
Many languages have different versions H: I’m Etta. Nice to meet you! 3 I’m / It’s not in the dining room.
of we for each situation. EXPLORE MORE!
Answers Would you like to work from home? What jobs allow you to do that? Search online
26 for ’jobs that let you work from home’.
1 Yes, they are. / No, they aren’t. /

No, they’re not.
2 Yes, I am. / No, I’m not.

3 Yes, they are. / No, they aren’t. /

42951_U02_022-033.indd 26 1/25/22 3:45 PM
No, they’re not. • Play the audio. Students listen and
GRAMMAR AND PRONUNCIATION

4 Yes, we are. / No, we aren’t. / No, we’re repeat.
NOTES

not. / Yes, you are. / No, you aren’t. / No,
you’re not. AUDIO 2.3 In English, it is generally not rude or
I am I’m too informal to use contractions even

For additional practice, refer to the You are You’re during speeches, presentations and
Grammar activity on page 263 of the

He is He’s professional gatherings. In fact, avoiding
Teacher’s Book.

She is She’s contractions may make the speaker
seem rigid, inexperienced or nervous.

It is It’s
PRONUNCIATION

We are We’re There are, however, situations in which

8 2.3 They are They’re contractions are incorrect, and these

• Read through the information in the should be taught to students. For

Clear voice box. Point out that short example:
forms are a natural part of conversation, A: Are you going to the cinema?
so it’s important that students practise B: Yes, I’m. (incorrect)
saying them.

Yes, we’re. (incorrect)
42
to say where one or two of the things in
the photo are using the words they just
learned. Students then do the activity
in pairs.
• Optional step Give students more

practice using the prepositions of place
before doing the activity. Using your
desk and a book, demonstrate each of
the four positions. Ask the class, Where
is the book? (The book is on the desk.)
As students answer, write their responses
on the board. Point out that in, on,
under and next to occur after the be
verb in each sentence. Repeat with a pen
and ask, Where is the pen?
VOCABULARY NOTES
The prepositions in this lesson tell us
where something is or occurs. In can
be used to refer to things (e.g. in the
box) and places (e.g. in Brazil). Next
SPEAKING 12 Work with a new partner. Look around you.
Where are the people and things in your class? to implies the location is not far away.
10 Work in pairs. Look at the photo. What are some Ask and answer questions. Under suggests the thing is either lower
of the things you see?
A laptop, a desk, a cup, scissors, a chair, ...
A: Where is my bag? than another object (e.g. under the
B: It’s under the desk. table) or hidden (e.g. under the box so
11 Work in pairs. Look at the four pictures below. A: Where are Selma and Eugene?
Then say where the things in the photo are. we cannot see it).
The laptop is on the table.
12
• Students work with a new partner

to ask and answer questions about
people and things in the class. Ask two
students to model the examples for the
rest of the class.
• As students work, note any common
In On Next to Under mistakes. When they have finished, write
the mistakes on the board and go over
27 them as a class.
EXPLORE MORE!
42951_U02_022-033.indd 27 1/25/22 3:45 PM
students to work with a partner to do
9 2.4
SPEAKING
research on ‘jobs that let you work from
• Play the audio. Students listen and circle home’. Ask pairs to present their findings
10

the correct words. to the class.
• Mix students so they have new • Organize the class into pairs. Alternatively, ask students to do their

research as homework before presenting

partners. Students compare their Students try to name the items they
answers before checking as a class. see in the photo. Discuss as a class. their findings in the next class.
Brainstorm the names of all the items Examples:
AUDIO 2.4 they see in the photo. Write the items on author, editor, translator, online teacher,
1 She’s from Toronto. the board. web designer, e-learning developer,
2 We’re in the kitchen. professional gamer
3 I’m not in the dining room. 11 See Workbook pages 12–13 for extra
• Ask students to look at the four
practice (Grammar, Pronunciation).

pictures of cats. Read the words aloud to
the class, and ask students to repeat the
words after you. Then ask for volunteers
43
LESSON 2C
2C
My town
LESSON GOALS
• Learn about places in a town
• Understand people describing their hometowns
• Ask questions about people, things and places
LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY

1 2
students to learn about towns, villages 1 Work in pairs. Where do you live? Is it a city, a
and cities, as well as different places in town or a village?
a town.
Village
• LISTENING A main aim is for students

to learn what to do before they begin
a listening activity.
• GRAMMAR A further main aim is for 3 4

students to practise who, what and Town
where questions.
• SPEAKING The speaking aim is for

students to ask and answer questions
about where they live. City
5 6
VOCABULARY
1
• Optional step Before students begin 2 2.5 Look at photos 1–10. Write the missing

discussing the questions, check that words. Listen to check.
students understand the differences
bus restaurant school shopping train
between a city, a town and a village. 7 8
Elicit some ideas of what they think a 1 park 6 museum
school bus
city/town/village is like. (small, big, noisy, 2 7 station
3 train station 8 restaurant
quiet)
4 library 9 supermarket
• Students discuss the questions with 5 shopping centre 10 cinema

a partner. Set a two-minute time limit. Go to page 160 for the Vocabulary reference.
• Ask pairs to share their ideas with the

LISTENING
class. 9 10
Sample answers
I live in Bangkok. It is a city. 3 2.6 Listen to Jeff Kerby and Alec Jacobson
talking about their hometowns. Then look at the
Extra activity photo on page 29. Who is from that town: Jeff
Ask students to think of cities, villages or or Alec? Jeff
towns near to where they live.

28
2 2.5
• Ask students to write the words then

compare their answers with a partner.
• Play the audio. Students listen and check 42951_U02_022-033.indd 28 1/25/22 3:46 PM

their answers. For further information and practice, see
VOCABULARY NOTE
• Optional step Reinforce the vocabulary Vocabulary reference Unit 2 on page
There are many kinds of museums (art,

by telling students to take turns asking 160 of the Student’s Book.
and answering questions about these history, science, etc.). Encourage students
places in their city/town/village (e.g. to be specific (e.g. art museum). For additional practice, refer to the
Where is the park? It’s next to the In American English, the words Vocabulary activity on page 248 of the
museum.). shopping mall (or just mall) are more Teacher’s Book.
commonly used.
In American English, movie theater is
LISTENING

Students listen and repeat the words.
commonly used instead of cinema.
AUDIO 2.5 3 2.6
1 park 6 museum Extra activity • Optional step Lead in by asking

2 school 7 bus station To reinforce the vocabulary, ask students students what they remember about Jeff
3 train station 8 restaurant to name specific places in the area they Kerby and Alec Jacobson. Refer students
4 library 9 supermarket live for each word (e.g. Nester Park). Work back to page 23 of the Student’s Book.
as a class and encourage all students to
5 shopping centre 10 cinema
volunteer at least once.
44
4 2.6 Look at the Listening skill box. Then listen
Houses next to a lake in
again. Who talks about these things? Write J Sparta, New Jersey, US. Alec: It’s a small town. There’s a school, a
(Jeff) or A (Alec). Listen again to check.
supermarket … and many trees. It’s near
LISTENING SKILL
Getting ready to listen
the forest.
When doing listening exercises, try these tips:
Keep things quiet: VOCABULARY NOTE
Don’t talk. Ask your friends to be quiet too. There is some inconsistency in how
Turn off your phones and any music.
Relax:
people use the following words,
Breathe and relax! partially because of the overlap in
meanings.
1 Sparta J 6 a school A
2 Canada A 7 a library J house = the building in which a person
3 Vermont A 8 a supermarket A lives
4 lakes J 9 a park J
5 restaurants J 10 a forest A home = the building or the area (town/
5 Read the Grammar box. Do you say Who is your city/country) in which a person lives
name? or What is your name?
childhood home = the place where a
GRAMMAR Who, what, where person grew up
Some questions use question words. Different
question words ask for different things. SPEAKING hometown = can mean the city with
Use who for people. 7 Work in groups of three. Complete the your childhood home, but it can also
Who are you?
Use what for things or names.
sentences. Write questions about where your mean your primary place to live (e.g.
partners live. Sample answers
What’s your name? city
while temporarily living somewhere else
1 What’s the name of your ?
What’s in your hometown?
2 Where’s your favourite restaurant ?
like college)
Use where for places.
Where’s Williston? 3 Where’s your supermarket ?

8 Ask your partners your questions in Exercise 7. Extra activity
Complete the table.
6 Match the questions and the answers. A: Where’s your favourite park? Draw two circles that overlap on the board.
1 What’s in your bag? c B: It’s next to the museum. Inside one circle, write Jeff. Inside the other
2 What’s your name? b circle, write Alec. Tell students this is called
3 Where’s the supermarket? a Person A Person B
a Venn diagram. Ask students what the
4 Who’s that person? d
Venn diagram on the board is comparing
a It’s next to the park.
(Jeff, Alec).
b It’s Anita Smith.
c It’s a book about Brazil.
Explain to students that you will play the
d He’s my English teacher. audio again, and they should ask you
to pause every time there is important
information about Jeff or Alec. Students
should decide if the information is only
EXPLORE MORE! about Jeff, only about Alec, or about
Which town do you like more: Sparta or Williston? Why? Search online for pictures and information both people. Add the information to the
29
about the two places.
diagram.
Sample answers
Jeff only: scientist; lives in Denmark;
hometown is Sparta, New Jersey.
42951_U02_022-033.indd 29 1/25/22 3:46 PM
Alec only: lives in Canada; hometown is
• Play the audio. Ask the class to look at Interviewer: I see! And what’s in your Williston, Vermont.

the photo. Then ask, What is the name hometown? Jeff and Alec: photographers; hometowns
of this place? Who lives there? Jeff: It has many things … a library … are in the US; hometowns have trees (parks
a park … many lakes … and good and forests)
AUDIO 2.6
restaurants.
Interviewer: Hello, Jeff. Please tell our
Interviewer: Hello, Alec. Please tell our
listeners: Who are you?
listeners: Who are you? And where’s your
Jeff: Hi. I’m Jeff Kerby. I’m a scientist and a hometown?
photographer. I study plants and animals.
Alec: Hi, everyone. I’m Alec Jacobson. I’m
Interviewer: You live in Denmark now. a photographer. I live in Canada, but I’m
But where’s your hometown – your from Williston. It’s in Vermont.
childhood home?
Interviewer: I see. Where’s Vermont?
Jeff: It’s a town called Sparta.
Alec: It’s in the US.
Interviewer: Hmm. Where’s Sparta?
Interviewer: Ahh! What’s in your
Jeff: It’s in New Jersey, in the United hometown?
States.
45
LESSON C
4 2.6 8
• Read the Listening skill box with the class. • Optional step Ask two students to model the example.

• Optional step Elicit ideas about why it’s important to keep • Students take turns asking their partners the questions they

things quiet (e.g. because listening to a new language requires wrote in Exercise 7, completing the table as they listen to the
more concentration than listening to your first language). Ask answers. Set a four minute-time limit.
students to discuss why it is important to relax while doing • Optional step Combine two groups into one, and do

listening exercises (e.g. because worrying takes mental focus this for all the groups in the class. Students take turns telling
away from the task). the other group members about their partners using the
• Ask students if there’s anything you can do to make the room information in their tables. Set a five-minute time limit.

more quiet or to make listening easier. Help students where
possible. EXPLORE MORE!
• Play the audio again. Students write their answers. Explain to students that they will gather information and pictures

• Ask students to compare their answers with a partner about Jeff’s and Alec’s hometowns, and then decide which they

before checking answers as a class. like more. If there is internet access in class, ask students to do
• Optional step Play the audio again and pause at key points if research online and then share their findings with the class.

students have problems hearing the answers. Alternatively, ask students to do their research as homework
before presenting their findings in the next class.
5 Example:
• Read through the information in the Grammar box with the I like Sparta more. There are a lot of great photos of it. There are

class. lakes, and the town is peaceful.
• Students answer the question. Check answers as a class.
For additional practice, refer to the Communication activity on

GRAMMAR NOTES
See Workbook pages 13–14 for extra practice (Vocabulary,
There are six question words we use to ask open questions.
Listening, Grammar, Pronunciation).
These are questions that cannot be answered with yes or no.
These are sometimes called the 5 Ws plus 1 H. (the people –
who, the content – what, the time – when, the location –
where, the reason – why, the manner – how).
In order not to overwhelm students, this lesson focuses only on
who, what and where. The other question words will be taught
later in the book.
For further information and practice, see Grammar reference


264 of the Teacher’s Book.
6
• Students match the questions with the answers and

compare their answers with a partner. Check answers as a class.
• Optional step Ask students to take turns asking and

answering the questions with their partner. Then ask students
to ask and answer again, using real answers. Set a three-minute
time limit.
SPEAKING
7
• Organize the class into groups of three, or pairs. Ask

students to complete the questions to learn more about their
partners’ town, city or village. Students should not share the
questions they write with each other. They will ask each other
the questions later.
46
LESSON 2D
LESSON GOALS

aim is to give students confidence in discussing the location of places. Students learn
specific language as well as methods for clarifying where a place is located. They also
learn how to confirm information by using intonation to repeat the information as a
question. The lesson ends with an exercise in which students consolidate everything
they’ve learned by describing the location of places on a map.
SPEAKING MY VOICE
1 3 2.2
• Give students one minute to look at the photo and think of • Give students time to read the questions (1–2).

ideas. Students discuss the question with a partner, then share

• Play the video which describes four things students can do
their ideas with the class.

when asking where places in a town or city are. Ask students to
• Optional step Brainstorm when students might find answer the questions (1–2), then discuss their answers with a

themselves in the situations they mentioned (e.g. while partner.
travelling to another city).
VIDEO 2.2
Sample answers
(They are talking about) where a place is. Narrator: You’re in a new place. Where is the museum? Ask
(They are discussing) where she can get some coffee. someone.
(He’s telling her) where the shopping mall is. Man: Excuse me. Where’s the museum?
Woman: Oh, it’s nearby. Near the old warehouse.
2 Narrator: Don’t understand? Try these tips. One: Repeat answers
• Ask the class if they know what the first three items are. Ask as questions.

students to show understanding of the items by showing
Woman: Oh, it’s nearby. Near the old warehouse.
pictures of these items or miming.
Man: Near … the warehouse?
• Students discuss their answers with a partner, then share
Woman: Yes. It’s a big building. On Smith Street.

their ideas with the class. Encourage students to give reasons.
Narrator: Two: Ask more questions.
• Optional step Explain that even though two people may have
Man: Is it next to the train station?

the same answer (e.g. I ask people.), their reasons might be very
different. Woman: No. It’s near the bus station.
Give an example: Student A asks people because she thinks Narrator: Three: Check that you understand. Point and ask.

locals know the best way to get somewhere. Student B asks Man: Near the bus station? Over there?
people because he’s not confident reading maps. Woman: Yes, that’s right!
Encourage students to give reasons for their choices. Narrator: And four: Say ‘thank you’!

Sample answers Man: Great! Thank you!
I ask people. Woman: No problem!
I use a map. Narrator: Remember: repeat answers as questions, ask more
I use a phone and a map. questions, check that you understand, and say thank you.
Extra activity
• Optional step Take a poll to find out which methods are most
Play the video again. Ask students to note down the four tips in

popular. Explain to students that they can raise their hands more
than once. the video (repeat answers as questions, ask more questions, check
that you understand, say ‘thank you’). Students then compare
notes with a partner. Play the video again so students can confirm
COMMUNICATION SKILL NOTES their answers. Check answers as a class.
When you are asking for directions, it’s important to start with
Excuse me. This is a polite way to interrupt someone. It’s also 4
a good idea to ask Do you speak English? since some people • Read out the information in the Communication skill box. Point

get upset when you assume they speak English. Being able to out that this is a summary of the information in the video.
interrupt someone politely is an important skill to master, and • Give students one minute to put the conversation in the

will help you in getting the information you need. correct order. Students compare their answers with a partner
47
LESSON D
• Optional step Ask students to group
2D
Asking where things are
LESSON GOALS
• Ask where things are
• Listen to and give simple directions
• Understand intonation in questions

the sentences into the person asking
for directions (1, 3, 5, 7) and the person
giving directions (2, 4, 6). Ask students
to practise the conversation with a
partner twice, taking both roles.
VOCABULARY NOTES
tips = pieces of useful advice
um = sound made when someone is
hesitating or thinking (e.g. Um ... yeah,
I can go.); can also be made when
someone is confused or uncertain
(e.g. Um ... What do you mean?)
SPEAKING a 1 Excuse me. Where’s the library?
oh = used to express emotion: surprise,
b 3 Um ... Belle Avenue?
happiness or annoyance 1 Work in pairs. Look at the photo. What are they
talking about? c 5 Oh. Is the bus station on my map?
d 2 It’s in the shopping centre, on Belle Avenue.
2 Work in pairs. Discuss the question. How do you
5 find places? e 6 Yes, it is. It’s right ... here!
4
• Students work with a partner to • I use a phone. • I look at street signs. f Yes. Over there. It’s near the bus station.

• I use a map. • I ask people. g 7 Great. Thanks so much!
match the sentences with the correct
tips from the Communication skill box. 5 Read the three questions. Match them with tips
MY VOICE
from the Communication skill box (1–5).
Check answers as a class. 2
3 2.2 Watch the video about asking where 1 Is the bus station on my map?
• Optional step Explain to students that things are. Answer the questions. 2 Um … Belle Avenue? 1

gestures have different meanings in 1 What does repeat mean? Say something again. 3 Great. Thanks so much! 5
different cultures. If you have students 2 How do you point at something?
Use your hand or finger to show where something is. 6 Look at the Useful language box. Do you use in
from various cultures in the class, discuss 4 Look at the Communication skill box. Then or on for street names? on
number the sentences (a–g) in order.
whether pointing could be rude in their
COMMUNICATION SKILL Useful language Talking about where
culture. Also encourage students to Asking where things are things are
share how they point (e.g. with their Where’s (the library)?
Use these tips when you ask where things are:
chin, hand, index finger). 1 Repeat answers as questions.
Is it (on Smith Street)?
It’s over there.
2 Ask more questions. It’s near (the park).
Extra activity 3 Check that you understand. It’s in (the school).
Explain to students that when we use a 4 Point and ask. It’s on (Smith Street).
5 Say ’thank you’.
question to check our understanding,
we sometimes don’t say a full sentence.
Instead, we just repeat the most 30
important information. This allows us to
communicate more quickly and effectively.
Ask students to look at the conversation
in Exercise 4 and respond to the following 42951_U02_022-033.indd 30 1/25/22 3:46 PM
statement by repeating the most useful
information as a question: Yes. Over there. Extra activity PRONUNCIATION
It’s near the bus station. (Near the bus Ask students to look at the map. Say, It’s
station?) on Belle Avenue. What is it? Students
7 2.7
• Read through the information in the
answer. (shopping centre) Students then

Clear voice box. Note that the main aim
work in pairs and take turns asking and
6 answering questions using It’s on [street
of this section is to develop students’
• Read through the Useful language box receptive pronunciation skills rather than
name]. What is it?

with your class. Give students time to their productive skills.
think about their answer, and ask a • Play the audio. Students listen and pay

volunteer to share their answer with attention to the rising intonation in the
the class. sentences repeated as questions.
• Optional step Drill the questions and

ask students to repeat after your model.
48
PRONUNCIATION SPEAKING
7 2.7Look at the Clear voice box. Then listen to 8 Work in pairs. Write the names of the four places 9
the questions. Notice how the voices go down, in the four boxes on the map. You can write the • Optional step Model the activity with

then up when repeating sentences as questions. place names in any box. Don’t show your partner.
a student before students start. Remind
CLEAR VOICE
Understanding intonation in questions
bus station cinema library school students of the prepositions of place
they learned in Lesson 2B (in, on, under,
When people repeat sentences as questions,
9 Work in pairs. Ask questions. Find your partner’s next to).
their voices go down, then up. This ’up’ sound
places.
tells people they are asking a question, not saying a
sentence. Student A: Ask your partner yes/no questions. Then • Optional step Explain that even though

point to your map and guess where their places are. a place looks like it’s ‘under’ another
Next to the supermarket? Student B: Answer your partner’s questions. Don’t place on the map, we don’t use the
On Smith Street? show your map to your partner.
A: Is it near the shopping centre?
word under to describe its location.
Near the bus station?
In the shopping centre? B: No, it’s not. (e,g., the fountain is not under the train
station).
• Students take turns asking their

partner questions to find their partner’s
B
places. Remind them to swap roles after
MALL
LAKE STREET
Student A finds Student B’s places. Set a
A
five-minute time limit.
SUPERMARKET
• Optional step If students did the

BELLE AVENUE
extra activity in Exercise 8, ask them
HILL STREET
to work with new partners. Explain to
students that they will do the activity
C
again as a race, and their goal is to find
SUNSET DRIVE
as many places on their partner’s map as

MUSEUM
they can in five minutes. The pair with
the most places wins.
MAIN STREET MAIN STREET
CAFÉ D
TRAIN
STATION
PINE STREET
PARK
31
42951_U02_022-033.indd 31 1/25/22 3:46 PM
• Optional step It can be difficult SPEAKING

for beginner students to hear the
intonation. Repeat the audio until 8
students are confident they understand • Organize the class into pairs. Mix

the differences. students so they have new partners.
• Ask students to write the names of the
AUDIO 2.7

four places on their map. Emphasize
Next to the supermarket? that they can freely choose the location.
On Smith Street? Explain to students that they shouldn’t
Near the bus station? show their partner their maps.
In the shopping centre?
For additional practice, refer to the
Pronunciation activity on page 289 of
the Teacher’s Book.
49
LESSON 2E
2E
See you soon!
LESSON GOALS
• Learn how to write an email
• Learn common email expressions
• Write an email to a friend
LESSON GOALS
• WRITING The aim of the lesson is to SPEAKING
New Message

write an email to a friend. Students 1 Work in pairs. A friend is visiting your town or
consider the parts of an email and city. Write down three good places to visit. 1 e From: gracepark4life@sendit.com
practise using common expressions 2 Discuss in groups. Are your places the same? 2 a To: minatruong@treemail.com
found in friendly emails. Write down some other good places. 3 c Subject: Welcome to Hanoi
4 f Hi Mina
READING FOR WRITING
5 b How are you? I’m happy you’re here
SPEAKING 3 Read the email. Who is the email from? Who is in Hanoi! It’s a great city with many
nice places. The shopping centres are
the email to? The email is from Grace.
1 4
The email is to Mina.
Match the parts of the email (1–7) with the
great and the museums are good.
The restaurants are amazing too. My
• Optional step Model the activity by descriptions below (a–g). favourite place is Hoan Kiem Lake. It’s

a friend’s email address beautiful at night. Here’s a photo.
discussing a place in your city tourists g
b a friendly question 6 See you soon!
like to visit. c main idea of your email d
7 Grace
• Organize the class into pairs. d sender’s name

e sender’s email address
Students work in pairs and discuss their 5 Work in pairs. Answer the questions.
f say hi or hello
ideas. Encourage students to also think g say goodbye 1 Where does Grace live? Hanoi/Vietnam
2 Does Mina live in the same place? No.
of reasons for their choices. Set a three-
minute time limit. Help students with
words they don’t know. Hoan Kiem Lake in Hanoi,
Vietnam.
Sample answers
the art museum, the nature park, the beach
Communication activity on page 225 of
2
• Ask two pairs to form a single group.

Students sit in their groups, compare
their answers and write down new ideas.
• Optional step Ask groups to decide on

their top three places. Groups share their
ideas with the class, and then the whole
class votes on the top three places by
show of hands.
32
READING FOR WRITING
3
• Optional step To set up the task, ask

students to look at the email and photo. 42951_U02_022-033.indd 32 1/25/22 3:46 PM
Ask, What is the email about? (places to 4 5

visit in Hanoi) • Optional step Read through the • Organize the class into new pairs.

• Set a two-minute time limit for students descriptions (a–g) with the class. This Students discuss the questions before
allows students to hear the descriptions checking answers as a class.

to read the email and answer the
questions. and makes it easier to discuss the parts • Optional step Ask students how they

of the email throughout the rest of the know Mina does not live in Hanoi. (e.g.
• Ask students to compare their
lesson. The subject line is Welcome to Hanoi.

answers with a partner before checking
as a class. • Students match the parts of the email to Grace is telling Mina about places Mina

the descriptions. doesn’t know about.)
Extra activity • Ask students to compare their
6

Ask, Are Mina and Grace friends? Why? answers with a partner. Then check
answers as a class. • Read through the Writing skill box with
Students discuss their ideas with a partner

the class. Discuss the questions as a
before sharing their ideas with the class.
class.
For example:
Yes. Grace doesn’t say ‘nice to meet you’.
50
6 Look at the Writing skill box. Then look at WRITING TASK
Grace’s email. Why is she writing to Mina? What Sample answer
10 WRITE A close friend is visiting your town. Write
does she want to say?
an email to your friend. Tell them about three Nice places in Hanoi
WRITING SKILL of your interesting places in Exercises 1 and 2.
Writing a friendly email
To write a simple friendly email, think about

Remember to:
1 Write your paragraph. Follow the steps in the
WRITING TASK
what you want to say. Then:
• begin the email with a greeting
Writing skill box.
2 Begin and end your email. Use the expressions in
10 WRITE
• ask the person how they are the Useful language box. • Ask students to write a paragraph to

• write a few sentences 3 Write the main idea in the subject line. their friend. Then ask students to write
• end the email in a friendly way the beginning and ending greetings for
New Message
their email. Finally, ask students to write
7 Look at the Useful language box. Which of the
expressions are in Grace’s email? From: the subject line.
To:
Useful language Writing friendly emails
WRITING NOTES
To begin an email: Subject: Three Sites in Tokyo
Hi / Hello (Mina), Like other types of writing, emails
How are you? Hi Jay, , should be written in paragraphs. Each
I’m great. / I’m well.
paragraph should be about one main
To finish an email: How are you? I’m great. I’m happy you’re in
Lots of love. / Write soon. / See you soon.
idea. For example, if students are giving
Tokyo. It’s really busy. It has many nice places. details about three places, they could
8 Complete the email below. Use expressions from You can look out over the city from Tokyo write a paragraph for each place.
the Useful language box. Skytree. Tokyo Disneyland is great, too. My When writing emails, students should
favourite place is Shinjuku. The shopping is use standard punctuation.
1 Hi/Hello Lois
great. Here’s a photo. According to email etiquette, a word
that is written in all capital letters (e.g.
How are you ? 3 I’m great/well . I’m in
WHOLE) is the equivalent of shouting
2
Prague. It’s beautiful! The people are really nice.

And the food is good! My hotel is next to a See you soon
when speaking in person. As a result,
!
park. It’s amazing. Wish you were here. students should avoid using all capital
4 Write soon !
Yuki letters in English.
Vicky
11 CHECK Use the checklist. 11 CHECK
My email describes three interesting places. • Ask students to read their email and
9 Look at the Critical thinking skill box. Then read

It has friendly expressions and questions. check it against the checklist. Ask them
Grace’s email. Think of a different subject line
The subject line describes the main idea.
for her email. to correct any mistakes in their emails.
The spelling and punctuation are correct.
Email subject lines 12 REVIEW Work in pairs. Read your partner’s
email. Do they do they things in the checklist?
12 REVIEW
Good subject lines help readers understand Write a short reply to the email.
• Ask students to read their partner’s

emails better. They are short (just a few words). They email and check it against the checklist
say what the email is about, and why it is important. Go to page 154 for the Reflect and review.
in Exercise 11.
33 • Optional step Ask students to mark

the parts of the email that need revision.
Set a three-minute time limit for students
to revise their emails in pairs.
42951_U02_022-033.indd 33 1/25/22 3:46 PM
• Students write a short reply to their

Answers 8 partner’s email.
She is writing to Mina to make her feel • Students complete the email using Extra activity
welcome in Hanoi.

expressions from the Useful language
She wants to tell Mina about some nice Ask students to read each other’s replies
box. Point out that there is more than
places to visit. and check them for mistakes too.
one correct answer. Discuss answers as a
7 class. For additional practice, refer to the
• Read through the Useful language box • Optional step Ask students to take Mediation activity on page 305 of the

with the class. Ask students to circle the turns reading their emails to their Teacher’s Book.
expressions in the email. partner.
See Workbook page 15 for extra practice
• Optional step Ask students why Lots
9 (Writing).

of love may not always be appropriate
• Read through the Critical thinking skill
(e.g. the person could misunderstand and

box with your class. See Workbook pages 16–17 for Units 1
believe you want a romantic relationship). and 2 Review.
• Students brainstorm another subject

line with a partner, then share their ideas
with the class.
51
UNIT 3
My stuff
UNIT GOALS

speaking
• talk about people’s travel items;

understand a text about people’s
travel items; understand commas
and the word and

• listen to people talk about the things

they collect; use this, that, these,
those to talk about things, people or
animals; practise saying the voiced
th sound

grammar, pronunciation and
speaking
• learn the words for different

colours; talk about belongings
using possessive adjectives and ’s;
listen to your and their; talk about
the colour of things
3D Speaking 34

• understand people who talk

fast; ask for the meaning of
difficult words; get people to say
something again 42951_U03_034-045.indd 34 3/21/22 2:46 PM
ABOUT THE PHOTO photos shows how his life has changed
3E Speaking, reading and writing The unit theme is possessions, or stuff. The over the past 14 years. His photos also give
photo shows everyday items. The photos us valuable insight into how the lives of
• write a social media post about a
were taken by Hong Hao, a photographer many people in China have changed.

special item; learn expressions for
talking about special things based in Beijing. For over ten years, he 1
has been working on an amazing project. • Optional step To set up the task, use
Photocopiable resources He has been documenting everything

the photo on the page to elicit and teach
Communication activities: pp. 226–227 that he has used. He scans each item that key words students will need: banana,
Vocabulary activity: p. 249 he consumes. He then creates colourful, cap, jar, glasses case, snacks, brush.
Grammar activities: pp. 265–266 intriguing and large-format images from
• Ask students to take turns asking
the photos. Some of the works that he

Pronunciation activity: p. 290 and answering the questions.
Mediation activity: p. 306 creates have themes: a collection of mugs,
different kinds of money, even post-its Sample answers
Workbook or paper notes. Each group of scanned 1 banana, cap, jar
2 glasses case, snacks, brush
Unit 3 pp. 18–23
52
3
My stuff
VIDEO 3.1
Ellie: My favourite thing is my scarf. It’s
soft and black. And it’s great for when I’m
cold – in the cinema, or when it rains. It’s
always with me, in my bag. It’s not new,
but I really love it!
Jenny: My favourite thing is my diving
GOALS
mask. It’s an old mask, but it’s very good.
• Understand commas and the word and It’s black, and the front is glass. It’s very
• Talk about your things important for my job. I use it a lot, to see
• Describe things by their colours in the water.
• Listen for important words
•
•
Ask questions to help you understand
Write a social media post about a special item
Extra activity
Ask students true/false comprehension
1 Work in pairs. Discuss the questions. questions.
1 Look at the photo. What things are in the photo? Examples:
2 What things in the photo have you got?
Ellie’s favourite thing is her bag. (F. It’s her
WATCH scarf.)
Ellie uses her scarf in the cinema. (T)
2 3.1 Watch the video. Choose the correct
option to complete the sentences. Jenny uses her mask for her job. (T)
3

• Ask a student to read the example

ELLIE DE CASTRO JENNY ADLER phrases to provide a model for the class.
Students try to guess what the thing is.
1 Ellie’s scarf is black / red.
2 Ellie uses her scarf when it’s cold / hot. • Ask students to practise in pairs or

3 Jenny’s diving mask is black / blue. groups. Set a five-minute time limit.
4 Jenny’s diving mask is new / old.
3 Make connections. What are your favourite
Photographer Hong Hao things? Why? Tell a partner. Ask them to guess ABOUT THE EXPLORERS
photographs 14 years of things what it is. Change roles.
from his life. A: My favourite thing is small. It’s on my desk now.
ELLIE DE CASTRO is an archaeologist
It’s black and red. It’s from Korea. from the Philippines. She studies human
B: Is it your phone? history – the things people did thousands
of years ago. She also promotes interest in
35
history through her National Geographic
Young Explorer project.
JENNY ADLER has a science background,
studying ecology and biology. She is also
42951_U03_034-045.indd 35 3/21/22 2:46 PM a photojournalist. She uses her scientific
Extra activity • Ask students to read the sentences understanding when she takes photos

Ask students to look at the objects in (1–4). Then play the video in which Ellie both underwater and on land. One of the
the photo carefully. Ask them to use the de Castro and Jenny Adler describe their themes in her photos is how people and
internet or their dictionaries to look up the favourite things. Students answer the water are connected. She shows us that
words for items they are interested in. Set a questions. our climate is always changing.
three-minute time limit. Then ask students • Students compare answers in pairs

to share their new words with the class. before checking their answers as a class.
• Optional step Play the video again.

WATCH Pause at key points if students have
problems hearing answers.
2 3.1
• Optional step Read the names of the

explorers with the class. It’s easier for
students to focus on the video when
53
LESSON 3A
3A
My travel bag
LESSON GOALS
• Learn about things people travel with
• Understand a text about people’s travel items
• Understand commas and the word and
LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 3 Work in pairs. Look at the photos in Exercise 2.

lesson is for students to learn 1 Work in pairs. What do you carry to these places?
Test your partner.
vocabulary for things people travel A: What’s this?
1 work or school
B: It’s a water bottle.
with. 2 a park
3 a different town or city Go to page 161 for the Vocabulary reference.
• READING The main aim is for

students to read about people’s travel 2 3.1 Work in pairs. Look at the twelve photos.
READING
Match the words (1–12) with the photos (a–l).
items. They learn how to write a list Then listen to check. NATIONAL GEOGRAPHIC EXPLORERS
of items in a sentence using commas 1 phone h 7 bank cards f
4 Read the text. Which things in Exercise 2 do Ellie
and the word and. 2 book c 8 keys b
de Castro and Jenny Adler talk about? passport, phone,
• SPEAKING The speaking aim is for 3 bag g 9 T-shirt e bank cards, money, water bottle, camera, notepad, T-shirt, dress,
5 Read the text again. Answer the questions. scarf, book,

4 camera l 10 notepad i
students to talk about things they 1 Ellie’s travel bag is big / small.
bag
5 toothbrush a 11 dress k
need when they travel. 6 water bottle j 12 passport d
2 Ellie travels with a book / notepad in her bag.
3 Jenny’s travel bag is big / small.
a g 4 Jenny has one or two books / dresses in her
VOCABULARY travel bag.
6 Look at the Reading skill box. Then look at the
1 text. Underline commas and the word and.
b h
• Optional step Demonstrate the word READING SKILL

Understanding commas and the word and
carry (e.g. hold some books and walk;
Use and to talk about two things:
say, I carry these books.). Hold up and My water bottle and my camera are in my
say the names of the things you carry. c i bag.
For example, show your wallet or your To talk about three or more things, use commas and
the word and:
keys, etc. and ask students to repeat
I always take my phone, my bank cards and my
after you. passport.
d j
• Students discuss the question and

situations (1–3) with a partner. Ask them SPEAKING
to share some ideas with the rest of the 7 Work in pairs. Turn to page 180. Look at the two
class. e k photos. Imagine you are at these places. Choose
three items from Exercise 2 to take with you to
Sample answers each place.
1 my phone, a water bottle, my keys, my My phone is important. My water bottle too ...

wallet, a book, money f l 8 Work in groups. Look at the photos on page 180
2 a water bottle, a book again. Think of five things not in Exercise 2 to

3 clothes, a bank card, money take with you. Use a dictionary to help you.

Five things? Maybe a football and an umbrella …
2 3.1 EXPLORE MORE!
• Give students time to look at the photos. What other items are good to have when you travel? Search online for ’useful travel
36

items.’ Choose three useful travel items not in this lesson.
• Elicit the first answer to get students

started. Ask students to work together
to match the words and pictures.
• Play the audio. Students listen to check 42951_U03_034-045.indd 36 3/21/22 2:46 PM

their answers. AUDIO 3.1 • Ask students to work in new pairs

a toothbrush g bag and test their partner’s memory of the

Students listen and repeat. Read each
b keys h phone new vocabulary. Set a two-minute time
item with your class.
c book i notepad limit.
Extra activity d passport j water bottle • Optional step After practising, ask

Organize the class into groups of three e T-shirt k dress students to take turns saying which
students. For students who do not f bank cards l camera items in the photos are in their bags or
use the Latin alphabet in their first on their desks.
language, review how words are placed in 3
• Optional step Model the example For further information and practice, see
alphabetical order. Ask students to come
Vocabulary Reference Unit 3 on page

up to the board to write the 12 words conversation with a student. Hold or
point to the object so the use of this 161 of the Student’s Book.
in alphabetical order. Check answers as
a class. is clear.
54
The things I travel with Extra activity
Ask students to find My water bottle and
my camera in the text. Ask, Whose water
bottle and camera are they? (Ellie’s) Ask
students to find my phone, my bank cards
and my passport. Ask, Whose things are
they? (Jenny’s)
I travel a lot! When I travel, the most
important things are my passport, my 5
phone, my bank cards and money. I • Students read and circle the correct

travel with a big bag. My water bottle words in the sentences. Set a three-
and my camera are in it, and my minute time limit.
notepad too. I also have clothes: lots • Students compare their answers with

of T-shirts, and of course, my favourite a partner before checking as a class.
black scarf!
Extra activity
Point out the expression travel light near
the end of the article. Ask students what
Ellie de Castro
they think this expression means (travel
without carrying many things). Draw a big
suitcase and a small suitcase or bag on
the board to help you explain. Point to the
small suitcase or bag and say, Jenny likes to
travel light. Ask students if they think Ellie
travels light too. (No, because she takes
When I travel, I always take my phone, a big bag.) Then ask students how they
my bank cards and my passport. I also like to travel. Do they like to carry a lot of
take my camera – I love taking photos! things or just a few? Ask them what other
I don’t take many T-shirts or dresses – things they bring with them that Ellie and
just a few. I carry a small bag. There’s Jenny don’t.
a water bottle in it and one or two
books. I like to travel light – I don’t like 6
to carry many things. • Read through the Reading skill box with

the class. Ask students to underline
the commas and the word and in the
article. Find the first example in the text
to get students started. Ask students to
Jenny Adler complete the activity.
37

answers with a partner.
42951_U03_034-045.indd 37 3/21/22 2:46 PM
READING VOCABULARY NOTES

few = not very many; often used to
ABOUT THE TEXT mean three to five, although this also
The text type is an article. The article depends on the context
describes the things that Ellie de Castro
and Jenny Adler take with them when they Ask students to name things that they
travel. have a few of (e.g. keys).
4
• Students read the article and find

the answers with a partner. Set a three-
minute time limit for students to read
the article. Check answers as a class.
55
LESSON A
Extra activity
GRAMMAR NOTES
Ask groups who finish quickly to rank their items from very
Remind students that commas help us clearly convey our ideas. important to less important.
When writing, commas come directly after the word. There is
no space between the word and the comma. EXPLORE MORE!
When speaking, we pause slightly in places where there are
commas. If there is internet access in class, ask students to search online
Commas have many uses. Students focus on one of these uses and find other items that are useful when travelling. Ask them
while studying the text on page 37 of the Student’s Book. to choose three items that they think are useful to take when
Commas are taught over several levels of Voices so students are travelling, which they did not learn in this lesson. Ask pairs to
not overwhelmed. present their findings to the class. Alternatively, ask students to
prepare their list of items as homework and present their findings
in the next class.
Extra activity
Some examples:
Ask students to work with their partner. First, ask them to list all day backpack, USB charger, hand sanitizer gel
the things that the people in the text talk about. Then ask them
to group items they think are similar in some way (e.g. keys and See Workbook pages 18–19 for extra practice (Vocabulary,
phone). Emphasize that there are many ways to group the items. Reading).
Finally, ask them to list the items they grouped together using
commas and the word and. For example, bank cards, a phone and
a passport. Tell students that they can use items more than once
and they don’t have to use all of the things that Ellie and Jenny
talk about. Set a four-minute time limit.
In a mixed-level class, encourage pairs who finish quickly to
discuss how they decided their groups (see below for examples).
Ask two pairs to form a group and share their lists. Also, ask pairs
to review the use of commas and the word and, making any
suggestions for areas of possible improvement.
Sample answers
passports, bank cards and money (things for travel); T-shirts and
dresses (clothes); a phone, a camera and a notebook (things to
help us record and remember the trip).
Some students may group things by size, shape, etc.
SPEAKING
7
• Mix students so they work with new partners. Then ask

students to look at the photos on page 180 of the Student’s
Book and choose three items from Exercise 2 to take with them
to each place.
• Model the example for the class.

• Ask students to discuss their items with their partner. Encourage

students to give reasons for their choices. Set a two-minute
time limit.
• In feedback, ask pairs to tell the class about their partner’s

things.
• Optional step Change pairs two or three times so students get

a chance to speak to different people.
8
• Organize the class into groups. Students choose five other

items that aren’t in Exercise 2 to take with them to the two
places on page 180 of the Student’s Book.
• Ask a student to use the example sentences to provide a model

for the class. As students do the activity, walk around and help
them with words they don’t know.
• Encourage students to give reasons for their choices.

56
LESSON 3B
LESSON GOALS
• LISTENING A sub-aim is for students to listen to people describing things they collect.

• GRAMMAR The main aim is for students to practise the demonstratives this, that,

these and those.
• PRONUNCIATION A further sub-aim is for students to practise two different

pronunciations of the voiced th sound.
• SPEAKING The speaking aim is for students to ask and answer questions about

different pictures using this, that, these and those.
LISTENING AND GRAMMAR Danica: My name’s Danica. These are my old train tickets. My
tickets are from my family and friends from around the world. This
1 one is from Russia. It’s from a friend.
• Optional step Begin by asking students to read the title Things

people collect and look at the photo. Students guess what
PRONUNCIATION NOTES
collect means (e.g. get many of the same kind of thing). Tell
students that some people collect things over a long period of Alsana /ɑːlsɑːnɑː/
time. Silvio /sɪlviːəʊ/
Peter /piː.tə/
• Organize the class into groups. Students discuss the
Danica /dænɪkɑː/

questions (1–2) in their group, then share their ideas with the
class.
• Optional step To model what students could say, tell students 3 3.2

about something you collect. • Give students time to read the sentences (1–4) and tell them to

Sample answers circle answers for questions based on what they remember.
1 Yes. • Play the audio again. Ask students to check their answers

2 I collect books. I love books. with a partner.
Extra activity
VOCABULARY NOTES
Ask students additional comprehension questions:
ukulele /juːkəleɪli/ = four-stringed musical instrument that looks Is the Peruvian coin old? (Yes.)
like a small guitar. (A guitar usually has six strings.) Ukuleles are Is the mobile phone 14 years old? (No. It’s 40 years old.)
smaller than guitars. They are rarely more than 60 centimetres Who are Danica’s train tickets from? (family and friends)
long. The Portuguese introduced the ukulele to Hawaii in the
1870s. In Hawaiian, ukulele means ‘flea’. 4
• Students read the part of the Grammar box which focuses on

the singular this/that and plural these/those.
2 3.2
• Optional step Lead in by reading the names of the people and • Optional step Remind students they studied sentences with

it and they. Ask students to provide a few sentences using the

the things they collect.
two personal pronouns (e.g. For one coin: It is a coin.; For two
• Play the audio. Students match the people to the things
coins: They are coins.). Explain that sentences with this/these

they collect then check their answers with a partner.
follow the same grammar rules as it. On the board, write, It is
• Optional step Play the audio again. Pause at key points if my coin. Ask students to make a sentence using this. (This is my

students have problems hearing answers. coin.) Follow this procedure for these. (They are my coins. These
AUDIO 3.2 are my coins.) Students take turns making sentences with the
Narrator: Many people collect things. These four people talk personal pronouns it and they. The other student revises the
about what they collect. sentence to use this/these.
Alsana: My name’s Alsana. These are my coins. They’re from • Students read the part of the Grammar box which focuses on

different countries. These are from Spain, and those are from things that are near and far.
Thailand. This one is my favourite. It’s from Peru. It’s very old! • Optional step Pick up your book. Say, This is my book. Set

Silvio: I’m Silvio. These are my old mobile phones. I love this one. your book on the desk and step away. Point to it as you say,
It’s 40 years old! It’s so big. And look! That one in the box is really That is my book. Ask students to get into pairs and take turns
small. It’s my favourite. saying sentences for one thing. On the board, write, These are
Peter: Hi. I’m Peter. I collect old plastic bottles, and I make things, my train tickets. Those are my train tickets. Ask students to take
like this table, and those chairs over there in the garden. They’re turns saying sentences for two or more things.
all made from old plastic bottles. • Elicit the answer to question 1 to get students started.

Ask students to complete the exercise and then compare their
57
LESSON B
GRAMMAR NOTES
3B
Things people collect
LESSON GOALS
• Understand people talking about things they
collect
• Talk about things near and far away
• Practise the /ð/ sound
This, that, these and those are

demonstratives. They help define
the physical distance between the
speaker and objects. They can be used
independently as a pronoun (e.g. This is
a table.) or with nouns – functioning as
adjectives (e.g. This table is huge.).

Grammar reference Unit 3B on page 168
5
• Students look at the pictures and This woman

collects ukuleles.
complete the sentences.
• Students compare their answers with

a partner before checking as a class.

Grammar activity on page 265 of the LISTENING AND GRAMMAR 4 Read the Grammar box. Tick (✓) the correct
Teacher’s Book. 1 Work in groups. Look at the photo of the
words.
woman and her ukulele collection. Discuss the

GRAMMAR This, that, these, those
For additional practice, refer to the questions.
Use this, that, these and those when talking about
Communication activity on page 226 of 1 Do you collect anything?
things, people or animals.
2 What do you collect? Why?
the Teacher’s Book. Use this or that for one thing.
2 3.2 Listen to four people. Match the people Use these or those for two or more things.
and the things they collect. This is a chair. These are my coins.
PRONUNCIATION 1 Alsana b a train tickets this/these: the things are near
2 Silvio c b coins that/those: the things are far
6 3.3 3 Peter d c mobile phones
This one is from Russia.
That one in the box is really small.
• Read through the information in the 4 Danica a d plastic bottles

Clear voice box. Then play the audio. 3 3.2Listen again. Complete the sentences. Go to page 168 for the Grammar reference.
Students listen and repeat. 1 Alsana’s favourite coin is from Peru / Thailand. this that these those
2 Silvio’s mobile phones are old / new. 1 near ✓ ✓
• Point out that people sometimes use 2 far ✓ ✓
3 Peter makes tables / toys from plastic bottles.

different pronunciations. Demonstrate 4 Danica’s Russian train ticket is from a friend / 3 one ✓ ✓
saying the words with the /d/ sound her father. 4 more than one ✓ ✓
instead. Explain that as there are
cultural differences in pronunciation, we 38
cannot say that there is only one correct
pronunciation.
PRONUNCIATION NOTES 42951_U03_034-045.indd 38 3/21/22 2:46 PM
The th sound can be voiced or unvoiced. AUDIO 3.3

gently place your hand on your throat,
In both cases, the lips are slightly open. this
you can feel the vocal cords vibrate
The lips are not formed into a specific that
when saying the sound. For many
shape. these
students, this is an unfamiliar sound
Some people pronounce the voiced that takes a lot of practice. those
th at the beginning of words as /ð/. In they
In dictionaries, the voiceless or unvoiced
other cultures, these same words are the
th is represented by /θ/. It is pronounced
often pronounced with the /d/ sound. there
by putting your tongue lightly between
In the dictionary, the voiced th sound your teeth and blowing air out gently
is represented by /ð/. The /ð/ sound is around the tongue. The vocal cords do
pronounced by putting your tongue not vibrate. Examples of words that
between your teeth so that they are begin with the voiceless or unvoiced th
slightly touching. The vocal cords are sound are thanks and Thursday.
used when saying the voiced th. If you
58
5 Look at the pictures. Complete the sentences. CLEAR VOICE
Saying /ð/
Write This, That, These or Those. Extra activity
The th sound at the start of these words is
voiced. Ask for pairs to volunteer and present the
this, that, these, those, they, the, there conversations to the class.
Some people use the d sound for these words. That’s
OK. Just use the sound that’s easy for you.
SPEAKING
7 Work in pairs. Read the conversations with your
partner. Change roles. 8
1 This is a car. • Ask students to work in new pairs.

• Ask students to take turns asking and

answering questions about the pictures.
• Model the example conversation with a

student.
A: Hey, Bob. What’s that?
B: That’s a cake. Extra activity
A: That’s not a cake ...
B: Yes, it is. Look! Allow students to use a dictionary or
2 That is a wallet. C: Are those books? the internet to look up words they don’t
D: These? No, they’re not. know but want to use. After pairs finish
C: What are they?
D: They’re bags.
discussing their ideas about the paintings,
ask students to take turns saying the words
SPEAKING they looked up. Write them on the board.
8 Work in pairs. Look at the paintings. What do Students show pictures or explain the
you see? Ask and answer questions. vocabulary so the rest of the class can also
learn the new words.
3 These are keys.
EXPLORE MORE!
If there is internet access in class, organize
the class into pairs or groups and ask them
to search online to find some interesting
collections. Ask them to choose some that
they like and present their findings to the
4 Those are water bottles. class. Alternatively, ask students to prepare
their research for homework before
A: What’s this?
PRONUNCIATION
B: Hmm. That’s a fish, I think.
presenting in the next class.
6 3.3Look at the Clear voice box. Listen and A: What are these? Some examples:
repeat the words. B: Those are … dinosaurs! stones in shapes of the letters of the
EXPLORE MORE!
alphabet, zippers, pencil sharpeners,
Some people and places like museums collect interesting items. Search online for
bowling balls
’interesting collections.’ Which interesting collections do you like? 39
See Workbook pages 20–21 for extra
42951_U03_034-045.indd 39 3/21/22 2:46 PM
7 • Students practise the conversations in

• Organize the class into new pairs. Ask them to take turns being A/B

pairs. Give students time to read the and C/D. As students speak, note any
conversation. errors. In feedback, write three or four
• Optional step Ask students to use their errors on the board and ask students to

voice to demonstrate what emotion correct them with a partner.
speaker A uses (curiosity for the first
utterance; doubt or confusion for
the second). Ask students to include
emotion in their voices as they practise.
59
LESSON 3C
3C
Colours of the world
LESSON GOALS
• Learn the words for different colours
• Understand people talking about colours
• Talk about things people own
• Say your and their
LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY 4 3.5 Listen again. Which is the Philippines

students to learn and use the words 1 Work in pairs. Answer the questions.
flag?
for different colours. 1 What is your favourite colour?
a b c
• LISTENING A main aim is for students 2 What colours are your favourite things?

to practise listening for important 2 3.4Work in pairs. Look at the pictures. Write
words. the colours. Listen and check. 5 3.5 Look at the Listening skill box. Then listen
to Jenny and Ellie. What words in sentences 1–2
• GRAMMAR A further main aim is black blue green orange purple are loud and easy to hear?

pink red white yellow
for students to practise possessive LISTENING SKILL
adjectives and ’s. Listening for important words
1 4 7 When people talk, they stress important
• PRONUNCIATION A sub-aim is for words. Listen for them: important words are

students to practise saying your and often loud and easy to hear.
their. 1 The US flag is red, white and blue.
• SPEAKING The speaking aim is for red orange white 2 The Philippines flag is red, white, blue and yellow.

students to talk about the colour of
GRAMMAR
things around them. 2 5 8
6 Read the Grammar box. Do possessive adjectives
go before or after nouns? before
VOCABULARY green black yellow GRAMMAR Possessive adjectives and ’s
1 Possessive adjectives
Use my, your, his, her, its, our, your and their to
• Read the questions with the class. Give 3 6 9
show who something belongs to.

students a minute to prepare answers. My things are pink. Our favourite colour is red.
This preparation time allows students ’s
to brainstorm ideas, organize their purple blue pink Use ’s after nouns or names.
Ruben’s car is red. Elsa’s dress is green.
thoughts and recall vocabulary. Go to page 161 for the Vocabulary reference.
• Students answer the questions (1–2) Go to page 168 for the Grammar reference.

LISTENING
with a partner. Set a two-minute time 7 Match the pronouns (1–7) with the possessive
limit. Ask them to share their preferences adjectives (a–g).
1 I g a their
with the class.
3 3.5 Listen to Ellie de Castro and Jenny Adler 2 you f b our
Sample answers talking about colours. Answer the questions. 3 he e c her
1 My favourite colour is blue.; I like 1 What is Ellie’s favourite colour? yellow 4 she c d its

2 What is Jenny’s favourite colour? pink 5 it d e his
yellow.; I love pink.
3 What colour do people in the Philippines like? 6 we b f your
2 My favourite things are pink, purple, In the Philippines, their favourite colour is red.
7 they a g my

green and red.
2 3.4 40

started. Ask students to match the
objects with their colours, then compare
answers with a partner. 42951_U03_034-045.indd 40 3/21/22 2:46 PM
• Play the audio. Students listen to check Extra activity LISTENING

their answers. Ask students to turn to page 36 of the
• Optional step Play the audio again. Student’s Book and look at the pictures
3 3.5
• Optional step Lead in by asking

Students listen and repeat. in Exercise 2. Students make sentences

students what they remember about
describing the colour of the items. Model
AUDIO 3.4 Ellie de Castro and Jenny Adler. Refer
one example. (E.g. The bag is blue.)
1 red students back to page 37 of the
2 green For further information and practice, see Student’s Book.
3 purple Vocabulary reference Unit 3 on page • Play the audio. Students tell their

4 orange 161 of the Student’s Book. partner the answers. Check answers as
a class.
5 black For additional practice, refer to the
6 blue Vocabulary activity on page 249 of the AUDIO 3.5
7 white Teacher’s Book. Narrator: Ellie and Jenny are National
8 yellow Geographic Explorers. We ask them about
their favourite colours.
9 pink
60
5 3.5
• Read out the information in the Listening

skill box.
• Optional step Explain to students why

we naturally stress important words
more (see Grammar notes).
• Play the audio again. Ask students

to listen for the words that are stressed.
Ask them to compare their answers with
a partner.

A colourful festival
in the Philippines. GRAMMAR NOTES
Sentence stress allows the speaker to
emphasize the words that carry the
8 Complete the conversations. Use possessive PRONUNCIATION most importance. Because of this,
adjectives.
content words are usually stressed. In
1 Anh: Trang, what’s your favourite colour? contrast, the meaning of an utterance
repeat.
Trang: Hmm. My favourite colour is
purple. Why? CLEAR VOICE rarely depends on prepositions, be
2 Jia Hui: What are their names?
Saying your and their verbs, articles and auxiliary verbs. So
Rizal: That’s Osman, and that’s Wei Ming. The words you’re and your sound the same: words such as for/on, is/are, a/the
3 Fiona: Lynn, where do you and Raul live? You’re in class. Your friends are at home. and can/must are usually not stressed.
Our The words they’re and their also sound the same:
Lynn: address is 101 Lake Street.
They’re from Brazil. Their homes are in Brazil.
Depending on the circumstances,
4 Josef: Is this Sofia’s bag? the stressed words can change. For
Adam: No. I think her bag is blue, not 11 3.7 Listen and repeat the sentences.
example:
yellow.
1 Your book is not in the bag.
5 Sarah: What colour is the house?
2 You’re next to her house. The Philippines flag is red, white, blue
Dana: The house is white, but its
doors are red.
3 Are these their books? and yellow. (The stress on the word and
4 They’re in their living room. highlights that there is an additional
9 Complete the sentences. Use the words in
brackets and ’s. SPEAKING
colour.)
1 Liz’s car is black. (Liz)
2 Omar’s book is blue. (Omar) 12 Work in groups. Ask and answer questions. What The Philippines flag is red, white, blue
3 This is my cat’s toy. (my cat)
colour are the things in your class? and yellow. (The stress on the word
new student’s A: What colour is Sam’s bag? yellow highlights that a mistake in the
4 Is that the __________________ desk? (new student)
B: Her bag is pink.
EXPLORE MORE! last colour is being corrected.)
What festivals do people celebrate around the world? Which ones have a lot of
different colours? Search online for ’colourful festivals.’ 41
GRAMMAR
6

42951_U03_034-045.indd 41 3/21/22 2:46 PM
Discuss the question and answer.
Ellie: Hello! I’m Ellie. My favourite colour Ellie: In the Philippines, people like happy
is yellow. I like bright colours, like yellow, colours. I think our favourite colour is red. • Optional step Point out the words its,

pink, orange, blue and purple. A lot of my your and their. Remind students that
Jenny: Our favourite colour? I don’t know
things are these colours. these are not the same as it’s, you’re and
… I don’t think America has a favourite
Jenny: Hi, I’m Jenny. My favourite colour colour. they’re. Explain to students that these
is pink. Many of my clothes are pink, and words have the same pronunciation
other things too. 4 3.5 but they have different meanings. Tell
• Play the audio again. Students listen for students that when listening, they
Narrator: Jenny is from the US, and Ellie

is from the Philippines. What colours are in the colours of the Philippines flag and need to use context to understand the
their country’s flags? choose the correct flag. meaning. On the board, write it’s, you’re
• Optional step Play the audio again. and they’re. Ask students to discuss
Jenny: The US flag is red, white and blue.

Pause at key points if students have what they mean (i.e. it is, you are, they
Ellie: The Philippines flag is red, white, are) and when to use them (e.g. as the
blue and yellow. problems hearing answers.
subject/verb in a sentence).
Narrator: And what are their country’s
favourite colours?
61
LESSON C
For further information and practice, see Grammar reference Extra activity
Unit 3C on page 168 of the Student’s Book. Organize the class into groups. Remind students that its and it’s
also sound the same. Explain that you will say a sentence (see
examples) and one member of each group must race to the board
and write the correct word (its/it’s, your/you’re, their/they’re). Ask
7 each group to choose the order in which members will play the
• Elicit the first answer to get the students started. Students game.
For example:

work with a partner to match the pronouns to the possessive
adjectives. Ask them to compare their answers with a partner It’s a door.
before checking as a class. You’re my student.
Are these their pens?
Extra activity
Say a sentence with ’s (e.g. Lizzy’s bag is pink and white.). Ask 11 3.7
students to replace the name with a possessive adjective (e.g. • Give students time to read the sentences. Play the audio and ask

Her bag is pink and white.) and say the sentence. After several students to repeat them.
examples, organize the class into new pairs. Read out more AUDIO 3.7
sentences with ’s (see examples below) and ask students to rewrite 1 Your book is not in the bag.
the sentences using possessive adjectives. Then discuss as a 2 You’re next to her house.
class. Ask for volunteers to come up to the board and write their
3 Are these their books?
answers.
For example: 4 They’re in their living room.
David’s pen is blue. For additional practice, refer to the Pronunciation activity on
Seo-yun’s umbrella is pink. page 290 of the Teacher’s Book.
Zuri’s guitar is black.
8 SPEAKING
• Mix students so they have new partners. Ask students to 12

complete the conversations. Students check their answers with • Model the example conversation with a student. Organize

the class into groups. Ask students to take turns asking
• Optional step Students practise the conversations in pairs. Ask and answering questions about the colours of things in the

them to take turns playing each role. classroom. Set a five-minute time limit.
9 • In feedback, ask students to talk about the colours they found

• Elicit the first answer to get students started. Students in the classroom. You can also point out things outside the
classroom if there is a window or a view outside, and do the

complete the activity and compare their answers with a partner.
Then check answers as a class. activity as a class.
For additional practice, refer to the Communication activity on EXPLORE MORE!

If there is internet access in class, ask students to work with a
partner to do research online about colourful festivals. Encourage
PRONUNCIATION students to show pictures to the class. Ask pairs to present their
findings to the class.
10 3.6
Alternatively, ask students to do their research as homework
• Read through the information in the Clear voice box. Point out before presenting in the next class.

that you’re/your and they’re/their sound the same but have Some examples:
different meanings. Explain that they should differentiate them Harbin International Ice Festival (China), Feria de las Flores (flower
by using the context of the sentence. Also, remind students to festival in Colombia), Mombasa Carnival (Kenya)
be careful when writing these words as people often use the
wrong spelling. See Workbook pages 21–22 for extra practice (Vocabulary,
• Play the audio. Students listen and repeat. Listening, Grammar, Pronunciation).

• Optional step Ask students to practise the sentences with a

partner.
AUDIO 3.6
You’re in class.
Your friends are at home.
They’re from Brazil.
Their homes are in Brazil.
62
LESSON 3D
LESSON GOALS

aim is to empower students to ask questions when they don’t understand someone.
Students learn specific language to ask speakers to slow down, repeat or clarify the
meaning of an expression. The lesson ends with a roleplay in which students practise
dealing with problems in communication.
SPEAKING VIDEO 3.2

Narrator: Some people are easy to understand.
1 M1: Is that your orange notebook?
• Give students one minute to study the picture. Read the
F1: Yes it is.

situations (a–c) in the exercise. Check students’ understanding
by miming too noisy (by covering your ears and making a face) Narrator: Some people aren’t.
or happy (smiling). M2: Is that your orange notebook?
• Students answer the question and check their answers with F1: Huh?

a partner. Narrator: So, ask questions. One: Ask them to slow down.
• Optional step Ask students to brainstorm other situations M2: Is that your orange notebook?

when they may have difficulties understanding the other person F1: I’m sorry. Can you slow down a little?
(e.g. the other person uses words they don’t know). M2: Ah, sorry. Is that your orange notebook?
F1: Ah. Yes, it is!
2
• Give students one minute to think of ideas before discussing Narrator: Two: Ask them to say it again.

the questions with a partner. M1: Are those your pink shoes?
• Optional step Ask students to share some of their ideas with F2: I’m sorry, can you repeat that, please?

the rest of the class. Then ask students to provide ideas about M1: Are those your pink shoes?
why the responses in their first language and in English are F2: Pink shoes? No, they aren’t.
different (e.g. they don’t have the confidence or the language Narrator: Three: Sometimes, you don’t know a word. Ask, ‘what
to ask clarifying questions). do you mean?’
Sample answers M2: Is that your mobile?
1 I ask them to repeat themselves. F2: Mobile?
2 I don’t do anything. M2: Yes. Is it yours?
F2: I’m sorry. I don’t understand. What’s a ‘mobile’?
COMMUNICATION SKILL NOTES M2: This is a mobile. Is that your mobile?
This lesson introduces questions and expressions people use F2: Ah. My phone! Yes, it is!
when they don’t understand what the other person says. Narrator: Next time you don’t understand a person, remember:
Students may be reluctant to ask someone to slow down or say Ask them to slow down, ask them to say it again and ask them
something again. If your students feel this way, it is a good idea what they mean.
to brainstorm reasons for their feelings (e.g. embarrassment,
concern that they will look incompetent, fear that the other 4
person will become impatient). Tell students that they should • Read out and discuss the information in the Communication

not worry about asking clarifying questions. If students do skill box. Point out that this is a summary of the information in
not ask questions, they may end up in misunderstanding the the video.
situation. This could lead to miscommunication. This could also • Ask students to discuss the techniques they already use with

create a worse impression and decrease their enjoyment in the a partner.
conversation. Explain that the aim of the lesson is to give them • Optional step By show of hands, find out which technique

tools to manage situations when they don’t understand the in the Communication skill box is the most popular. Emphasize
person they are talking to. that all three techniques are important so they will be practising
them all to gain confidence to use all three.
MY VOICE
3 3.2
• Give students time to read the question and the list of

problems. Play the video which discusses three different
ways students can ask for help when they don’t understand
someone. Students tick the problems the video mentions and
discuss their answers with a partner. Check answers as a class.
63
LESSON D
5
3D
Asking questions to understand
LESSON GOALS
• Understand people who talk fast
• Ask for the meaning of difficult words
• Get people to say something again
• Read out the information in the Useful

language box with your class and discuss SPEAKING 4 Look at the Communication skill box. Which of
the question. Point out the meaning and 1 Look at the picture below. What is the problem?
these things do you already do?
use of the phrases and ask students if a It’s very noisy. COMMUNICATION SKILL
Asking questions to understand
they use the same or similar phrases in b The speaker is happy.
c The speaker talks too fast. When you don’t understand someone, don’t
their own language. worry. Try these tips.
• Optional step Discuss the importance 1 Ask them to slow down.

of using appropriate expressions based 2 Ask them to say it again.
Arethoseyourthingsonthetable? 3 Ask them to say what they mean.
on the situation (see Vocabulary notes).
• Ask students to share their answers with 5 Look at the Useful language box. Do you say

words like I’m sorry, excuse me and please in
the class. It is a good idea to drill the your first language?
expressions and ask students to repeat
after your model. Useful language Asking questions to
understand
• Optional step Explain that we add I’m a I’m sorry. I don’t understand. What’s a … ?

sorry and Excuse me to make the request b Excuse me. Can you repeat that?
c Can you slow down a little, please?
more polite.
A: In my first language, we don’t say ’please’, but we
Sample answers say ’thank you’ a lot.
Yes, I also use ‘excuse me’ in my first B: In my first language, ’excuse me’ and ’I’m sorry’
language. are the same word.
6 Match the Useful language questions (a–c) to the
three tips in the Communication skills box (1–3).
VOCABULARY NOTES 7 Read the three situations below. What is the
best Useful language question for each of the
There are many ways to ask someone to 2 Work in pairs. What do you do when you ... situations?
repeat themselves. The expressions vary 1 don’t understand someone in your first language?
depending on who we are talking with. 2 don’t understand someone in English? SITUATION A
Introduce the following to the class as I say ’I don’t know’ when I don’t understand Anne asks for a ’tin of tomatoes’ in a shop in the US.
someone. The shop assistant doesn’t understand what a ’tin of
additional expressions they can use: tomatoes’ is.
I say ’Excuse me’ when I don’t understand someone.
Sorry? (might be considered rude when SITUATION B
MY VOICE
said to someone that you just met but is Jodie asks Priscilla very quickly:
acceptable among friends) 3 3.2Watch the video about asking questions ’Isthisyourfriend’sbluebag?’
to understand. What three problems does the Priscilla doesn’t understand.
Pardon (me)? video talk about?
✓ a fast speakers c noisy places SITUATION C
Could you say/repeat that again, please? ✓ b quiet speakers ✓ d difficult words Hector’s house is very noisy. Lydia says something to
(Could is more polite than can. Also, Hector but he doesn’t hear her.
the speaker includes please, making the

question even more polite.) 42
6
• Ask students to read the questions

42951_U03_034-045.indd 42 3/21/22 2:46 PM
(a–c) in the Useful language box, and
match them with the tips (1–3) in the Sample answers If there is internet access in class, ask
Communication skill box. A I’m sorry but I don’t understand. What’s students to work in pairs and search for

a tin of tomatoes? English vocabulary that varies between two
• Check answers as a class.
B I’m sorry. Can you slow down a little, areas/countries. Set a three-minute time

Answers please? limit. Ask students to present their findings
a3 C Excuse me. Can you repeat that? to the class. If students keep a vocabulary

b2 notebook, make a list of the words on the
Extra activity
c1 board. Encourage students to include the
Give students time to review Situation words in their notes.
7 A. Explain that in the United States a
• Give students time to read the tin of tomatoes would be called a can

situations (A–C). Then ask students of tomatoes. Point out that sometimes
to think of the best question for each we don’t understand others because of
situation in pairs. Discuss as a class. Call different vocabulary. Emphasize that this
on students to share their answers. has nothing to do with English ability.
64
Sample answers
1 I don’t understand the people at my

supermarket. They’re very busy and they
talk very fast.
2 Yes for A and B. No for C.

3 Pardon?/Excuse me?

9
• Ask students to work in pairs

and take turns asking the questions.
Emphasize that the student answering
should try to be difficult to understand
so that the other student can ask
clarifying questions. Set a four-minute
time limit.
• As students practise, monitor their

conversations, reminding them that
Student B must make sure their partner
cannot understand them.
Extra activity
After students have finished, ask them
how they felt playing the roles of Student
A and Student B. Point out that most
SPEAKING Student B: Answer the questions. Be difficult to
understand: talk quickly or talk quietly.
speakers are happy to repeat themselves,
8 OWN IT! Work in pairs. Discuss the questions. A: It’s 98562431. even multiple times so they should not
1 When don’t you understand people in English?
B: Excuse me. Can you repeat that? worry about asking for clarification.
2 Are your problems similar to those in Exercise 7?
A: I’m sorry. It’s 98562431.
3 What other questions do you ask to help you
understand? 10 Work in pairs. Try Exercise 9 again, but with your 10
I don’t understand people on the phone. They talk own questions. When you answer, be difficult to • Give students two minutes to create

very fast. understand: their own questions.
1 Talk quickly.
9 Work in pairs. Ask and answer questions. • Organize the class into new pairs.
2 Talk quietly.

Student A: Ask the questions below. Use the Useful
language questions to help you understand your
3 If you can, use difficult words. Students repeat the activity in Exercise 9,
A: What’s your favourite place in our city? but with their own questions.
partner’s answers.
B: My favourite place is the aquarium.
1 What’s your phone number?
A: I’m sorry. I don’t understand. What’s an aquarium?
• Optional step Ask pairs to act out their

2 Is that your black laptop bag?
conversations in front of the class.
3 Where’s the train station?
Sample answers
43
A: What is your favourite place to eat?
B: I like to eat at this restaurant called

Paolo.
A: Excuse me. Can you repeat that?
B: Paolo.
42951_U03_034-045.indd 43 3/21/22 2:46 PM
Sample answers SPEAKING

UK the US
8 OWN IT!

brown bread wheat bread
• Give students time to read the questions

mince ground beef

and think of ideas.

tap faucet (where water

comes out) • Mix students so they are working

(car) bonnet (car) hood with new partners. Ask them to discuss

chemist pharmacy the three questions. Set a three-minute

time limit.
• Discuss the questions as a class.

65
LESSON 3E
3E
Special things
LESSON GOALS
• Talk about special things
• Learn how to check your writing
• Write a social media post
LESSON GOALS
• WRITING The aim of the lesson is SPEAKING 3 Look at the Writing skill box. Then read

for students to write a social media 1 Work in groups. Discuss the questions.
sentences 1–4. Correct the mistakes in the
sentences.
post about something they have 1 Have you got any special items?
WRITING SKILL
that’s special to them. The reading 2 Why are the items special to you?
Checking your writing
text provides models. The writing skill
READING FOR WRITING After you write, check your work.
teaches different ways for students to • Check your spelling. Use a dictionary.
check their writing. 2 Read the social media posts below. Why are the This is my new fone phone.
items special? Tick (✓) the reasons.
• Check for capital letters.
1 Osamu’s guitar is . She’s from germany Germany.
a old ✓ c cheap
SPEAKING ✓b new d expensive
• Check for full stops.
It’s my favourite book it’s amazing book. It’s amazing!
2 Alara’s dolls are .
1 ✓a old ✓ c from Turkey
• Check for apostrophes.
Its It’s from my father.
• Optional step Set up the task by ✓b beautiful d from the US

3 Rafael’s father’s tea cups are . 1 This is my pianu. piano
describing an item that is special to you.
✓a expensive ✓ c from India 2 is this omar’s book? Is this Omar’s book?
• Students work with a partner to b cheap d old 3 Its not my guitar. Its Petes. It’s not my guitar. It’s Pete’s.

discuss the questions (1–2). Ask a few 4 The house is white it’s door is red
The house is white. Its door is red.
pairs to share their ideas with the class in
feedback.
Sample answers
1 Yes. I have a water bottle from Peru and

a keychain from Russia.
2 It’s from my grandmother. / It’s very old.

READING FOR WRITING
2

students to look at the posts and photos.
Ask, What are the posts about? What
Osamu Alara Rafael
are in the photos? (special possessions) 3 hrs ago 2 hrs ago 1 hr ago
This is my new guitar. It’s a great guitar. And
• Set a five-minute time limit for students it’s cheap! I love it. My friend Sakda and I
These are my dolls. They’re old – about 40
years old. And they’re beautiful. I love their
These are my father’s new tea cups. They’re
beautiful, and they’re expensive - $120!

to read the social media posts and play in our living room every day. Sakda’s
guitar is good, but it’s very expensive.
eyes! They’re from my country, Turkey. Now,
Alara They’re lovely! Are they from your
they’re with me in the US!
choose the correct answers. holiday in India?
Sakda Your guitar is amazing! Li Ying They’re really pretty!
• Ask students to compare their Rafael Yes, they are!

as a class. 44
Extra activity
Ask students additional comprehension
questions:
42951_U03_034-045.indd 44 3/21/22 2:46 PM
1 Who does Osamu play with? (Sakda) 3 • Optional step Ask students to identify

2 Where do they play? (in the living room) • Read through the Writing skill box with the verb in each sentence (is, except

3 Where does Alara live now? (the US) for the last sentence: love). To check

the class.

4 Is Rafael in India now? (No. He went understanding, ask students what they

there for a holiday, suggesting he isn’t would use for two or more things (these,

started. Students correct the mistakes in
there now.) those and they).
the sentences then check their answers
with a partner. • Students answer the questions, then

compare their answers with a partner.
PRONUNCIATION NOTES
4
Alara /ɑːˈlɑːrɑː/ • Read through the Useful language box 5
Li Ying /liːˈjɪŋ/ • Optional step Ask students to look at

with the class.

Osamu /oʊˈsɑːmuː/ the photo and guess what the text will
Rafael /rɑːfɑːˈel/ be about. Set up the task by eliciting key
Sakda /ˈsʌkdɑː/ words: teddy bear, ice, snow.
• Students circle the correct words

then compare their answers with a
partner.
66
4 Look at the Useful language box. Then look at 6 Read Osamu’s social media post about his guitar. Sample answers
the pictures below. Are the items old or new? Write a comment. Use the words and phrases in
Are they expensive or cheap? the Useful language box.
Item: a cuckoo clock
Reason 1: from grandfather
Useful language Describing special things WRITING TASK Reason 2: reminds me of my grandfather
This is my favourite … . Reason 3: makes a funny noise
This is my new / old … . 7 Look at the Critical thinking skill box. Think of
It’s very important / special to me. an item that is special to you. Complete the mind Reason 4: makes me smile
It’s from … . map with reasons it is special.
It’s very expensive / cheap.
It’s amazing / great / beautiful.
Giving reasons WRITING NOTES
I love it!
Giving reasons helps readers understand A mind map is sometimes called a
1 why something is important. It makes writing
interesting too.
word web. They show the relationship
$$$ It’s old. It’s very expensive. between ideas. Because they are very
visual, some students find them easier
to use than outlines. Mind maps can
2 also be an effective way to brainstorm
ideas before speaking or writing.
$ It’s new. It’s cheap.
8 WRITE
• Students use the ideas from their mind
5 Complete the text. Circle the correct words.

maps to write a social media post about
something special.
This is my 1favourite / important toy. Its name
is Clifford. It’s 2from / in a shop in Uruguay.
• Monitor and encourage students to use

It’s very 3old / new – about 20 years old! the model posts to help them.
But it’s very 4special / great to me. It’s in all
my travel photos. In this photo, we are on Sample answer
holiday in Iceland. It’s a 5beautiful / favourite This is my soft toy. It’s from my grandfather.
photo!
8 WRITE Write a social media post about your It’s very special. It’s my first toy. It’s cute.
special item in Exercise 7. Use the three model
posts on page 44 and your information in 9 CHECK
Exercise 7 to help you.
• Read through the checklist with the class

9 CHECK Use the checklist. and check students’ understanding of it.
My post says what the thing is.
My post says why the thing is special.
• Ask students to check their social media

The spelling is correct. posts against the checklist.
The punctuation is correct.
10 REVIEW Work in pairs. Read your partner’s post.
10 REVIEW
Do they do the things in the checklist? Reply • Ask students to show their partners

with a comment. their social media posts and ask them to
Go to page 155 for the Reflect and review. check each other’s work. Remind them
to refer to the checklist in Exercise 9 and
45 the Writing skill box.
• Optional step Students read their

partner’s post and make suggestions
for revision (e.g. What is the thing? I’m
42951_U03_034-045.indd 45 3/21/22 2:46 PM not sure.). Give students five minutes to
6 WRITING TASK revise their posts.
• Ask students to read Osamu’s post and
7 • Students write a short reply to their

Sakda’s comment. Students write their partner’s post.
own comment using the expressions

box with the class. For additional practice, refer to the
from the Useful language box. Set a
three-minute time limit. • Explain what a mind map is to students Mediation activity on page 306 of the

(see Writing notes). Ask students what Teacher’s Book.
• Students compare their comments
should go in the centre circle (their item).

with a partner before discussing as a
Students complete the mind maps with See Workbook pages 22–23 for extra
class.
reasons why their item is special to them. practice (Writing).
Sample answer • Optional step Ask students to discuss
Your guitar is amazing. I love it! For Unit 3 Reflect and review, see

their mind maps with a partner.
67
UNIT 4
Habits
UNIT GOALS

• practise the numbers 11 to 100;

learn how to scan for useful
information; practise saying the /ʌ /

sound; understand an article about
a long commute
4B Listening, grammar and

speaking
• listen to people talking about

sleeping habits; use the present
simple to talk about habits and
facts; talk about one’s own
sleeping habits
4C Vocabulary, listening, grammar,

• learn the days of the week; listen

for tone of voice in informal
speech; learn how to use adverbs
of frequency; pronounce the Breakfast before work
/ju:/ sound; talk about how often in Istanbul, Turkey.
things happen
46
4D Speaking

• learn how to make and talk about

plans with others and suggest
alternative times to meet 42951_U04_046-057.indd 46 3/21/22 2:20 PM
ABOUT THE PHOTO 1

4E Speaking, reading and writing The unit theme is habits. The photo • Optional step To set up the task, use

• write and reply to work emails; use shows colleagues having breakfast on the the photo on the page and ask, Where

a suitable tone in work emails rooftop of their workplace in Istanbul, are the people? How do they know
Turkey. Turkish breakfasts often include each other? (Istanbul, Turkey. They work
Photocopiable resources cheese, olives, jams, eggs, breads, together.)
Communication activities: pp. 228–229 pastries, vegetables such as tomatoes • Students answer the questions in

Vocabulary activity: p. 250 and cucumbers, and seasonal fruit such pairs before discussing their answers as
Grammar activities: pp. 267–268 as oranges or grapes. Tea, which is often a class.
Pronunciation activity: p. 291 served in tulip-shaped cups, is also often
Sample answers
Mediation activity: p. 307 served with breakfast.
1 breakfast
Workbook 2 (They usually have it) in the morning.
Unit 4 pp. 24–29
68
4 Answers
1 Abbey likes evenings. Jeff likes

Habits mornings.
2 Abbey likes to rest and relax, go for a

walk or exercise, watch TV and read
the news. Jeff likes to run, make coffee,
read and water his plants.
GOALS VIDEO 4.1
• Scan an article for useful information Abbey: My favourite time of day is the
• Talk about people’s habits
• Say the time and the days of the week evening. I like to rest and relax. I usually
• Listen for tone go for a walk or do some exercise. Then,
• Make plans I watch TV. Sometimes, I read the news.
• Write a work email
Jeff: My favourite time of day is the
1 Work in pairs. Discuss the questions. morning – before I go to work. I usually go
1 Look at the photo. What meal are they having? for a run near the river. I also make coffee
2 When do people usually have that meal? and read. Sometimes, I water my plants.
WATCH 3
2 4.1 Watch the video. Answer the questions. • Ask students to work with a new

partner or in a small group.
• Ask three students to read the example

sentences to provide models for the
class.
• Students discuss the questions with their

ABBEY ENGLEMAN JEFF MARLOW partners before discussing as a class. Ask
1 What times of the day do Abbey and Jeff like? pairs or groups to share their answers.
2 What do they like to do?
Extra activity
3 Make connections. What’s your favourite time of
day? Why? If your students have access to photos on
I like the morning. It’s warm and it’s quiet. their phones in class, ask them to find a
I like the afternoon. I enjoy being at work with my
photo of them during their favourite time
friends.
I like the evening. It’s cool, and I can rest after work.
of the day. In small groups, students share
their photos and say where they are and
what they are doing.
47 ABOUT THE EXPLORERS

ABBEY ENGLEMAN is a marine ecologist.
In one of her studies, she looked at how
coral structures vary in living and dead
42951_U04_046-057.indd 47 3/21/22 2:20 PM
coral reefs. She used 3D technology to
Extra activity • Ask students to read the questions recreate the coral reefs and study how

Tell students about what is eaten for (1–2). Then play the video in which they grew and adapted to changes. Her
breakfast in Turkey (see About the photo). Abbey Engleman and Jeff Marlow talk research helped scientists learn useful
Ask students if their breakfast is usually about their favourite time of the day. information about the reefs and their
similar or different. Ask students to try to remember the ecosystems.
answers – trying to take notes while
JEFF MARLOW is a geobiologist. He
watching may stop students watching
WATCH and listening properly. Students answer
studies organisms that can only be
seen with magnification (e.g. under a
2 4.1 the questions.
microscope). He hopes his research will
• Optional step Read the names of the • Students compare answers in pairs tell us more about the possibility of life

explorers with the class. It’s easier for before checking their answers as a class. elsewhere in the solar system. At the
students to focus on the video when • Optional step Play the video a second same time, he is studying how to turn

they’re familiar with the names. time and pause at key points if students elements of air pollution here on Earth into
have problems hearing answers. fuel. Jeff is also a journalist. He writes for
internationally acclaimed publications.
69
LESSON 4A
4A
My commute
LESSON GOALS
• Learn the numbers 11–100
• Scan for useful information
• Understand an article about a long
commute
LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY 6 Look at the Reading skill box. Then read the

students to practise the numbers 11 1 Work in pairs. How many students are in your
article quickly. Complete the timeline on page 49.
to 100 and say the time. class? Write the number. Do you know how to READING SKILL
say the number? Scanning for useful information
• READING The main aim is for
My class has sixteen students.

Scanning an article is a quick way to find
students to learn how to scan for useful information. Don’t read the whole
2 Write the numbers. Listen and repeat.
4.1
useful information. 11 eleven 14 fourteen 17 seventeen
article. Look for useful words or numbers.
• PRONUNCIATION A sub-aim is for 12 twelve 15 fifteen 18 eighteen

7 Read the article again. Answer the questions.

students to practise the /ʌ/ sound. 13 thirteen 16 sixteen 19 nineteen
1 Andy travels two hundred kilometres to work.
• SPEAKING The speaking aim is for 20 twenty 65
2 His trip to work is four hours long.
sixty-five

students to use numbers as they talk 21 twenty-one 76 seventy-six
3 He waits forty minutes for the train.
8:05
about their commute to school/work. 32 thirty-two 87 eighty-seven
4 He gets home at .
43 forty-three 98 ninety-eight
PRONUNCIATION
54 fifty-four 100 one hundred
VOCABULARY 3 Work in pairs. Complete the sentences. Circle the
repeat.
correct answers.
1 1 A day is 24 hours / minutes. CLEAR VOICE
Saying /ʌ/
• Optional step To set up the task, ask 2 A minute is 60 hours / seconds.

3 An hour is 60 seconds / minutes.
students to say the numbers one to ten. You can make the /ʌ/ sound in words like bus
4 4.2Match the times with the clocks. Listen with the letters u and o.
• Ask students to write the number. and repeat. bus but loves come

Reassure students that it’s OK if they
1 b a twelve thirty-seven 9
can’t say the number they write. 4.4 Read the words. Then listen and circle the
words with the /ʌ/ sound.
• Model the example for the class. 2 c b eleven o’clock a some d put

b home e phone
2 4.1 3 d c four twenty-five c fun f sun
• Organize the class into pairs.

SPEAKING

Students write their answers. Check 4 a d nine forty-eight
answers as a class. 10 Draw a timeline for your trip to work or school.

Go to page 161 for the Vocabulary reference. Think about the following:
• Play the audio. Ask students to listen and • How long do you travel by bus, train or car?

repeat the numbers. READING • How long do you wait?
• How long do you walk?
• Optional step Point out the hyphens. As 5 Work in pairs. How many minutes or hours is
11 Work in pairs. Share your timeline with your

a critical thinking exercise, ask students your trip to school or work?
partner. Are your timelines the same?
when they should use them (to write all My trip to school is 40 minutes long.
I’m on the bus for 10 minutes.
My trip to school is 1 hour and 10 minutes long.
numbers from 21 to 99, except those I’m on the bus for 45 minutes!
ending with 0, e.g., 20, 30, 40, ... )
• Optional step Say numbers in a random

order. Students write them down. 48
AUDIO 4.1
eleven twenty
twelve twenty-one 42951_U04_046-057.indd 48 3/21/22 2:20 PM
thirteen thirty-two Extra activity 1

fourteen forty-three and underline teen (thirteen). Say the
number out loud, stressing the second Students often find it difficult to hear
fifteen fifty-four the difference between numbers like
syllable.
sixteen sixty-five 14 and 40, or 15 and 50. Go over the
seventeen seventy-six Next, explain that for numbers ending Pronunciation notes with students. Repeat
eighteen eighty-seven with -ty, the stress is on the first syllable. with additional number pairs until students
Write thirty on the board and underline are confident that they can hear the
nineteen ninety-eight
thir (thirty). Say the number out loud, difference. Organize the class into pairs.
one hundred stressing the first syllable. Ask one student to say a number. The
Finally, explain that the pronunciation other student writes it down. Then ask
PRONUNCIATION NOTES
of numbers ending with -teen is longer them to swap roles.
Explain that for numbers ending
than the pronunciation of the numbers
with -teen, the stress is on -teen (for
ending with -ty. Say thirteen slowly and
seventeen, the stress is on the third
thirty a little quicker, and ask students
syllable). Write thirteen on the board
to repeat.
70
A DAY IN THE LIFE OF A SUPER-COMMUTER
exception to this rule (when we use
o’clock because there are no minutes).
• Students work in pairs. Ask students

to match the clocks and times. Set a
one-minute time limit.
• Play the audio. Students listen to check

their answers. Play the audio again.
• Optional step Explain how to say other

times (see Vocabulary notes).
AUDIO 4.2
1 eleven o’clock
2 four twenty-five
3 nine forty-eight
4 twelve thirty-seven
Andy Ross begins his
long trip home.
VOCABULARY NOTES
ANDY ROSS: A SUPER-COMMUTER ANDY’S TRIP HOME For times between one and nine
How do you go to work or school every Andy finishes work at 4 p.m. He walks to the bus stop. At minutes after the hour:
day? Many people walk, take the bus or 4:10, he takes a bus. He reaches the train station at 4:20
and waits.
10:05 = ten oh five
train or drive. Some people do them all!
Andy Ross is a super-commuter. He At 5 p.m., he gets on a train. He’s on the train for two This avoids any confusion that could be
travels a lot every day. Andy works in San hours. He gets off at 7 p.m. and takes a bus. created by saying ten five.
Francisco, US. He lives about two hundred At 7:50, he gets off the bus and walks to his car. At 7:55,
kilometres away.
We say oh because the 0 looks like the
he gets in his car and drives. He gets home at 8:05.
capital letter O.
In the morning, he travels four hours to Andy’s trip is very long, but he doesn’t want to look for a
work. In the evening, he travels four hours different job. For him, the long trip is OK because he loves Although ten fifteen, ten thirty and
back home. That’s eight hours in one day! his work. ten forty-five are often used, another
common way of saying them is:
10:15 = a quarter past ten (also a
quarter after ten in American English)
walks bus waits train bus walks car
10:30 = half ten (or half past ten)
4:00 _____
4:10 _____
4:20 5:00 _____
7:00 _____
7:50 7:55 8:05
Leaves Gets 10:45 = a quarter to eleven
work home
49
Vocabulary reference Unit 4 on page
161 of the Student’s Book.
READING
42951_U04_046-057.indd 49 3/21/22 2:20 PM
Extra activity 2 At the end, in feedback, mention any

Explain to students that they are going errors, and encourage students to repeat ABOUT THE TEXT
to get into groups to play a guessing the correct pronunciation.
The text type is a magazine article. The
game. One student (Student A) thinks of a
number between 11 and 100 but doesn’t
3 article describes Andy Ross’ daily commute
• Ask students to work with a partner to and from his office in San Francisco,
tell the other members. Group members

to circle the correct answers. US. The timeline helps readers quickly
take turns saying a number. Student understand the time it takes and the
A points up or down to indicate if the • Check answers as a class.
modes of transportation.

number is higher or lower. The person who
guesses the correct number wins. Students
4 4.2
• Optional step Explain to students
take turns to say and guess numbers. Set a

that when we say the time, we say two
numbers – the hour number and the
As students play the game, monitor and
minute number. As a critical thinking
help with pronunciation, noting any errors.
exercise, ask students to find the
71
LESSON A
5 duck /dʌk/ – dock /dɒk/
• Students take turns asking and answering the question. Set
luck /lʌk/ – lock /lɒk/

a one-minute time limit.
• Optional step Ask a student to read the examples to provide a hut /hʌt/ – hot /hɒt/

model for the class.
6 9 4.4
• Read out the information in the Reading skill box. Ask, When • Ask students to read the words. Tell students that only some

words have the /ʌ / sound. Play the audio. Students listen and

scanning, do you read quickly or slowly? (quickly) Remind

students that when we scan, we look for specific information circle the words with the /ʌ / sound. Ask students to compare

without reading the entire text. their answers with a partner. Then play the audio again and
check answers as a class.
• Optional step Explain to students that a timeline shows the
• Optional step Play the audio again. Students listen and repeat.

order in which things happen or occur. Ask students which side

the timeline starts on (left) and which it finishes on (right). AUDIO 4.4
• Ask students to read the article quickly and complete the a some d put

timeline. Students compare answers with a partner before b home e phone

checking answers as a class. c fun f sun

7 Extra activity
• Ask students to read the article, not scan it. Students write the Explain minimal pairs to students (see Pronunciation notes). Write

numbers or times to answer the questions. Set a four-minute the minimal pairs on the board. Say both words of one pair. Then
time limit. tell students you will say one of the words again, and they should
• Ask students to compare their answers with a partner raise their right hand if you said the word on their right and their

before checking as a class. left hand if you said the word on their left. By having all students
raise their hands at the same time, it is less obvious when one
PRONUNCIATION student makes a mistake, thereby decreasing anxiety. Alternatively,
if there is internet access in class, you can use a quiz program that
8 4.3 allows students to answer without other students knowing their
• Read through the information in the Clear voice box. response.

• Optional step Depending on the linguistic background of Once students can hear the difference, say the words multiple

your students, you might want to explain to students that in times. Students listen and repeat. Remind students to focus on
English each letter of the alphabet does not have one specific producing individual sounds first. Then ask students to get into
sound (i.e. there is not a one-to-one correlation unlike in pairs and do the same activity with their partners.
other languages that have phonetic alphabets like Japanese or
Korean). SPEAKING
• Play the audio. Students listen and repeat.
10

• Optional step Point out that both the letters u and o can have
• Give students time to read the questions.

the same sound. Play the audio again. Pause at each word. Ask

students to pay attention to the spelling of each word. • Ask students to draw their timelines. Tell students that if every

day is different, they should choose one day. If students do not
AUDIO 4.3 commute regularly, ask them to remember a time when they did
bus but loves come or imagine a commute. Set a four-minute time limit.

11
PRONUNCIATION NOTES • Students work in pairs and discuss their timelines from

To make the /ʌ/ sound, the tongue is in the centre of the Exercise 10.
mouth. The tongue is not curved, and it does not touch your • Model the examples with a student.

teeth. Lips are partially open. The vocal cords vibrate, pushing • Optional step Ask pairs to tell the class how their schedules

a small stream of air from your mouth. Students can feel this if are similar or different (e.g. [Kevin] is on the bus for 10 minutes.
they put their hand in front of their mouth. I am too.).
Some words, called minimal pairs, differ by only one sound See Workbook pages 24–25 for extra practice (Vocabulary,
when pronounced. Because of this, it is important for students Reading, Pronunciation).
to practise the /ʌ/ sound. Additional examples:
cup /kʌp/ – cop /kɒp/ (This is more commonly used in American
English.)
nut /nʌt/ – not /nɒt/
72
LESSON 4B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is for students to practise present simple

affirmative and negative sentences, as well as questions and answers. The grammar is
contextualized in an interview about sleep habits.
• SPEAKING The speaking aim is for students to talk about their own sleeping habits.

LISTENING AND GRAMMAR Yasmin: He’s a doctor. He goes to bed at 10 o’clock in the
morning. And he wakes up at 5 o’clock in the afternoon. That’s
1 7 hours.
• Optional step Model the activity by answering the questions

with your own schedule.
VOCABULARY NOTES
• Students discuss the questions (1–2) with a partner.
The words a.m. and p.m. can also be written am/pm, A.M./P.M.

Ask students to write down their answers. Then discuss the
or AM/PM. A.M. refers to the 12 hours from midnight to noon
questions as a class.
and p.m. refers to the 12 hours from noon to midnight. These
Sample answers notations (e.g. a.m.) are sometimes included in written English,
1 (I go to bed at) 11:30. but they are less often included in spoken English because the
2 (I wake up at) 6:30. context usually makes it clear which time we are discussing.
2 When necessary, the speaker can use in the morning instead of
• Point out the phrases a lot and a little in the questions. Ask a.m. and in the afternoon or in the evening rather than p.m.

students what a lot (eight or nine hours?) and a little (one or The following time expressions can be confusing for students.
two hours?) mean to them.
midnight = 12 a.m., the middle of the night
• Ask a student to read the example sentences to provide

a model for the class. Then ask students to form groups of noon = 12 p.m., the middle of the day
three or four and discuss their answers in Exercise 1. Ask for
in the middle of the night = generally, sometime between 11
volunteers to share what they found out with the class.
p.m. and 4 a.m.
3 4.5
• Optional step Read the names of the people in the table.
Extra activity

Ask, What are you listening for? (Times and numbers: the times
when they go to bed and wake up, and how many hours of Explain when we use a.m./p.m. (See Vocabulary notes.) Ask
sleep they get.) students to use context to add a.m./p.m. to the times in the table.
• Play the audio. Students listen and complete the table. 4

• Students compare their answers with a partner. Check • Read the Grammar box with the class.

answers as a class. • Ask students to answer the question. Then discuss answers with

• Optional step Ask, Who is Tom? (Yasmin’s brother) Play the the class.

audio again. Pause at key points if students have problems
hearing answers. GRAMMAR NOTES
AUDIO 4.5 Remind students that to look up verbs in dictionaries, look up
Interviewer: How much sleep do we need? Doctors say 7 to 9 the infinitive form of the verb. This form does not have any
hours. But how long do we really sleep? Josh, please tell us … endings (e.g. -s, -ing or -ed). This form is also sometimes called
Josh: I sleep a lot – about 9 hours. I go to bed at 1:30. And I the base form or the root form.
wake up at 10:30.
Give students examples of how the infinitive form of the verb
Interviewer: What about you, Yasmin? is used:
Yasmin: I sleep for 8 hours. I go to bed at 11:30, and I wake up
at 7:30. I work at night. (the main verb of the sentence)
Interviewer: Do your families sleep a lot? I want to work at night. (with want to)
Josh: My parents finish work late. They start work early. They
They always eat at 7. (with adverbs of frequency)
don’t sleep a lot. They go to bed at 12 o’clock, and they wake up
at 6 o’clock – that’s six hours.
Yasmin: I live with my brother, Tom. He works at night.
Interviewer: Interesting. What does he work as?
73
LESSON B
4B
What time do you go to bed?
LESSON GOALS
• Understand an interview about sleep
• Talk about habits and true things
• Discuss sleeping habits

5 4.5

started. Ask students to circle the correct
answers to complete the sentences.
• Play the audio again. Check answers

as a class.
• Optional step Play the audio again

and pause at key points if students have

6
• Students read the sentences and decide

if each is correct or not. Set a two-
minute time limit.

answers with a partner. Then check
answers as a class.
7
• Students work in pairs. Ask students LISTENING AND GRAMMAR 3 4.5 Listen to two people talking about sleep.

Complete the table.
to circle the incorrect verbs in Exercise 6 1 Work in pairs. Discuss the questions and write
and correct them. your answers down. Goes to
Wakes up
Hours of
1 What time do you go to bed at night? bed sleep
• Check answers as a class. 2 What time do you wake up in the morning? Josh 1:30 10:30 9

8 2 Work in groups. Look at your answers to Exercise
1. Who sleeps a little? Who sleeps a lot?
Yasmin 11:30 7:30 8
• Students complete the sentences. Elicit I sleep a lot. I go to bed at 10:30 p.m. and wake up Josh’s

12:00 6:00 6
the first answer as an example. Set a at 7:30 a.m. parents
two-minute time limit. I don’t sleep a lot. I go to bed at 12:30 a.m. and Tom 10:00 5:00 7
wake up at 7 a.m.
• Students compare answers in pairs

50
9
• Ask students to work with a partner,

and rewrite the sentences in Exercise 8
as positive sentences. Set a three-minute 42951_U04_046-057.indd 50 3/21/22 2:20 PM
time limit.
10 VOCABULARY NOTES
• Check answers as a class. • Read through the Grammar box with the
Unlike some languages, in English, you

Answers class. Discuss the question.
or your are used to refer to the person
1 They live in the US. • Optional step On the board write, we are talking to. The person’s name is

2 Salma likes the colour purple. He sleeps a lot. Circle the s in sleeps. not used.
3 He knows the answer. Underneath write, Does he sleep a lot?
4 I work from home. Circle es in Does. Write, They sleep a lot. For example, when talking directly to a
Do they sleep a lot? Point out that if the person named Jack:
sentence has one -s word, the question Correct: Do you sleep a lot? Is this your
form does too. If the sentence has no -s pencil?
word, then the question form doesn’t
either. Incorrect: Does Jack sleep a lot? Is this
Jack’s pencil?
74
4 Read the Grammar box. Do you add s to verbs in 10 Read the Grammar box. In yes/no answers, do we
negative sentences? No. repeat the infinitive form of the verb? No. • Optional step Encourage students

to provide details rather than only
GRAMMAR Present simple GRAMMAR Present simple questions and
Use the present simple to talk about habits and answers answering with the minimum required
true things.
Yes/no questions:
information.
I, you, we and they Use do or does + the infinitive form of the verb. Sample answers
Use the infinitive form of the verb. Do they sleep a lot?
I sleep a lot. Does she sleep a lot? 1 I sleep for about 5 hours. I go to sleep at

He, she and it Yes/no answers:
2:00 and I wake up at 7:00.
Use the infinitive form of the verb + s or es. Yes, they do. / No, they don’t. 2 No, I don’t. 5 hours of sleep is enough

She works at night. Yes, she does. / No, she doesn’t. for me.
He goes to bed at 10 a.m.
Wh- and How questions: 3 I watch videos and chat with my friends.

Negative sentences: Use question word + do / does + infinitive verb.
Use does not (doesn’t) / do not (don’t) + infinitive
form of the verb.
What does he work as? 13
When do they wake up?
He doesn’t sleep at night.

They don’t sleep a lot. Go to page 169 for the Grammar reference. student.
11 Read the sentences. Circle the correct answers. • Ask two pairs to form a group to

1 A: Do you work / works at night? share their sleep habits and give advice.
5 4.5 Circle the correct answers. Listen again to B: Yes, I do / does.
check. Sample answers
2 C: Do / Does she take / takes the bus?
1 I sleep / sleeps a lot – about 9 hours. I go / goes to
bed at 1:30. And I wake up / wakes up at 10:30.
D: No, she don’t / doesn’t. A: I sleep from 2:30 to 6:30. I sleep for

2 My parents finish / finishes work late. They start / 3 E: When do / does the cat sleep / sleeps? only 4 hours. I want to sleep more.
starts work early. They don’t sleep / sleeps a lot. F: It sleep / sleeps all the time! B: What do you do before you go to bed?

3 I live / lives with my brother, Tom. He work / works 4 G: Do / Does they eat / eats at this restaurant? A: I watch TV.

at night. H: No, they don’t / doesn’t.
B: Maybe you should not watch TV before

6 Read the sentences. Are they correct? Write 5 I: What do / does we do / does now? you go to bed. You can read a book.
✓ or ✗. J: We wait / waits for the next train.
✓1 They take the bus to school every day.
✗ 2 We goes to the museum on Sundays. go SPEAKING
EXPLORE MORE!
✓3 She plays basketball every day after school.
✗ 4 I reads a lot of books about science. read 12 Answer these questions about your sleep. If there is internet access in class, ask
✓5 He watches a lot of films. 1 How many hours do you sleep? students to work with a partner to do
2 Do you want to sleep more?
7 Circle the incorrect verbs in Exercise 6. Write the research online for ways to sleep better.
3 What do you do before you go to bed?
correct form of the verbs. Possible questions students can explore
8 Complete the sentences. Write don’t or doesn’t. 13 Work in groups. Ask and answer the questions
in Exercise 12. Who wants to sleep more? Give
include: What is the best time to sleep? Do
1 They don‘t live in the US. them advice. foods affect sleep? What activities affect
2 Salma doesn‘t like the colour purple.
doesn‘t
A: I sleep six hours a night. I want to sleep more. sleep? Ask pairs to present their findings to
3 He know the answer.
4 I don‘t work from home.
B: What do you do before you go to bed? the class.
A: I play video games.
9 Make the sentences in Exercise 8 positive.
in the next class.
EXPLORE MORE!
Example: Doctors say it is best to go to
What are some ways to sleep better? Search online using the words ’how to sleep better’.
51 sleep and get up around the same time
each day. It’s not good to eat lots of food
right before bed. Caffeine in the late
afternoon or in the evening also isn’t good.
42951_U04_046-057.indd 51 3/21/22 2:20 PM Caffeine can make it difficult for us to
• Optional step Ask students to practise sleep well. Some people say a warm glass
Extra activity

the conversations in pairs. Set a two- of milk helps them feel sleepy.
Say subjects (e.g. Josh and Yasmin, you minute time limit. Other things doctors say include: Try not to
and your dad, the three of us, Betsy) and take naps. Exercise a little every day. Try not
ask students to say whether they should For additional practice, refer to the to worry.
use do or does to make questions. Grammar activity on page 267 of the
Teacher’s Book. For additional practice, refer to the
For further information and practice, see Communication activity on page 228 of
Grammar reference Unit 4B on page 169 the Teacher’s Book.
of the Student’s Book. SPEAKING
11 12 practice (Grammar).
• Ask students to work with a partner

partner. Students take turns asking and

to circle the correct words. Set a three-
answering the questions (1–3). Set a
minute time limit. Check answers as a
three-minute time limit.
class.
75
LESSON 4C
4C
What do you usually do?
LESSON GOALS
• Learn the days of the week
• Understand people talking about their work days
• Talk about how often things happen
• Practise words with the /ju:/ sound
LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY LISTENING

students to learn the days of the 1 Work in pairs. How many work or school days do NATIONAL GEOGRAPHIC EXPLORERS
week. you have in a week? How many days off do you
have in a week? 4
• LISTENING A main aim is for students 4.7 Listen to Abbey Engleman and Jeff

2 Number the days of the week in order
4.6 Marlow. Are they talking about their work days
to develop the ability to listen for tone or their days off? their work days
(1–7). Then listen to check.
and understand a speaker’s feelings. 1 Monday 6 Saturday 5 Friday 5 4.7 Listen again. Answer the questions.
• GRAMMAR A further main aim is 4 Thursday 2 Tuesday 1 Where does Abbey usually work?

for students to practise adverbs of 7 Sunday 3 Wednesday 2 Where does Abbey sometimes work?
3 Why does Abbey think her job is fun?
frequency. 3 Work in pairs. Answer the questions.
4 Where does Jeff work?
1 Which days are weekdays?
• PRONUNCIATION A sub-aim is for 5 Does Jeff work five days a week?
2 Which days are the weekend?

6 When does Jeff usually read his emails?
students to practise the /ju:/ sound. 3 What day is it today? What day is it tomorrow?
• SPEAKING The speaking aim is for Go to page 161 for the Vocabulary reference.

students to talk about their daily
routines. Jeff Marlow at
work in a lab.
VOCABULARY
1
• Read the questions. Check

understanding of days off by giving
your own example (I rest and relax
on Saturday. I read on Sunday.). Give
students time to prepare answers. This
time allows students to brainstorm
ideas, organize their thoughts and recall
vocabulary.
• Students discuss the questions with

their partner. Set a two-minute time
limit.
Sample answers
(I work) six days a week. Abbey Engleman at
(I have school) five days a week. work on a boat.
(I have) two days off a week.
52
VOCABULARY NOTES
weekdays = Monday to Friday in many

places, or Sunday to Thursday in the
Middle East 42951_U04_046-057.indd 52 3/21/22 2:20 PM
AUDIO 4.6
day off = a day when someone does not Sunday, but in many countries in the
1 Monday 2 Tuesday 3 Wednesday Middle East, it is Friday and Saturday. In
go to school/work, either because there

4 Thursday 5 Friday 6 Saturday
is no school/work that day or because some places, people may only have one

7 Sunday
they took leave day off.)
VOCABULARY NOTES
Extra activity
2 4.6
Students sometimes confuse the words
• Note that Monday is already Show students a calendar. Point to a day
weekend and holiday. Explain the
asking, What day is this? Students answer.

numbered 1 for students. Elicit from difference to students.
the class the answer for Tuesday to get Continue with the other days.
students started. Then ask students to holiday = day when there is no work or
number the rest of the days in order. school because of a national or religious 3
event (e.g., New Year’s Day) • Read the questions. Use a calendar to
• Play the audio and ask students to check

demonstrate today and tomorrow. Give

their answers. weekend = one or two days every week students a minute to prepare answers.
• Optional step Play the audio again. on which people don’t work (In many • Ask students to compare their answers

Students listen and repeat. places, the weekend is Saturday and

with a partner before checking as a class.
76
6 4.7 Look at the Listening skill box. Then listen 8 Complete the sentences. Circle the correct sometimes, I work on a boat – out on the
again and answer questions 1–3. answers.
1 Lara reads a lot. She never / always has a book
sea, near the country Belize. Work on the
LISTENING SKILL
Listening for tone with her. boat is difficult, but it’s fun. I always find
The tone of a person’s voice tells us how they
2 Where’s Elaine? She isn’t always / usually late. new and amazing animals. They’re my co-
feel. Is their voice high or low? Does it sound 3 Orhan is very nice. He usually / never says bad workers, and we work together in a really
happy or angry? Tone also tells us if something is things about people. beautiful place – the ocean!
interesting or important. Listen carefully for changes 4 Usually, I wake up early. But sometimes / always, I
in tone. wake up late. Jeff: My name is Jeff. I’m a scientist. I work
9 Number the sentences from a conversation in
in a lab, and I study tiny animals from the
1 How do Abbey and Jeff sound to you?
order. ocean. Usually, I work about 5 days a week
2 Do their tones change when they talk about
different things? a Hey Zoe, what do you usually do on Saturdays? 1 – on both weekdays and weekends. In the
3 Why do you think their tone changes? b Well ... Yoga’s a great way to relax. I never feel morning, I often read emails and reports by
Abbey sounds very happy to me.
tired after a class. 5 other scientists. Sometimes, I write reports
c Would you like to go to a yoga class with me? It’s
Jeff sounds happy when he talks about his work in too. In the afternoon, I usually work in the
at 3 p.m. on Saturday. 3
the lab.
d 3 p.m.? I don’t know ... I always feel tired on
lab. My days in the lab are never the same.
Saturdays. 4 Every day is new and exciting!
GRAMMAR
7 Read the Grammar box. Then read the sentences

e I usually study. Sometimes, I meet friends. 2
5 4.7
below. Are they true (T) or false (F)? PRONUNCIATION • Check that students understand key

GRAMMAR Adverbs of frequency 10 4.8 Look at the Clear voice box. Listen and
words and phrases: coworkers, in an
Adverbs of frequency say how often things repeat. office, on a boat, in a lab. Play the audio
happen: CLEAR VOICE again. Students answer the questions.
never sometimes usually always Saying /ju:/ Check answers as a class.
| |
0% 100% The letter u can make different sounds. In • Optional step Play the audio again.

usually, the u at the start sounds like you.
My job is always fun.
Usually sounds like you-sually.
Is your job always fun?
This sound is in other words too: problems hearing answers.
I never work on Sundays.
Tuesday commute computer
Sometimes, I work on a boat. Answers
use cute beautiful
Where do you usually work? 1 She usually works in an office.

Don’t start sentences with always or never.
Always / Never, I work on a boat. ✗ SPEAKING
2 Sometimes, she works on a boat.

I always / never work on a boat. ✓ 3 She finds new and amazing animals. /
11 Work in groups. Do you usually do these things?

Ask and answer the questions.
She works on the ocean, and she thinks
1 Adverbs of frequency go before the words is, are 1 brush your teeth before bed the ocean is a really beautiful place.
or am. F 2 wake up before 8 a.m. 4 He works in a lab.

2 Adverbs of frequency go before verbs like work. T 3 play computer games at night 5 Yes, he does.

3 When a sentence starts with an adverb of 4 have breakfast at home
frequency, add a comma. T 5 take the bus to work or school 6 He usually reads emails in the morning.

6 carry an umbrella
7 sleep more than seven hours 6 4.7
A: Do you usually wake up before 8 a.m.? • Read through the Listening skill box with

B: No, I don’t. I never wake up before 8 a.m. the class.
EXPLORE MORE!
What jobs do you think are interesting? Search online using the words ’interesting jobs’.
• Optional step Say, I always wake up

53 early. with an angry tone. Ask students
to identify your feeling. Repeat with
other tones (e.g. happy, sad).
• Play the audio. Ask students to listen

42951_U04_046-057.indd 53 3/21/22 2:20 PM for the tone of the speakers and answer
Answers LISTENING the questions. Ask students to check
1 Monday, Tuesday, Wednesday, Thursday, their answers with a partner before
4

Friday 4.7
discussing as a class.
2 Saturday, Sunday • Optional step Lead in by asking


Sample answer Pause at key points if students have
3 Today is Tuesday. Tomorrow is Abbey Engleman and Jeff Marlow. Refer
problems hearing the different tones.
them back to page 47 of the Student’s

Wednesday.
Book. Sample answers
For further information and practice, see • Play the audio. Students answer the 1 Abbey and Jeff sound happy and

Vocabulary reference Unit 4 on page excited.

question. Check answers as a class.
161 of the Student’s Book. 2 Abbey’s tone changes when she talks

AUDIO 4.7 about working on a boat. Her voice
For additional practice, refer to the Abbey: My name is Abbey. I study the becomes higher.
Vocabulary activity on page 250 of the ocean. I usually work from Mondays 3 I think her tone changes because she

Teacher’s Book. to Fridays in an office. I often work enjoys working on the boat.
on Saturdays and Sundays too. But
77
LESSON C
GRAMMAR • Optional step Ask students to practise more words with the

/ju:/ sound (see Pronunciation notes). Ask them to make
7 sentences about themselves (e.g. I like music. I don’t have a
• Read out the information in the Grammar box with the class. uniform.).

• Students read the sentences (1–3) and decide if they are
AUDIO 4.8

true or false. Ask students to check their answers with a partner.
Give them a five-minute time limit. Then check answers as a usually use
class. Tuesday cute
• Optional step Ask students to correct the false statement. commute beautiful

(Adverbs of frequency go after the words is, are or am.) computer
Extra activity PRONUNCIATION NOTES

Say the sentences below and ask students to reword them with The /ju:/ sound is made when two actions happen. The middle
adverbs of frequency. of the tongue comes in contact with both the mid and back
I wake up at 7 o’clock every day. (I always wake up at 7 o’clock.) sides of the mouth. The front part of the tongue pushes
I wake up at 7 o’clock two times a week. (Sometimes, I wake up against the middle of the back of the bottom front teeth. The
at 7 o’clock.) lips form a slight circle, slightly protruding forward. Other
I wake up at 7 o’clock six times a week. (I usually wake up at 7 examples of the /ju:/ sound include:
o’clock.)
uniform /juːnɪfɔːʳm/
For further information and practice, see Grammar reference mute /mjuːt/
future /fjuːtʃəʳ/
8 huge /hjuːdʒ/
• Ask students to read the sentences (1–4). Ask them to circle the few /fjuː/

correct words to complete the sentences.
news /njuːz/
• Ask students to compare their answers with a partner

before checking answers as a class. music /mjuːzɪk/
Extra activity tube /tjuːb/

On the board write, I study on Saturday. Ask students to say
sentences using the four adverbs of frequency. (I never/usually/ For additional practice, refer to the Pronunciation activity on
always study on Saturday. / Sometimes, I study on Saturday.) page 291 of the Teacher’s Book.
Ask students to write sentences that are true for them. For
example: I never study on Saturday. I usually study on Sunday. SPEAKING
Sometimes, I study on Tuesday too.
11
9 • Go over the actions (1–7) and check students’ understanding by

• Give students time to read through sentences (a–e) carefully. getting them to mime some of the actions (e.g. brushing their

Check students understanding of key words and phrases. teeth, waking up).
• Organize the class into new pairs. Ask students to put • Organize the class into pairs or groups. Ask students to

the sentences of the conversation in the correct order. Check take turns asking and answering the questions.
answers as a class. • Model the example conversation with a student.

Extra activity • Optional step Ask groups to share what they learned about

their partners.
Ask students to practise the conversation in Exercise 9 with a
partner, taking turns to play both roles. Then ask them to answer
EXPLORE MORE!
the question ‘What do you usually do on Saturday?’. To provide
support, write some terms on the board (reading, watching TV, If there is internet access in class, ask students to work with a
biking) and mime them to demonstrate meaning. partner to do research online for interesting jobs. Possible questions
students can explore include: What do people do? Do they usually
For additional practice, refer to the Grammar activity on page work in an office? Do they often travel? Do they often work at the
268 of the Teacher’s Book. weekends? Ask pairs to present their findings to the class.
Alternatively, ask students to prepare their research for homework
PRONUNCIATION before presenting in the next class.
Example: A video game tester is an interesting job. They always
10 4.8
play video games and get paid for it. They never travel. They find
• Read through the Clear voice box with the class. Play the audio. problems, and I like to do that. I think this is a good job for me.

78
LESSON 4D
LESSON GOALS

aim is to empower students to make plans with others, decide on a time and place
and explain why they want to meet. The lesson ends with a roleplay in which students
practise making plans with each other.
SPEAKING Often, when we decline an invitation, we suggest an

1 alternative time. This tells the other person that we are
• Read the questions aloud with the class. Then give students interested in doing the activity together. It also lets them know

a minute or two to think of ideas, especially for the third we aren’t just making an excuse because we aren’t interested.
question. Expressions for suggesting an alternative time include:
• Students take turns asking and answering the questions How about [date/time]?

with a partner. Set a two-minute time limit. Then discuss as
a class. What about [date/time]?
Sample answers I could meet on [date/time].
1 I usually go shopping and play football.
Could we meet on [date/time] instead?
2 I do them with my friends.
3 No, it’s not because everyone is busy. Would [date/time] work (for you)?
Extra activity
Ask students to think of phrases and sentences to describe the MY VOICE
photo. Encourage them to give as much detail as possible. Ask
one student to provide a phrase (e.g. two people). Since this is
2 4.2
• Give students time to read the questions (1-3) and answer
an exercise to develop students’ ability to notice and describe,

choices (a and b).
emphasize that full sentences (which may be grammatically
difficult for students at this level to create) are not necessary. • Ask students to underline unfamiliar words in Exercise 2.

Encourage students to notice as many different things as possible. Ask students to then work with their partner and try to guess
Ask students to work in pairs and take turns describing the photo. the meaning from context.
For example: • Play the video in which the narrator gives three tips about how

Two people; man and woman; in a building; talking; smiling; to make plans with other people. Ask students to circle the
happy; looking at their phones; belt; friendly answers with a partner before checking answers as a class.
The woman’s jumper is black. • Optional step Play the video again. Pause at key points if

The woman’s phone is small. students have problems hearing answers.
The man’s jumper is blue.
VIDEO 4.2
The man’s tie is blue.
The woman’s skirt and belt are blue. Narrator: Sometimes, making plans is quick.
The woman’s hair is long. F1: Can we meet on Wednesday?
The man’s hair is black. M1: Sure. How about two thirty?
Narrator: Sometimes, it’s not so quick.
COMMUNICATION SKILL NOTES F2: Do you want to meet on Wednesday?
This lesson introduces how to make plans and how to respond M2: I’m sorry. I can’t.
appropriately when agreeing to or rejecting plans. When we Narrator: Try these tips. Give a day and time.
decline an invitation, it is important that we try and explain F2: Are you free on Wednesday at 2 p.m.?
why in a polite manner. We can give a general reason why the M2: Sorry, I’m busy on Wednesday.
time won’t work (e.g. I’m busy on Wednesday.) or a specific Narrator: Ask ‘when are you free?’
one (e.g. I have to get ready for the meeting on Friday.). F2: Oh, OK. When are you free?
General reason examples: M2: Hmm. This week isn’t great. I’m busy with work.
I’m really busy this week. Narrator: Give a reason for your day and time.
Sorry, I already have other plans. F2: Oh … Remember Paula? She’s in town, but she leaves on
Friday.
Unfortunately, I’ve already got plans for Saturday night. M2: Really? Hmm. Is Thursday OK? At one thirty?
Specific reason examples: Narrator: Remember: When you can’t agree, communicate.
Suggest a time. Ask when they are free. Give a reason for your
I’m sorry. I can’t. It’s my sister’s birthday. day and time.
That won’t work. My brother is coming from out of town.
79
LESSON D
3 4.2
4D
Making plans
LESSON GOALS
• Make plans with others
• Say if you’re free or busy
• Talk about your plans for the weekend
• Give students time to read the questions.

Then play the video again.
• Optional step Point out that the man’s

attitude changed. Ask them to discuss
why this change occurred.

answers as a class.

problems hearing the answers.
Answers
1 Wednesday
2 He’s busy with work.
3 Their friend, Paula, is leaving on Friday.
4 Thursday, 1:30
Extra activity
Ask students to decide which reasons the
man used were specific (This week isn’t
great. I’m busy with work.) and which SPEAKING 3 4.2 Watch the video again. Answer the
were general (I’m sorry. I can’t. / Sorry, I’m 1 Work in pairs. Discuss the questions.
questions.
busy on Wednesday.). 1 What do you usually do at the weekend?
1 When does the woman suggest meeting?
2 Why doesn’t the man want to meet this week?
2 Who do you do these things with?
4 3 Is it always easy to make plans? Why? / Why not?
3 Why does the man agree to meet?
4 When does the man suggest meeting?
• Read out the information in the I usually meet my friends.
4 Look at the Communication skill box. Then

Communication skill box. Point out that discuss in pairs. Do you need to follow the order
MY VOICE
this is a summary of the information in in the box when you make plans? No, you don’t.
the video. 2 4.2 Answer the questions. Then watch the
COMMUNICATION SKILL
video about making plans to check your answers. Making plans
• Ask students to discuss the question 1 When making plans, give and time.

When you make plans ...
with a partner. a an hour b a day
2 If you are free, you have to do. • give a day and time.
• Optional step Ask pairs to share their a nothing b something • ask when they are free.

ideas with the class. 3 A reason explains . • say the reason you want to meet.
a when b why
5
• Give students time to read the

conversation and number the strategies
54
in the correct order.
• Check answers as a class. Point out that

Tomas is giving an alternative date and
time since Lukas suggested the date and 42951_U04_046-057.indd 54 3/21/22 2:20 PM
time first.
Extra activity 2 6
• Optional step Ask students to practise
Allow students to adapt this conversation • Read out the Useful language box to the

the conversation with a partner. Ask

to incorporate their own ideas. To begin, class and discuss the questions.
them to take turns playing each role.
ask students to identify the parts of the • Ask students to work with a partner
Extra activity 1 conversation that they could change (e.g.

and classify the expressions by functions.
Direct students’ attention to the way personalize names, change activity, change Check answers as a class.
Tomas provides a reason why Saturday days and times, give a different reason why
afternoon won’t work. Point out that Saturday won’t work).
Tomas then suggests a different time. Students substitute their ideas into the
Teach students several other ways to conversation and practise it in pairs. Set
suggest alternative dates/times (see a four-minute time limit. Ask pairs to
Communication skill notes). Ask students volunteer to present their conversation to
to practise the conversation using these the class.
alternative expressions.
80
5 Read the conversation. Then number the tips SPEAKING
below in the order (1–3) Tomas uses them.
3 Give a day and time.
9 Make a list. Think about your weekends. Write SPEAKING
down what you usually do, and when.
2
1
Ask when the person is free.
Say the reason you want to meet.
Sample answers
Things you do Day From To
9
L: Hey, Tomas.
• Optional step Model the activity by

homework Saturday 9 a.m. 12 p.m.
T: Hey, Lukas. Do you want to play tennis with me? I talking about one of your own regular
want to practise! When are you free? go to the library Saturday 3 p.m. 4 p.m. activities that you do at the weekend
L: Hmm. Is Saturday afternoon OK?
T: Sorry, I can’t. I usually help my parents at their
and encourage students to use the
meet friends Saturday 7 p.m. 10 p.m.
shop on Saturdays. Is Sunday morning OK? adverbs of frequency they’ve learned
L: Yes, I think so. Let me see … Yes, I’m free.
gardening Sunday 8 a.m. 9 a.m.
in the previous lesson (e.g. I usually
T: Great. See you on Sunday!
play baseball on Sunday morning.) Ask
6 Look at the Useful language box. Work in pairs.
Answer the questions.
play baseball Sunday 10 a.m. 1 p.m. students to describe or show you how
you would complete the table.
Useful language Making plans • Ask students to complete the table

Are you free on/at … ? 1
Do you want to (have lunch) on/at … ? 1 with information about their weekend
Can we meet on/at … ? 1 activities. Set a three-minute time limit.
Yes, I’m free. 3
Sure. / OK. 3 • Ask a few pairs to share their weekend

That’s great. / That’s perfect. 3 activities with the class in feedback.
Sorry, I can’t. / Sorry, I’m busy. 4
When are you free? 2
Is (Sunday morning) OK? 2 10 OWN IT!
10 OWN IT! Work in groups. Make weekend • Organize the class into groups of
plans with your classmates. Use the ideas below,

Which expressions are for ...
or your own ideas. three or four. Ask students to take turns
1 suggesting a day and time?
2 asking when someone is free? have lunch watch a film asking and answering questions so they
3 agreeing to a plan? visit a museum play a sport can make plans. Set a five-minute time
4 not agreeing to a plan? go to the library go shopping
go for a coffee exercise
limit.
7 Complete the sentences. Use words from the cook a meal study for a test • Model the example conversation with a

1 Do you want to have lunch Student A: student.
tomorrow? • Say hello to a group member.
2 Can we meet on Wednesday? • Suggest an activity you think they like. Extra activity
• Check your table in Exercise 9.
3 Are you free today?
• Suggest a time you are free.
After students have finished, ask them how
When
4 are you free? they felt as they worked to make plans.
5 Is tomorrow evening OK? Student B:
• Check your table in Exercise 9. Are you free?
Was it easy or difficult? Which expressions
6 Tomorrow? Sorry, I can’t.
busy • Agree on the time or suggest another time. did they use the most often?
7 Sorry, I’m on Friday.
• Suggest a place to meet.
8 Work in pairs. Ask and answer the five questions Repeat with the other people in your group. For additional practice, refer to the
(1–5) in Exercise 7.
A: Do you want to play tennis on Saturday morning? Communication activity on page 229 of
A: Can we meet on Wednesday?
B: Sorry, I’m busy. I usually do homework on Saturday the Teacher’s Book.
B: Sorry, I can’t. I always work late on Wednesdays. mornings.
55
42951_U04_046-057.indd 55 3/21/22 2:20 PM
7 8
• Ask students to complete the sentences • Ask students to take turns asking

with words from the Useful language and answering the five questions in
box. Exercise 7. Set a three-minute time limit.
• Ask students to compare their • Optional step Ask students to roleplay

answers with a partner. Then the conversation for the class.
check answers as a class.
81
LESSON 4E
4E
Thank you for your email
LESSON GOALS
• Talk about how people make plans
• Learn how to write work emails
• Write a work email to a manager
LESSON GOALS
• WRITING The aim of the lesson is SPEAKING READING FOR WRITING

for students to write a work email. 1 Work in pairs. Look at the pictures and match 3 Read the two emails. Answer the questions.
Students practise using the correct the words. 1 When does Germaine want to meet? She wants to meet
on Tuesday.
tone for a work email. They also 2 Who isn’t free on Tuesday? Melissa isn’t free on Tuesday.
1 e a write a letter
practise how to agree on a time and 3 Who isn’t free on Friday? Why? Miguel isn’t free on Friday.
He doesn’t work on Fridays.
date by email. 4 Who isn’t free on Monday? Why? Toby isn’t free on Monday.
2 d b write an email He is busy with customers on Monday.
4 Look at the Useful language box. Which
expressions are only for replies? Thanks for your email.
It’s good to hear from you.
3 c c talk face-to-face
SPEAKING Useful language Writing work emails
1 4 b d send a text message Hi / Dear (Melissa),

I hope all is well.
• Optional step Set up the task by Thanks for your email.
It’s good to hear from you.

describing ways you communicate with 5 a e make a phone call
Let me know.
people when making plans. (I send a text I hope to hear from you soon.
2 Work in pairs. Look at Exercise 1. Have a great day / evening / weekend!
message to my friends to ask them if 1 How do you usually make plans with friends? Regards, / Best regards, / Many thanks,
they want to have lunch together.) 2 How do people usually make plans at work?
• Students work with a partner and I usually send text messages.

People at work usually send emails.
match the pictures with their meanings.

New Message Reply
2 From: Germaine L. From: Melissa D.
• Students work with a partner to

To: Melissa D. To: Germaine L.
discuss the questions (1–2). Ask a few
pairs to share their ideas with the class in Subject: Project meeting Subject: Project meeting
feedback. Hi Melissa, Hi Germaine,
• Optional step Ask a student to read How are you? I hope all is well. I’m great! It’s good to hear from you.

out the examples in the Student’s Book. I’m in the Berlin office next week. I’d like to talk Next week is OK, but I’m really busy on Tuesday.
about the new project with you. When are you Is Wednesday or Thursday OK? Miguel usually
Sample answers free? Is Tuesday OK? doesn’t work on Fridays. And Toby is usually busy
1 I usually talk to my friends face-to-face. Please ask Toby and Miguel to join too. with customers on Mondays. Any time after lunch
is good.
2 People usually make phone calls at work. Hope to hear from you soon.
Let me know. Have a great weekend!
Extra activity Best regards,
Regards,
Take a poll and rank the means of Germaine
Melissa
communication from least to most popular
for planning with friends and making
plans for work. Discuss reasons for the
56
differences between friends and co-
workers (e.g. perceived formality).
READING FOR WRITING 42951_U04_046-057.indd 56 3/21/22 2:20 PM
3 5 Sample answers
• Ask students to read the questions (1–4) • Students read the emails. Ask questions Hi / Dear (Melissa),
I hope all is well.

and then read the two emails. Set a to check students’ understanding, Who
four-minute time limit. Ask students to is writing the email? Who are they It’s good to hear from you.
answer the questions. writing to? 7
• Ask students to compare answers in • Set a four-minute time limit. Students • Read through the Critical thinking skill

pairs before checking answers as a class. complete the emails individually, then box with the class. Give students time to
check their answers with a partner. think about the question carefully.
4 • Optional step Ask students to take • Students work with a partner to
• Read through the Useful language box

turns reading their emails to the class. discuss the question.

with your class. Students answer the
question. 6 WRITING NOTES
• Optional step Say the phrases from the • Read through the Writing skill box with

Tone doesn’t just exist in our voices. Our

Useful language box. Students listen and the class. Ask students to refer to the
repeat. Useful language box and answer the writing has tone too. The expressions
question. we use play a big role in determining
82
5 Complete the emails. Use the expressions in the CRITICAL THINKING SKILL Sample answer
Useful language box. Using the correct tone
Dear Sheila,
When you write a work email, ask:
Sample answers • Who are you writing to?
Thanks for your email. I have a dental
Hi Sasha, • Do they know you? appointment on Wednesday. Is Tuesday or
1 I hope all is well . Can we meet • Are you friends with them? Friday OK? I have an important meeting on
next week? I want to finish our report. I’m free • Are they senior to you? Monday. And Thursdays are usually very
all week, but not Thursday morning.
1 the head of your company 3 your teammates busy for the rest of the team.
2 I hope to hear from you soon ! 2 people you have lunch with 4 your manager I hope to hear from you soon! Have a great
Many thanks
3
, day!
WRITING TASK
Linus Best regards,
8 Your manager wants to plan a party for your team. Jake
Read the email and plan your reply. Make notes:
• Give a reason why Wednesday is not OK. 10 CHECK
• List two days that are OK.
Hello Linus, • Read through the checklist with the class
• List reasons why the other two days are not OK.

4 It’s good to hear from you . Next week is and elicit definitions for friendly and
good. Is Tuesday afternoon OK? Let’s have New Message professional.
lunch, and work on the report after lunch.
• Ask students to check their emails
Have a great day From: Sheila R.

5
.
against the checklist.
6 Best regards ., Subject: Team party
• Optional step Set a three-minute time

Sasha Hi, limit for students to revise their emails.
Great job on the presentation! Everyone’s really
6 Look at the Writing skill box. What are some

happy. Let’s have a small team party. Are you free
on Wednesday? Please check with the team and
11 REVIEW
polite greetings? let me know. • Students work in pairs and check

WRITING SKILL Best regards,
each other’s emails against the checklist.
Writing work emails
Sheila • Optional step Students comment

In work emails, be friendly, but be on each other’s emails and make
professional too.
• Use polite greetings.
9 WRITE Write a reply to your manager. Use your suggestions for revision. Set a three-
• Say why you are writing.
notes from Exercise 8 and the emails on page 56 minute time limit for students to revise
as models.
• End your email in a polite way. their emails.
Also, be clear: 10 CHECK Use the checklist. My email ...
• What is your email about? is friendly. Extra activity
• What information do you need? is professional.
Mix students so they work with new
• What do you want the other person to do? uses expressions from the Useful language box.
people. Ask students to write a short
11 REVIEW Work in pairs. Read your partner’s
7 Look at the Critical thinking skill box. Would you email. Do they do the things in the checklist?
reply to their partner’s email as Sheila the
write the same way to the four people (1–4)? Go to page 155 for the Reflect and review. manager.
No, I would use a polite greeting for the head of my
company and my manager. I would use ‘Hi‘ for people
I have lunch with and my teammates. EXPLORE MORE!
EXPLORE MORE! If there is internet access in class, ask
What other expressions do people use at the start of work emails? Search online
57 students to work with a partner to do
for ’ways to start a work email’.
some research online and find other ways
to start a work email. Ask pairs to present
their findings to the class. Alternatively,
ask students to prepare their research for
42951_U04_046-057.indd 57 3/21/22 2:20 PM
Sample answers homework before presenting in the next

the tone of our writing. As cultural class. Some examples:
Wednesday isn’t good: I have a dental
norms often influence how tone is Good morning/afternoon/evening.
appointment.
perceived, it is essential that students I hope you are doing well.
Days that are good: Tuesday, Friday
identify expressions that are informal, I hope you’re having a great week.
Monday isn’t good: I have an important
formal, business-like and overly friendly.
meeting. For additional practice, refer to the
Thursday isn’t good: The team is busy. Mediation activity on page 307 of the
Extra activity
Teacher’s Book.
Ask students to rank the four types of 9 WRITE
people on a scale from most to least formal. • Students write an email replying to their See Workbook pages 28–29 for extra

manager. Set a five-minute time limit. practice (Writing).
Ask them to follow the structure in
WRITING TASK Melissa’s email reply on page 56 of the See Workbook pages 30–31 for Units 3
8 Student’s Book. and 4 Review.
• Ask students to read the situation and

the three points, then make notes. Set a
four-minute time limit. Student’s Book page 155.
83
UNIT 5
Inside or
outside?
UNIT GOALS
5A Reading, vocabulary and

speaking
• prepare to read by thinking about

the topic; read about ways to have
fun at home; talk about indoor
activities

• understand people talking about

outdoor activities; use the -ing
form of verbs with like, love and
don’t like; say the /ŋ/ sound; talk
about activities people like and
don’t like
5C Vocabulary, listening, grammar

and speaking
• talk about months and seasons;

understand what to listen for
before a listening task; say when
A person staying in a ’bubble
something happens dome’ in Northern Ireland.
5D Speaking 58

• practise inviting people to do

things with you and decide
on a time, place and activity;
understand connected speech 42951_U05_058-069.indd 58 3/21/22 2:38 PM

ABOUT THE PHOTO 1
The unit theme is activities we can do • Optional step To set up the task, use

• write a bucket list; talk about inside and outside. The photo shows a the photo on the page to elicit and teach

things you want to do; learn about transparent bubble dome. The bubble key words students will need: stars, clear.
different ways to order a list dome in the photo is located at Finn Lough Ask, Would you like to stay here? How
Resort in Northern Ireland. Each bubble would you feel in this bubble?
Photocopiable resources is surrounded by nature. The bubble is • Ask students to discuss the questions

Communication activities: pp. 230–231 transparent so you can see the stars as you with their partner before discussing as a
Vocabulary activity: p. 251 lie in bed at night. It’s cool and comfortable class.
Grammar activities: pp. 269–270 at night, but on days when it is sunny, the
Pronunciation activity: p. 292 inside can get very hot. In addition to the
Mediation activity: p. 308 domes, the Finn Lough Resort offers more
WATCH
Workbook
traditional lodging such as lake houses, 2 5.1
lodges and hotel rooms. • Optional step Read the names of the
Unit 5 pp. 32–37

explorers with the class. It’s easier for
84
Inside or outside?
5 days is great. I usually read books or edit
photographs in my tent. I don’t like being
outdoors in busy cities. But I love hiking
and camping.
Abbey: I think I’m an indoor person and
an outdoor person. Sometimes, I like being
indoors. I love reading on cold days, next
to a warm fire. But when the weather is
GOALS
good, I like going outside. I love visiting
• Get ready to read an article
• Talk about activities people like doing interesting places and taking photographs
• Talk about the months and seasons in the sunlight.
• Know what information to listen for
• Invite people to do things Extra activity
• Write a bucket list
Play the video again. Ask students what
1 Work in pairs. Discuss the questions. The person
Jeff doesn’t like (busy cities). Ask students
1 Look at the photo. Is the person inside or outside? is inside. when Abbey likes to read (on cold days)
2 What are some things you do inside? Sample answers: and when she likes to be outside (when
3 What are some things you do outside? play video games,
Sample answers: play football,
watch TV, read the weather is good).
ride my bike
WATCH
2 5.1 Watch the video. Answer the questions.

3

partner or in small groups. Give students
two minutes to discuss the questions.
Then discuss as a class.
• Ask a student to read the example

JEFF KERBY ABBEY ENGLEMAN
class.
1 Do Jeff and Abbey like being indoors or outdoors?
2 What are some things they like doing? Extra activity
3 Make connections. Do you prefer being indoors Ask students to work with a partner to
or outdoors? Why?
I prefer being outdoors. I like trees and long walks.
brainstorm activities that can be done
I like indoor things like TV and books. both indoors and outdoors. To set up the
task, elicit some ideas and write them on
the board (e.g. reading, eating) and mime
them to check understanding. Set a three-
minute time limit. Pairs share their ideas
with the class (e.g. reading, talking with
59
friends, eating).
ABOUT THE EXPLORERS

42951_U05_058-069.indd 59 3/21/22 2:38 PM JEFF KERBY is an ecologist and
• Ask students to read the questions (1–2). • Students compare answers in pairs photojournalist. He documents interesting

Then play the video in which Jeff Kerby before checking their answers as a class. and unusual climate trends in areas of
and Abbey Engleman talk about whether • Optional step Play the video again. the world that are remote, including the
they are indoor or outdoor people. Ask mountains of East Africa, the Arctic region

students to try to remember answers – problems hearing answers. and Greenland. He does this by combining
trying to take notes while watching the science and art, and by using different
video may stop students watching and Answers forms of technology, such as drones.
listening properly. 1 Jeff likes being outdoors. Abbey likes

being indoors and outdoors. ABBEY ENGLEMAN is a marine ecologist.
• Check understanding of the difference In one of her studies, she looked at how
2 Jeff likes taking pictures, camping,

between ‘taking photographs’ (Abbey)

reading, editing photographs and hiking. coral structures vary in living and dead
and ‘editing photographs’ (Jeff). ‘Taking coral reefs. She used 3D technology to
Abbey likes reading, visiting interesting
photos’ will be shown in the video, along recreate the coral reefs and study how
places and taking photographs.
with camping/tent, hiking and reading. they grew and adapted to changes in the
Elicit some ideas from the students or VIDEO 5.1
environment. Her research helped scientists
draw on the board to show what editing Jeff: I like being outdoors. I like hiking and learn useful information about the reefs
photographs entails. photographing animals and plants. I love and their ecosystems.
• Students answer the questions. camping too. Living in a tent for a few

85
LESSON 5A
5A
Indoor activities
LESSON GOALS
• Get ready to read an article
• Understand an article about indoor
activities
• Learn activity collocations
LESSON GOALS
• READING The main aim is for READING VOCABULARY

students to learn how to get ready 1 Look at the four photos on page 61. What are 5 5.1 Match the words to make activities. Listen
to read an article by thinking about the people doing? Do you do these things? to check.
the topic and to understand an article 2 Look at the Reading skill box. Then work in pairs. 1 read b a to music
about indoor activities. Answer the questions below. 2 watch d b a book
3 listen a c online
• VOCABULARY A sub-aim is for READING SKILL
4 chat c d TV
Getting ready to read

students to learn collocations for 5 draw f e a song
Before you read, look at the title, headings
common indoor activities. and pictures. Ask yourself: 6 sing e f a picture
• SPEAKING The speaking aim is for • What is the topic? 7 play h g a friend

• What do I know about the topic? 8 call g h video games
students to talk about which common
• What words do I know about the topic? 6 Match the activities in Exercise 5 to the pictures.
indoor activities they think are fun or
interesting. 1 Look at the photos and the title of the article.
a 1 e 6
What is the article is about?
2 Look at the four headings in the article (A–D).
Think of two activities for each heading.
READING 3 What words about the topics in the article do b 4 f 3
you not know in English? Look for the words in a
dictionary or online.
ABOUT THE TEXT I see people at home doing different things, and
the title of the article is ... c 8 g 7
The text type is an article. It has photos to Running and swimming are types of exercises ...
help the reader understand the content. I know the word ’music’, but I don’t know what
that thing in his hands is ... 5 2
The article describes four interesting ways d h
to spend time indoors besides watching TV 3 Read the article. Then match the four headings Go to page 162 for the Vocabulary reference.
(A–D) with the photos.
or playing video games.
4 Read the article again. Work in pairs and answer SPEAKING
1 the questions.
7 Work in pairs. Discuss the questions.
• Optional step To set up the task, use 1 Why do people sometimes prefer to stay indoors?
2 What are some ways to exercise at home? 1 Are you at home a lot? When are you at home?

the photos on page 61 of the Student’s 3 How many musical instruments can you name in 2 What do you do when you are at home?
Book to elicit and teach key words and English? I’m at home a lot. I don’t go out much.
phrases they will need: exercise/ride 4 What is upcycling? Do you have something old I like to read and watch TV when I’m at home.
you can upcycle?
a bike, play the guitar/an instrument, 5 What are some activities you can do in an online
8 Discuss in groups. Which activities in the article
are fun or interesting? Which activities aren’t fun
make something/do crafts, video chat. party?
or interesting? Why?
• Students discuss the questions with I think an online party is fun! Exercising at home isn’t

a partner. Ask for volunteers to share fun. I like exercising outdoors.
some ideas with the rest of the class.

Sample answers EXPLORE MORE!
They are exercising, having a video call, What are some other fun things you can do inside? Search online for ’fun indoor activities’.
60
doing crafts and playing the guitar.
Yes, I exercise and video call my friends at
home too.
No, I don’t. I don’t play music.
42951_U05_058-069.indd 60 3/21/22 2:38 PM
2 • Optional step Ask students to share

• Read through the Reading skill box GRAMMAR NOTES

the words they looked up with the class.

with the class. Point out the titles and If students keep a vocabulary notebook, Remind students that headings
headings in the article, and ask students encourage them to write the new words help readers quickly understand the
to look at them. in their notebooks. organization of a text. By reading them,
• Read the questions (1-3) and ask students can get a general idea about
Sample answers

volunteers to use the example phrases to the structure of the article. Headings tell
1 I think the article is about interesting us what the main ideas are in a passage
provide a model for the class.

indoor activities. without reading it in detail. Headings
• Ask students to work in pairs and 2 Exercise: running, cycling also help us locate information. They

answer the questions. Ask students to

Play music: play the guitar/piano help us pinpoint where to search when
share their answers with the class. Make something: bake a cake, do origami we are looking for specific information.
• Optional step Ask students to Video call your friends: play video games

brainstorm things people make or watch a movie online together
(e.g. jewellery, photo frames, candles, 3 I don’t know the name of the exercise

belts, magnets). where you dance to music. (Zumba)
86
Fun things to do at home VOCABULARY
Sometimes, the weather outside isn’t good, or you’re tired. You don’t go out and you stay inside. Usually,
you just watch TV, play video games or look at photos online. But what else can you do at home?
5 5.1

started. Then tell students to match the
A D rest of the words in pairs.

their answers.

AUDIO 5.1
1 read a book
2 watch TV
3 listen to music
4 chat online
C B 5 draw a picture
6 sing a song
7 play video games
8 call a friend
VOCABULARY NOTES
Collocations are sets of words that
are usually used together. Substituting
other verbs, even when the verbs have
a similar meaning, is often unacceptable
(e.g. view TV is unnatural). As a result,
A Exercise B Play music C Make something D Video call students should memorize these phrases
You don’t need to go It’s nice to listen to music, Draw a picture, bake a
your friends as sets rather than as individual words.
outside to exercise. but it’s great to make cake or make a hat. Or try Alone at home? Video call You might want to explain to students
Watch exercise videos your own music. Learn upcycling. Do you have your friends and have that there are other collocations that
on the internet, play a musical instrument old tables and chairs at an online party! You can use the same verbs (e.g. watch is also
exercise video games or online, or write a song home? Find something old talk, dance, play games, used in watch a movie). Also, we can
join an online exercise with friends or people and make it look new and have dinner and enjoy an sometimes use different verbs for the
class with your friends. from around the world. beautiful. evening together online. same noun to describe similar actions
(e.g. draw a picture and paint a picture
61 are both common collocations).
Extra activity
Ask students to brainstorm other things
42951_U05_058-069.indd 61 3/21/22 2:38 PM
they read (e.g. magazines), watch (e.g.
3 4 You take something old and make it movies), listen to (e.g. podcasts) and play

• Ask students to do the matching look new and beautiful (so you can (e.g. sports). Ask volunteers to share their
use it again). I have an old bench I can ideas with the class.

exercise. Check answers as a class.
upcycle.
4 5 talk, dance, play games, have dinner

• Ask students to read the questions (1–5).

Ask students to read the article again. VOCABULARY NOTES
• Students work with a partner and When you upcycle something, you

answer the questions. Check answers as repair, decorate, improve or change
a class. the object so that it is more usable,
Sample answers fashionable, functional or valuable.
1 It’s cold or rainy outside. With recycling, the product is often

2 watch exercise videos, play exercise used to make something else. With

video games, join an online exercise class upcycling, the new item is restored to its
3 saxophone, piano, guitar, drums original condition.

87
6 paper. Students fold their papers, put them in the middle of the
• Ask students to work together to do the matching activity. table, mix them up and randomly draw a piece of paper. Students
should check and make sure the paper isn’t theirs. They then read

the sentences aloud. The student will try to guess who wrote the
Extra activity 1 activities. After guessing correctly, another student draws another
Ask, Do you often [activity]? Ask students to raise their hands piece of paper, and the game continues.
if they often do the activity. Organize the class into new pairs.
Students take turns asking each other whether they often do the EXPLORE MORE!
activities in Exercise 5. Then ask some pairs to share their findings If there is internet access in class, ask students to work with a
with the class. partner to do research online about ‘fun indoor activities’. Ask
them to choose three activities that they did not read about
Extra activity 2 in this lesson. Ask pairs to present their findings to the class.
Mix students so they have new partners. One student chooses one
before presenting in the next class.
of the activity collocations in Exercise 5. They draw the activity on
Some examples:
a piece of paper for their partner to guess. Encourage students to
Do a jigsaw puzzle
use different sketches than the ones in Exercise 6. Give students
Play board games
one minute per drawing. Once the minute is up or their partner
Cook or bake something
guesses correctly, the students switch roles. Set a time limit of 5
Watch a movie
minutes for this extra activity.
Read a book
For further information and practice, see Vocabulary reference See Workbook pages 32–33 for extra practice (Reading,
Unit 5 on page 162 of the Student’s Book. Vocabulary).
SPEAKING
7
• Mix students so they work with new people. Ask students

to take turns asking and answering the questions (1–2).

for the class.
• In feedback, ask pairs to tell the class about their partner’s

activities.
• Optional step Change pairs two or three times so students get

a chance to speak to different people.
Sample answers
1 No, I’m not at home a lot. I’m usually at home at night.

2 I listen to music and read magazines when I’m at home.

Extra activity
Ask pairs who finish quickly to work as a group and rank the
activities from most popular to least popular among their
members.
8
• Organize the class into groups. Ask students to take turns

asking and answering the questions.

for the class.
Sample answers
I think upcycling old furniture is interesting. I can make my room
look new! Video calling my friend is not fun. I prefer to meet my
friends outside.
Extra activity
Explain to students that they are going to play a game in groups.
Mix students so they are working with a new group of students.
Ask students to write five indoor activities that they do on a piece
of paper. Explain that they shouldn’t put their name on their
88
LESSON 5B
LESSON GOALS
• LISTENING The sub-aim is for students to listen to people talking about outdoor

activities.
• GRAMMAR The main aim is for students to practise talking about activities using the

-ing form of verbs with like, love and don’t like.
• PRONUNCIATION A further sub-aim is for students to practise the /ŋ/ sound.

• SPEAKING The speaking aim is for students to talk about activities that people like or

don’t like doing.
LISTENING AND GRAMMAR AUDIO 5.2

I like doing things outside, and I don’t like being at home all
1 day. I love camping. It’s quiet, and I get to see many animals. I’m
• Organize the class into pairs. Students do the matching lucky – I go camping a lot for my job. I also like camping in my

activity with their partners. Check answers as a class. free time. I usually go alone.
• Optional step Ask students when they use emojis like those in I love playing football too. I play football with my friends every

the exercise (e.g. when writing texts, on social media). week – on Sunday mornings, and on Tuesday and Thursday
evenings.
2 Exercise is very important to me. I like playing tennis and running.
• Optional step Ask students to make a chart with four columns I love trying new activities, but I don’t always enjoy them. I don’t

and seven rows (see Sample answers below). Students write like doing yoga, for example. I’m really bad at it …
ideas for each topic in their table. Give students time to prepare
answers. This preparation time allows students to brainstorm
ideas, organize their thoughts and recall vocabulary. VOCABULARY NOTES
• Ask students to work with a partner to take turns discussing football (in British English) = soccer (in American English)

their ideas.
• Ask pairs to share their ideas with the class in feedback.
5 5.2

Sample answers • Play the audio again. Ask students to complete the exercise

like love don’t like and then compare their answers with a partner before checking
food cake hamburgers cookies answers as a class.
places the park the zoo shopping malls • Optional step Play the audio again and pause at key points to

answer any questions.
books Harry Potter The Hunger Games Game of Thrones
• Optional step If students made predictions in Exercise 4

films Cruella Get Out Free Guy about which activities Jeff likes, ask them how many of their
TV shows The Office The Walking Dead Empire predictions were correct.
songs Umbrella Blinding Lights Shake It Off 6
3 • Students read the Grammar box and the example sentences.

• Organize the class into new pairs. Ask students to read Explain to students that they are learning how to express
feelings about activities.

the activities (1–10). Students work with a partner to do the
matching activity. Check answers as a class. • Students read the example questions in the Grammar box.

• Optional step Explain to the students that many activities are Explain to students that we don’t use negatives like don’t like in
questions (e.g. Do you don’t like playing football?).

expressed with one verb but that some require play or do. Ask
students to identify which need do (yoga) and which need play • Optional step Ask students to take turns asking and

(basketball, football, tennis). Ask students to make a rule for answering questions following the structure in the examples.
using play (e.g. sports done with a ball need play). • Ask students to answer the question with a partner. Check

answers as a class.
4 5.2
• Optional step Ask students what they remember about Jeff

Kerby from the Opener on page 59 of the Student’s Book. Ask
students to guess which activities they think he likes.
• Play the audio and ask students to complete the exercise.

Students compare their answers with a partner. Check answers
as a class.
89
LESSON B
GRAMMAR NOTES
5B
I love swimming
LESSON GOALS
• Understand people talking about outdoor activities
• Use like, love or don’t like with the -ing form of verbs
• Say the /ŋ/ sound at the end of words
• Talk about activities people like and don’t like
-s is added to like and love. Don’t becomes doesn’t but

This grammar structure can also be like does not change.
used with prefer, don’t mind and similar LISTENING AND GRAMMAR 6 Read the Grammar box. How do like, love and
don’t like change after he, she or it?
expressions. 1 Match the emojis to the words.
1 like b a GRAMMAR Like, love and don’t like + -ing
One common mistake is I like to form
swimming. 2 love a b Many activities use the -ing form:
camping / running
By using the -ing form, we are
3 don’t like c c Making -ing forms:
emphasizing the experience or the Add -ing.
action. Students will study other 2 Work in pairs. What are some things you like, walk ➔ walking
grammatical structures with similar love and don’t like? Think about: Remove the e. Add -ing.
cycle ➔ cycling
functions (e.g. I like to swim.) in other • food • books • TV shows
Repeat the consonant. Add -ing.
• places • films • songs
levels of Voices. swim ➔ swimming
3 Work in pairs. Match the photos below with the
Using the -ing form:
activities. Write 1–10 on the photos.
Use the -ing form after like, love or don’t like:
Extra activity ✓ 1 camping LL 6 playing basketball I love playing football. I don’t like doing yoga.
On the board, write, Person + like/love/ 2 climbing ✓ 7 playing football LL Use do or does to ask questions:
3 cycling ✓ 8 playing tennis L Do you like playing football? Yes, I do.
don’t like + -ing form. Emphasize that to Does he like doing yoga? No, he doesn’t.
✓ 4 doing yoga DL ✓ 9 running L
construct this sentence, students must 5 horse-riding 10 swimming
follow the previously studied rules about
NATIONAL GEOGRAPHIC EXPLORER 7 Complete the sentences. Use the -ing form of the
adding an -s (i.e. like/likes). Students take
4 5.2 Listen to Jeff Kerby talking about activities words in brackets.
turns to make sentences with various 1 I like playing (play) tennis with my
he likes. Tick the activities in Exercise 3 he talks
personal pronouns. about. friends.
2 He loves horse- riding (ride) in the hills.
5 5.2 Listen again. How does Jeff feel about
For further information and practice, see the activities in Exercise 3 he talks about? Write L 3 She doesn’t like climbing (climb).
Grammar reference Unit 5B on page 170 (like), DL (don’t like) or LL (love). 4 Do you like doing (do) yoga?
of the Student’s Book. 5 Does she like camping (camp)?
6 Why do you love cycling (cycle)?
7 1 9 3 8 7
• Students write the -ing form of the verbs

to complete the sentences.

• Optional step Ask students to take 4 5 6 2 10

turns to say the sentences with their
partner. Then, ask them to make
sentences that are true for them using
the -ing form of the verbs in brackets.
62
8
• Students complete the exercise.


a partner before checking as a class. 42951_U05_058-069.indd 62 3/21/22 2:38 PM
• Optional step Ask students to take For additional practice, refer to the AUDIO 5.3

turns to say the sentences with their Communication activity on page 230 of camping
partner. the Teacher’s Book. hiking
Extra activity For additional practice, refer to the swimming
Grammar activity on page 269 of the doing
Organize students into groups. Ask the
first student to say a sentence using the Teacher’s Book. running
-ing form of a verb (e.g. I like doing yoga.). singing
The next person repeats the information PRONUNCIATION AND Extra activity
(e.g. Shoba likes doing yoga. I love playing SPEAKING Write a few sentences on the board with
football.). Students continue, adding
the words from the Clear voice box.
additional sentences. The activity finishes 9 5.3
I like camping.
when the first student repeats all of the • Read through the information in the
I don’t like hiking

sentences or makes a mistake, although Clear voice box.
I go swimming with my sister.
play can also continue after this. • Play the audio. Students listen and

repeat.
90
10
• Organize the class into groups.

• Ask students to take turns to ask and

answer questions about the activities.
Students write their classmates’ names in
the correct place in the table.

student.
• Optional step Ask groups to decide

Jeff likes camping and which activity the most students liked
doing things outside. and share their findings with the class.
Extra activity
8 Complete the sentences. Circle the correct 10 Work in groups. Ask and answer questions. Find Ask groups who finish quickly to think
answers. out who likes, loves or doesn’t like the activities. of three more activities to add to the list.
1 I don’t like / likes camping. Write their names in the table.
A: Do you like camping?
Allow students to use a dictionary or the
2 He love / loves playing volleyball.
3 Does she like / likes reading? B: Yes. I love it! internet to look up words they don’t know.
4 He don’t / doesn’t like doing homework. Then tell them to take turns to ask and
ACTIVITY
5 Do / Does they like going to other countries? answer questions about those activities.
6 We don’t like / likes watching TV all day. camping
climbing
EXPLORE MORE!
9 5.3 Look at the Clear voice box. Listen and cycling If there is internet access in class, organize
repeat. the class into pairs or groups and ask them
doing yoga
CLEAR VOICE to search online for ‘popular outdoor
Saying /ŋ/ horse-riding activities’. Ask them to choose some that
Verbs that end with ing have the /ŋ/ sound at playing basketball they like but that were not in the lesson
the end.
and present their findings to the class.
camping hiking swimming playing football
doing running singing Alternatively, ask students to prepare their
playing tennis research for homework before presenting
running in the next class.
Some examples: water rafting, fishing,
swimming
golfing, skiing
EXPLORE MORE!
What are some popular outdoor activities people enjoy? Search online for ’popular outdoor activities’. See Workbook page 34 for extra practice
63
(Grammar, Pronunciation).
42951_U05_058-069.indd 63 3/21/22 2:38 PM
I don’t like running outside.

No air comes out through the mouth
I love singing.
even though it is open. Instead, the
Ask students to read them aloud to check
air comes out of your nose, creating a
pronunciation.
slight vibration. The vocal cords are also
used, making this a voiced sound.
PRONUNCIATION NOTES When making the /ŋ/ sound at the
The /ŋ/ sound is produced when the end of words, the /g/ sound is not
back of your tongue curls up so that it distinct. This is particularly important for
touches both sides of the top of your students whose first language includes
mouth above your teeth. The front of a vowel sound in every syllable since
your tongue is forward and does not they may want to add a vowel to the g
touch anything. sound.
91
LESSON 5C
5C
The seasons
LESSON GOALS
• Learn about the months and seasons
• Understand people talking about the
seasons
• Talk about when things happen
LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY LISTENING SKILL

Knowing what to listen for
students to learn the months and the 1 5.4 Listen to and repeat the months.
four seasons. Before you listen, look at the questions. Read
January May September the question words. What do they ask for?
• LISTENING A main aim is for students February June October When you listen, pay attention to key words.

to practise preparing to listen by March July November where: a place (listen for towns, cities, etc.)
April August December when: a time (listen for a time, days, months, etc.)
thinking about what to listen for. who: a person (listen for the names of people)
2 Look at the picture. Does your country have hot,
• GRAMMAR A further main aim is for warm, cool or cold months? why: a reason (listen for words like because or so)

students to practise prepositions of hot
time. 7 5.5 Listen and answer the questions.
warm 1 Where is it is hot all year? (Libreville / Santiago).
• SPEAKING The speaking aim is for 2 When does Alain like playing football?

cool
students to talk about a place they (afternoon / evening)
would like to visit. cold 3 Why does Hannah like December? (the sun /
the snow)
3 Look at the infographic on page 65. Answer the
questions. 4 Who does Hannah make snowmen with?
(her sister / her brother)
VOCABULARY 1 What are the four seasons?
5 When does Isidora go dancing? (morning /
2 When are the days long?
1 5.4 3 When are the nights long? evening)
• Ask students if they know what the 4 Work in pairs. Answer the questions. GRAMMAR

1 Do all countries have four seasons?
twelve words are. Check students’ 8 Read the Grammar box. Do you say on Sunday or
2 When does winter start in Winterberg, Germany?
understanding by asking What month 3 When does winter start in Santiago, Chile? in Sunday? on Sunday
is it now? When is your birthday? Then Go to page 162 for the Vocabulary reference.
GRAMMAR Prepositions of time
play the audio. Students listen and
LISTENING Use at, in or on to say when things happen.
repeat the months of the year. This
At:
prepares them to answer the questions 5 5.5 Listen to three people talking about the
at the weekend
in the following exercises. seasons. Match the people with the places.
at 3 a.m.
1 Alain c a Winterberg, Germany at night
AUDIO 5.4 2 Hannah a b Santiago, Chile
3 Isidora b c Libreville, Gabon In:
January July in January / February / March

6 Look at the Listening skill box. Then read the in 2023 / the year 2023
February August questions in Exercise 7. What type of information in the morning / afternoon / evening

March September does each question ask for? in spring / summer / autumn / winter

April October On:

on Monday / Mondays
May November

June December Go to page 170 for the Grammar reference.

2
• Optional step Explain to students what
64

the picture shows (a thermometer),
and what the instrument measures
(temperature). Use the picture to teach
the four words (hot, warm, cool, cold).
It’s important for students to know 42951_U05_058-069.indd 64 3/21/22 2:38 PM
that the words are subjective – their VOCABULARY NOTES 3

meanings vary from situation to situation • Optional step Set up the task and ask,
Specific temperatures are said using

(see Vocabulary notes below). What is the infographic about? (the
either the Celsius scale (this is popular in
• Students take turns asking and seasons)
most countries) or the Fahrenheit scale

answering the question with a partner. (this is used in some places such as the • Students answer the questions with

Set a two-minute time limit. Then discuss Bahamas, the Cayman Islands and the a partner. Check answers as a class.
as a class. US). Use the degrees sign to talk about • Optional step Ask students to work

• Optional step Ask students to share temperatures, and the capital letters F with a partner to discuss their favourite

their preferences (i.e. hot or cold, or C to distinguish between Fahrenheit season. Encourage them to give reasons
warm or cool) with the class. Ask them and Celsius (e.g., 33°C). for their choice.
which months are hot/cold, etc. where Answers
they live. Sample answers 1 spring, summer, autumn, winter
Yes, we have hot and cold months. July 2 (The days are long) in the summer.
and August are hot. January and February 3 (The nights are long) in the winter.
are cold.
92
Winterberg, LISTENING
Germany
Summer starts in June.

5 5.5
Winter starts in December. • Optional step Lead in by reading the

names of the people and the cities.
THE FOUR Libreville,
• Play the audio. Students do the matching

Gabon activity. Check answers as a class.
SEASONS AUDIO 5.5
Santiago,
Summer starts in December. Chile Narrator: 1
Winter starts in June.
These places don’t have four seasons.
Alain: My name’s Alain. I’m from Libreville,
These places have four seasons.
These places are cold all year.
Gabon. Gabon is hot all year. I don’t like
going outside in the afternoon, when it’s
really hot. But in the evenings, it’s not so
hot. It’s cool. I love going to the park. My
friends are there. We play football and
basketball.
Narrator: 2
Hannah: I’m Hannah. I live in Winterberg,
Germany. My favourite months are
December to March. It’s winter, and I
love snowboarding. Winterberg is a great
Spring: It’s cool, Summer: It’s hot. Autumn: It’s warm, Winter: It’s cold.
then warm. Flowers grow. Days are long. then cool. Leaves fall. Nights are long. place for snowboarding and skiing. I love
the snow. My brother and I like making
9 Complete the sentences with at, in or on. SPEAKING snowmen after school, and throwing
1 I like snowboarding in the summer. snowballs at each other!
11 Work in pairs. Turn to page 180. Think of a
2 She has a dance class at the weekend. country with four seasons you would like to Narrator: 3
3 He plays football on Saturdays. visit and complete the table. Use the internet to Isidora: I’m Isidora. I live in Santiago. It’s
4 The film starts at 7 p.m. help you.
in Chile. In winter, it’s very cold, and the
5 He usually does his homework at night. A: What country would you like to visit?
6 He always goes skiing in June. B: I want to go to Georgia. It’s beautiful! Where
nights are long. I don’t like the long nights.
7 What do you do on Mondays? would you like to visit? My favourite months are December to
12 Work in new pairs. Tell your new partner about March. It’s summer, and the weather is
10 Complete the text with at, in or on.
I love doing fun things 1 in the summer. I usually your place in Exercise 11. warm. I love hiking with my sister. I also
go camping 2 at the weekend. And 3 on Georgia is a beautiful country. Winter starts in love dancing in the evenings with my
Wednesdays, I meet my friends. I finish work 4 at December. It ends in February. In winter, people friends. It’s really fun!
3 o’clock, and we try new things like horse-riding love ...
or rock climbing. I also exercise a lot. 5 In the
morning, I go cycling. And 6 at night, I go PRONUNCIATION NOTES
running.
Alain /ɑːˈlɑːn/
65 Hannah /ˈhænɑː/
Isidora /ɪsɪˈdɔːrɑː/
Santiago /ˌsæntɪˈɑːɡəʊ/
42951_U05_058-069.indd 65 3/21/22 2:38 PM
Libreville /ˈliːbrəvɪl/
4 Extra activity
• Tell students that they will need to Ask students additional questions about
6

look at the infographic again to answer the infographic.
• Read through the Listening skill box with
the questions. Students discuss the Does Libreville have winters? (No.)

the class.
questions with a partner. Check answers Helsinki, Finland is in the blue area. Does it
as a class. have hot summers? (No.) • Ask students to work with a partner

When are days short? (winter) to identify the type of information each
• Optional step Ask, Does your country
question asks for. Check answers as a

have four seasons?
For further information and practice, see class.
Answers Vocabulary Reference Unit 5 on page Answers
1 No. 162 of the Student’s Book. 1 a place
2 It starts in December.
2 a time
3 It starts in June. For additional practice, refer to the
3 a reason
Vocabulary activity on page 251 of the
4 a person
Teacher’s Book.
5 a time (of the day)
93
LESSON C
7 5.5 9
• Play the audio again. Students complete the exercise. Check • Ask students to read the sentences (1–7). Elicit the first answer

answers as a class. to get students started. Students then complete the rest of the
• Optional step Play the audio again and pause at key points if sentences with at, in or on.

students have problems hearing answers. • Ask students to compare their answers with a partner

Extra activity
• Optional step For additional practice, say expressions and ask
Ask students additional comprehension questions about the

students to say the prepositions of time (e.g. say, Sunday nights;
listening. students say, on).
Where does Alain play football and basketball? (in the park)
Who does he play with? (his friends) 10
What winter sport does Hannah love? (snowboarding) • Students write the prepositions and then compare their

answers with a partner. Check answers as a class.
What outdoor activity does Isidora love? (hiking)
• Optional step Students practise reading the text in pairs.
Who does she do it with? (her sister)

Extra activity
GRAMMAR Ask students to use the text as a model to write a short paragraph
about their summer or winter. Give students time to prepare their
8 texts. Then ask students to take turns reading their paragraphs
• Read out the information in the Grammar box with the class. with a partner.

Discuss the question and answer.
• Optional step To provide support, explain that at is the most
SPEAKING

specific (i.e. used for specific times of the day), on is more
general (can be used for days of the week) and in is the least 11
specific (can be used for months and seasons). • Ask students to work in pairs. Students complete the table

on page 180 of the Student’s Book with information about a
GRAMMAR AND VOCABULARY NOTES country with four seasons they would like to visit. If there is
There are many prepositions of time, including during and internet access in class, ask students to search for the seasons
for. This lesson focuses on three of the most common time and activities together in class. Alternatively, ask them to
prepositions. prepare their tables as homework before the next class.
Most time prepositions follow rules. 12

• at – specific times of day • Mix students so they have new partners.

• on – days • Ask a student to use the example sentences to provide a model

• in – months, years, seasons for the class.

• Ask students to discuss their place in Exercise 11 with their

There are specific collocations that students should memorize: partner.
• in the morning/afternoon/evening

• at the weekend See Workbook pages 34–36 for extra practice (Vocabulary,
Listening, Grammar).

• at night

In American English, on the weekend is used rather than at the
weekend.
Extra activity
Draw a three-column table on the board with in, on and at as
column heads. Ask students to make rules (see Grammar and
vocabulary notes). Explain the time collocations and tell students
that these are exceptions to the general rules so the expressions
should be memorized. Ask students to work in new pairs and take
turns making sentences using these collocations (e.g. It is cold in
the morning.).


94
LESSON 5D
LESSON GOALS

aim is to empower students to invite others to do activities together that they enjoy.
Students learn specific language to make and respond to invitations. The lesson ends
with a roleplay task in which students put the tips they’ve learned into practice.
SPEAKING COMMUNICATION SKILL NOTES

1 5.6 This lesson introduces questions and expressions people use to
• Give students one minute to read the questions. Then invite others to do something. Students may feel discouraged

play the audio. Students answer the questions. Ask students if the person doesn’t agree, which is why teaching language to
to compare their answers with a partner before checking as suggest other times and activities is essential. Remind students
a class. that it is important to consider that people may have different
• Optional step Point out that Kayla doesn’t give up after Ling views of acceptable reactions to invitations. If you have a

says no the first time. Ask students to brainstorm several other multicultural class, get students to compare how they give,
alternative activities that Kayla could have suggested (e.g. accept and decline invitations in their cultures. This will help the
dancing). Explain to students that suggesting alternative plans is students understand how others may react. It also allows them
an important skill that they will be studying. to consider how their first language and culture are affecting
their reactions to and feelings about inviting others.
AUDIO 5.6
Kayla: Hi, Ling. Would you like to go to the cinema?
Ling: No thanks!
MY VOICE
Kayla: Do you want to have lunch? 3 5.2
Ling: Hmm ... • Give students time to read the questions (1–2).

Kayla: Would you like to go for a walk? • Play the video in which the narrator describes three

Ling: That sounds great. important points to consider when inviting someone to do
Kayla: Fantastic! Let’s meet at the park … something with you. Ask students to discuss the questions in
pairs before sharing answers with the class.
Extra activity
VIDEO 5.2
Ask students what kinds of activities they do outside their homes
and how often they do them (e.g. I go swimming every weekend. You like dancing. You enjoy cycling. And you love shopping. But
not alone! So, invite someone.
I meet friends in the park every Sunday.).
Sometimes, we invite good friends. Sometimes, we invite new
2 friends. How can we do this?
• Give students two minutes to read the questions and think of One: Choose an activity you both like.

ideas. This time allows students to brainstorm ideas, organize Two: Choose a good place for both of you.
their thoughts and recall vocabulary. Three: Choose a good time for both of you. People are sometimes
• Ask students to take turns asking and answering the busy. Ask when they’re free, and choose the right day and time.

questions (1–3) with a partner. Remember: When you invite someone to do something, think of
• Ask students to share some of their ideas with the rest of the these three words: activity, place and time.

class. Sample answers
Sample answers 1 Yes, it’s easy to invite good friends to do things with me. We

1 I like eating dinner with others. like the same things.
2 I eat dinner with my friends. 2 No, it’s not easy to invite people I don’t know to do things with

3 I say ‘no’ when I don’t have time. me. I’m worried they will say ‘no’.
Extra activity Extra activity
In pairs or groups, students brainstorm situations when they might Students brainstorm a list of people they might give an invitation
invite someone to do something (e.g. for the weekend, for a to (e.g. neighbour, friend, classmate, sister/brother). In pairs or
holiday). Invite students to share their ideas with the class. groups, students order them from easy to difficult to invite (e.g.
sister/brother-friend-classmate-neighbour). Encourage them to
give reasons for their choices (e.g. I don’t know him very well.)
95
LESSON D
4
5D
Inviting people to do things
LESSON GOALS
• Invite people to do things
• Decide on a time, place and activity
• Understand connected speech
• Read out the information in the

Communication skill box. Point out that
this is a summary of the information in
the video.

with a partner before discussing as a
class.
Sample answers
The first tip is easy to do. The second and
third tips are not. I don’t know many place
names in English. It is difficult to say the
time in English too.
5

with the class. Point out the headers
that explain when to use the different
expressions.
• Optional step Model the sentences SPEAKING
MY VOICE

and questions, and ask students to 1 5.6 Listen to two people talking. Answer the
3 5.2 Watch the video about inviting people
repeat after you. It is a good idea to questions.
to do things. Then work in pairs and discuss the
1 Does Ling want to go to the cinema? No.
drill the expressions and ask students to 2 Does Ling want to have lunch? No.
questions.
repeat. This gives students confidence 1 Is it easy to invite good friends to do things with
3 What do they agree to do together?
(They agree to) go for a walk. you? Why? / Why not?
as they use the expressions in the rest of 2 Work in pairs. Discuss the questions. 2 Is it easy to invite people you don’t know to do
the lesson. 1 What activities do you like doing with others? things with you? Why? / Why not?
2 Who do you do these activities with?
• Ask students to complete the 4 Look at the Communication skill box. Then
3 When do you say ’no’ to invitations?

discuss in pairs. Which of the tips are easy to do
conversation with words from the Useful I like going to the cinema with others. I don’t like in English? Which are not?
language box. watching films alone.
COMMUNICATION SKILL
• Check answers as a class. I like going to the cinema with my good friends. Inviting people to do things

I say no to invitations when I’m busy, or when I don’t
• Optional step Students practise the like the activity. When you invite someone to do something

for the first time, choose ...
conversation in pairs. Ask them to take
• an activity you both like.
turns playing both roles. • a good place for both of you.
• a time you are both free.
Extra activity
Allow students to adapt this conversation
into one that incorporates their own ideas.
To begin, ask students to identify the parts 66
of the conversation that they could change
(e.g. activity, times, days, place to meet).
Mix students so they work with new
people. Give students a moment to 42951_U05_058-069.indd 66 3/21/22 2:38 PM
brainstorm the content they will substitute PRONUNCIATION AUDIO 5.7

and then create a new conversation. Would-you like to watch a movie?
Students then practise it in pairs. Set 6 5.7
Which movie would-you like to watch?
a four-minute time limit. Ask pairs to • Read through the information in the

volunteer to present their conversations to Clear voice box. Note that the main aim
the class. of this section is to develop students’ PRONUNCIATION NOTES
receptive pronunciation skills rather
Students often complain that people
For additional practice, refer to the than their productive skills. The activity
speak English so fast that they cannot
Communication activity on page 231 of focuses on listening and guides students
understand. One reason some students
the Teacher’s Book. to notice how speakers use reduced
struggle to comprehend what is
forms of words when speaking.
being said is their desire to hear and
• Play the audio. Students listen to and understand each word independently.

discuss the two examples of connected In natural English, each word is not
speech. Play the audio again so students clearly said. Many words are connected
can listen more closely. together and said as if they are one
96
5 Look at the Useful language box. Then complete PRONUNCIATION
the conversation below. Use words from the box.
6 5.7 Look at the Clear voice box and listen to 8
the examples. Notice how people join would and • Organize the class into groups of
Useful language Inviting people
you when they talk quickly.

Inviting people: four or five. Ask students to take turns
CLEAR VOICE
Do you want to … on Saturday? Understanding connected speech: inviting their group members to join
Would you like to … tomorrow? would you them for different activities. When they
If your friend says yes: Many English speakers join would and you agree on an activity, fix a place and time.
Great! Is 3 p.m. OK? when they talk quickly.
Fantastic! Let’s meet at the park. Explain that students should not have
Would you /ˈwʊdʒuː/ like to watch a movie?
If you can’t agree on the time or place: Some also change the /u:/ sound in the word you. two different activities at the same time
How about Sunday? Which movie would you /ˈwʊdʒə/ like to watch? on the same day. Ask them to choose
When is a good time for you?
How about the park?
realistic times too. For example, if they
SPEAKING have classes on weekday afternoons, try
After you agree on the time and place:
Perfect! See you then / there. 7 OWN IT! Write down five interesting activities not to plan any activities at that time.
like
you would like to do. • Optional step Model the example
Josef: Would you 1
to go for a run tonight?

Yuki: Sorry. I have plans.
8 Work in groups. Invite others to do the activities conversation with a student.
in your list from Exercise 7 with you.
Josef: Oh. Is tomorrow 2 OK ? • Use the phrases in the Useful language box. • As students practise, monitor their

Yuki: Sure. 3 Let’s meet at the river, at 6 p.m. • Agree on a time and place. conversations. Make sure students are
Josef: Hmm. The river’s really far. • Write the activities in the timetable below. able to agree on a time or place.
Yuki: 4 How about the museum? A: Do you want to go hiking on Saturday at 4 p.m.?
Josef: Perfect! See you 5 then ! B: Sorry, I’m busy. Is Sunday OK?
• Optional step Ask students how many

plans they made. Also ask students to
share some of their plans (time, activity,
Monday Tuesday Wednesday Thursday Friday Saturday Sunday person they will do it with) with the
10 a.m. class.
Go hiking
with Rose See Workbook page 36 for extra practice
12 p.m.
(Pronunciation).
Have lunch Go shopping

with Timothy with Lina
2 p.m.
4 p.m.
Play tennis Running with

with Sean Andrea in the
park
67
42951_U05_058-069.indd 67 3/21/22 2:38 PM
• If there is internet in class, allow students

word (blended). You, for example, is

to search online and find the English
often blended (as in would-ya, could-
names for activities that they have not
ya, and should-ya). Understanding
learned yet. Explain to students that if
connected speech may help decrease
they use these activities, they should
students’ anxiety about words they
show their group members photos of
cannot readily identify.
the activities when they do Exercise 8.
Sample answers
SPEAKING 1 watch a film
2 play beach volleyball
7 OWN IT! 3 eat lunch
• Ask students to make their list of 4 go camping

activities. Set a three-minute time limit. 5 learn climbing
Give students one or two examples if
they need help (go hiking, do yoga, etc.).
97
LESSON 5E
5E
I’d like to see the world
LESSON GOALS
• Learn how to write and order lists
• Talk about things you want to do
• Write a bucket list
LESSON GOALS
• WRITING The aim of the lesson is SPEAKING 3 Work in pairs. Read the bucket list again. Answer

for students to write a bucket list. 1 A bucket list is a list of things you want to do in
the questions.
1 Which items would you like to try? Why?
Students also think about different your life. Work in pairs. Discuss the questions.
2 Which items do you not want to try? Why?
ways to order their lists. 1 What new activities would you like to try?
I’d like to get a puppy. I don’t want to learn to knit.
2 What places would you like to visit?
3 What other things would you like to do?
4 Look at the Writing skill box. List five things you
want to do this week. Work in pairs. Read your
SPEAKING READING FOR WRITING
partner’s list.
1 NATIONAL GEOGRAPHIC EXPLORER

WRITING SKILL
Writing lists
• Organize the class into pairs. Ask Lists are a great way to plan or remember
2 Read Abbey Engleman’s bucket list. Match the

students to work in pairs to take turns bucket list items and the groups below. Write
things. To write a good list ...
• begin each item with a verb
asking and answering the questions. Ask the numbers 1–10.
• use a new line for each item
students to share their ideas with the Places to visit: 3, 9, 10
• keep each line short
class. Things to learn: 4, 5, 8
Things to do: 1, 2, 6, 7
Sample answers
1 bungee jumping, sky diving
2 Kenya, Brazil, China
3 try unusual food, learn how to fly a plane
READING FOR WRITING

2
• Set a two-minute time limit for students

to read the bucket list and categorize
the items.

as a class.
3
• Mix students so they work with

new partners. Ask students to read the
questions (1–2). Students work in pairs
and take turns asking and answering the
questions.
• Ask pairs to share their answers with the

class, and their reasons too. 68
Sample answers
1 I’d like to learn Chinese. I think Chinese

is an interesting language.
42951_U05_058-069.indd 68 3/21/22 2:38 PM
2 I don’t want to try growing vegetables. Sample answers 6

I don’t like to eat vegetables. 1 Go to that new restaurant • Organize the class into groups.
2 Join the English Club

4 3 Visit my grandparents
Students make phrases with six verbs
• Read through the Writing skill box with from the Useful language box.
4 Study for a test

the class. Give students time to prepare 5 Watch a TED Talk Sample answers
their lists. visit Stockholm, see a play at the theatre,
• Explain to students that the three 5 eat feijoada, learn to paint, go surfing, try

points form a checklist. Students work in • Read through the Useful language box new food, drink herbal tea

with the class.
pairs to make sure their partner’s list has
all these elements. • Explain to students that some of the
7

verbs can be used for several different

• Optional step Encourage students to box with the class. Give students time to

also discuss the ideas on the lists. types of activities.
read the text carefully.
• Ask students to answer the

questions with a partner. Check answers
as a class.
98
8 Swim with dolphins
9 See the Northern Lights
10 Go to Costa Rica
Extra activity
Explain to students that bucket lists can
have things we want to do in the near
future as well as things we want to do a
long time from now. Ask students to group
their items according to things they want
to do this year, in the next five years and
Abbey Engleman loves travelling more than five years from now. Then ask
and would like to visit all seven students to discuss how they grouped their
continents.
items with a partner.
10 CHECK
• Read through the checklist with the

5 Read the Useful language box. Work in pairs. 8 Look at the items from your list in Exercise 4. class.
Which verbs can you use for 1–4? How important is each item? Change the order
of your list. • Ask students to check their bucket lists

Useful language activity verbs against the points in the checklist.
visit 1, 2 help 2 try 3, 4 learn 3, 4 WRITING TASK
see 1, 2, 3 meet 2 drink 3 go 1, 4 • Set a three-minute time limit for students

eat 3 buy 3 make 3 write 3 9 WRITE Write your own bucket list. Include ten to revise their bucket lists.
bucket list items. Use Abbey’s bucket list as a
1 places 2 people 3 things 4 activities
6 Work in groups. Make phrases with six verbs
model.
10 CHECK Use the checklist. My list …
11 REVIEW
from the Useful language box. • Mix students so they are with a new
has ten things I want to do.

help people, visit my uncle, learn to drive ...
begins each line with a verb.
partner. Then ask them to check their
7 Look at the Critical thinking skill box. Then uses a new line for each item. partner’s bucket list. Remind them to
work in pairs. Choose a good option for each list refer to the checklist in Exercise 10.
is in a useful order.
below.
11 REVIEW Work in pairs. Read your partner’s • Ask students to discuss which things

bucket list. Do they do the things in the they both want to try.
Ordering information
checklist? Do you want to try the things on their
We can order a list many ways. For example: bucket list?
Option 1: by how important the items are Lucia’s bucket list is interesting! She wants to paint, EXPLORE MORE!
Option 2: alphabetically, from A–Z dance and act ...
Option 3: using numbers (e.g., dates/how many) Go to page 156 for the Reflect and review. If there is internet access in class, ask
students to work with a partner to do
1 to-do list 1 3 vocabulary list 2
research online about bucket list items.
2 list of important dates 3 4 shopping list 1
Ask pairs to present their findings to the
EXPLORE MORE!
class and discuss which of their items were
Search online. What are some popular bucket list items people around the world have? Are your
popular around the world.
bucket list items popular? 69 Alternatively, ask students to prepare their
in the next class.
Some examples: move to a new city, keep
42951_U05_058-069.indd 69 3/21/22 2:38 PM a diary, go skydiving
• Optional step Explain ‘to-do list’ (a list WRITING TASK

of things you want to do). Provide an For additional practice, refer to the
example of a to-do list (e.g. clean room, 9 WRITE Mediation activity on page 308 of the
cook dinner). • Students write their bucket lists. Set a Teacher’s Book.

• Ask students to decide the best way five-minute time limit.

to organize the information found in • Monitor and encourage students to use

Abbey’s model and the information they practice (Writing).
each type of list. Check answers as a
class. studied in this lesson.
Sample answers Student’s Book page 156.
8 1 Visit Stockholm
• Ask students to reorder their lists from 2 Go sky diving

Exercise 4 in the way they think is best. 3 Eat feijoada
• Optional step Organize the class into 4 Learn to paint

groups. Ask students to talk about how 5 Try surfing
they ordered their list, and why they 6 Ride in a hot air balloon
ordered it that way. 7 Go on a safari in Africa
99
UNIT 6
Food around
the world
UNIT GOALS

speaking
• learn about foods and ingredients;

read about spicy dishes around the
world; learn how to skim a text for
general information
6B Reading, grammar,

• read about the amount of sugar in

food; understand countable and
uncountable nouns; understand
reduced forms of the word of; talk
about ingredients in a dish

speaking
• learn about where to buy

groceries; write notes while
listening; understand how different
people say the h sound; talk about Tex-Mex food is popular
in Texas and other parts
items on a shopping list of the US.
70
6D Speaking

• practise ordering food in a

restaurant in a polite way;
understand a waiter’s questions 42951_U06_070-081.indd 70 3/7/22 10:50 AM
and replies ABOUT THE PHOTO 1
6E Speaking, reading and writing The unit theme is food around the world. • Optional step To set up the task, use

The photo shows a Tex-Mex meal. Tex-Mex the photo on the page to elicit and teach
• write a review of a restaurant; give food was created by the Spanish-speaking key words students will need: tortilla

good and bad feedback residents of Texas. They combined their chips, corn salsa, tortilla.
Mexican culture with elements of Texas. • Ask students to take turns asking

Tex-Mex became widely available in cities and answering the questions.
Communication activities: pp. 232–233 in Texas around the 1880s. It was even
Vocabulary activity: p. 252 Sample answers
served at the famous World’s Fair in
Grammar activities: pp. 271–272 Yes. I like salsa.
Chicago, 1893.
Pronunciation activity: p. 293 No. I don’t like tortilla chips.
Mediation activity: p. 309
Workbook
Unit 6 pp. 38–43
100
6
Food around
Alexis: I’m from France, and a popular
dish in France is ratatouille. It’s a delicious
dish with eggplants, bell peppers, onions,
tomatoes, zucchini and garlic. You cook
them together for many hours in olive oil.
the world People eat the dish warm or cold.
Extra activity 1
GOALS Play the video again. Ask students to take
• Skim a text for general information notes about the other ingredients in each
• Talk about countable and uncountable things
• Learn about different food items and dishes dish. (V: hummus, avocado, salt, pepper; R:
• Listen and write notes eggplant, bell pepper, zucchini, garlic)
• Order food at a restaurant
• Write a simple restaurant review
Extra activity 2
1 Work in pairs. Does the food in the photo look
nice? Why? / Why not? Show students photos of the ingredients
(e.g. olive oil, hummus). You could also use
WATCH
the video to refer to the ingredients. For
2 6.1 Watch the video. Which dish has the each ingredient, ask students if it is popular
ingredients below? Circle V (veggie delight
sandwich), R (ratatouille) or both.
in food in their culture.
3


MARIA FADIMAN ALEXIS CHAPPUIS
class.
1 bread V R
2 tomatoes V R • Ask students to take turns asking and

3 onions V R answering the questions. Set a two-
4 olive oil V R minute time limit.
3 Make connections. Would you like to try the two
dishes? Why? / Why not? Sample answers
I think the veggie delight sandwich is nice. It has I would like to try ratatouille. It sounds
avocado. delicious. I love garlic and eggplants.
I would not like to try the veggie delight
sandwich. I don’t like hummus.

MARIA FADIMAN is a conservationist
who lives in the US. She focuses on
conserving nature and creating sustainable
42951_U06_070-081.indd 71 3/7/22 10:50 AM
environments. She is particularly interested
WATCH • Students compare answers in pairs in the rainforests of Latin America and the

before checking their answers as a class. relationship between people and plants.
2 6.1 • Optional step Play the video again. She is also a professor. She loves being

Pause at key points if students have outdoors and she is particularly fond of the

explorers with the class. It’s easier for problems hearing answers. redwood trees in California.
they’re familiar with the names. VIDEO 6.1 ALEXIS CHAPPUIS is a marine biologist
Maria: I’m from California, in the US. from France. He studies marine ecology (the
• Ask students to read the ingredients (1–
A popular food here is the Veggie Delight connected relationship of organisms and

4). Then play the video in which Maria
sandwich. It’s bread with hummus, environments) around the world. Alexis is
Fadiman and Alexis Chappuis describe
avocado and tomato. It usually has olive also a photographer, taking photos above
two popular dishes. Ask students to try
oil, salt and pepper too. I love having it for and under the sea. He believes photographs
to remember answers – trying to take
lunch. It’s a simple and delicious meal. and images are a vitally important way of
notes while watching the video may stop
helping people become more aware of the
students watching and listening properly.
world under the sea. One of his goals is to
Students circle their answers.
educate people so they are more interested
in conservation.
101
LESSON 6A
6A
Some like it hot
LESSON GOALS
• Learn about different foods
• Skim a text for general information
• Understand an article about spicy dishes
LESSON GOALS

students to practise the names of 1 Work in pairs. Answer the questions. 4 Look at the Reading skill box. Skim the article.
different foods. 1 Do you always have breakfast? What is the article about?
• READING The main aim is for 2 Do you usually have lunch at home? READING SKILL

3 What time do you have dinner? Skimming a text
students to read about three spicy
dishes from around the world. They 2 6.1 Match the words and the photos. Listen Skimming is reading a text quickly to get the
and check. main idea. When you skim, don’t read every
learn how to skim a text to find word, but look for important words or information.
important words and words that are bread cheese coffee eggs Skimming helps you know if the information in a text
fish fruit meat milk is important or useful.
repeated often. noodles rice tea vegetables
• SPEAKING The speaking aim is for 5 Work in groups. List all the ingredients in the
1 2 3

students to talk about food that they article. Do you know what they are? Use the
internet or a dictionary to find out.
think is special or important to them.
6 Read the article. Answer the questions.
eggs milk vegetables 1 Where are the three dishes from?
2 Which dish do you eat with bread?
VOCABULARY 4 5 6
3 Which foods are in all three dishes?
1 7 Work in pairs. Discuss the questions.

1 Do you think the three dishes look or sound nice?
• Students discuss the questions (1–3) fruit cheese rice
2 Would you like to try the dishes? Why? / Why not?

with a partner. Ask pairs to share some 7 8 9 I’d like to try berbere curry. I really like curries.
ideas with the rest of the class. I wouldn’t like to try som tam. I think it’s very hot!
• Optional step You could model the SPEAKING

activity by providing examples of your bread noodles fish
own eating habits. You could do this at 8 Work in pairs. Discuss these situations.
10 11 12
1 You go to live in a new country. Which three
the start to provide a model or at the foods or drinks from your country would you take
end as extended listening. with you?
meat coffee tea 2 Three friends come to your house for dinner. What
Sample answers dish would you make them?
1 Yes, I always have breakfast. / No, I 3 You take a friend out for a special dinner. Which
3 Work in pairs. Which foods and drinks in

restaurant would you go to? What country is the
never have breakfast. Exercise 2 do you: Sample answers food from?
2 No. I usually have lunch at the office. 1 have for breakfast? coffee What would I take to another country? Rice, I think.

3 I usually have dinner at 9 p.m. 2 have for lunch? meat, vegetables I always make pizza for my friends. It’s easy and we

3 have for dinner? milk, rice all love it.
2 6.1 4 never have? bread
5 not like? fish
My favourite restaurant sells Thai food.
• Give students time to look at the photos.

Read through the food and drink items
in the box with students. EXPLORE MORE!
What are some other famous spicy dishes from around the world? Search online for ’famous spicy dishes’.
• Elicit the first answer to get students 72

started. Ask students to work in pairs to
write the words under the photos. Then
play the audio. Students check their
answers. 42951_U06_070-081.indd 72 3/7/22 10:50 AM

3

Students listen and repeat. VOCABULARY NOTES
• Optional step To model what students
meat = food that comes from the

AUDIO 6.1 could say, talk about what you have for
bodies of land animals, like beef or
1 eggs breakfast, lunch and dinner.
chicken
2 milk • Ask students to work in new pairs

3 vegetables and take turns asking and answering the
Extra activity questions (1–5).
4 fruit
5 cheese Ask, Do you often eat eggs? Ask a few • Optional step After practising, ask

students to answer. Organize the class into students to decide by show of hands
6 rice
groups. Students take turns asking and which foods are the most popular for
7 bread
answering questions about the different the three main meals.
8 noodles food items. Ask students to decide which
9 fish Sample answers
food is the most popular in their group.
10 meat 1 coffee
Ask them to share their findings with
2 meat, vegetables
11 coffee the class.
3 milk, rice
12 tea
102
Some like it HOT it is believed to originate in the Isaan area
in northern Thailand. It is often served with
Chilli. It’s hot, and many people don’t like it. But in some sticky rice.
countries, people love chilli. And doctors say it’s good for you!
Here are some spicy dishes. 4
• Read through the Reading skill box with

the class. Explain skimming in more
SALSA A LA detail (see Vocabulary notes).
HUANCAÍNA • Discuss as a class. Ask students what the

The countries in South America article is about.
have many spicy dishes. Salsa a la
Sample answer
huancaína is a spicy sauce from
The article is about three spicy dishes from
Peru. It has hot yellow chillies,
onions, salt, garlic, milk and cheese.
different places.
Sometimes, it has eggs. In Peru,
people usually eat it with potatoes. VOCABULARY NOTES
Remind students that when skimming,
do not search for specific information.
BERBERE CURRY Remind students that searching for
specific information is called scanning.
Africa also has many spicy dishes.
Berbere curry is from Ethiopia. It
Tell students that when they skim, they
usually has chicken, red meat or fish. look for key words. Here are some ways
It also has onions, garlic, vegetables, to skim:
salt and the Ethiopian berbere spice. • Read the title and headings to find

The berbere spice is full of chilli. It’s out how the text is organized.
very hot! People usually eat berbere • Look at the pictures.

curry with bread.
• Read the first and last sentence of each

paragraph when the text is longer.
SOM TAM Extra activity

In Asia, many people love spicy Tell students that a good title helps the
food. Som tam is a spicy salad from reader to understand the content of the
Thailand. It’s green papaya with salt, text without reading all of it. Ask one
garlic, lime, fish sauce, peanuts, student to read the title of the article.
sugar and – of course – chillies! Thai Ask, Is the title very long? (No.) Is the
people usually put a lot of chilli in title interesting? (Yes. Hot is in big letters.
their som tam.
That makes us want to read more.) After
students have finished skimming ask, Is the
title related to the main idea of the article?
73
(Yes. The text is about hot/spicy food.)
5
• Organize the class into groups.

42951_U06_070-081.indd 73 3/7/22 10:50 AM Students make their lists and then
4 bread flexible because ingredients can be easily look up the words they don’t know.
5 fish substituted. For example, rather than using Encourage them to find photos of the
milk, the chef could use evaporated milk. ingredients so they understand and
For further information and practice, see remember the new vocabulary more
Salsa a la huancaína is also an all-purpose
Vocabulary reference Unit 6 on page easily. Set a five-minute time limit.
sauce that can be combined with many
things, not just potatoes. Answers
Most berbere spice blends are a chilli, onions, salt, garlic, milk, cheese,
READING combination of over twelve different eggs, potatoes, chicken, meat, fish,
spices. The ingredients and blends vary not vegetables, berbere spice, green papaya,
ABOUT THE TEXT only by location but also with each cook. lime, fish sauce, peanuts, sugar
The text type is an article. The text consists The spice can be used with meats, fish, Sample answers
of three short sections. Each section vegetables and even fruit. garlic = small white plant like an onion
describes a spicy dish from a different Reflecting the nature of the food, som lime = green fruit like a lemon
part of the world. Some chefs say that means papaya and tam means pounded. papaya = green fruit with small black seeds
the recipe for salsa a la huancaína is very Although som tam is popular in Cambodia, fish sauce = sauce made from fermented
Laos, Vietnam and other Asian countries, fish or small sea animals
103
LESSON A
• Optional step Ask pairs to brainstorm follow-up questions
PRONUNCIATION NOTES

they can use in their discussions. As students share their ideas
Salsa a la huancaína = /ˈsɑːlsɑː ɑː lɑː ˌhwɑːnkɑːˈiːnɑː/ with the class, listen to and write some of their questions on the
berbere curry = /ˈbɜːbəreɪ ˈkʌr.i/ board. (e.g. Question 1: How often do you have these foods or
som tam = /səʊm tɑːm/ drinks?; Question 2: How often do you make this dish? Is it easy
to make?; Question 3: Where is this restaurant? What is good
Extra activity at this restaurant?)
After students have skimmed the article and before they read it • In feedback, ask students to tell the class about their choices for

in detail, read the article aloud to the class. This provides students each situation.
with additional listening practice. This also allows students to Sample answers
listen to the words that they will be using in their discussions. Ask 1 I would take with me kimchi, seaweed and ginseng tea. I have

students to follow along in their books as you read the passage. kimchi almost every day!
2 I would make them spicy rice cakes. It is sweet and spicy. My
6

friends love the chewy rice cakes.
• Give students one minute to read the questions (1–3). Then
3 I would go to the famous Italian restaurant by the river. The

ask students to read the article and write their answers to the

food is from Italy. The chef is from Italy too!
questions.
• Students compare their answers with a partner before Extra activity

checking as a class. Ask groups who finish quickly to discuss the best restaurant in
• Optional step In order to develop students’ global awareness, their area. Encourage them to give reasons for their answers.

ask them to find Peru, Ethiopia and Thailand on a world map.
EXPLORE MORE!
Answers
1 Salsa a la huancaina is from Peru. Berbere curry is from Ethiopia. If there is internet access in class, ask students to search online

Som tam is from Thailand. and find other spicy dishes from various countries. Ask them
2 You eat berbere curry with bread. to also find photos of the food. In order to encourage global

3 Chillies, salt and garlic are in all three dishes. awareness, ask students to find the countries on a world map

as they do their research. Ask pairs to present their findings to
Extra activity
the class. Alternatively, ask students to prepare their research as
Ask students additional comprehension questions: homework and present their findings in the next class.
Which food is in two of the dishes? (onions) Some examples:
Which dish has meat? (berbere curry) Cau cau from Peru, jerk chicken from Jamaica, otak-otak from
Which dishes have fish in them? (berbere curry and som tam) Southeast Asia
What colour are the chillies in salsa a la huancaína? (yellow)
7 Reading).
• Ask a student to use the examples to provide a model for the

class.
• Students discuss the questions (1–2) with a partner. Ask

them to share their answers with the rest of the class.
Sample answers
1 Yes.

2 Yes, I want to try all three. I like spicy food. I like trying new

things. I like learning about food from other countries.
SPEAKING
8
• Ask students to work with new partners. Then ask students

to discuss the questions. Set a five-minute time limit.
• Ask students to read the example sentences to provide models

for the class.
104
LESSON 6B
LESSON GOALS
• READING AND GRAMMAR The main aim is for students to learn about how to talk

about countable and uncountable nouns. The grammar is contextualized in an article
about the amount of sugar in some foods.
• PRONUNCIATION A further sub-aim is for students to understand how people often

say of quickly in sentences.
• SPEAKING The speaking aim is for students to talk about the ingredients in a dish.

READING AND GRAMMAR Extra activity
Ask students to use the information in the text and estimate how
1 many teaspoons of sugar they might eat in a day.
• Optional step Begin by asking students to look at the four

photos. Ask students to guess what sweet means (the flavour of 4
things like sugar or honey). • Organize the class into new pairs. Ask students to take

• Organize the class into new pairs. Students discuss the turns asking and answering the questions (1–3) with a partner.

questions with their partners and then share their ideas with the • Optional step You could model the activity by talking about
class.

the amount of sugar in your diet.
• Optional step To model what students could say, tell students
Sample answers

about some of the sweet foods you eat.
1 Yes. I like to eat chocolates and donuts.
Sample answers 2 eat more fruit, drink less juice, choose less sweet foods
1 I usually eat sweet things after dinner. 3 No, it’s not. I love sweets.
2 Pies and tarts are popular.
5
VOCABULARY NOTES • Students read the Grammar box which focuses on countable

and uncountable nouns. Point out that uncountable nouns
What people call biscuits in British English are often called don’t have a plural form. Ask students to answer the question.
cookies in American English.
• Optional step Explain to students that uncountable nouns

cannot be divided into parts. They are not distinct. Show
Extra activity
students a bottle of water. Point out that we cannot decide how
If you have students from various countries in your class, take many waters are in the bottle. We cannot pour out the water,
this opportunity to develop students’ global awareness. When saying one water, two waters, three waters.
students share their ideas with the class, ask students to show
pictures of the food and give the class more information that is
specific to their culture/country/region (e.g. whether the food is GRAMMAR NOTES
eaten daily or only for specific holidays). There are many uncountable nouns, including school subjects
(e.g. physics, maths) and sports (e.g. football).
2
• Students scan the article for the words and then check their Some words are both countable and uncountable. For example,

answers with a partner. when we are discussing coffee as the drink made from roasted
• Optional step Ensure that your students scan the article beans, it is uncountable. However, when we refer to a cup of
coffee, coffee can be countable (e.g. I’d like two coffees to

by making it a competition. See which student can get both
answers first. go.). Note that fruit in Exercise 6 can be both countable and
uncountable.
Extra activity
Although learning all of the exceptions is beyond the scope of the
Explain to students that when they don’t know the meaning of current lesson, students can get confused by examples they see
one word, finding the opposite word in the text can also help or hear in films or TV shows. When students are curious about
them understand the meaning. Ask students to find a pair of these nouns, spend a moment explaining the possibility that some
words in the article that have opposite meanings (less/more). nouns can be either countable or uncountable. Students will
continue to learn these exceptions throughout the Voices series.
3
• Optional step Set up the task by asking students to predict

how much sugar is in each food item in Exercise 1. Write the Extra activity
range of predictions on the board. Ask students to brainstorm nouns they learned in previous units,
• Set a three-minute time limit for students to read the article and and group them into countable and uncountable.

answer the questions. Check answers as a class.
• Optional step Check if any of the predictions made by
Unit 6B on page 171 of the Student’s Book.

students earlier were correct.
105
LESSON B
6
• Ask students to classify the words.
6B
Sweet things
LESSON GOALS
• Understand an article about sugar
• Talk about uncountable nouns
• Practise understanding the word of

• Optional step Tell students that cake

and cheese can sometimes be countable READING AND GRAMMAR 2 Read the article quickly. What words have these
meanings?
or uncountable. 1 Work in pairs. Look at the photos. Answer the
delicious
1 tastes good
questions.
• Students compare their answers with 2 good for your body healthy

a partner before checking as a class. 3 Read the article. How many teaspoons of sugar
are there in:
Extra activity 2 chocolate bars 10
chocolate ice cream
Ask students to classify the words in 1 cup of ice cream 8
15
Exercise 2 on page 72 of the Student’s 3 slices of cake
6 biscuits 6
Book as countable or uncountable.
Countable examples: eggs, vegetables 4 Work in pairs. Discuss the questions.
cake biscuits 1 Do you like eating sweet things?
Uncountable examples: bread, cheese,
2 What are some ways to eat less sugar?
coffee, fish, fruit, meat, milk, noodles, 1 When do you usually eat sweet things? 3 Is it easy to eat less sugar? Why? / Why not?
rice, tea 2 What sweet foods are popular in your country?
7
Sugar
How much is too much?

with the class. Model the phrases and
ask students to repeat after you.
• Optional step Explain to students that Sugar is delicious, but too much sugar is not healthy.

these terms are relative (based on the Doctors tell us to eat less sugar: no more than 6
1 biscuit has about
teaspoons a day for women, or 9 teaspoons for men.
person and situation). Ask, How much But how much sugar is in our food?
1 teaspoon of sugar.
is a little rice? As students give different Chocolate

answers, point out the possibility of A chocolate bar (50 grams) has about 5 teaspoons
miscommunication with these words. of sugar.
• Students complete the sentences with Ice cream

words from the Useful language box. Half a cup of ice cream (75 grams) has about 4
teaspoons of sugar.
Cake
A slice of cake (70 grams) has about 5 teaspoons
VOCABULARY NOTES of sugar.
In order to quantify uncountable Biscuits

You eat 1 teaspoon of sugar when you eat a biscuit.
nouns, we need to add some unit
That’s a lot of sugar! But don’t worry: it’s OK to enjoy
of measurement. Some of these are
a little sugar sometimes. Just think about how much
general (e.g. a little, some), while others you eat every day.
(e.g. a loaf of) are unique to a specific
noun. As students encounter the latter,
74
encourage them to remember them as
set phrases (e.g. a loaf of bread).
Extra activity 42951_U06_070-081.indd 74 3/7/22 10:50 AM
Ask students to find the words that are Would you like some salt in your food? than their productive skills. The activity
used to ‘count’ the uncountable nouns in I usually eat three slices of bread in the focuses on listening and guides students
the article (teaspoons of, cup of, slice of). morning. to notice that when speakers say the
word of, they usually say it quickly and
8 For additional practice, refer to the change the sound.
• Ask students to work in pairs. Grammar activity on page 271 of the
• Play the audio. Explain that of doesn’t

Students mark the sentences as correct Teacher’s Book.

or incorrect. Check answers as a class. carry important meaning, which is one
reason it is shortened.
Extra activity PRONUNCIATION
AUDIO 6.2
Ask students to correct the incorrect 9 6.2 a lot of salt
sentences using the expressions in the • Read through the information in the a teaspoon of sugar
Useful language box and the language in

Clear voice box. Note that the main aim a cup of ice cream
the article. For example: of this section is to develop students’
Do I cook one cup of rice or two? a slice of cake
receptive pronunciation skills rather
106
5 Read the Grammar box. Do you use is or are with PRONUNCIATION
uncountable nouns? is
9 6.2 Look at the Clear voice box. Listen to SPEAKING
the examples. Notice how people often say the
GRAMMAR
nouns
Countable and uncountable
word of. 10
Many nouns are countable: CLEAR VOICE • Optional step Ask students to look

one biscuit / two biscuits Understanding of at the photo. Ask, Do you know about
Some nouns are uncountable: English speakers often say the word of banana splits? Does it look delicious?
sugar / rice / bread / milk quickly. They say it with the schwa sound, /ə/.
Uncountable nouns are like singular nouns: a lot of /əv/ salt a teaspoon of /əv/ sugar
Then point out the list of ingredients
Sugar is delicious, but ... Sometimes, they also don’t say the /v/ sound of the below the photo. Say, Ingredients are
To use numbers with uncountable nouns, you
need other words:
letter f. what go into a dish.
a cup of /ə/ ice cream a slice of /ə/ cake
A slice of cake has 5 teaspoons of sugar. • Organize the class into new pairs.

Go to page 171 for the Grammar reference. Give students time to make a list of
6 Work in pairs. Are the words countable or
SPEAKING the ingredients in their dish. If there is
uncountable? 10 Work in pairs. Think of an easy dish. List the internet access in class, allow students to
Countable: teaspoon,
1 teaspoon 5 sugar
egg, biscuit
ingredients. Use the internet to help you. search online for ingredients they don’t
2 cake 6 biscuit
3 fruit 7 cheese
Uncountable: cake, know in English.
fruit, sugar, cheese,
4 egg 8 milk milk Sample answers
7 Look at the Useful language box. Then complete Mochi: Sweet rice flour, sugar, water
the sentences.
Shaved ice: Ice, syrup, fruits
Useful language talking about uncountable Grilled cheese sandwich: bread, cheese,
nouns butter
a little (rice)
some (sugar)
a lot of (bread)
11
• Ask two pairs to get together and

1 He puts a lot of salt in his food. It’s not take turns discussing their dishes.
healthy.
a little
• Optional step Model the example.
2 I don’t like spicy food. I only use

chilli when I cook. Ask students to tell you what other
3 Please get me some milk from the Banana split ingredients: ingredients could go into a banana
shop. - ice cream - banana split (e.g. strawberries, chocolate chips,
- peanuts - cream
8 Work in pairs. Are the sentences correct? Write ✓ - biscuits whipped cream).
or ✗.
1 This dish has a lot of oil in it. ✓ 11 Discuss your dish with another pair. Tell them
the ingredients. Do they like it? Think of other EXPLORE MORE!
2 Do I cook one rice or two? ✗
ingredients to add to each other’s dishes.
3 These three dishes are delicious. ✓
Our dish is a banana split ice cream. It has ice cream, If there is internet access in class, organize
4 Would you like a salt in your food? ✗ some peanuts and a banana. the class into pairs or groups and ask them
5 I usually eat three breads in the morning. ✗
to search online to find desserts around the
world. Ask them to choose three that they
like and present their findings to the class.
EXPLORE MORE!
Encourage them to show the class photos.
What sweet foods do people eat around the world? Search online for ’desserts
around the world’. Find three you would like to try. 75 Alternatively, ask students to prepare their
in the next class.
Some examples:
42951_U06_070-081.indd 75 3/7/22 10:50 AM
tiramisu (Italy), gulab jamun (India), churros
(Spain), lamingtons (New Zealand), baklava
PRONUNCIATION NOTES content and maintain clear stress (Turkey), mango sticky rice (Thailand)
English speakers often connect words to patterns within a sentence. Because the See Workbook page 40 for extra practice
minimize tongue movement, even when schwa is the most commonly occurring (Grammar, Pronunciation).
doing this decreases our articulation of sound in the English language, it is used
each sound. Using the schwa sound is in many situations besides the reduction
one way to do this. The schwa is the of the word of. Students already learned
vowel sound represented by /ə/. It is how the schwa is used in the reduction
a weak and unstressed sound that is of would you, and they will learn other
often said faster and more quietly than examples throughout the Voices series.
stressed syllables. The reduction is used
to help emphasize more important For additional practice, refer to the
107
LESSON 6C
6C
Shops and markets
LESSON GOALS
• Learn about where to buy groceries
• Understand people talking about grocery
shopping
• Use how much or how many to ask questions
LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY

students to learn about places to do Maria:
1 6.3Work in pairs. Look at the three photos • Sometimes buys food at a supermarket.
grocery shopping. below. Listen and repeat. Then discuss the
• Usually buys food at a farmer’s market:
questions.
• LISTENING A main aim is for students • The food is fresh and clean.
1 Which of these places do you or your family like

to learn how to write notes while going to? • It’s 1 healthy and it tastes amazing.
listening. 2 What do you usually buy from these places? • Buys bread, pasta and nuts from the
I like the supermarket. It’s far, but everything is
2 supermarket .
• GRAMMAR A further main aim is for
cheap. • Buys vegetables and fruit from the

students to practise questions with I like the corner shop near my house. It’s small, but it 3 farmer’s market
.
how much and how many. has everything I need. • Loves 4 apples .
• PRONUNCIATION A sub-aim is for Go to page 162 for the Vocabulary reference. • eats one or two a day.

students to learn about the /h/ sound
LISTENING
at the beginning of some words. Alexis:
• SPEAKING The speaking aim is NATIONAL GEOGRAPHIC EXPLORERS • Buys groceries at a local market:

• The food is not from a different
for students to talk about grocery 2 6.4 Look at the Listening skill box. Then listen country
5
.
shopping lists. to Maria Fadiman and Alexis Chappuis talking
• Alexis is a vegetarian:
about where they buy things. Complete the notes.
• Doesn’t eat 6 meat .
LISTENING SKILL eggs
• But he eats 7 .
VOCABULARY Writing notes
• Buys eggs, vegetables, fruit and bread.
Sometimes, it helps to write notes as you
bread
1 6.3 listen. That way, you don’t have to remember
everything you hear. Write down the main points.
• Loves French 8 .
• Lives in Indonesia, so he doesn’t buy a lot.
• Give students a moment to look at the Also, note down other important words and details.

photos and read their labels. Then play
the audio. Students repeat the words.
• Give students a minute to read market supermarket corner shop

the questions. Then ask students to
work in pairs and take turns asking and
answering the questions. Ask some
students to share their answers with
the class.
• Optional step Before students begin

their discussion in pairs, ask two students
to model the examples for the class.
Sample answers
1 My family usually goes to the corner

shop. It’s near my house.
76
2 We usually buy fruit, vegetables, bread,

coffee, milk, sugar and eggs.
AUDIO 6.3
market 42951_U06_070-081.indd 76 3/7/22 10:50 AM
supermarket For additional practice, refer to the

indoor and are often air-conditioned.
corner shop Vocabulary activity on page 252 of the
Really big supermarkets are sometimes
Teacher’s Book.
called hypermarkets or superstores.
VOCABULARY NOTES Corner shops are small shops. They LISTENING
Markets are often outdoor or open- are called different things in different
air collections of stores operated by places (e.g., grocery shop, convenience 2 6.4
different vendors. The stores usually sell store, mom-and-pop store). Corner • Optional step Lead in by asking

meat, vegetables, fruit and other types shops usually don’t have as many things students what they remember about
of food. as supermarkets, but they are near to Maria Fadiman and Alexis Chappuis.
where people live. Refer students back to page 71 of the
Supermarkets are large shops that
Student’s Book.
sell a wide variety of groceries. They
are not a collection of different stores • Read through the information in the

with different owners. They are usually Listening skill box with the class.
108
3 6.4 Answer the questions. Use the notes
I: Alexis, what about you? Where do you
on page 76. Then listen again and check your
answers. shop?
1 Where does Maria buy bread from? A: I usually buy my groceries at a local
2 Where does she buy fruit from? market. The food there is local – it’s
3 How many apples does she eat in a day?
not from a different country, so it
4 Does Alexis eat meat?
doesn’t travel far. Also, there’s no plastic
5 Does Alexis eat eggs?
6 Why does Alexis not buy a lot of French bread? packaging. I think that’s good for the
world.
GRAMMAR I: Interesting. What do you usually buy?
4 Read the Grammar box. Then complete the A: I like healthy food, and I’m a vegetarian
sentences. Use How much or How many. too – I don’t eat meat. But I eat eggs. I
GRAMMAR How much and how many usually buy these, and vegetables and fruit
Use how many with countable nouns. too. I also buy bread.
How many apples do you eat in a day?
CLEAR VOICE I: How much bread do you buy?
I eat one apple a day. Understanding the h sound
Use how much with uncountable nouns. A: I’m French, and French people love
How much bread do you buy? We make the h sound by breathing out: bread! But I live in Indonesia. It’s not easy
how much how many
I don’t buy a lot of bread. to find good, French bread here, so I don’t
he her him
Go to page 171 for the Grammar reference. Sometimes, people don’t say the h sound:
buy a lot.
How much
1
2 How many
salt is in this dish?
tomatoes do you want?
(h)ow much (h)ow many
(h)e (h)er (h)im
3 6.4
3 How much pepper would you like? • Students answer the questions using the

4 How many eggs do you eat in the morning? notes in Exercise 2.
5 How much chicken do you want me to buy? SPEAKING

5 Read the questions. Circle the correct words. 7 You invite a friend for lunch. What dish do you check their answers. Check answers as a
1 How many apple / apples do you want? make? Make a shopping list.
class.
2 How much garlic / garlics do you use? • Write three countable food items.
3 How much oil / oils does she need? • Write three uncountable food items. • Optional step Play the audio again.

4 How many biscuits / biscuit do you want? Pause at key points if students have
8 Work in pairs.
5 How many teaspoon / teaspoons of sugar are
there?
Student A: Ask your partner to help you buy things problems hearing answers.
in your shopping list. Answer your friend’s questions.
Student B: Help your partner. Ask your partner how Answers
PRONUNCIATION much or many of each item they want. Write a list of 1 Maria buys bread from the supermarket.
things to buy for your partner.

6 6.5 Look at the Clear voice box. Listen to the
2 She usually buys fruit from the farmer’s
A: I want some apples from the supermarket.

examples. Notice the different ways people say
words with h. B: Sure. How many apples do you want? market.
A: I’d like three apples, please. And some milk too. 3 She usually eats one or two apples a day.

B: How much milk do you want? 4 No, he doesn’t.

A: Hmm ... 5 Yes, he does.

6 It’s not easy to find good, French bread

in Indonesia.
Extra activity
77
Ask students more questions based on the
audio.
Ask students to make a list of the food
both people buy (bread, vegetables, fruit).
42951_U06_070-081.indd 77 3/7/22 10:50 AM
Ask, Where is Alexis from? (France) Where
• Optional step Explain to students that M: Sometimes, I go to a supermarket. But
does he live now? (Indonesia)

they should try to keep their notes short. usually, I go to a farmer’s market – I buy
Writing long notes can distract students food from the people who grow it.
from what they’re listening to. Notes I: Why do you go to the farmer’s market? GRAMMAR
don’t need to be complete sentences. It’s
OK to write short phrases or even just
M: The food is fresh, not old. And it’s 4
clean. Yes, it’s more expensive. But good • Read out the information in the
one word to summarize an idea. food is important to me. It’s healthy, and it

Grammar box with the class.
• Play the audio. Students complete the tastes amazing.
• Ask students to write how much or

notes. Check answers as a class. I: I see. What do you usually buy?

how many to complete the sentences
• Optional step Play the audio again. M: I usually buy bread, pasta and nuts (1–5). Then ask them to check their

Pause at key points if students have from the supermarket. I buy vegetables answers with a partner before checking
problems hearing answers. and fruit from the farmer’s market. I really
as a class.
love the apples there.
AUDIO 6.4 • Optional step Ask students to take
I: How many apples do you buy?

I = Interviewer; M = Maria; A = Alexis turns asking the questions. Partners
M: I buy a lot of apples. I usually eat one or make up their answers (e.g. a little; four;
I: Maria, tell us. Where do you go to buy two apples a day.
food? some).
109
LESSON C
GRAMMAR NOTES SPEAKING
To make how much or how many questions, students need to 7
determine if the noun they are asking about is countable or • Give students time to make their lists. Set a three-minute time

uncountable. When answering these questions, students also limit.
need to know if they are talking about something countable • Optional step Encourage students who finish quickly to add

or uncountable. They then need to think about whether they more items to their shopping lists.
want a specific amount of that thing (e.g., three apples) or
Sample answers
a non-specific amount (e.g., some apples). If they’re talking
Countable food items: potatoes, nuts, onions
about an uncountable noun and they want a specific amount,
Uncountable food items: oil, milk, soy sauce
students need to think about what other words they can use
with the noun (e,g., a bag of rice). Extra activity
Ask students if they usually use a shopping list when they go to
For further information and practice, see Grammar reference the grocery store. Then ask students to brainstorm and share ideas
Unit 6C on page 171 of the Student’s Book. about why making a list before going grocery shopping is a good
idea. For example:
For additional practice, refer to the Grammar activity on page With a shopping list ...
272 of the Teacher’s Book. • I don’t forget anything.

• I only buy the things I need.
5

• I spend less time looking around in the supermarket.
• Ask students to circle the correct word for each question in

8

pairs. Check answers as a class.
• Optional step To increase the challenge, ask students to cover • Organize the class into pairs. Ask students to take turns

the Grammar box and circle their answers. asking and answering the questions to complete their partner’s
• Optional step Ask students to practise asking and answering shopping list. Set a five-minute time limit.

the questions in pairs. Ask them to make up the answers. • Model the example conversation with a student.

• In feedback, ask students to share what dish their partner wants

PRONUNCIATION to make and the ingredients they need.
6 6.5 See Workbook pages 40–42 for extra practice (Vocabulary,

• Read through the information in the Clear voice box. Note that Listening, Grammar, Pronunciation).

the main aim of this section is to develop students’ receptive
pronunciation skills rather than their productive skills. The
activity focuses on listening and guides students to notice how
speakers say words that begin with h.
• Play the audio. Explain that both forms of pronunciation

are acceptable and the choice depends on the speaker and
situation.
AUDIO 6.5
how much (h)ow much

how many (h)ow many

he (h)e

her (h)er

him (h)im

PRONUNCIATION NOTES
Although students may want to say every sound clearly,
natural English often diminishes or eliminates some sounds.
The omission of the /h/ sound, for example, allows speakers to
quickly and efficiently convey messages. However, this should
be avoided as it can make it harder for others to understand
the speaker.

110
LESSON 6D
LESSON GOALS

aim is to empower students to politely order food in English in a restaurant. Students
learn polite gestures to get a waiter’s attention and expressions they can use with
waiters. They also learn some expressions waiters use. The lesson ends with a roleplay
task in which students practise ordering and taking orders.
SPEAKING MY VOICE
1 2 6.2
• Optional step To set up the task, ask students to look at • Give students time to read the questions (1–3).

the photo. Ask, Where are they? (in a restaurant) Who is the

• Play the video in which the narrator gives three tips when
woman in the middle? (a waiter)

ordering food in a restaurant. Students note or remember
• Ask students to take turns asking and answering the answers, then discuss their answers with a partner before

questions (1–3) with a partner. Then ask some students to share checking answers as a class.
their ideas with the class.
Sample answers
• Optional step Ask a student to use the example sentences to
1 Don’t shout, or click or snap your fingers.

provide a model for the class.

2 Raise your hand, or say excuse me.

Sample answers 3 I’d like the (chicken pasta), please.

1 Yes, I do. / No, I don’t.
VIDEO 6.2

2 My favourite café is The Blue Café. My favourite restaurant is
Everyone loves restaurants. How do you order food when you

Mexican Forever.
3 I usually order an iced coffee at the café. I usually get super eat out? Just talk to the waiter, the way you talk to a friend or
someone at work.

nachos at the Mexican restaurant.
One: Get the waiter’s attention. Sometimes, waiters are busy.
Don’t shout. And don’t click or snap your fingers. Raise your
VOCABULARY NOTES hand. Or say Excuse me.
Restaurants are places where people go to eat. Restaurants Two: Start with a greeting. Say hello, hi, good afternoon or good
usually have waiters who take orders from the customers. Note evening.
that people usually order from cashiers in fast food restaurants. Three: Use polite language. Don’t say ‘Give me the chicken pasta.’
Cafés are like restaurants, but they’re usually smaller. They also Or ‘I want the chicken pasta.’ Say ‘I’d like the chicken pasta,
tend to have smaller food menus (coffee, tea, desserts). please.’ And don’t forget thank you.
The rest is like a normal conversation. Answer the waiter’s
questions. And ask when you don’t understand. Waiters are there
COMMUNICATION SKILL NOTES to help. So greet them, use polite language and have a good
This lesson introduces polite language and behaviour when time!
ordering food in English. The lesson gets students to think Extra activity
about what behaviour and language is polite or impolite. It Since the idea of what is polite or impolite varies by culture, if you
emphasizes the importance of modal verbs such as can and have a multicultural class, ask students to discuss whether the
would like when placing orders or making requests. Ordering in actions and language that are described as impolite in the video
a restaurant is an important real-world function that students would be considered acceptable in their countries.
need to learn. The aim of the lesson is to give students the
tools they need to make sure they can politely manage 3
restaurant situations. • Read out and discuss the information in the Communication

skill box. Point out that this is a summary of the information in
the video.
• Ask students to complete the exercise and then check

• Optional step Ask students to practise the conversation in

pairs. Ask them to take turns playing both roles.
111
LESSON D
VOCABULARY NOTES
6D
Ordering food
LESSON GOALS
• Learn how to order food at a restaurant
• Learn expressions to use with a waiter
• Practise ordering food for you and a friend
There are many other common

expressions that are used while ordering SPEAKING COMMUNICATION SKILL
Ordering food
food, and students may ask how to 1 Work in pairs. Discuss the questions.
When you order food at a restaurant:
say these things. Examples of customer 1 Do you like to eat at cafés and restaurants?
• begin with a greeting
expressions: 2 What are your favourite cafés and restaurants?
Hello. / Hi. / Good evening. / How are you?
3 What do you usually order?
• use polite words and phrases
Can I see a menu, please? Sometimes, I go to the Mexican restaurant near my
I’d like the … please. Thank you.
house. The tacos are great, and the enchiladas are
If you need to get someone’s attention:
What’s the salmon roulade? amazing!
• raise your hand
Do you have any vegan dishes? MY VOICE • say Excuse me
I’ll have the egg noodles. 2 6.2 Watch the video about ordering food. Customer: 1 Excuse me …
Answer the questions. Waiter: Hi. How can I help you?
What are today’s specials? 1 What should you not do when trying to get a Customer: 2 Hi . How are you?
waiter’s attention? Can I have the chicken noodles,
Does this contain nuts? 2 What are some polite ways to call a waiter? 3 please ?
3 What is a polite expression you can use to order a Waiter: Of course. Would you like anything to
dish from a waiter? drink?
3 Look at the Communication skill box. Complete
4 Customer: Just some water, 4 please .
the conversation. Use words from the box.

with the class. Point out the meaning
and use of the expressions.
• Optional step Model the sentences

and questions and ask students to repeat
after you. It is a good idea to drill the
expressions and ask students to repeat.
This gives students confidence as they
use the expressions in the rest of the
lesson.
• Optional step Explain the term ‘today’s

special’ in question 3 (It is used to talk
about something that is not served on
other days.; It is a dish that is served only
today.).
• Ask students to work in pairs.

Students practise the exchanges. Ask
them to take turns playing both roles.
• Monitor and remind students to use

78
polite language. In feedback, discuss
three or four errors and ask students to
correct them.
Sample answers 42951_U06_070-081.indd 78 3/7/22 10:50 AM
1 Hello. I’d like the two egg breakfast,
of ice cream would you like?). Encourage

please. Will there be anything else? / Can I get
students to incorporate this language into
2 Yes, please. I’d like the crab cake, please. you anything else? / Can I bring you
their roleplays later in Exercise 6.

3 No, thank you. I’d like a hamburger, anything else?

please.
4 Yes, that’s all, thanks. Would you like a dessert/starter? SPEAKING

5 OWN IT!
Extra activity • Optional step Show students photos
VOCABULARY NOTES

Explain to students that when they order of dishes on the menu that they may
If students are comfortable with using not know. For example, explain the
foods like ice cream, the waiter may need
the Useful language in the Student’s difference between a cheeseburger and
to ask what kind they would like. Ask
Book, give them additional examples of a veggie burger. Tell them that the word
students to brainstorm other food that has
waiter expressions. veggie can be used in front of other food
varieties (e.g. salad dressing, cupcakes).
I’d recommend (the roasted cod). Then ask students to think of a question a names like veggie noodles. Point out
waiter could ask to find out the kind the that fish cake is not a cake. Ask, What
Would you like something to drink? dishes on the menu do you want to try?
customer would like (e.g. What flavour
112

conversations, reminding them that
the customer must get the waiter’s
attention. In feedback, discuss any errors
that students made.
• Optional step Ask students what

dishes they ordered. Ask students to
share what dish they didn’t know and
asked about.
Extra activity
Ask students to get into new pairs and
make their own menu. Encourage them to
choose food that is popular in their area.
Set a five-minute time limit.
Ask students to do the roleplay again using
their own menus. Monitor and encourage
4 Look at the Useful language box. Then work in SPEAKING the students who are playing the
pairs. Ask and answer the four questions from a
5 Look at the menu above. Choose three dishes. customers to ask what a dish is. Waiters
waiter at a restaurant. Take turns.
Dish 1 should tell the customer what some of the
Useful language Ordering food Dish 2 ingredients are. Remind students to take
Waiters:
Dish 3 turns playing both roles.
How can I help you? 6 Work in groups of three or four. One of you is a
Are you ready to order? waiter. The rest are customers. Take turns.
Would you like ... ?
EXPLORE MORE!
Customers: Order your three dishes from the waiter.
Is that all? Follow the tips in the Communication skill box. Ask If there is internet access in class, ask
Customers: about one dish you don’t know.
Excuse me. Waiter: You’re busy. The customers must get your students to work with a partner to do
I’d like … attention. Ask the customers what they’d like and ask research online about the different
Yes, please. them follow-up questions.
No thanks. / No, thank you.
sections in the menu that they don’t know.
A: Excuse me. Excuse me!
That’s all, thanks.
B: Ah, good evening! Would you like to order?
Encourage students to also find photos
A: Hello. Yes, please. Can I have a cheeseburger? of dishes from each section. Ask pairs to
1 Good afternoon. How can I help you?
B: Yes, of course. Would you like anything else? present their findings to the class.
Hello. I’d like a black coffee, please.
2 Good evening! Are you ready to order? A: Yes. I’d like fresh fruit and ... Alternatively, ask students to prepare their
3 Would you like to try today’s special? research for homework before presenting
4 Is that all? in the next class.
Sample answers
EXPLORE MORE!
People have appetizers before their main
Menus often have different sections. What are appetisers, main courses and desserts? meal, so they don’t feel hungry while
Search online for these words. 79 they wait for their food to arrive. Main
courses are the main meals people have
at restaurants. Desserts are sweet dishes
people have after their main course.
42951_U06_070-081.indd 79 3/7/22 10:50 AM
• Ask students to write down the dishes 6

they would like to order. • Optional step Read the names of the

Extra activity dishes as a class. Students repeat. Doing
this gives them confidence to say the
Ask students to work with a partner and
words during their roleplays.
classify the food items in the menu into
countable and uncountable nouns. Then • Organize the class into groups of

discuss as a class. three or four.
Sample answers • Optional step Model the example

Countable examples: cheeseburgers, dialogue with a student for the class.
veggie burgers, fish cakes, veggie salads, • Students roleplay the restaurant

cupcakes situation. Ask them to try different roles.
Uncountable examples: chicken soup, rice,
tuna, pesto pasta, noodles with chicken
113
LESSON 6E
6E
Restaurant reviews
LESSON GOALS
• Learn how to begin paragraphs
• Use positive and negative adjectives
• Write a simple restaurant review
LESSON GOALS
SPEAKING READING FOR WRITING
• WRITING The aim of the lesson is

for students to write a restaurant 1 Work in pairs. Look at the review below. Why do 3 Read the review quickly. How does the author
people sometimes read restaurant reviews? feel?
review. Students also learn words for
I don’t read restaurant reviews, but my brother does. 1 She likes / doesn’t like the food.
giving positive, negative and neutral He wants to know if the food is good. 2 She likes / doesn’t like the restaurant.
feedback.
2 When you eat out, what is important to you? 4 Read the review again. Work in pairs. Answer
Write V (very important), I (important) or N (not the questions.
very important). Sample answers 1 What ingredients are in the chilli? garlic, salt, sugar
SPEAKING Price: is it expensive? I 2 Does the writer think the food is expensive? Yes.
Taste: is it delicious? V 3 Does the writer like the location? Yes.
1 Location: is it in a nice place? N 4 What does the writer think about the service?
The service is slow.
• Optional step Set up the task by asking Service: are the waiters fast and friendly? I

students to name some internet sites
where they can read restaurant reviews.
HOME ABOUT RESTAURANTS CONTACT

sentences to provide a model for the HUP CHOY’S RESTAURANT: Chicken rice
class. 28 April Singapore #review
• Organize the class into pairs. Ask

students to discuss the question.
• Ask some pairs to share their ideas with

the class in feedback.
Sample answers
They want to find out if the food is good. /
They want to find out what type of food
Melissa P. Details
the restaurant has. food reviewer
DISHES
2 Chicken rice is a popular dish in Asia, but Hup Choy’s chicken rice is really popular. Here’s
chicken rice
chicken noodles
• Optional step Point out the stars in what I think. chicken soup

SIDES
the review below. Ask students, How do Taste It tastes great! The rice is really good. The chicken is delicious too. The chilli is interesting. It
tofu, vegetables
has garlic, salt and sugar.
we get this rating? Explain that they will Price The price is OK. It’s $8 a plate. That’s a lot for chicken rice, but the food is good and the FEATURES
learn some of the things people consider meals are big. wheelchair access
takes reservations
when rating a restaurant. Location The location is good. It’s far from the city centre, but it’s in a nice park. parking available
Service The service is OK. The people there are nice. But service is slow. There are a lot of
• Read the four words and check customers.
OPEN FROM

11 a.m. to 9 p.m.
understanding. Many restaurants sell chicken rice, but Hup Choy’s Restaurant is special. It’s a great restaurant,
• Students decide how important each and their chicken rice is amazing. Try it!

thing is before discussing with a partner.
Ask a few pairs to share their ideas with 80
READING FOR WRITING

42951_U06_070-081.indd 80 3/7/22 10:50 AM
3 • Discuss the answer for the first • Organize the class into groups.

• Ask students to skim the review and paragraph, which is given in the Writing Emphasize that it’s OK for group

circle the correct answers. Remind skill box. Students then identify the members to disagree with each other.
students that they shouldn’t read every other main ideas with a partner. Check Students brainstorm ideas. Set a three-
word when they skim. answers as a class. minute time limit.
• Ask students to compare their Answers • Ask students to share their ideas with

answers with a partner. Taste: The food tastes great. the class.
Price: The price is OK.
4 Location: The location is good.
• Ask students to read the review. Communication activity on page 233 of
Service: The service is OK.

Students work in pairs and answer the the Teacher’s Book.
Conclusion: It’s a great restaurant.
questions. Check answers as a class.
6 7
5 • Read through the Useful language box • Optional step Explain to students that

they need to read all the sentences in

• Read through the Writing skill box with with the class. Point out that these

the class. words are used to give opinions, which each paragraph and decide what the
often vary between people. writer’s opinion is.
114
5 Look at the Writing skill box. What is the main 8 Look at the Critical thinking skill box. Then look • Students write details about a dish and a

idea for each paragraph in the review? for 4 to 5 adjectives in the review on page 80. restaurant. Set a four-minute time limit.
Are the adjectives positive or negative?
WRITING SKILL
Writing main ideas
• Monitor and encourage students who
CRITICAL THINKING

Understanding how the author feels finish quickly to add more detail.
Begin each paragraph with a main idea. Then
explain your main idea. Adjectives – like good, bad or OK – say a lot. Sample answers
Main idea: It tastes great! Are they positive or negative? Adjectives help
Explain: The rice is really good … us understand how the author feels. LaCienda
This makes it easy for readers to see what’s
Positive: great, good, delicious, special, amazing, nice Dish: burritos
important.
Negative: slow Taste: amazing
WRITING TASK
6 Look at the Useful language box. Work in Price: not expensive
groups. Think of some things you feel are good,
9 Think of a restaurant you know, or imagine a Location: noisy, in a shopping centre
restaurant. Then think of a dish. Write notes
OK and bad.
about taste, price, location and service.
Service: very fast and friendly
Useful language Good, bad and OK
feedback
Tere’s Tapas
Dish: patatas
10 WRITE
bravas • Optional step Ask students to identify

Taste: Good. Spicy. the introduction, conclusion and star
good OK bad
great alright poor Price: Expensive. rating in the chicken rice review.
delicious average terrible Location: OK. It’s
amazing fine horrible in a park.
• Students use their notes to write a

excellent not bad awful Service: Fast and restaurant review. Encourage them to
friendly. add details for every main idea they
7 Complete the restaurant review below. Use 10 WRITE Write a short restaurant review. Use your listed. Set a five-minute time limit.
words from the Useful language box. notes in Exercise 9 and the review on page 80 as
a model.

• Write an introduction: one or two sentences about the model reviews and the information
ALFREDO’S ITALIAN CAFÉ
There’s a new Italian restaurant in town. But is it good?
the food and the restaurant. they studied in this lesson.
• Write your review: begin each paragraph with a
Taste:
Their pasta tastes 1 . The sauce is
main idea.
• End with a conclusion: say how you feel about the
11 CHECK
2
. I only taste salt. food and the restaurant. • Read through the checklist with the class

Price: • Add a star rating. and check students’ understanding of it.
The price is 3 . It’s not expensive, but it’s 11 CHECK Use the checklist. My review ... • Ask students to check their reviews
also not cheap.

begins with an introduction. against the points in the checklist.
Location: begins each paragraph with a main idea.
The location is 4 . It’s near the beach. I
explains the main idea in each paragraph.
• Optional step Set a three-minute

like it. time limit for students to revise their
ends with a conclusion.
Service: restaurant reviews.
includes a star rating.
The service is 5 . The people are really nice.
Alfredo’s sells 6 pasta, but the location is review. Do they do the things in the checklist? Is 12 REVIEW
7
. The service is 8 too. how they feel clear? Do you want to go to their • Ask students to work in pairs and
Go there for drinks, not food!

restaurant?
check each other’s reviews. Remind them
Go to page 156 for the Reflect and review.
to refer to the checklist in Exercise 11.
• Optional step Students comment

81 on each other’s reviews and make
suggestions for revision (e.g. How you
feel isn’t clear.). Set a three-minute time
limit for students to revise their reviews.
42951_U06_070-081.indd 81 3/7/22 10:50 AM • Ask students to think about whether
8

• Students complete the review, then they want to visit the restaurant their

compare answers with a partner. • Read through the Critical thinking skill partner wrote about, and encourage

Sample answers box with the class. Give students time to them to explain why.
1 awful 5 good read the text carefully.
2 horrible 6 terrible • Ask students to find adjectives in the
Mediation activity on page 309 of the

3 not bad 7 amazing text and decide if most are good or bad.
Teacher’s Book.
4 great 8 excellent Discuss as a class.
Extra activity • Optional step Ask students to identify See Workbook pages 42–43 for extra

adjectives that are neither positive nor practice (Writing).
For an extra challenge, ask students to
negative (interesting, OK, big).
think of an Italian restaurant they know. See Workbook pages 44–45 for Units 5
Ask them to try using a different word for and 6 Review.
each gap in Exercise 7. If students have not WRITING TASK
been to an Italian restaurant, ask them to 9 For Unit 6 Reflect and review, see
make up different words for each gap. • Optional step Point out to students Student’s Book page 156.

that their notes should include many
adjectives.
115
UNIT 7
Family and
friends
UNIT GOALS

speaking
A family camping together
• talk about people in families; at Lake Dukan, Iraq.

understand the writer’s purpose;
understand an article about
families around the world

• understand an interview about

happy families; ask and answer
present simple questions; practise
long and short vowel sounds

• talk about appearance and

personality; understand people
describing their best friends; use
adjectives to describe people and
things
7D Speaking

• learn how to show appreciation; 82

practise the /gr/ sound

• learn how to explain why you want 42951_U07_082-093.indd 82 3/21/22 2:22 PM

someone’s help; learn new ways to ABOUT THE PHOTO • Ask students to work with a partner

describe people; write an informal The unit theme is family and friends. The to answer the questions. Point out that
text to ask a friend for help and photo shows a family camping at Lake the second question asks for an opinion
check what you write Dukan in Iraq. This was taken on 8 May so students may have different ideas.
2015. There are many ways to camp,
Photocopiable resources Extra activity
including in large recreational vehicles,
Communication activities: pp. 234–235 cabins and tents. This family was Ask students if they have ever gone
Vocabulary activity: p. 253 using a tent. camping, and if they have, ask them to
Grammar activities: pp. 273–274 talk about when, where and who they
Pronunciation activity: p. 294 1 went with. Ask students who haven’t been
Mediation activity: p. 310 • Optional step To set up the task, use camping to talk about whether they would

the photo on the page to elicit and teach like to go, giving reasons with their ideas.
Workbook key words and phrases students may
Unit 7 pp. 46–51 want to use: tent, watermelon, lake,
picnic.
116
7
Family and friends
Lia: I live with my mum and dad in Itatiba
City, Brazil. My two sisters live in another
city, but it isn’t far away. It’s only two hours
by car, so they often visit us on weekends
or holidays. I love it when they’re here –
we go for walks around town, swim and
have big family meals together.
GOALS Extra activity

• Understand the purpose of a text Ask students additional comprehension
• Ask questions with the present simple
• Talk about people in your family questions. For example: Who has two
• Listen to descriptions of people children? (Ellie’s sister); What do Ellie and
• Show appreciation
• Write a text message asking for help
her family do together? (eat, play games
and chat)
1 Work in pairs. Discuss the questions. Who sees her sister(s) often? (Lia); What
1 Look at the photo. How many family members can do Lia and her family do together? (take
you see? six walks, swim, eat)
2 Is this family big or small?
WATCH
3
2

7.1 Watch the video. Are the sentences true
(T) or false (F)?

class.

answering the questions. Set a two-
ELLIE DE CASTRO LIA NAHOMI KAJIKI minute time limit.
1 Ellie lives with her mum and dad. T
2 Ellie’s sister has three children. F
3 Lia has two sisters. T ABOUT THE EXPLORERS
4 Lia and her sisters live in the same city. F ELLIE DE CASTRO is an archaeologist from
3 Make connections. Work in pairs. Which family is the Philippines. She studies human history
more like yours? Why?
– the things people did thousands of years
My family is like Ellie’s family. I don’t have a sister, but
I have one brother. He has two children too. ago. She also promotes interest in history
through her National Geographic Young
Explorer project.
LIA NAHOMI KAJIKI is an ornithologist.
83
This means she studies birds. She is trying
to learn more about one of the many birds
that live only in Cerrado, in Central Brazil.
She is also a PhD student in Ecology at the
42951_U07_082-093.indd 83 3/21/22 2:22 PM
University of Brasília.
• Optional step Play the video a second
WATCH

time and pause at key points if students
2 7.1 have problems hearing answers.
• Optional step Read the names of the • Students compare answers in pairs

explorers with the class. It’s easier for before checking their answers as a class.
VIDEO 7.1
Ellie: I live with my mom and dad in
• Ask students to read the sentences (1–4). Quezon City, Philippines. I have one sister.

Then play the video in which Ellie de She lives in Manila with her husband and
Castro and Lia Nahomi Kajiki talk about two children. It’s about an hour away, but
their families. Ask students to try to they sometimes visit us. We eat together,
remember the answers – trying to take play games and chat about many different
notes while watching may stop students things.
from watching and listening properly.
Students answer the questions.
117
LESSON 7A
7A
My family
LESSON GOALS
• Understand the writer’s purpose
• Understand an article about families
around the world
LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY READING

lesson is for students to practise 1 Work in pairs. Answer the questions. 4 Look at the Reading skill box. Then read the
talking about people in their family. 1 Do you have a big or small family? article quickly. What is the purpose of the
article? Circle the answer below (a or b).
• READING The main aim is for 2 How many people live in your house?

students to understand the writer’s 2 7.1 Listen to and repeat the family words. READING SKILL
Then write F (female) or M (male) for each word. Understanding purpose
purpose in an article and learn about
1 son M daughter F Writers write articles for different reasons. The
families around the world. 2 mother F father M reason is the purpose. For example:
• SPEAKING The speaking aim is for 3 grandfather M grandmother F 1 to describe something (e.g., a magazine article
describing a city)

students to use a family tree to talk 4 brother M sister F
2 to teach people how to do something (e.g., a book
about family members. 5 wife F husband M explaining how to cook Thai food)
3 Look at the family tree. Circle the correct 3 to give an opinion (e.g., an article about why
answers. someone likes their big family)
VOCABULARY 1 Lana and Tim are Mitra’s parents / children.

2 Sam is Mel’s father / mother.
a to describe families around the world
b to show us that big families are better
1 3 Joy is Mitra’s daughter / son.
4 Julian is Joy’s brother / sister.
5 Read the article. Complete each sentence with
• Students discuss the questions (1–2) one word from the article.
5 Mel is Mitra’s wife / husband.

with a partner. Ask them to share some 1 In parts of Africa, the Middle East and Asia,
6 Pete is Jared’s grandmother / grandfather. families are often big .
ideas with the rest of the class. Go to page 163 for the Vocabulary reference. 2 In Europe and the US, families are often
• Optional step You could model the Pete
small .
Sam Tim

Lana
activity by talking about your family. 3 In places with big families, children often look after
their parents when they get old.
You could do this at the start to provide
4 In places with big families, grandparents often look
a model or at the end as extended after their grandchildren .
listening. 6 Work in pairs. Look at the graph and discuss.
Sample answers 1 Which countries have more than three family
Selina Mel Mitra Kyle members living together?
1 I have a small family. 2 Which country is your family like?
2 Three people live in my house.
SPEAKING
2 7.1
7 Work in pairs. Turn to page 179. Read the
• Optional step To set up the task, say, I information and draw a family tree.

am a woman/man. I am female/male. A: Who’s Michael’s sister?
Julian Joy Jared
• Elicit the first answer to get students B: His sister is ...

started. Ask students to classify the 8 Work in pairs. Draw your family tree. Explain it
words by sex and then compare their to your partner.
This is my family. I have one brother and ...

their answers. 84
• Point out to students that the words

are in pairs that represent the same
relationship but differ by sex.
• Optional step Model the new words 42951_U07_082-093.indd 84 3/21/22 2:22 PM

and ask students to repeat after you. Extra activity 1 3
It is a good idea to drill the vocabulary Ask students to make sentences about • Explain to students that a family tree is
and ask students to repeat. This gives

themselves (e.g. I am a son. I am a brother. a drawing that helps students visually
students confidence as they use the I am not a sister.). understand the relationships of members
expressions in the rest of the lesson. of a family. Explain that people on the
AUDIO 7.1 same line (row) are usually about the
Extra activity 2
1 son daughter same age (generation).
Ask students to play ‘two truths, one lie’. • Students choose the words representing
2 mother father
Ask them to make three sentences about

3 grandfather grandmother the correct relationships.
themselves, two sentences being true and
4 brother sister one sentence being false. Ask students to
5 wife husband ask a partner to guess which sentences are
true and which is false.
118
4
• Read out the information in the Reading

skill box.
A family from • Optional step Explain to students that

Belo Horizonte, they can quickly understand what a text
Brazil.
is about and the important information
by looking at different features of the
text, including the photos and tables
that are with it. Ask students to look at
the infographic and predict the purpose
of the text, choosing one of the answers
(1–3) from the Reading skill box.
• Ask students to quickly read the

article and choose the purpose (a–b).
Students compare their answer with a
FAMILIES AROUND THE WORLD partner before checking as a class.

• Optional step If you did the optional

1 How big is your family? Are other families in your Why are these places different? One reason is the step, ask students if their predictions
country like your family? What about families in 10 number of children. But this is not the biggest reason. were correct. Answer: 1
other countries? In places with small families, parents and children live
In some parts of Africa, the Middle East and Asia, together, but not grandparents. In places with big Extra activity
5 families are often big: many family members live families, children, parents and grandparents all live
together in one home. In Europe, the US and together. Children often help look after their parents Ask students to brainstorm examples of
other parts of Asia, families are often small: only a 15 when they get old, and grandparents help look after the different purposes of a text (1–3) from
few family members live together. their grandchildren.
the Reading skill box (e.g. to describe
something – describe who cooks and
NUMBER OF FAMILY MEMBERS PER HOME cleans in families around the world; to
teach people how to do something – teach
Senegal 8.3
new parents how to take care of babies;
UAE 5.3
to give an opinion – give some of the pros
India 4.6
(good reasons) to live with grandparents).
Peru 3.6
US 2.5
5
Japan 2.4
• Ask students to read the article again for

Italy 2.3
main details and complete the sentences.
Germany 1.9
Set a four-minute time limit.

EXPLORE MORE! answers with a partner before checking
How big are families in your country? Search online for ’family size + [your country]’. Is your family big or as a class.
small for your country? 85
Extra activity
As a critical thinking exercise, ask students
to compare customs from their country
42951_U07_082-093.indd 85 3/21/22 2:22 PM with those in the article. Ask them to talk
Extra activity READING about who usually looks after children/
grandchildren and who usually takes care
Ask several questions to reinforce the
of parents when they get old. Emphasize
vocabulary and the family tree structure. ABOUT THE TEXT
that these duties can be done even if the
• Who are Joy’s grandmothers? (Lana, Sam) The text type is an article. The article family members don’t live together.

• Who is Kyle’s sister? (Mitra) describes differences in the number of

• Who is Sam’s son? (Mel) family members living in the same home. 6

Then ask students to get into pairs and The graph in the article is called an • Organize the class into new pairs.
take turns to ask and answer questions

infographic. An infographic can help make Ask students to take turns asking and
about the people in the family tree. the information easier to remember. answering the questions.
119
LESSON A
• Optional step Ask students to use a show of hands to • Optional step Ask students not to show their family tree to

decide what the class members’ average family looks like their partners. One student in each pair describes the members
(e.g. four people). Also ask students to share which members of their family. Then the other student listens and draws a family
most typically live together (e.g. parents, children and one tree of their partner’s family. Partners then compare trees to
grandparent). confirm accuracy.
Answer
1 Peru, India, UAE, and Senegal have more than three family EXPLORE MORE!

members living together. If there is internet access in class, ask students to search online
Sample answer and find the average family size in their country. Ask them to
2 My family is like Peru. also compare their family’s size with this average to decide if

Extra activity 1 their family is big or small. Ask pairs to present their findings to
In order to develop students’ global citizenship, point out that homework and present their findings in the next class.
the text groups family member size by continent. Ask students Example:
to identify the continent each country in the infographic is in In Denmark, families have 2.0 members per home. My family has
(Senegal – Africa; UAE, India, Japan – Asia; Peru – South America; three people. It’s big for my country.
US – North America; Italy, Germany – Europe). Allow them to use
a world map or their devices if they don’t remember the names of See Workbook pages 46–47 for extra practice (Vocabulary,
the continents. Reading).
Extra activity 2
Explain to students that the households in some countries in Sub-
Saharan Africa are some of the largest in the world (6.9 people).
Tell students the smallest average household size in England is 2.4
people. If there is internet access in class, ask students to search
for the number of family members per home for another country
(e.g. Denmark has 2.0 people).
SPEAKING
7
• Optional step Give students time to study the family tree on

page 84 of the Student’s Book.
• Mix students so they are with a new partner. Ask students

to take turns to ask and answer questions about the family tree.
Then ask students to create a family tree for the family on page
179 of the Student’s Book. Set a four-minute time limit.
• Model the example with a student.

Extra activity
Ask students to work with a partner and choose one person in the
family tree. Students take turns making sentences to describe the
person’s relationship to every other person in the family tree. Ask
students to share some of their sentences with the class.
8
• Students draw their family tree. Explain to students that if they

are uncomfortable giving their real information, they can create
a family tree with fictional information. Set a four-minute time
limit.
• Organize the class into new pairs. Students take turns

describing their family tree.
• Model the examples with a student.

120
LESSON 7B
LESSON GOALS
• LISTENING A main aim is for students to listen to someone discussing an infographic

and to learn what makes a family happy.
• GRAMMAR A main aim is for students to practise asking and answering present

simple questions.
• PRONUNCIATION The aim is for students to practise using long and short vowel

sounds.
• SPEAKING The speaking aim is for students to talk about a family activity.

LISTENING AND GRAMMAR PRONUNCIATION NOTES
1 Shadowing helps students practise their pronunciation, rhythm
• Give students a minute to study the infographic and choose and intonation. Students listen to or watch a passage one

their three answers. This introduces students to the language. or more times before shadowing. They then listen/watch
• Students discuss their ideas with a partner. Ask several pairs and try to repeat (copy) what they are hearing. They do this

to share their ideas with the class. simultaneously. Although they can look at a script while doing
• Optional step Ask students to use a show of hands to this, it is better to attempt shadowing at least once without the
script so they continue to train their ears.

determine which activities were chosen the most often by your
students.
Extra activity
Sample answer
Explain shadowing to students (see Pronunciation notes). Play the
I think happy families talk to each other, help each other and have
audio until the students feel comfortable with the content. Explain
fun together.
that they don’t need to be able to repeat every word, especially
2 7.2 when they are first learning to shadow. Emphasize that even
• Play the audio. Students listen and choose the three activities though they cannot mimic the audio perfectly, they are developing

the expert says. their fluency. Also explain that in the long run, continuing to
• Students compare their answers with a partner. Check practise shadowing will improve both their listening and speaking
skills. Play the audio and ask students to shadow. Ask students to

answers as a class. Ask students to compare their choices from
Exercise 1 with the expert’s top three activities. discuss their experience (e.g. what they liked and didn’t like) with
a partner.
• Optional step Play the audio again. Pause at key points if

students have problems hearing answers. 3
AUDIO 7.2 • Read the Grammar box with the class. Point out when we use

Interviewer: Is your family happy? Today, we ask a family expert: do and does (see Grammar notes).
what do happy families do? • Ask students to answer the question and discuss the answer

Expert: Well … Number one is ‘talk to each other’. with the class.
Interviewer: Ahh. What do we talk about?
Expert: Anything, really. Be open. Say what you think and GRAMMAR NOTES
how you feel about things. Parents need to be easy to talk to. Remind students that does is used for the third person singular
Husbands and wives too. (i.e. he, she, it). Do is used for third person plural (i.e. they),
Interviewer: Yes, that’s really important. What’s number two? second person singular and plural (i.e. you) and first person
Expert: Happy families know their family history. Tell children singular (i.e. I) and plural (i.e. we). The infinitive form of the
where they come from. verb is used.
Interviewer: Hmm. How do I do that? And why is it important?
Expert: Children need to know they are part of something big. Extra activity
Who are their grandparents? Where are they from? What are their Give each student a sticky note or piece of paper with tape. Ask
parents’ life stories? These are important questions with important students to write the name of a person that their classmates
answers … will know on the paper. The name can be a celebrity’s or even
Interviewer: I see! And what’s number three? a classmate’s. Emphasize that they shouldn’t show the paper to
Expert: I like this one. Happy families eat together! anyone. Students stand up and get into pairs. Students swap
Interviewer: Oh, that’s easy. My family loves to eat! papers with their partners and then put their partner’s paper on
their forehead without looking at it. Students then take turns to
Expert: That’s great! Meals are a great way for families to come
together. Do you usually eat at home? ask yes/no questions until they discover who the person is. To
make the activity more competitive, ask students to keep track of
Interviewer: No, we don’t. We usually eat out.
how many questions or guesses it took before they discovered the
Expert: That’s good, but try to eat at home too. Not always, but person. The winner is the student with the fewest questions or
often – dinner, lunch or breakfast. guesses.
121
LESSON B
7B
Happy families
LESSON GOALS
• Understand an interview about happy
families
• Ask different types of questions
• Practise long and short vowel sounds

Why are families happy?
Happy families … 8 1
4 know eat
• Students write the words to complete their together
family

the questions. history

a partner before checking as a class. 7 2
• Optional step Ask students to take talk to have fun

each other together
turns to ask and answer the questions
with their partner, answering with
fictional answers when necessary.
5
• Students read the Grammar box and the 6 3

example questions in the box. Explain to celebrate help
special events each other
students that they are learning how to
ask questions that do not have a yes/no
answer.
• Ask students to answer the question 5 4

with a partner. Check answers as a class. play games travel together
together
GRAMMAR NOTES
We use the present simple to ask
questions about things that are
repeated (e.g. What time do you usually LISTENING AND GRAMMAR 3 Read the Grammar box. Do you use wh- question
words like what or where in yes/no questions? No.
go to bed?), situations that are not 1 Work in pairs. Look at the infographic. Tick
(✔) the three things you think are the most
temporary (e.g. Where do you live?) and important for a happy family.
GRAMMAR Present simple questions
(yes/no questions)
facts that are always true (e.g. What’s
2 7.2 Listen to a family expert. Tick (✔) the Questions with be:
your father’s name?). three things she says are important below. Are Is your family small? Yes, it is. / No, it isn’t.
your answers in Exercise 1 the same? Questions with do / does:
Happy families ... Do you eat at home? Yes, I do. / No, I don’t.
For further information and practice, see a eat together ✓ e play games together Does she talk a lot? Yes, she does. /
Grammar reference Unit 7B on page 172 b have fun together f celebrate special events No, she doesn’t.
c help each other g talk to each other ✓
of the Student’s Book. d travel together h know their family history ✓
6
• Students write the words to complete 86

the questions.

• Optional step Ask students to take 42951_U07_082-093.indd 86 3/21/22 2:22 PM

turns to ask and answer the questions 4 What is your father’s name? other languages, we cannot determine
with their partner. 5 How do you get to school? the pronunciation of a word by only
looking at the spelling.
7 For additional practice, refer to the
Communication activity on page 234 of • Play the audio. Students listen and

• Students unscramble the words to repeat.

form sentences. Students check their
• Optional step Play the audio a second

For additional practice, refer to the time and pause after each word if
• Optional step Students take turns to Grammar activity on page 273 of the students have problems hearing the

ask and answer the questions with their Teacher’s Book. pronunciation.
partner, answering with fictional answers
when necessary. AUDIO 7.3
PRONUNCIATION family name
Answers

1 Are they your friends? 8 7.3 red these

2 Does your sister like football? • Read through the information in sister wife

3 Who is your science teacher? the Clear voice box with your class. hot home

Emphasize that in English, unlike some husband usually

122
4 Complete the yes/no questions with are, is, do PRONUNCIATION
or does.
8 7.3 Look at the Clear voice box. Listen and AUDIO 7.4
1 Does he have a grandmother?
Is
repeat. 1 hand same
2 your grandfather’s name Tomas?

3 Are your sisters at university?
CLEAR VOICE 2 evening bed

Saying short and long vowel sounds
4 Do they have a big family? 3 fish life
There are five vowels in the English alphabet:

5 Are your parents at the party?
a, e, i, o, u 4 long phone

5 Read the Grammar box. Which question word
asks for a reason? Why
In English, vowels can have different sounds. Here are 5 excuse run

some words with short and long vowel sounds.
Short vowel sounds Long vowel sounds Extra activity
GRAMMAR Present simple questions (open family name
questions)
red these
Ask students to work in pairs to find five
Open questions can have many answers. To ask sister wife words from the passage on page 85 of
open questions, use question word + be / do /
does + subject:
hot home the Student’s Book. Tell them to choose
What’s number two? husband usually words they don’t know the pronunciation
Who are their grandparents? for and then check the pronunciation in
When do you eat together? 9 7.4 Write long vowel (L) or short vowel (S) for
Where are they from? each word. Listen, check and repeat. a dictionary and note which words have
Why is it important? 1 hand S same L a short vowel or long vowel sound. Set
How do I do that? 2 evening L bed S a five-minute time limit. Ask two pairs to
Go to page 172 for the Grammar reference. 3 fish S life L
get together. Students take turns saying
4 long S phone L
6 Complete the questions with question words. the words that have a short vowel or
Where 5 excuse L run S
1 do you study? long vowel sound, with the other pair
I study in New York.
Why
SPEAKING identifying the vowel sound.
2 do you like summer?
Because it’s hot! 10 Look at the infographic again. Plan an activity
When for your family or friends. Think about the For additional practice, refer to the
3 is the next class?
It’s at 2:15.
following and make notes. Pronunciation activity on page 294 of
4 What ’s your friend’s name?
1 Who would you like to invite? the Teacher’s Book.
2 Where is a good place for it?
Her name’s Badria. 3 What are the details of your plan?
Who
5 do you play tennis with?
I play with my brother Dimitri.
11 Work in pairs. Ask and answer questions about SPEAKING
your activities in Exercise 10. Use wh- questions
6 How
It’s Z-E-H-R-A.
do you spell your name? and how. Do you like your partner’s activity? 10
Why? / Why not?
• Ask students to choose an idea from the
7 Put the words in order to make present simple

A: My activity is a big family meal.
questions.
infographic on page 86 of the Student’s
B: Good idea. Who’s the cook?
1 they / are / friends / your / ? A: Everyone!
Book. Students plan the activity and
2 football / your / does / like / sister / ? take notes. Emphasize that they should
3 science teacher / your / is / who / ? answer the questions while writing their
4 your / what / father’s / is / name / ? plan. Set a three-minute time limit.
5 do / how / get / you / school / to / ?
• Optional step Encourage students

to provide details rather than only
answering with the minimum required
information.
87
11
• Organize the class into new

pairs. Students take turns asking and
42951_U07_082-093.indd 87 3/21/22 2:22 PM answering questions about their plans
PRONUNCIATION NOTES 9 7.4 and whether they like the activity.
• Students decide if the words have a long • Model the example conversation with a
It takes time for students to distinguish

vowel or short vowel sound, and write student.
the long and short vowel sounds. It may
the corresponding letter.
also be confusing to them since similar See Workbook pages 48–49 for extra
words have different vowel sounds • Students compare answers in pairs.

(e.g. at and ate). In addition, speakers Play the audio. Check answers as a class.
with different English accents (e.g. • Play the audio again and students

Australian, British and American) may repeat.
use different vowel sounds. Encourage
students to continue to listen and
practise the words since mastering
pronunciation is a long process.
123
LESSON 7C
7C
She’s tall and she’s funny
LESSON GOALS
• Talk about appearance and personality
• Understand people describing their best friends
• Use adjectives to describe people and things
LESSON GOALS

students to learn the words to talk
1 Work in pairs. Look at the photos. How are the NATIONAL GEOGRAPHIC EXPLORERS
about appearance and personality. two people different? 4 7.7 Listen to Ellie de Castro and Lia Nahomi
• LISTENING The main aim is for A: Their hair colours are different. Kajiki. What words do they use to describe their

students to understand descriptions of B: She looks tall. He doesn’t look tall. best friends, Mittsu and Miriam?
people. A: Yeah. He’s short.
Mittsu Miriam
• GRAMMAR A further main aim is hair
long, dark,
short, dark

beautiful
for students to learn how to use
adjectives to describe people and eyes brown brown
things. height
not tall, short.
tall, 1.7 m
1.6 m
• SPEAKING The speaking aim is for really interesting,

personality clever, nice
students to use adjectives to describe clever
people. Ellie de Castro (left) and her best friend Mittsu.
VOCABULARY
1
• Optional step To set up the task, revise

vocabulary for colours. 2 7.5 Listen to what the people look like. Circle
the correct answers.

1 Jessica is tall / short.
student as an example. 2 Her hair is long / short and blonde / dark.
• Students work together to describe 3 Antonio is tall / short.

4 His hair is long / short and blonde / dark.
the photo. Set a two-minute time limit. Lia Nahomi Kajiki (right) and her sister Miriam.
3 7.6 Match the words and sentences. Listen to
Sample answers check.
She has long hair. Her hair is blonde. His
clever funny interesting nice quiet
hair is short and dark. His shirt is pink and
white. Her shirt is blue. 1 Antonio often makes me laugh. funny
2 Jessica does very well at school. clever
2 7.5 3 Antonio is kind and easy to talk to. nice
4 Jessica has a lot of ideas. She’s never boring. interesting
• Play the audio. Students complete the 5 Sometimes, Antonio doesn’t talk much. quiet

sentences. Go to page 163 for the Vocabulary reference.
• Ask students to check their answers

with a partner. Explain to students that
we say blonde rather than yellow when
talking about hair colour. 88

AUDIO 7.5 42951_U07_082-093.indd 88 3/21/22 2:22 PM
Jessica is tall. Her hair is long and blonde. AUDIO 7.6 Extra activity
Antonio is short. His hair is short and dark. 1 Antonio often makes me laugh. He’s Ask students to work with a partner and
funny. use the words to make sentences about
VOCABULARY NOTES 2 Jessica does very well at school. She’s their friends and family. Explain to students
When we talk about hair, we often clever. that they can use pronouns rather than
discuss length, shape (e.g. curly) and 3 Antonio is kind and easy to talk to. He’s names if they feel the information is too
colour. When discussing eyes, we nice. personal.
sometimes discuss size. However, this 4 Jessica has a lot of ideas. She’s never
boring. She’s interesting. For further information and practice, see
can be considered offensive, so students
should be encouraged not to discuss it. 5 Sometimes, Antonio doesn’t talk much.
He’s quiet.
3 7.6 For additional practice, refer to the
• Play the audio. Ask students to listen, Vocabulary activity on page 253 of the

and match the words and sentences. Teacher’s Book.

124
5 Work in groups. Look at the Listening skill box. 8 Rewrite the sentences. Set a four-minute time limit. Ask pairs to
Then describe a person in your group to your 1 She has brown hair.
partners. Don’t say who it is. Your partners guess share their ideas with the class.
Her hair is brown .
the person.
2 Maya’s dress is beautiful. Examples: When do you see your friends?
LISTENING SKILL Maya has a beautiful dress . Where are they from? What do they look
Listening to descriptions
3 They live in a very big house. like?
When you hear a description of a person, Their house is very big .
imagine what they look like. 4 My teachers are really nice.
1 Pay attention to words that describe them.
I have really nice teachers . Extra activity 2
2 Think about what they look like. Do they look like
someone you know? Ask students additional comprehension
SPEAKING
questions.
6 Read the Grammar box. Do adjectives have 9 Work in pairs. Look at the photo. What can Mittsu do? (cook)
plural forms? No. Student A: Describe one person. Don’t say who it is.
• What do they look like? Is Mittsu Ellie’s sister? (No, she’s not.)
GRAMMAR Adjectives • What do you think their personality is like? Is Miriam Lia’s sister? (Yes, she is.)
Student B: Listen and guess. Which person is it?
Adjectives describe nouns. What does Miriam do? (yoga,
You can use adjectives after be. She has a blue shirt. I think she’s very friendly!
She is clever. Her eyes are blue.
birdwatching, travelling)
10 Work in pairs. Choose a person you both know.
You can also use adjectives before a noun. Think of different ways to describe them.
She is a clever person. She has blue eyes.
A: Well, Rami is Egyptian. He’s about twenty or 5
Go to page 172 for the Grammar reference. twenty-one … • Read the Listening skill box with the

7 Correct one mistake in each sentence. B: Yes, and he has blue eyes. I like him because … class.
are
1 Her eyes is blue. 3 I like people friendly. • Organize the class into groups.

2 My father tall. 4 Are they tall or shorts?
is Explain to students that they will take
turns to describe someone in their group
without saying his or her name. The
group will then guess who the person is.
Before starting the activity, discuss with
students the different ways they can
describe a person, such as facial features,
height, personality, who he or she looks
like, and so on.
6

Grammar box with the class. Emphasize
to students that adjectives describe
people and things, not actions.
• Students compare their answer to

the question with their partner.
EXPLORE MORE!
What eye colours are common in your country? What eye colours are common around the
world? Search online using the words ’common eye colours in [country]’. 89 GRAMMAR NOTES
Remind students that adjectives
are used to describe (i.e. give more
information about) a noun or pronoun.
42951_U07_082-093.indd 89 3/21/22 2:22 PM
Adjectives can specify traits such as
LISTENING great cook! We’re really close. She’s like a size (e.g. large), age (e.g. old), colour
sister to me. (e.g. pink), shape (e.g. square) and
4 7.7
Lia: I’m Lia, and my best friend is my sister material (e.g. wooden). Adjectives can
• Optional step Lead in by asking Miriam. Miriam looks a lot like me. She’s also describe subjective features (e.g.

students what they remember about about 1.7 metres tall with short, dark hair beautiful). When we have two or more
Ellie de Castro and Lia Nahomi Kajiki. and brown eyes. Miriam and I like the adjectives before the noun, they are
Refer students back to page 83 of the same things, like doing yoga, birdwatching separated by a comma (e.g. She has
Student’s Book. and travelling. She’s really interesting and
big, blue eyes.), but when they are after
• Play the audio. Students complete the clever.
the be verb, they follow the rules about

table. Check answers as a class. Extra activity 1 using commas (e.g. Her eyes are big and
AUDIO 7.7 Ask students to imagine that they are blue. Her hair is long, blonde and curly.).
Ellie: I’m Ellie, and my best friend is Mittsu. going to interview Ellie de Castro or Lia When talking about hair, adjectives are
She has long, dark hair. It’s really beautiful! Nahomi Kajiki about their friends. Ask generally put in the following order:
Her eyes are dark brown and she’s about students to work with a partner to make a length, colour, straight/curly/etc.
1.6 metres tall, like me. Mittsu is very list of questions that they might ask them.
clever, and she’s really nice. Plus she’s a
125
LESSON C
Extra activity 1 10
Give students the following sentences and ask them to correct • Organize the class into new pairs. Students work together

them. Explain the problem for each sentence. to describe someone both of them know. Set a three-minute
Clever she is beautiful. (She is clever and beautiful. Adjectives are time limit.
before nouns but not before pronouns.) • Model the example with a student.

Her hair beautiful is. (Her hair is beautiful. Adjectives are after the • Optional step Make the activity a competition. Ask pairs to
be verb.)

see who can make the most sentences about one person.
She swims beautiful. (Her swimming is beautiful. Adjectives do not
describe actions.) EXPLORE MORE!
Her mother is a clever. (Her mother is clever./Her mother is a clever
person. A/an is not used before an adjective unless the adjective is If there is internet access in class, ask students to work with a
before a noun.) partner to do research online about eye colours. Ask pairs to
present their findings to the class.
Extra activity 2 before presenting in the next class.
Organize the class into groups. Explain that Student A will say a Example: In my country, dark brown eyes are common. In the
sentence with an adjective (e.g. My father is tall.). Student B will world, brown eyes are the most common. Next is blue. Hazel is a
repeat Student A’s information and then add their own sentence mix of green, gold, and brown. Hazel is next after blue.
(e.g. Her father is tall. My mother is a clever person.). Explain that
Student C will repeat the information given by both Student A
Listening, Grammar).
and Student B before adding their own information. At the end of
the activity, ask the group with the longest chain to repeat all of
their sentences.

7
• Ask students to read the sentences (1–4) and correct the

sentences.
• Ask students to compare their answers with a partner

Answers
1 Her eyes are blue.

2 My father is tall.

3 I like friendly people.

4 Are they tall or short?

8
• Organize the class into new pairs. Ask students to rewrite

the sentences. Check answers as a class.
• Optional step Ask students to take turns saying the sentences.

SPEAKING
9
• Optional step Give students time to look at the photo, choose

a person and prepare descriptions of them. This time allows
students to organize their thoughts and recall vocabulary.
• Organize the class into new pairs. Ask students to take

turns describing a person in the photo and guessing who
they are.
• Model the example.

126
LESSON 7D
LESSON GOALS

aim is to empower students to show appreciation. The lesson ends with several
roleplays in which students practise showing appreciation.
SPEAKING AND LISTENING MY VOICE

1 3 7.2
• Read the questions (1–2). Give students one minute to think of • Give students time to read the question and answer choices

ideas. This time allows students to brainstorm ideas.

(a–c).
• Students take turns asking and answering the questions • Optional step Ask students to explain the difference between

with a partner. Set a two-minute time limit.

choices b and c (i.e. in b the work is really, really good, but in c
Sample answers the work is acceptable but not impressive).
1 I am happy. • Play the video in which the narrator gives three tips about how

2 Thank you. to show appreciation when someone helps you. Check answers
2 7.8 as a class.
• Play the audio. Ask students to work together to answer the VIDEO 7.2

questions. Narrator: We often work with other people.
• Optional step Play the audio again. Pause at key points if Woman 1: I’ll do page 12. You do pages 13 and 14.

students have problems hearing answers. Woman 2: Sure, no problem.
Answers Narrator: How do you feel when they do a good job?
I think Cindy is not friendly. I think Pei Ling is friendly. Cindy Don’t be quiet. Show appreciation. Showing appreciation means
doesn’t say thank you. Pei Ling says great work. telling someone you like their work.
AUDIO 7.8 Here are some ways.
Narrator: Conversation 1 Say ‘good job’ or ‘great work’.
Alvin: Hi, Cindy. Here’s my report. One day early! Woman 1: I got your pages. Great work!
Cindy: Is it all there? All the pages? Woman 2: Really? I’m glad you like them!
Alvin: Um … yes. And all the photos and charts too. Explain why you like their work.
Cindy: OK. Leave it on my desk. Woman 1: They look amazing. The charts are great!
Narrator: Conversation 2 And finally, say thank you …
Juan: Hi, Pei Ling. Here’s my report. One day early! Always say ‘thank you’ when people do a good job, help you out,
Pei Ling: Wow, that’s amazing, Juan. Thanks! Is it all there? or do nice things for you. And say other nice things too.
Juan: Yes, it is. And all the photos and charts too. Woman 1: Thank you very much, Kelly. You’re amazing!
Pei Ling: Really? Thanks so much, Juan. And great work! Woman 2: No problem!
Remember: when someone does a good job: Tell them ‘great
COMMUNICATION SKILL NOTES work’, explain why you’re happy and say thank you.
This lesson introduces how to show appreciation. There are 4
many benefits of giving and receiving appreciation. Firstly, • Read out the information in the Communication skill box. Point

expressing appreciation contributes to mental wellbeing. out that this is a summary of the information they just studied
People feel happy when they give and receive appreciation. in the video.
Secondly, it creates a positive (work, school, social) environment • Ask students to discuss the question with a partner.

and improves morale. We can build better, deeper relationships
Sample answer
that are based on trust. Thirdly, studies have shown that
I think 1 is most important. I like to hear ‘great work’.
people who feel appreciated are often motivated to do their
best work. Fourthly, because there is an environment of 5
appreciation, the group tends to work as a team, and this can • Give students time to read the situations (1–3). Use gestures to

result in more innovation, creative thinking and effectiveness. demonstrate holding a door open for someone.
How we show appreciation can vary across cultures. Learning • Organize the class into new pairs. Ask students to talk

useful phrases in English will help students with showing about which strategies they use in each situation. Encourage
appreciation in international contexts. them to give reasons for their answers.
127
LESSON D
No, you don’t always have to follow all
7D
LESSON GOALS
• Learn how to show appreciation
• Say words with the gr sound
• Practise showing appreciation
three tips.
1 Say ‘thank you‘. Saying ‘great work‘ is

inappropriate.
2 Use all three strategies. Using all three

shows you really appreciate their time
and work.
3 Use all three strategies. Using all three

shows you really appreciate their time
and work.
Extra activity
Ask students to brainstorm other situations
when they could show appreciation (e.g. a
family member bakes a cake, a friend helps
with homework, a teacher helps with a job
application). Students then decide which
tips they would follow in each situation.
6
• Read the Useful language box with the People clapping
for a band in

class. Barcelona, Spain
• To get students started, ask them

which expression also expresses great
work (Good job!). Ask students to SPEAKING AND LISTENING. 4 Look at the Communication skill box. Which tip
do you think is the most important?
work with a partner and classify the 1 Work in pairs. Discuss the questions.
COMMUNICATION SKILL
expressions that give reasons. Check 1 How do you feel when people help you?
2 What do you say when people help you?
answers as a class. When people you work with do a great job,
2 7.8 Listen to two conversations between
show appreciation.
7 people at work. Do you think Cindy is friendly?
What about Pei Ling? Why?
1 Tell them ’great work’.
• Ask students to complete the 2 Explain why you are happy.

3 Say ’thank you’.
conversation with the language from MY VOICE
Exercise 6. 3 7.2 Watch the video. What is showing 5 Work in pairs. Do you always have to follow all
three tips in the Communication skill box? Think
• Students compare answers in pairs appreciation?
about these situations. What do you do?

before checking their answers as a class. a asking someone how they did something
1 Someone holds a door open for you.
b telling someone you’re happy with their work
2 A family member cooks you an amazing meal.
8 c telling someone their work is OK 3 A friend plans the perfect holiday for you.
• Ask students to practise the

conversation in pairs. Ask them to take 90
turns playing both roles. Set a two-
minute time limit.
• Optional step Ask for students to

volunteer to perform the roleplay for the 42951_U07_082-093.indd 90 3/21/22 2:22 PM
class.
PRONUNCIATION AUDIO 7.9
Extra activity Great work!
9 7.9
green
• Give students time to look at the Clear
use the conversation in Exercise 7 as a gram

voice box. Explain to students that they
model but revise and personalize parts of grandmother
are studying a sound that is made by
it (e.g. change photographs to paintings, agree
combining two independent sounds
change names, use alternative Useful
together. hungry
language expressions). Set a three-minute
• Play the audio. Students listen and photograph
time limit. Students then practise the

conversation. Ask them to take turns repeat.
playing both roles. • Optional step Drill the /g/ sound (see

Pronunciation notes). Then drill the /r/
sound. Finally, drill the combination of
the /g/ and /r/ sounds. Play the audio
again so students can listen and repeat.
128
6 Look at the Useful language box. Work in pairs. SPEAKING
Extra activity
Which expressions explain why you’re happy
10 OWN IT! Work in pairs. Act out situations A–C.
with someone’s work?
Student A: Choose one situation. Help Student B, or
Ask students to recall words that they
Useful language Showing appreciation do something nice for them. have studied that contain gr, listing them
Great work! This is great.
Student B: Show your appreciation to Student A. on the board as they are given (e.g. grey,
Follow the tips in the Communication skill box and
Good job! It’s perfect.
use the expressions in the Useful language box.
grandfather, grandmother, grandparents,
This is great. Everyone loves it.
It’s perfect. They’re really happy. A: Hey, are you hungry? Here’s some food ... grandchildren, grammar, graph, (Venn)
Everyone loves it. It looks amazing. B: Oh, wow. Thank you very much. It looks great! diagram, infographic). Ask students to
They’re really happy.
It looks amazing. 11 Work in groups of four. Watch another pair act take turns practising the words with their
Thank you very much. out a situation. Give feedback. Did they do a partners.
good job?
7 Work in pairs. Complete the conversation with Wow! Great job, you two! That was amazing!
expressions from the Useful language box. SPEAKING
Tish: Hey, Jonah. I have your photographs. Great
1 work/job ! A 10 OWN IT!
Jonah: Oh, wow. Really? You are at your • Organize the class into new pairs.
office. Your partner

Tish: Yes, of course. They look 2 amazing/perfect .
is very busy. You Ask students to take turns role playing
Jonah: Thanks, Tish. I’m glad you like them.
loves
give them an the situations. Ask them to take turns
Tish: It’s not just me. Everyone 3 important report
them! We’re all really 4 happy . they need for a playing both roles. Set a five-minute
Jonah: That’s great. I’m so glad to hear that. meeting tomorrow. time limit.
Tish: They’re 5 perfect/amazing . Thank you • Model the example conversation with a
6 very much !

student.
8 Work in pairs. Practise the conversation in
Exercise 7. B You’re back from 11
a holiday. You • Ask two pairs to get together. Ask
PRONUNCIATION have a present

for your friend. students to take turns role playing the
repeat.
It’s something situations in Exercise 10. The other pair
your friend really
CLEAR VOICE wants. You give it gives feedback. Set a five-minute time
Saying words with gr to them. limit.
Words with gr can be difficult to say. • Model the example feedback with a pair.

Great work!
Encourage students to refer to the Useful
Some words begin with gr:
green C You’re working language box for other expressions they
gram on a school can use.
grandmother project with your
friend. You’re
Some words have gr in the middle:
both hungry. You
agree go to a café, and Mediation activity on page 310 of the
hungry come back with Teacher’s Book.
photograph some delicious
sandwiches.
EXPLORE MORE! (Pronunciation).
What are some other ways to show appreciation? Search online for ’good ways to show appreciation’.
91
EXPLORE MORE!
the class into pairs or groups and ask
42951_U07_082-093.indd 91 3/21/22 2:22 PM them to search online for ‘other ways to
say good job.’ Ask them to choose some
PRONUNCIATION NOTES /gr/ can be difficult. To help students expressions that they like but that were
The /gr/ sound is a consonant cluster. distinguish the difference between not in the lesson and present their findings
A consonant cluster is two or more /gl/ and /gr/, use minimal pairs. Minimal to the class. Alternatively, ask students
consonants that combine in words, and pairs are two words that differ only in to prepare their research for homework
the sound is pronounced together as if the pronunciation of one sound. before presenting to the next class.
it is one sound. When making the /g/ To help students differentiate /gl/ and Some examples:
sound, the vocal cords vibrate. To make /gr/, say examples such as glass – grass Excellent work.
the /r/ sound, the tongue is pulled back. and glue – grew. In the beginning, work Way to go. (very informal, usually for
The front (tip) of the tongue shouldn’t with students to hear the differences children or when cheering sports)
touch anything, but the sides of the between the two pronunciations. As I couldn’t have done it better myself. /
tongue press against the insides of the they gain confidence, work with them That’s exactly how I would have done it.
back teeth. to be able to clearly make the two Keep up the good work.
sounds. I couldn’t have done this without your
For students whose first language help. Thanks so much.
doesn’t have the /l/ or /r/ sound,
129
LESSON 7E
7E
My friend is in town
LESSON GOALS
• Use reasons to explain things
• Learn new ways to describe people
• Write a message asking a friend for help
LESSON GOALS

students to write a message asking
a friend for help. Students practise
explaining their reasons.
SPEAKING
1
• Optional step Set up the task by

describing a few similarities between you
and your friends. This provides a model
for the class.
• Students work with a partner and

talk about the questions (1–3). SPEAKING
Sample answers 1 Work in pairs. Discuss the questions. Niko
1 Yes, we do. 1 Do you and your friends have similar personalities?
2 Yes, they do. 2 Do your friends enjoy the things you enjoy? Hi Emre. Are you free on Saturday? My good
3 Do you like spending time with people who aren’t friend Hiroto is in Istanbul. It’s his first time
3 Yes, I do. They are interesting. like you? Why? / Why not? here. I can’t be there with him, so I need
someone to show him the city. I think you’re
perfect! Hiroto is really friendly and interesting,
READING FOR WRITING READING FOR WRITING
like you. And you both love music. Here’s a
photo. He’s on the right – the tall guy in the
2 2 Read the text messages. Then look at the people
in the photo above. Which one is Hiroto?
yellow T-shirt, with the guitar.
• Ask students to read the text messages. 3 Look at the Writing skill box. Answer the Emre

Set a four-minute time limit. Ask questions.
students to answer the question. Hey Niko. No problem! I’m free. What does he
WRITING SKILL want to do? Does he want to see the Grand
Explaining your reasons
• Ask students to check their answer Bazaar? Or Topkapi Palace?

with a partner. When you want someone to help you, it
Niko
helps to explain ...
Answer • what you want them to do. Thanks very much, Emre! Yes, he wants to
Hiroto is in the yellow T-shirt. He’s on the • why they are right for the job. see both those places. He also wants to meet
• why they will enjoy it. other musicians. He’s really excited – he knows
right. Niko wants Emre to show Hiroto around the city. you play the guitar! He plays the drums, and
1 What does Niko want Emre to do? the piano too. Do you know any musicians in
Extra activity Emre and Hiroto
2 Why is Emre the right person for this? both love music. Istanbul?
3 Do you think Emre will enjoy helping Niko?
Ask students if they prefer to ask for help Sample answer: Yes, I do.
by writing a message, having a video chat
or calling a friend. Encourage students to
92
give reasons for their answers (e.g. I can
give all my reasons in a message.)
3
• Read through the Writing skill box 42951_U07_082-093.indd 92
Extra activity • Optional step Explain to students
3/21/22 2:22 PM

with the class. Explain to students

Ask comprehension questions. For that She looks like Maureen means
that right for the job does not refer to the person and Maureen look similar.
example:
employment. Ask students to make sentences with
What instruments does Hiroto play?
• Students work with a partner and (guitar, drums and piano) looks like (e.g. My brother looks like my

answer the questions (1–3). Is Niko friendly? (Yes.) father.).
Does Hiroto want to see a bazaar or a
VOCABULARY NOTES palace? (He wants to see both.)
5
• Ask students to refer to the Useful
right for the job = perfect person for an

activity or task 4 language box and complete the
• Read through the Useful language paragraph. Check answers as a class.

box with the class. Students discuss the • Optional step Organize the class into

question with a partner. pairs. Students take turns reading their
paragraphs and then discuss differences
in word choices (e.g. really and very).
130
4 Look at the Useful language box. What words 7 Work in pairs. Look at your Venn diagrams. Are • Optional step In mixed-level classes,

can you use to make adjectives stronger? really, very Malik and Hussam similar or different? encourage students who finish quickly to
Useful language Describing people
think of more reasons why their friend
WRITING TASK
will enjoy helping.
Appearance
8 Make notes. A family member is in town. You’re
9 WRITE
She’s (tall).
busy. You want your friend to show your family
He has (brown eyes / short hair).
member your town. Think of the following: Sample answers
Personality 1 What is your family member’s personality like? friendly, funny
• Students write a text message asking a

He’s really (nice). 2 What does your family member look like? tall, black hair friend for help and include reasons that
She’s very (interesting).
3 What do your friend and family member have in explain why they are asking for help. Set
Other information common? both like sports and food
He’s old / young / (nineteen) years old.
eat at great cafés and
4 Why will your friend enjoy helping you? talk about sports
a five-minute time limit. Ask them to
She’s from (Portugal). follow the hints in the Writing skill box.
He’s a (university student). 9 WRITE Write a text message to your friend. Ask
She looks like (your friend Maya). for help. Use your notes in Exercise 8 to help you, • Monitor and encourage students to use

and Niko’s text message as a model. Niko’s text message on page 92 of the
5 Complete the description with words from the 10 CHECK Use the checklist. My text message …
Student’s Book as a model.
says what I need help with.
My brother’s name is Leon. He’s 1 from Sample answers
describes my friend clearly.
Germany, like me. He’s twenty years
2 old . He 3 has long hair and lists a few things the people have in common. Hi Shea. Are you free on Sunday? My
grey eyes. He looks 4 like my father. He’s says why my friend will enjoy it. father is in town. I can’t be with him on
a5 university student. He’s 6 very/really Sunday, so I need someone to have lunch
11 REVIEW Work in pairs. Read your partner’s text
clever. message. Do they do the things in the checklist? with him. I think you’re perfect! He’s really
6 Look at the Critical thinking skill box. Then read Write a short reply to your partner’s text
friendly and funny, like you. And you
about the two people. What do they have in message.
common? What’s different? Complete the Venn Go to page 157 for the Reflect and review. both love great cafés and sports. Here’s a
diagram on the right. picture. He’s on the right – the tall guy with
CRITICAL THINKING SKILL the black hair.
Finding things in common
You’re with someone new, and you need 10 CHECK

something to talk about. Find out what you Hussam Malik • Read through the checklist with the class

have in common. Do you both like books, sports or
music? Or are you from the same country or city? and check students’ understanding of it.
Emirati
It’s easier to talk to people when you have things in Elicit definitions for need help with and
common with them. not tall, brown French, black things in common.
hair, brown hair, grey eyes,
eyes, likes 24 years old tall, very clever, • Ask students to look at their text

Hussam is Emirati. He isn’t tall. He has brown hair
and brown eyes. He’s 24 years old. He likes sports,
sports, loves likes books/ likes music messages and check them against the
food, funny reading and art
reading and watching films. He loves food. He’s
and films, checklist.
friendly and very funny.
friendly • Optional step Set a three-minute time

limit for students to revise their text
Malik is also 24 years old. He’s French. He has messages.
black hair and grey eyes. He’s tall. He’s friendly
and he’s very clever. He likes books, films, music
and art.
11 REVIEW
• Mix students so they are with a

new partner. Ask them to exchange text
93
messages with a partner and check them
against the checklist in Exercise 10. Ask
students to work together to correct
mistakes.
42951_U07_082-093.indd 93 3/21/22 2:22 PM
• Optional step Students compare and
6 7

comment on each other’s text messages
• Optional step Explain a Venn diagram • Ask students to work with a partner and make suggestions for revision (e.g.

to students. A Venn diagram is a and take turns discussing their opinions What is your father’s personality?). Set a
drawing that helps students create a about how similar Malik and Hussam three-minute time limit for students to
visual representation of how two or are. revise their text messages.
more things are similar (the overlap • Students compare their Venn diagrams • Students write a short reply to their

of the two main circles) and different

with their partner before checking partner’s text message.
(where there is no overlap). answers as a class.
• Read through the Critical thinking skill See Workbook page 51 for extra practice

box with the class. Give students time to WRITING TASK (Writing).
• Students read the paragraphs about 8 For Unit 4 Reflect and review, see

Hussam and Malik and complete the • Ask students to read the situation and

Venn diagram. Set a five-minute time the four questions, then make notes. Set
limit. a four-minute time limit.
131
UNIT 8
Things we
can do
UNIT GOALS

speaking
• talk about activities and abilities;

read about virtual reality; learn
how to use pronouns to avoid
repeating the words
8B Speaking, listening, grammar

and pronunciation
• listen to people talk about amazing

abilities; practise using can and
can’t for abilities; talk about things
we can and can’t do

speaking
• practise using adjectives to

describe animals; listen for general
information; use conjunctions to
join ideas; practise the different
sounds for the letter g
8D Speaking 94

• practise asking for help and

responding to people asking for
help; practise offering help
42951_U08_094-105.indd 94 1/10/22 11:27 AM
8E Speaking, reading and writing ABOUT THE PHOTO 1

• talk about abilities needed for The unit theme is things we can do. The • Optional step To set up the task, use

various jobs; understand what to photo shows Mike Coots surfing. Mike lost the photo on the page to elicit and teach
write when applying for a job; his right foot and part of his right leg in a key words students will need: surf, surf
write a job application and check shark attack. When he had to go through board, ocean.
what you write rehabilitation, he became interested in • Ask students to work with a partner

taking photographs. Mike has a prosthetic and take turns asking and answering the
Photocopiable resources leg and foot. He surfs, jet skis and even questions (1–3).
Communication activities: pp. 236–237 takes photos of sharks from less than a
Sample answers
Vocabulary activity: p. 254 metre away.
1 surf
Grammar activities: pp. 275–276

2 No.
Pronunciation activity: p. 295

3 Yes, it looks amazing! / No, it looks

difficult.
Workbook
Unit 8 pp. 52–57
132
Things we can do
8 especially with watercolour paints. I can
cook – my friends say I’m a good cook!
And I can bake. I love making bread, pizzas
and cookies for my friends!
Extra activity 1
Play the video again. Ask students to take
notes about the languages that Anusha
GOALS can speak besides Spanish (English, Tamil,
• Understand pronouns Hindi, Malayalam) and other foods she can
• Talk about things people can do
• Learn common adjectives make (pizza, cookies).
• Listen for general information
• Ask others for help
• Write a job application
Extra activity 2
1 Work in pairs. Discuss the questions. Ask students to find India on a world
1 Look at the photo. What can the person do? map. If there is internet access in class, ask
2 Can you do what the person is doing?
students to work with a partner to find
3 Would you like to learn how to do it? Why? /
Why not? out some information about Tamil, Hindi
and Malayalam (e.g. status, per cent of
WATCH population that speaks them).
2 8.1 Watch the video. Tick (✓) the things Examples: All three languages are official
Anusha says she can do. languages in India. Over 40 per cent of
NATIONAL GEOGRAPHIC EXPLORER Indians speak Hindi. Less than six per cent
of Indians speak Tamil.
3

ANUSHA SHANKAR partner or in small groups and take turns
a speak Spanish ✓ e salsa dance ✓ to talk about things that they can do.
b sing f play an instrument ✓
c paint ✓ g make bread ✓

d fly a plane h ride a horse sentences to provide models for the
3 Make connections. What things in Exercise 2 can class.
you do? What other interesting things can you • Ask students to take turns asking and

do? Tell a partner.
answering questions. Set a two-minute
I can speak Japanese, Korean and French.
Mike Coots is a surfer and an
I can drive.
time limit.
underwater photographer.

ANUSHA SHANKAR is from Chennai,
India. She is a wildlife biologist and is
interested in how animals live in extreme
42951_U08_094-105.indd 95 1/10/22 11:27 AM
conditions. She is also a researcher at the
WATCH • Students compare answers in pairs University of Alaska Fairbanks, and her

before checking their answers as a class. research is on hummingbirds and how they
2 8.1 • Optional step Play the video again. save energy.
• Optional step Read the name of the


explorer with the class. It’s easier for problems hearing answers.
they’re familiar with the name. VIDEO 8.1
• Ask students to read the list of things Anusha: Things I can do? Well, I can speak
five languages. I usually speak English, but

people can do. Then play the video
I can speak Spanish too. I can also speak a
in which Anusha Shankar talks about
little Tamil, Hindi and Malayalam because
things she can do. Ask students to try
my parents are from different parts of
to remember answers – trying to take
India.
notes while watching the video may stop
Other things I’m good at? Well, I can
students from watching and listening
salsa dance, and I can play the violin – but
properly. Students tick the correct
I’m not very good at it! I can paint too,
activities.
133
LESSON 8A
8A
Yes, you can!
LESSON GOALS
• Talk about activities and abilities
• Understand an article about virtual reality
• Understand pronouns
LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY 6 Read the text again. What can you do with VR?

students to practise the names of 1 Work in pairs. What are some things you would
Tick (✓) the activities in the article.
activities. a fly a plane ✓ g drive a racing car ✓
like to learn?
b play video games ✓ h play football
• READING The main aim is for I would like to learn how to drive.
c climb a mountain ✓ i go for a run

I want to learn how to paint.
students to read about virtual reality. d chat to friends j listen to music
They learn how to use pronouns to 2 8.1Work in pairs. Match the verbs (1–8) to the
e watch a film k ride a bike ✓
nouns (a–h). Listen and check.
avoid repeating the same words. 1 drive b a a picture
f learn things ✓ l visit a museum ✓
• SPEAKING The speaking aim is for 2 ride d b a car 7 Look at the Reading skill box. Then look for the

3 paint a c a mountain pronouns they and it in the article. What do the
students to design a VR game or app, 4 climb c d a bike two pronouns refer to?
and then explain it. 5 bake h e a meal READING SKILL
6 play f f a musical instrument Understanding pronouns
7 cook e g a language
Usually, writers don’t like using the same
VOCABULARY 8 speak g h a cake
noun again and again. Pronouns help writers
3 Work in pairs. Discuss the activities in Exercise 2. talk about things without repeating the noun many
1 1 Which do you know how to do? times. For example, these two sentences mean the
same thing:
• Optional step Read out the example 2 Which do you not do? Why?
Young people love VR. Young people use VR to play

I know how to drive a car, ride a bike and ...
sentences as a model for the class. video games.
I don’t bake. I don’t know how. Young people love VR. They use it to play video
• Ask students to discuss the question Go to page 163 for the Vocabulary reference. games.

with a partner. They = Young people, and it = VR.
READING
2 8.1
4 Work in pairs. Look at the photographs and read
1 The word they refers to games and apps.
2 The word it refers to VR .
• Optional step Model the verbs and the article quickly. Discuss the questions.

nouns and ask students to repeat 1 What do you see in the photos? SPEAKING
2 Do you think virtual reality (VR) is fun? Why? /
after you. It is a good idea to drill the Why not? 8 Work in pairs. Design your own VR game or app.
expressions and ask students to repeat. 5 Find the bold words below in the article. What Answer the questions.
This gives students confidence as they do they mean? Match the parts to complete the
What can you do?
Where can you go?
use the expressions in the rest of the sentences.
What can you see?
lesson. 1 An app is something you ... c
What can’t you do?
2 Astronauts are people who ... b
• Elicit the first answer to get students 3 If you do something in real life, you don’t ... a 9 Work in groups. Discuss your VR ideas. Which

started. Ask students to work in pairs to a do it online or in VR. ideas do you like?
b travel to and work in space (e.g. the moon). With our VR app, you can swim in the ocean and ...
make activity collocations. Then play the
c use on your computer or smartphone. With our VR app, you can go to space and ...
audio to check answers.
• Optional step Explain the difference

between bake (e.g. to make in an oven)
EXPLORE MORE!
and cook (e.g. to put food together,
How can VR help in people’s jobs? Search for ’jobs that use VR’.
often with heat). Ask students to name 96
some foods we bake (e.g. biscuits,
bread, meat, potatoes).
AUDIO 8.1
1 drive a car 42951_U08_094-105.indd 96 1/10/22 11:27 AM
2 ride a bike 3 Sample answers

3 paint a picture • Optional step You could model the 1 I know how to ride a bike.

2 I don’t play a musical instrument. I don’t

4 climb a mountain activity by providing examples of some

of the activities you do or don’t do, and know how.
5 bake a cake
6 play a musical instrument give reasons. You could do this at the For further information and practice, see
start to provide a model or at the end as Vocabulary reference Unit 8 on page
7 cook a meal
extended listening. 163 of the Student’s Book.
8 speak a language
• Ask two students to use the example

Extra activity sentences to provide models for the For additional practice, refer to the
Ask students to recall other verb-noun class. Communication activity on page 236 of
activities that they have studied (e.g. chat • Ask students to work in new pairs the Teacher’s Book.

online, draw a picture, do yoga). and to take turns asking and answering
the questions (1–2).
134
A person wearing a
virtual reality headset.
VOCABULARY NOTES
Any electronic device that we wear
on our head can be called a headset.
Headset can also be used to describe
headphones.
4

students to look at the photographs and
skim the article to find the name of the
thing the people are wearing (headsets).
• Students quickly read the article and

then talk about the questions with a
partner.
Sample answers
1 I see two people. A woman is exercising.

She is outside. A man is wearing a
VIRTUAL REALITY
yellow jacket. They have headsets.
2 Yes, I think VR is fun. With VR, we can

do things we can’t usually do. / No, I
don’t think VR is fun. I want to play
C
1 an you fly a plane or drive a racing car? Yes, you can – with virtual reality (VR)! All you need is a sports in person.
headset, and you’re ready to go!
Use VR to ride a bike in a different city, climb a really tall mountain or visit an art museum in a 5
different country – and you don’t even need to leave your living room. • Students scan the article and find the

5 Today, VR is very popular. The headsets aren’t words app, astronauts and in real life.
cheap, but there are lots of games and apps, and Students match the parts to complete
they’re great fun. the definitions. Set a two-minute time
People usually use VR to play video games, travel limit. Check answers as a class.
to new places or try new things. But VR is great for
10 teaching too. Pilots use it to learn to fly. Driving
• Optional step Ask students to brainstorm

schools use it to teach their students. And NASA things they might be able to do with VR
uses it to train astronauts. but can’t currently do in real life (e.g. go
VR is fun, but it’s also very useful. It’s a great way for bungee jumping, climb Mount Everest).
us to try all the things we can’t do in real life.
6
• Optional step Ask students to read the
97

activities (a–l). Ask, Which activities do
you think are in the article?
• Ask students to read the article again

and find the activities. Students compare
42951_U08_094-105.indd 97 1/10/22 11:27 AM
their answers with a partner.
READING in novels, TV shows and video games, but
Extra activity
the first headsets didn’t really appear until
2012. But just four short years later, VR Ask students if they have ever used VR,
ABOUT THE TEXT
headsets became popular, and in 2020 and if they have, ask them to share their
The text type is an article. The photographs wireless headsets that were immersive experiences (e.g. where, when, why they
allow readers to imagine they are using a became popular. used it and what they did). Also ask them
VR headset. how they felt (e.g. It seems real. It was
We may think of VR as a recent Extra activity
fun!). Ask students who haven’t used VR if
phenomenon but the fundamental Ask students to look at the photos. Before they would like to. Encourage them to give
technology upon which VR is built started they read the text, use the text as another reasons for their answers (e.g. Yes, I want
in the early 1800s when people were opportunity to provide listening input. This to! I want to see what it looks like from the
interested in entering 3D environments. also allows students to listen to the words top of Mount Kilimanjaro!).
It wasn’t until the middle of the 1980s, that they will be using in their discussions.
however, that people started using the Read the passage aloud and ask students
term virtual reality. VR started appearing to follow along in their books.
135
LESSON A
7 EXPLORE MORE!
• Read through the Reading skill box with the class. If there is internet access in class, ask students to search online

• Optional step Ask students to recall the pronouns that can and find jobs that use VR. Ask pairs to present their findings to

replace nouns (I, me, he, him, she, her, it, you, we, us, they, the class. Alternatively, ask students to prepare their research as
them). homework and present their findings in the next class.
• Ask students to scan the article to find the meanings for the Some examples:

two bold words, they and it. Remind students not to read every VR content producer, software engineer, game engineer, VR sound
word. Set a two-minute time limit. effects specialist
• Ask students to compare their answers with a partner. See Workbook pages 52–53 for extra practice (Vocabulary,

Extra activity 1 Reading).
First, ask students to find all of the other examples of a pronoun
replacing a noun (it replaces VR on lines 10, 11, 12 and 13). Next,
explain to students that the pronoun can come before or after the
verb. (e.g. Young people can visit the Dalí Museum in Spain. They
(young people) can visit it (the museum) even in the middle of the
night.) Give students a sentence (e.g. With VR, young people can
do anything.). Ask students to say sentences that give additional
information about this sentence and use a pronoun rather than
a noun (e.g. It helps them learn.). Encourage students to make
sentences that have the pronoun both before and after the verb.
After students have given a few examples, ask them to work with
a partner to continue to make sentences.
Extra activity 2
Ask students to follow along as you read the fourth and fifth
paragraphs replacing it with VR. Ask students which version they
prefer. Encourage them to give reasons (e.g. It’s boring to hear VR
many times.).
SPEAKING
8
• Optional step Ask students to think about something they

would really like to do or experience.
• Mix students so they work with new people. Students work

with a partner to talk about their answers to the questions and
design a VR game or app. Encourage students to be creative.
9

they can use in their discussions. (e.g. Can I choose the ocean I
swim in?)
• Organize the class into groups. Ask pairs to take turns

sharing their ideas with the group and decide which idea they
like. Set a five-minute time limit.
• Model the examples with a student for the class.

• Optional step In feedback, ask groups to tell the class about

their favourite idea. Then ask the class to use a show of hands
to vote on the experience they would most like to have.
136
LESSON 8B
LESSON GOALS
• SPEAKING The speaking aim is for students to talk about abilities using can and can’t.

• LISTENING A sub-aim is for students to listen to people talk about their amazing

abilities.
• GRAMMAR A sub-aim is for students to practise talking about their abilities.

• PRONUNCIATION A further sub-aim is for students to practise emphasizing can’t in

sentences.
SPEAKING AUDIO 8.2

Naofumi Ogasawara is a teacher. He is very good with numbers
1 and he can do difficult maths in his head – without a pen, paper
• Optional step Give students one minute to think of ideas. or computer. He’s very quick.

This time allows students to brainstorm ideas, organize their Rebecca Sharrock can remember every day of her life. She
thoughts and recall vocabulary. remembers her dreams from long ago, and she remembers her
• Ask students to take turns asking and answering the first birthday. She can’t forget the things she sees or feels.

questions (1–3) with a partner. Krishnan Kumar is very good at yoga. He can do many difficult
• Ask two students to use the example sentences to provide yoga poses, and he can stay there for a long time. He can stand

models for the class. on his head for more than three hours.
• Optional step Ask students to share some of their ideas with Courtney Dauwalter is an amazing runner. She can run many

the rest of the class. kilometres. Some of her races are about 80 kilometres long. Some
races are 160 kilometres long. And some are more than 300
Sample answers
kilometres long!
1 Yes. My mother is very good at baking cakes.
2 I’m very good at playing tennis. Extra activity
3 I’d like to be very good at cooking. Ask students to imagine they are going to meet one of these
people. Ask them to decide who they would interview and
2 brainstorm four questions (e.g. Is it boring standing on your head
• Begin by asking students to read the caption and then look at
for three hours?). Write the questions on the board as a model

the photo. Students answer the question.
for students when they are working on their own interviews. Set
• Optional step Ask students to guess what an ultra-runner a five-minute time limit. Then ask students to work with a partner

does before explaining it (see Vocabulary notes). or small group and take turns to share their questions. Encourage
groups that finish quickly to imagine what the person’s answers
VOCABULARY NOTES would be.
Ultra-runners run in ultramarathons. There are various types of
ultramarathons but most are longer than a regular marathon, 4
which is over 42 kilometres (26 miles) long. Some are a specific • Organize the class into new pairs. Students talk about their

distance (e.g. 100 kilometres). A second kind is for a period of answers to the questions.
time (e.g. 24 hours) and runners try to run for as long or as far • Optional step Ask students additional discussion questions.

as they can. A third type involves running on trails and rough (e.g. Which is the most surprising or amazing? Why?)
roads so there are more obstacles than on a paved surface. Sample answers
I would like to do difficult maths in my head.
Extra activity I want a good grade in maths class.
Ask students to make groups and describe the photo in as much Extra activity
detail as possible. Examples: She is happy. Her shirt is blue. She
Organize the class into groups of four students. Each student will
has blonde hair. She is tall.
do research to find someone with similar accomplishments to the
people in Exercise 3 (e.g. other people who have competed in
LISTENING AND GRAMMAR the Mental Calculation World Cup). If there is internet access in
class, ask students to do research. Set a five-minute time limit. Ask
3 8.2
students to take turns presenting their findings to their group.
• Optional step Lead in by asking students if they know

anything about the people or if they’ve heard of them before.
• Play the audio. Students match the people to their Example: In 2018, the number 1 and number 2 people in the

accomplishments and then check their answers with a partner. Mental Calculation World Cup are from Japan, just like Naofumi
• Optional step Play the audio again. Pause at key points if Ogasawara. A man from Spain is number 5. His name is Marc

students have problems hearing answers. Jornet Sanz. He has loved maths ever since he was a child.
137
LESSON B
5
8B
They can do amazing things!
LESSON GOALS
• Understand people talking about amazing
abilities
• Use can and can’t for ability
• Say can and can’t
• Students read the Grammar box and

examples, which focus on can and can’t.
• Ask students to write the correct word

to complete the rules about when to use
can and can’t.
GRAMMAR NOTES
Can and can’t are modal verbs (also
called modals and modal auxiliary verbs)
so they always work with other verbs
to express ability, possibility, permission
and necessity. We use the infinitive form
of the verb after can/can’t. The -s form
of this verb is never used (i.e. incorrect:
He can swims.). There is no plural form
of can so all subjects (singular and
plural) use can (e.g. He can swim. I
can swim. They can swim.). Students
may make questions such as You can
run a marathon? This type of question
is only used when you want to show
Courtney Dauwalter is a famous
surprise (e.g. after someone tells you ultra-runner from the US.
they are planning to run a marathon the
next week and you didn’t know they
SPEAKING LISTENING AND GRAMMAR
can run).
1 Work in pairs. Discuss the questions. 3 8.2 Listen. Match the people (1–4) to what
1 Do you know anyone who is very good at they can do (a–d).
For further information and practice, see something? 1 Naofumi Ogasawara a 3 Krishnan Kumar b
Grammar reference Unit 8B on page 172 2 What are you very good at? 2 Rebecca Sharrock c 4 Courtney Dauwalter d
3 What would you like to be very good at?
of the Student’s Book. a can do difficult maths without a calculator.
Jin Young Ko is really good at golf. b can stand on his head for three hours.
6 I’m very good at playing …

2 Look at the photo and the caption. What is the
c
d
can remember every day of her life.
can run very long distances.
• Students complete the sentences. person very good at? 4 Discuss in pairs. Would you like any of their

• Students compare their answers with She is very good at running. abilities? Why? / Why not?

a partner before checking answers as
a class.
98
PRONUNCIATION NOTES
There are many pronunciations of can
including kan, ˈkan, kən and ˈken.
Some British speakers tend to say can’t 42951_U08_094-105.indd 98 1/10/22 11:27 AM
as /kɑːnt/, while Americans say /kænt/. 8 PRONUNCIATION AND

• Mix students so they work with new SPEAKING

people.
7 9 8.3
• Point out that the other sentence in each • Students rearrange the words to make
• Read through the information in

questions and then take turns asking

item provides hints about whether the the Clear voice box. Emphasize that
people have the ability. their partners.
we usually say can’t more strongly.
• Students complete the sentences. Answers Explain that we do this to try to avoid

Students compare their answers with 1 Can you speak English? miscommunication.
a partner before checking answers as 2 Can you sing? • Play the audio. Students listen and
3 Can you play tennis?

a class. repeat.
4 Can your best friend paint?
5 Can your teacher speak French? AUDIO 8.3
I can swim. I can drive.
I can’t snowboard. I can’t play the guitar.
Grammar activity on page 275 of the
Teacher’s Book.
138
5 Read the Grammar box. Complete the two 7 Complete the sentences with can or can’t.
statements below with can or can’t. 1 I don’t want to go to the swimming pool. • Optional step Play the audio again.

I can’t swim.
GRAMMAR Can and can’t
2 I’m very bad at yoga. I can’t touch
Abilities are things people are good at or know my toes.
problems hearing the difference between
how to do. Use can or can’t to talk about abilities. 3 He can play the guitar but not the can and can’t.
He can stand on his head for three hours. piano.
She can’t forget the things she sees.
4 She can cook amazing dishes. Her
AUDIO 8.4
Can you remember your first birthday?
Yes, I can. / No, I can’t.
food is delicious! 1 I can swim two kilometres.
5 He says he can’t dance, but he
can
2 She can’t stand on her head.
Go to page 172 for the Grammar reference. . He’s a great dancer.
can 3 They can’t drive.
1 Use to talk about something 8 Put the words in the correct order to make
you’re good at or know how to do.
2 Use can’t to talk about something
questions. Then work in pairs. Ask and answer
the questions.
11
you’re not good at or don’t know how to do. 1 you / speak / English / can / ? • Organize the class into new pairs.

6 Look at the pictures. Write can or can’t. 2 you / can / sing / ? Give students time to write their list of
3 play / can / you / tennis / ?
questions.
4 can / friend / best / your / paint / ?
5 speak / your / can / teacher / French / ?
12
PRONUNCIATION AND SPEAKING • Mix students so they work with new

9 8.3Look at the Clear voice box. Listen and
people. Students take turns to ask and
1 She can drive. repeat. answer the questions they made with
CLEAR VOICE their previous partner.
Stressing can’t
• Optional step Model an example

People usually say can quickly. It’s not stressed.
question. Ask several students to
I can swim. I can drive.
People usually stress the word can’t.
answer it.
I can’t snowboard. I can’t play the guitar.
can’t
2 He cook. EXPLORE MORE!
10 8.4 Listen to the sentences. Write can or can’t.
Then listen again and repeat. Organize the class into groups of four
1 I can swim two kilometres.
can’t
students. Each student will do research
2 She stand on her head.
3 They can’t drive.
about one of the people in Exercise 3.
can 11 Work in pairs. What are some things your
3 She snowboard.
partner can and can’t do? Write ten questions. students to find more information about
Can you touch your toes? their person. Encourage students to also
12 Work in pairs. Ask and answer your questions in find pictures and videos to show to the
Exercise 11. group. Set a five-minute time limit. Ask
students to take turns presenting their
findings to their group.
can’t
4 He play the guitar. Alternatively, ask students to prepare their
EXPLORE MORE!
Look for videos or more information about the people in Exercise 3. Search online for their names and the
in the next class.
things they can do. For example, ’Krishnan Kumar + headstand’. 99 Example: Naofumi Ogasawara can add ten
10-digit numbers together. He can do this
ten times in less than three minutes.
42951_U08_094-105.indd 99 1/10/22 11:27 AM
PRONUNCIATION NOTES emphasize can’t since it seems like a
Word stress, sentence stress and small word. However, since the entire
intonation are important for clear meaning of the sentence changes when
communication. They are also important can’t is used rather than can, it is said
elements of standardized tests such strongly so that the listener can hear it.
as IELTS Speaking. Students should
compare how English intonation and
stress differ from their first language
10 8.4
• Play the audio. Students write the correct
so they become more aware of how

word to complete the sentences. Check
miscommunication may occur. It can be
answers as a class.
surprising to students that they should

repeat.
139
LESSON 8C
8C
They’re small, but they’re fast
LESSON GOALS
• Learn adjectives to describe animals
• Understand a talk about hummingbirds
• Join ideas using conjunctions
LESSON GOALS
• VOCABULARY A sub-aim is for

students to learn adjectives to describe
animals.
• LISTENING The main aim is for

students to learn to listen for general
information rather than only specific
information.

students to practise using and, or, but,
because to join ideas.
• PRONUNCIATION A sub-aim is for

students to practise three different
pronunciations of the letter g.

students to describe things using
adjectives. hummingbird
cheetah panda spider tortoise
VOCABULARY
1
• Optional step Read the questions. Give

students one minute to think about their
answers. This preparation time allows
students to organize their thoughts and
recall vocabulary.
• Students answer the questions with VOCABULARY 3 Work in small groups. What other animals can

a partner. 1 Work in pairs. What are your favourite animals?
you describe with the adjectives in Exercise 2?
Cats are small and fast. Tigers are fast and strong.
Sample answers What do you like about them?
Cows are large. Elephants are heavy.
I like monkeys and dolphins. Monkeys are 2 8.5 Listen and repeat the words. Then work
Bears are strong!
in pairs. Look at the photos and choose three
funny. Dolphins are fast. adjectives for each animal. Go to page 163 for the Vocabulary reference.
2 8.5 beautiful fast heavy large

• Play the audio. Students listen and light slow small strong

repeat the words. Give students time to
look at the photos. It is a good idea to 100
drill the adjectives and the names of the
animals. Ask students to repeat after
your model.
• Optional step Before students begin 42951_U08_094-105.indd 100 1/10/22 11:27 AM

their discussions, use three adjectives 3 For additional practice, refer to the
to describe an animal. This provides a • Read the question. Give students one Vocabulary activity on page 254 of the
Teacher’s Book.

model for the class. minute to use their dictionaries to look
• Ask students to choose three up the names of other animals. Then

adjectives to describe each animal with ask students to share the names of the LISTENING
their partners. animals, writing them on the board.
Sample answers • Ask students to talk about the
4 8.6

cheetah – fast, strong, beautiful animals on the board using the

hummingbird – fast, small, light adjectives in Exercise 2.
Anusha Shankar. Refer students back to
tortoise – slow, heavy, large • Ask three students to read the example page 95 of the Student’s Book.

AUDIO 8.5 sentences to provide models for the
• Read through the Listening skill box with
class.

beautiful fast heavy large the class. Explain to students that when
light slow small strong For further information and practice, see listening for main points, they should
Vocabulary reference Unit 8 on page focus on keywords and words that are
163 of the Student’s Book. repeated several times.
140
LISTENING 8 Complete the statements and question with and, Hummingbirds get their food from plants.
or, but or because.
NATIONAL GEOGRAPHIC EXPLORER 1 I think trees, flowers, birds and They drink the nectar, or sugar water, from
4 8.6 Look at the Listening skill box. Then listen animals are very interesting. flowers.
but
to Anusha Shankar talking about hummingbirds.
2 The bear is small,
3 Is that your phone or
it’s very strong.
is it Andrew’s? 5
LISTENING SKILL 4 I like Jessie because she’s clever and funny. • Ask students to get into pairs and

Listening for general information take turns saying sentences about
PRONUNCIATION hummingbirds.
When listening, it’s important to hear the
main points, or general information. Don’t 9
only listen to the small details. Listen for the big ideas
8.7 Look at the Clear voice box. Listen and • Optional step Ask pairs to share their

repeat. Which g sounds like the letter j in words
too. Write down these big ideas while you listen.
like jump or job? /dʒ/
information with the class.
1 Where do hummingbirds live? CLEAR VOICE Sample answer
2 Are they light or heavy? Saying the letter g Hummingbirds live in North and South
3 Are they fast or slow? The letter g sounds different in different America.
4 What can hummingbirds do that other birds can’t? words.
5 Where do they get their food? /g/ big, dog, garden 6 8.6
5 Work in pairs. Tell your partner some general /dʒ/ large, message, page
• Play the audio again. Students answer
information about hummingbirds. Use your /ŋ/ hummingbird, sing, interesting

answers in Exercise 4 to help you. the questions (1–3).
6 8.6 Listen again. Answer the questions. SPEAKING • Students compare their answers with

1 How big are small hummingbirds?
10 Complete the table. Think of four adjectives.
2 How heavy are large hummingbirds?
3 How fast can hummingbirds fly?
Write two nouns for each adjective. • Optional step Play the audio again.

GRAMMAR Adjectives Word 1 Word 2 problems hearing answers.
7 Read the Grammar box. Which word gives a beautiful birds cheetahs Answers
reason? because
1 Small hummingbirds are four

GRAMMAR And, or, but, because centimetres long.
Use because to give reasons: 2 Large hummingbirds weigh about

Everyone loves hummingbirds because they’re 20 grams.
beautiful.
Use and to give extra information: 3 Hummingbirds can fly about

There are 330 types of hummingbirds and they 40 kilometres an hour.
are many different colours.
Use but to join ideas that are different: Extra activity 1
Hummingbirds are tiny, but they’re really fast.
Use or to join different choices: Ask students to think about the route from
They can fly backwards or stay in the same place 11 Work in pairs. Talk about the things in your their school to their home and estimate
when they fly. table. Use and, or, but and because.
how fast the cars go (e.g. 35 kilometres
I like birds because they are beautiful.
Cheetahs are beautiful and they’re really fast too.
an hour). Ask them to compare this to the
hummingbird.
EXPLORE MORE!
Look for videos of hummingbirds flying, eating or singing. Search for ’hummingbirds + video’. Extra activity 2
101
Ask students additional comprehension
questions.
How many types of hummingbirds are
there? (330 types)
42951_U08_094-105.indd 101 1/10/22 11:27 AM
How long are small hummingbirds?
• Play the audio. AUDIO 8.6 (four centimetres long)

• Optional step Ask students to say Anusha: I love hummingbirds because Can hummingbirds fly without moving?

some of the key words and words that they’re beautiful. They live in North and (Yes, they can. It’s called hovering.)
are repeated (e.g. hummingbirds, grams, South America. There are about 330 types
long, fly, flowers). Play the audio again. of hummingbirds, and they are many
different colours. GRAMMAR
• Students answer the questions (1–5).
Hummingbirds aren’t big. Large 7

hummingbirds are about 7 to 13 centimetres • Read out the information in the

long, but small ones are only four Grammar box with the class. Ask

centimetres long – about the size of your students to answer the question.
problems hearing answers. little finger! They aren’t heavy either – large
• Optional step Mix students so they
Answers hummingbirds weigh about 20 grams, and

have new partners. Ask students to
1 They live in North and South America. small hummingbirds weigh just two grams.
cover the Grammar box and take turns
2 They are light. Hummingbirds are tiny, but they’re really
asking each other questions about when
3 They are fast. fast – they can fly about 40 kilometres an
to use each word (e.g. When do we use
4 They can fly backwards. hour! They can also hover – or stay in the
because? To give reasons.).
5 They get their food from plants. same place when they fly – and they can fly
backwards. Other birds can’t fly backwards.
141
LESSON C
GRAMMAR NOTES PRONUNCIATION NOTES
And, or and but are conjunctions. When they connect two Although there are many exceptions, when g is followed by e, i
nouns or phrases (e.g. hummingbirds and/or/but pandas), or y, the pronunciation is usually /dʒ/. Students can think of -ng
don’t use a comma. Follow the rules for using commas when as a sound combination creating /ŋ/. In most other cases, g is
there are three or more words or phrases (e.g. hummingbirds, pronounced /g/.
pandas or tortoises). When and, or or but join two complete
sentences (e.g. I can drive a car. I can’t ride a bike.), put a
comma before the conjunction (e.g. I can drive a car, but I can’t SPEAKING
ride a bike.).
10
Because connects a complete sentence (i.e. an independent • Give students time to complete their tables. Set a three-minute

clause) with a dependent clause. The because clause is not time limit.
an independent sentence. Many students struggle with • Optional step Encourage students who finish quickly to add

using because, making incomplete sentences (e.g. Because more words to their tables.
I like it.). When the dependent clause is at the beginning of
the sentence, use a comma after the clause (e.g. Because For additional practice, refer to the Pronunciation activity on
hummingbirds can fly backwards, I think they are amazing!). page 295 of the Teacher’s Book.
When the clause is after the complete sentence, don’t use a
comma (e.g. I think hummingbirds are amazing because they 11
can fly backwards!). • Organize the class into new pairs. Ask students to take

turns talking about the things in their tables. Encourage them to
say sentences with and, or, but and because. Set a five-minute
Extra activity time limit.
Say additional sentences, omitting the words in brackets. Ask • Ask two students to use the example sentences to provide

students to provide the missing word. Examples: models for the class.
Pandas live in bamboo trees (and) the mountains.
Pandas love to eat, (but) they usually only eat bamboo – up to EXPLORE MORE!
12 kilograms a day!
If there is internet access in class, ask students to work with a
Baby pandas need their mothers (because) they can’t see.
partner to do research online with the key words ‘hummingbirds
Pandas spend most of their time eating (or) sleeping.
+ video.’ Ask pairs to present their videos to the class. Encourage
For further information and practice, see Grammar reference students to explain why they chose their video (e.g. The birds in
Unit 8C on page 173 of the Student’s Book. this video are amazing!). Alternatively, ask students to prepare
their research for homework before presenting in the next class.
8
• Mix students so they have new partners. To increase the

challenge, you could ask students to cover the Grammar box
and write the words.
• Students check their answers with a partner before checking as

a class.
PRONUNCIATION
9 8.7
• Read through the information in the Clear voice box. Emphasize

that students are learning three different ways to say the g
sound.
• Play the audio. Students listen and repeat. Students answer the

question.
AUDIO 8.7
big page

dog hummingbird

garden sing

large interesting

message
142
LESSON 8D
LESSON GOALS

aim is to empower students to ask for and offer help and respond to people asking
for help. The lesson ends with a roleplay task in which students practise asking their
partners for help.
SPEAKING But when something is difficult, it’s good to ask for help.
Most people are happy to help ...
1 Try these two tips.
• Ask two students to use the example sentences to provide a
1. Ask the right person.

model for the class.
Ask someone who can help you. Don’t ask someone who can’t
• Ask students to take turns asking and answering the
help you.

questions (1–3) with a partner. Then share ideas with the class.
2. Be nice.
Sample answers
Don’t be rude or unfriendly.
1 They can’t do something by themselves.
Say Excuse me and Please when you ask for help.
2 They are afraid. They don’t have the correct words.
3 I say, ‘Thank you’ or ‘Thank you very much’. And remember, say Thank you after they help you.
Asking for help is easy, so don’t be afraid to ask. Remember:
Ask the right person, and be nice.
COMMUNICATION SKILL NOTES
This lesson introduces polite language and behaviour when 3 8.2
asking for help. The lesson gets students to think about how to • Play the video again. Ask students to work with a partner to

be polite when asking for help. The lesson also helps students answer the questions (1–3).
overcome their uncertainty about asking for help. Modal verbs • Check answers as a class.

such as can, could, would and would you mind are often used Answers
to ask for help during these conversations. Asking for help is 1 They don’t want the person to say ‘no’. They want to look
an important real-world function that students need to learn.

strong.
The aim of the lesson is to give students the tools they need to 2 ‘Can you give me a hand?’
make sure they can politely ask for and offer help and respond

3 To be nice. / To not be rude. / To be friendly.
to requests for help.

4
• Read out and discuss the information in the Communication
MY VOICE

skill box. Point out that this is a summary of the information
they just studied in the video.
2 8.2
• Ask students to take turns asking and answering the • Give students a moment to look at the photos, read the

situations and brainstorm their ideas.

questions (1–2) with a partner.
• Play the video in which the narrator gives two tips for asking • Ask students to talk about who they would ask and why.

Set a four-minute time limit.

for help. Students note or remember the answers, then check
answers as a class. Sample answers
Answers 1 I would ask my brother. He works at a computer shop.
1 When they ask for help. 2 Kyle is the right person to ask. He is good at English.
2 After someone helps them. 3 I would ask Tina because she loves fashion.
4 I would ask Sam because he is a good listener.
VIDEO 8.2
No one can do everything. Sometimes, you need to ask for help.
Sometimes, people don’t like to ask for help.
Maybe they don’t want the other person to say ‘no’.
Or maybe, they want to look strong.
143
LESSON D
Extra activity
8D
Asking for help
LESSON GOALS
• Learn how to ask people for help
• Respond to people asking for help
• Practise asking for and offering help
Ask students to think of other reasons why

people might not ask for help. (e.g. They SPEAKING 3 8.2 Watch again. Work in pairs and answer
want people to think they can do it. They 1 Work in pairs. Answer the questions.
the questions.
1 Why do some people not ask for help?
don’t want others to think they are bad. 1 Why do people sometimes ask others for help?
2 What’s another way of asking ’Can you help me?’
There is no one near them at the time.) 2 Why do people sometimes not ask for help?
3 Why do people say ’Excuse me’ when asking for
3 What do you do or say when someone helps you?
Then ask students which reasons are true help?
People ask for help because they are busy, or because
for them. they can’t do something. 4 Work in pairs. Look at the Communication skill
box. Then read situations A–D below. Who
Sometimes, they don’t ask for help because ...
5 When someone helps me, I say ...
would you ask for help in each situation? Why?
• Read through the Useful language box COMMUNICATION SKILL

Asking for help

with the class. Point out the meaning MY VOICE
When something is difficult, it’s good to ask
and use of the expressions. 2 8.2 Work in pairs. Answer the questions. Then
for help. Help can make a difficult job easy to
watch the video to check your answers.
• Optional step Model the sentences do. When asking for help, remember to ...
1 When do people say please?

• ask the right person.
and questions and ask students to repeat 2 When do people say thank you? • be nice.
after you. It is a good idea to drill the • say thank you.
expressions and ask students to repeat.
This gives students confidence as they
use the expressions in the rest of the A B
lesson.
• Ask students to match the phrases in

the box with the purposes (1–5). Check
answers.
Answers
1 Excuse me. Can you help me (please)?

Can you give me a hand (please)?
2 Can I help you with that? Do you need

a hand?
3 Sorry. I can’t. I don’t know how.

4 Why don’t you ask (Pete)?

5 Can I help you with that? Do you need

a hand?
VOCABULARY NOTES
There are many other common Your phone or computer is broken. You need help with your English homework.
expressions that are used when asking
for and offering help, and students may 102
ask how to say these things. Examples
of asking for help, from least to most
formal include:
I could use a hand. (An indirect way to 42951_U08_094-105.indd 102 1/10/22 11:27 AM
ask for help but can be considered rude 6 Extra activity 1

so should be used with care.) • Ask students to use the expressions from Ask students to identify the places where

Can you lend me a hand? the Useful language box in Exercise 5 other information and expressions could
to complete the conversation. Check be used (e.g. change the person’s name;
Could you do me a favour? answers as a class. change Can you give me a hand please?
Could you possibly … ? • Optional step Students practise the to Can you help me please?). Mix students

conversation in pairs. Ask them to take so that they work with a new partner.
Would you be able to … ? turns playing both roles. Students practise the conversation using
alternative expressions and playing both
Examples of offering help from more
roles.
friendly to more formal include:
Need any help?
Let me help you with that.
Would you like some help?
144
5 Look at the Useful language box. Then answer the 6 Complete the conversation. Use expressions from
questions below. the Useful language box. • Optional step In mixed-level classes,

Alex: Hi Jo. Can you give me a 1 hand encourage students who finish quickly
Useful language Asking for and offering
help please? to think of reasons why they need help.
Excuse me. Jo: Sure. How can I 2 help ? Also ask students who finish quickly to
Can you help me (please)? Alex: My bike is broken. Can you help me fix it? make a list of the right people to ask for
Can you give me a hand (please)? Jo: Oh, I’m sorry. I don’t know 3 how .
No problem. / Sure. / Of course. Why
help for each problem.
4
don’t you ask Silvia?
How can I help?
Sorry. I can’t / don’t know how.
Why don’t you ask (Pete)?
Alex: Thanks, Jo. Silvia, can you 5
me?
help
8
Can I help you with that? Silvia: Of 6 course . I’m good with bikes. • Organize the class into groups. Ask

Do you need a hand? students to take turns asking for and
SPEAKING responding to requests for help.
Which phrase or phrases do you use when ...
1 you need help? 7 OWN IT! Make notes. List some things you • Model the example conversation with a
2 you can help someone?

want help with.
3 you can’t help someone? student.
8 Work in groups. Look at your problems in
4 you think someone else can help?
Exercise 7. Ask your partners for help.

5 you see someone who needs help?
A: Can you help me? My band needs a singer. conversations. In feedback, discuss any
B: Sorry, I can’t. I’m terrible at music! Why don’t you errors that students made.
ask Caleb?
Extra activity
When students have finished their
C D
conversations, ask them to think of
categories that they could use to classify
the problems (e.g. fixing things, advice,
help to finish something on time, help to
understand something). For extra support,
write some of these examples on the board
and give examples for each category. Ask
groups to classify the problems and share
the most common type of problems with
the class.
You don’t know what to wear to a party. You feel a bit sad. You need a friend to talk to.
103
42951_U08_094-105.indd 103 1/10/22 11:27 AM
Extra activity 2 SPEAKING

Mix students so that they are with a new 7 OWN IT!
partner. Ask students which expressions • Before speaking, it is a good idea to
they could use in each situation in the

make notes about what you want to
photos above (A–D). Then ask students to say. The notes can be simple. Complete
practise conversations taking both roles. sentences are not necessary. The
Monitor and remind students to use polite important point is to brainstorm ideas.
language. In feedback, ask students to Ask students to make notes about
share their conversations with the class. situations they need help with. Set a
145
LESSON 8E
8E
I can do that job!
LESSON GOALS
• Learn what to say in a job application
• Understand what skills are important for a job
• Write a simple job application
LESSON GOALS I think a pilot

• WRITING The aim of the lesson is for SPEAKING is interesting. 3 Read the two job applications on page 105. Tick

students to complete a job application 1
They travel to
Work in pairs. Answer the questions. many places.
(✓) the things they can do.
form. Students practise applying for Jun Ming Eliza
1 What jobs do you think are interesting? Why?
jobs that interest them. 2 What skills do you need for these jobs? Can they drive? ✓
Pilots need to be calm.
Can they cook? ✓
READING FOR WRITING
Can they clean? ✓
SPEAKING 2 Work in pairs. Read the advertisement. Can they talk to guests? ✓
1 What kind of advertisement is it? job advertisement
1 2 Who posted the advertisement? Riverside hotel
Can they work in a team?
Can they write good emails?
✓
✓
• Optional step Set up the task by asking
WORK FOR US!

Are they good with computers? ✓
students to name some jobs, writing
Can they speak different languages? ✓
unfamiliar ones on the board. Riverside Hotel
• Organize the class into pairs. Ask 4 Discuss in pairs. Look at your table in Exercise 3.

students to discuss the questions (1–2). 1 Are Jun Ming and Eliza similar or different?
2 What jobs do you think are right for them? Why?
5 Look at the Writing skill box. Do Jun Ming and

the class in feedback. Eliza follow these tips? Jun Ming: 1, 2, 3, 4
Eliza: 1, 2, 3, 4
Extra activity WRITING SKILL
Applying for a job
Ask students to brainstorm how they When you apply for jobs, follow these tips:
might learn about job openings (e.g. from 1 Say why you want the job.
their friend, through a company website, Do you love helping people? 2 Say what you can do.
through an employment agency). Are you friendly? 3 Don’t say what you can’t do.
4 Say what you are like as a person.
Can you ...? We need ...
6 Look at the Useful language box. Which
READING FOR WRITING cook chefs
expressions do Jun Ming and Eliza use?
answer the phone kitchen assistants
2 speak other languages waiters Useful language Job application forms
• Optional step Set up the task by asking drive cleaners
Say why you want the job:

clean receptionists
students where they see advertisements I want to work for you because …
send emails tour guides I would like to work at the (train station) because …
(e.g. on the internet, in magazines). chat to guests tour bus drivers
Say what you can do: Jun Ming: I want to work
• Students read the advertisement work in a team
I can (drive and cook). at the Riverside Hotel

and discuss the questions (1–2) with a I am good at (talking to people). because; I can; I love; I
I like / love (making people happy). am
partner.
Eliza: I want to work at
Say what you are like:
• Optional step Ask students how they I am (friendly).
your hotel because; I can;

know the name of the hotel (shown at Email joanne.t@riversidehotel.com I am; I always
I always (do a good job).
the top of the advertisement, from the
email address).
104
3

new partners. Ask students to use the
information in the job applications to 42951_U08_094-105.indd 104 1/10/22 11:27 AM
decide which skills Jun Ming and Eliza

have.
Answer 5
1 different • Read through the Writing skill box with


Sample answer the class.

Extra activity 2 Receptionist is right for Jun Ming. He • Students identify the tips that are

is good with computers and speaks

Ask students to work with their partner included in Jun Ming’s and Eliza’s job
different languages. Tour guide is also application forms. Set a three-minute
good for him. He speaks different time limit. Check answers as a class.
questions to see what they can do.
languages and can use the computer to
4 research information for the tours. Chef 6
• Ask students to analyse their or kitchen assistant is good for Eliza. • Read through the Useful language box

answers in Exercise 3 and talk about the She can cook. Cleaner is right for her with the class.
questions (1–2). because she can clean. Tour bus driver is • Organize the class into new pairs.

also good. Students decide which expressions Jun

the class in feedback. For additional practice, refer to the Ming and Eliza included in their job
Mediation activity on page 311 of the application forms. Set a two-minute
Teacher’s Book. time limit.
146
Riverside Hotel: Job application form
7 Look at the Critical thinking skill box. Then WRITING TASK
look at the jobs and skills in the Riverside Hotel
Name Tan Jun Ming Address

675 Mandalay
job advertisement. What skills do you need for
each job?
8
Street, 764896 • Optional step Point out to students

Junming99@ CRITICAL THINKING SKILL
Email Phone +61 7863 9021 Knowing what skills are important that their notes should answer the three
h.mail.com
Skills are things you are good at. Every job
questions.
Education:
needs different skills. When you apply for a job, list • Students write details about a job they

skills you have that are important for that job. Don’t
IT Certificate (UWS College)
list skills that aren’t important. would like to apply for. Set a three-
Experience: minute time limit.
- WRITING TASK • Monitor and encourage students who

finish quickly to add more detail.
Extra information:
8 Think of a job you would like to apply for. Make
notes. Sample answers
I want to work at the Riverside Hotel because it 1 Why do you want the job? 1 flight attendant; travel around the world
2 What skills are important for that job?

is a great place to meet people from around the
world. I am very friendly, and I love talking to 3 What are you good at? 2 work in a team, chat to guests, lift heavy

people. I also enjoy helping others, answering 9 WRITE Apply for the job. Use Jun Ming and bags, speak different languages
phone calls and writing emails. I am great with Eliza’s applications as models and the Useful 3 work in a team, chat to guests, lift heavy

computers, and I can speak three languages:
Mandarin, English and Spanish.
language expressions to help you. bags
Name:
9 WRITE
Riverside Hotel: Job application form Education: • Students use the ideas from their notes

to complete the job application form. Set
43 Palace Experience:
Name Eliza Portman Address
Avenue, 651284 a five-minute time limit.
Extra information:
Email
liz.p@m.mail.
Phone +61 9223 4618 • Monitor and encourage students to use

com
the model forms, the Useful language
Education:
expressions and the other information
Diploma (Stamford West High) they studied in this unit.
Experience: • Optional step Put students in new

Cook
pairs and ask them to take turns to read
Captain of Stamford West Football Team their partner’s form.
Extra information:
10 CHECK Use the checklist. My application … 10 CHECK
Right now, I am a cook at a small café. I want to
says why I want the job. • Ask students to use the checklist.
work at your hotel because the food is amazing!

I usually cook pasta and pizza, but I can cook says what I can do. Ask students to look at their form and
many Asian dishes too. I can also clean, drive and says what I’m like. check against the checklist.
do many other things. I am always on time, and lists only important skills.
I always work hard. I want to work in a big team • Optional step Set a three-minute time
11 REVIEW Read your partner’s job application.

and learn more about hotel work.
Does it do the things in the checklist?
limit for students to revise their form.
11 REVIEW
105

new partner. Ask students to exchange
forms with their partner and check them
against the checklist in Exercise 10. Ask
42951_U08_094-105.indd 105 1/10/22 11:27 AM
mistakes.
7 waiter – speak other languages, clean • Optional step Students compare and
(the table), chat to guests, work in a team

• Read through the Critical thinking skill comment on each other’s forms and

box with the class. Give students time to cleaner – clean, work in a team make suggestions for revision (e.g. You
read the text carefully. receptionist – speak other languages, send can speak three languages, but you
• Ask students to work with a partner emails, chat to guests, work in a team, didn’t write that.). Set a three-minute
answer the phone

and decide which skills are necessary time limit for students to revise their
for each job in the Riverside Hotel tour guide – speak other languages, chat forms.
advertisement. to guests, work in a team
tour bus driver – speak other languages, See Workbook page 57 for extra practice
• Optional step Ask pairs to decide which (Writing).
drive, chat to guests, work in a team

skill is the most important for each job
(e.g. ability to drive for tour bus driver). For additional practice, refer to the See Workbook pages 58–59 for Unit 7
Sample answers Communication activity on page 237 of and 8 Review.
chef – cook, work in a team the Teacher’s Book.
kitchen assistant – cook, work in a team, For Unit 8 Reflect and review, see
clean Student’s Book page 157.
147
UNIT 9
Travel
UNIT GOALS

speaking
• talk about different ways to travel;

learn how to understand words in
brackets in reading passages; talk
about different ways to travel
9B Listening, grammar and

speaking
• listen to someone talking about

interesting holiday spots; use there
is and there are; talk about things
you can find in a place; talk about
famous tourist attractions

speaking
• learn about the weather; listen

to advertisements; use object
pronouns; practise the /w/ and /v/ Montaña de Siete Colores, Peru.
sounds
9D Speaking 106
• learn how to make phone calls;

practise making phone bookings;
practise the /θ/ sound in ordinal
numbers and dates 42951_U09_106-117.indd 106 3/7/22 11:02 AM

ABOUT THE PHOTO 1
The unit theme is travel. The photo shows • Optional step To set up the task, use
• learn to use exclamation marks;

Moñtana de Siete Colores, also known the photo on the page to elicit and teach

understand reasons for writing; as the Rainbow Mountain, in Peru. The key words students may need: clouds,
write a postcard colours are created by the minerals that sunny, shadows, mysterious, gold,
have combined together to create gold, turquoise.
red, turquoise and purple shades. The • Ask students to take turns asking
Communication activities: pp. 238–239

mountain is also known as Vinicunca. Until and answering the questions with their
Vocabulary activity: p. 255 about 2015, it was hidden by snow. When partner.
Grammar activities: pp. 277–278 the snow melted, the Mountain of Seven
Pronunciation activity: p. 296 Sample answers
Colours was discovered. Although over
Mediation activity: p. 312 1 Peru.
5,200 metres high, it’s a popular tourist

2 many colours, people hiking, beautiful
destination.

Workbook clouds
Unit 9 pp. 60–65 3 Yes. It looks beautiful.

148
9Travel
VIDEO 9.1
Jenny: I’m Jenny Adler. I’m a
photographer, and I travel a lot. I take
photos of animals and plants under the
ocean. Because of climate change, the
ocean is warming up. This makes life
difficult for some ocean animals and
plants, and I want my photos to show
GOALS
people this problem.
• Understand words in brackets
• Use there is and there are One place I love travelling to is the island
• Talk about transport and the weather of Zanzibar, in Tanzania. The weather is
• Listen to advertisements
• Speak on the phone lovely, and there are lots of amazing plants
• Write a postcard and animals. There are also many beautiful
beaches and friendly people.
1 Look at the photo. Where is this place? Extra activity 1
2 What do you see in the photo?
Ask students if they have heard about the
3 Would you like to visit this place?
problems caused by climate change. Play
WATCH the video again. Ask students to take notes
about what is affected by the warming
(ocean animals and plants).
NATIONAL GEOGRAPHIC EXPLORER
Extra activity 2
In order to increase students’ global
awareness, ask students to find Zanzibar
JENNY ADLER
and Tanzania on a world map. Also show
1 What does Jenny take photos of?
2 Where does she like travelling to?
students photos of Zanzibar. Ask students
3 Why does she like it there? to compare and contrast it with their area
3 Make connections. What place do you visit (e.g. Zanzibar has many beaches, but
often? What can you find there? our area doesn’t.). If necessary, preteach
I often go to Oman. My brother lives there. It has a words like beach, river and mountain.
lot of beautiful beaches!
Ask students to talk with a partner about
whether they would like to visit Zanzibar,
giving reasons for their answers.
3
107


42951_U09_106-117.indd 107 3/7/22 11:02 AM
class.
WATCH • Students take turns asking and


2 9.1 problems hearing answers.
minute time limit.
• Optional step Read the name of the • Students compare answers in pairs

explorer with the class. It’s easier for before checking their answers as a class.
students to focus on the video when ABOUT THE EXPLORER
Answers
they’re familiar with the name. 1 animals and plants under the ocean JENNY ADLER has a science background,
studying ecology and biology. She is also

• Ask students to read the questions 2 She loves travelling to Zanzibar in

a photojournalist. She uses her scientific

(1–3). Then play the video in which Tanzania.
Jenny Adler introduces her work as a 3 There are lots of amazing animals and understanding when she takes photos
both underwater and on land. One of the

photographer and talks about things plants, beautiful beaches and friendly
to see on Zanzibar. Ask students to try people. themes in her photos is how people and
to remember answers – trying to take water are connected. She shows us that
notes while watching the video may stop our climate is always changing.
students from watching and listening
properly. Students answer the questions.
149
LESSON 9A
9A
Amazing journeys
LESSON GOALS
• Talk about different ways to travel
• Understand an article about interesting
journeys
• Understand words in brackets
LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 5 Read about the two train journeys again. Write

lesson is for students to talk about 1 Work in pairs. Why do you think people travel?
the letters (a–h) in the Venn diagram.
a one country e see animals
different ways to travel. Read the reasons below. Write very important
b many countries f see mountains
(V), important (I) or not very important (N).
• READING The main aim is for c one day long g beds on the train
1 see new places

d many days long h food on the train
students to read about interesting 2 meet interesting people
journeys and understand words in 3 relax Ticlio Pass Shongololo Express
brackets. 4 buy things ac f, h b d, e, g
• SPEAKING The speaking aim is for 5 learn about the world

6 have fun
students to talk about a journey they
would like to take. 2 9.1 Work in pairs. Answer the questions. Then 6 Work in pairs. Which journey sounds more
listen to check. interesting to you? Why?
Which can you:
7 Look at the Reading skill box. Then look for the
words in brackets in the article. Do they give
VOCABULARY meaning or extra information?
1 car boat train bike

READING SKILL
Understanding words in brackets
• Optional step Emphasize that students
Writers use brackets ( ... ) to explain what

should give their opinions and there is something means or to give extra information.
not one correct answer. Ask students Meaning:
to read the reasons (1–6) and mark You can see giraffes (animals with very long necks).
taxi plane bus motorbike Extra information:
their ideas. This preparation time allows There are snacks (sandwiches and cakes).
students to brainstorm ideas, organize 1 ride 4 sail
2 drive 5 fly
their thoughts and recall vocabulary.
3 take 6 travel by SPEAKING
• Students discuss the question
3 Discuss in pairs. How do you like to travel? What 8 Work in pairs. How do you travel to these places

and reasons (1–6) with a partner. Ask are some good and bad things about each way from your home?
students to share some ideas with the to travel? a park the next city the mountains
rest of the class. I like travelling by plane. It’s expensive, but it’s fast. a supermarket the beach the shopping centre
I like riding a bike. It’s slow, but you can stop and see I walk to the park. It’s very near.
Extra activity many things. I ride my bike to the beach.
Ask students to work with a partner to 9 Work in pairs. Think about a journey you would
brainstorm other reasons why people travel like to do.
READING
1 Is it a short or a long journey?
(e.g. try new food, see friends and family). 2 Where does it start and end?
4 Read the article. Which ways to travel does it
Ask students to share their ideas with the mention? car, train 3 How would you travel?
class. I really want to travel from Hanoi to Ho Chi Minh City
by motorbike.
2 9.1 EXPLORE MORE!
• Give students time to look at the icons Find out about other long and exciting journeys. Search online using the words ’exciting journeys’.

and read the labels. Go through the 108
modes of transport with students.

started. Emphasize that there can be
more than one answer. Ask students 42951_U09_106-117.indd 108 3/7/22 11:02 AM
to work together to make collocations 4 boat 5 Fly a plane.

about different ways to travel. Then play 5 plane 6 Travel by car, boat, train, bike, taxi, plane,

the audio to check answers. 6 car, boat, train, bike, taxi, plane, bus, bus, or motorbike.

• Optional step Play the audio again. motorbike

Students listen and repeat. Read each AUDIO 9.1 VOCABULARY NOTES
item with the class. 1 Ride a bike or a motorbike. We use ride in a with car, boat, train,
2 Drive a car, taxi, or bus. taxi, plane and bus. We use ride on a
Answers 3 Take a bus, taxi, or train. with bus, boat, train and plane. We also
1 bike, motorbike
4 Sail a boat. say take a plane.

2 car, taxi, bus

3 bus, taxi, train

150
The Shongololo Express
The Shongololo Express train travels through READING
South Africa, Eswatini, Namibia, Zimbabwe
and Mozambique. The journey is long 2(it takes ABOUT THE TEXT
about 12 to 15 days), but it’s amazing. You can
see many things from your window: lakes, rivers,
The text type is an article. The text consists
mountains, villages and many beautiful animals. of two short travel guides. Each guide
Some people see lions, elephants and giraffes. describes a train trip with amazing views.
There’s great food on the train, and there are The Shongololo Express started in 1995,
comfortable beds to sleep on at night. but the trains remind travellers of the olden
days, with their wooden panels. The train
provides a luxurious experience.
A shongololo is a dark brown African
millipede. It is hard and shiny. Shongololo
is pronounced /ʃɒŋɡəˈləʊləʊ/.
The journey
Ticlio is also called Anticona. The railway
was built to transport lead and zinc from
nearby mines. There are long tunnels on
the train line. Galera Tunnel is almost
of your life!
The destination 1(the place you’re going to) isn’t the only reason to travel.
1,200 metres long. The train is the highest
standard-gauge railway in the world.
4
• Optional step Ask students where they

Sometimes, it’s about the journey, or how you get there. Here are two would like to travel to (e.g. Barcelona) if
amazing journeys you can take. they could go anywhere in the world.
• Ask students to read the article and

answer the question. Set a five-minute
time limit.
The Ticlio Pass
Ticlio is a mountain pass 3(a road through • Students compare answers with a

the mountains) in Peru. It’s up in the Andes partner.
mountains, 90 kilometres from Lima. It’s nearly
5000 metres high. By car, the journey is short Extra activity
4
(it takes about three hours) but beautiful. In order to develop students’ global
There’s also a train from Lima. There are only
awareness, ask them to find the Ticlio
two trains a month, but the view is amazing. The
ride is 12 hours long, and there are no beds. You
Pass on a map of Peru. If there is internet
can get snacks on the train or you can buy food access, ask students to work with a partner
at the town of Matucana. to locate the countries in Africa on a world
map. Ask pairs to take turns pointing and
naming countries on a map in front of the
109
class.
5
• Students read the article again to

42951_U09_106-117.indd 109 3/7/22 11:02 AM complete the Venn diagram. Set a five-
minute time limit.
3 Sample answers
• Students work with a partner to
• Optional step To model what students I like to travel by plane. I can go almost

anywhere. I can’t go to some countries compare diagrams.

could say, talk about what transport you
like to use when you travel, mentioning by car.
reasons for your choices. Extra activity
• Ask students to work in new pairs Ask students which ways of travelling are

and to take turns asking and answering popular in their city/town/village and why.
the questions. (e.g. Many people use motorbikes because
• Ask two students to use the example we can go anywhere with them.)

class. For further information and practice, see
• Optional step After practising, ask

students to share some of their ideas.
151
LESSON A
Extra activity 9
Ask students to work with a partner to brainstorm other • Optional step Ask students to read the questions (1–3) and

information from the article that they could put in the Venn write brief notes about their journey. This preparation time
diagram. Set a three-minute time limit, and ask students to work allows students to brainstorm ideas, organize their thoughts
with a partner to draw a new Venn diagram. Ask pairs to share and recall vocabulary.
their ideas with the class. Write these examples on the board to • Ask students to take turns to ask and answer the questions

provide support: with their partner. Set a five-minute time limit.
Shongololo Express: see lakes, rivers, villages • Optional step You could model the activity by providing an
Ticlio Pass: 5,000 metres high, only two trains a month

example of a journey you would like to take. You could do
Overlap: see beautiful things this at the start to provide a model or at the end as extended
listening.
6
• Students discuss the questions with a partner. Extra activity

• Ask students to share some ideas with the rest of the class. Provide additional questions for students to use as they talk

Sample answer about their journeys. Encourage students to give reasons for their
The Shongololo Express sounds more interesting. I can see lions answers. For example:
and giraffes. I can also see many different views like lakes and Who do you want to travel with?
villages. Do you want to make your own travel plan or use a travel
company?
Extra activity
Which reasons in Exercise 1 are part of your journey?
Ask students to brainstorm reasons why some people enjoy train
journeys (e.g. they can look at nature because they aren’t driving). EXPLORE MORE!
Sample answers If there is internet access in class, ask students to work in pairs
Some people like travelling by train because they can see many to search online and find other long journeys. Students may
things, including beautiful and amazing nature. They can also get need to search with more specific terms (e.g. exciting train trips).
close to nature without disturbing it. In addition, some people like Ask students to also find photos. In order to encourage global
train travel because they don’t have to pack and unpack each day. citizenship, ask students to find the locations of the journeys on
Some people also believe train travel is better for the environment. a world map as they do their research. Ask pairs to present their
findings to the class. Alternatively, ask students to prepare their
7 research as homework and present their findings in the next class.
• Read through the Reading skill box with the class. Explain to
Example:

students that extra information sometimes includes examples
The Trans-Siberian Railway connects Vladivostok in the eastern
and details about a general word or idea.
part of Russia to Moscow in the west. The train goes through
• Ask students to look for the words in brackets in the article and Mongolia. People can see houses, old villages and lakes. The trip

decide how the brackets are used in each situation either for takes about 12 days.
meaning or to give extra information.
• Students compare their answers with a partner. See Workbook pages 60–61 for extra practice (Vocabulary,
Reading)

Answers
Give meaning – 1, 3
Extra information – 2, 4
SPEAKING
8
• Ask two students to use the example sentences to provide

models for the class.
• To begin, mix students so they work with new people. Then

ask students to discuss the question. Set a five-minute time
limit. Invite pairs to share their ideas with the class.

they can use in their discussions. As students share their ideas
with the class, write the questions on the board (e.g. How long
does it take to get to the park? How often do you go to the
beach? When do you usually go to the mountains?)
152
LESSON 9B
LESSON GOALS
• LISTENING A sub-aim is for students to learn about interesting holiday spots in

Iceland.
• GRAMMAR The main aim is for students to learn how to talk about things that exist

in a specific place.
• SPEAKING The speaking aim is for students to talk about a place they would like to

visit.
SPEAKING • Play the audio. Students tell their partner the answer. Check

answers as a class.
1
• Organize the class into pairs. Students discuss the questions • Optional step In order to develop students’ global citizenship,

ask students to find Iceland on a world map.

(1–2) in their pairs and then share their ideas with the class.
• Optional step To model what students could say, tell students AUDIO 9.2

about a place in your town that tourists visit. Jenny Adler: Sometimes, I travel for fun, not for work. I really
Sample answers love visiting Iceland. There are many things to see! There are
1 Yes, many tourists visit my town. beautiful beaches with black sand, and hot water pools for resting
in when you’re tired. At night, you can see the northern lights.

2 They go to the castle, ride a boat on the moat, visit the
These are beautiful colourful lights in the sky. You can only see

beach, climb the mountains near the town and go to the old,
them at night, when there isn’t a big moon, and there aren’t any
traditional houses.
clouds. Iceland’s capital city Reykjavik is great. There are lots of
2 museums, and there’s a hot pool in the middle of the city. There
• Students discuss the questions (1–2) in their pairs and then are many nice restaurants, and lots of friendly people!

share their ideas with the class. 4 9.2
• Optional step To model what students could say, talk about • Play the audio again. Students mark the things in Iceland. Check

one of the attractions that you would like to visit. answers as a class.
Sample answers • Optional step Play the audio again. Pause at key points if

1 Yes. students have problems hearing answers.
2 I want to visit the Egyptian pyramids.
Extra activity
Extra activity
Ask students what other place Jenny mentions (museums). Ask
Organize the class into groups of three students. Assign each students to talk with a partner about two places in Iceland that
group one of the tourist attractions. Assign each group member they would like to visit and two places they are less interested in
information that they can find quickly and easily. For example: visiting. Encourage them to give reasons for their answers.
Student A: a tip for visiting the place
Student B: how to get there from the nearest big city 5
Student C: one interesting fact • Students read the Grammar box, which focuses on there is and

If there is internet access in class, ask students to do their research there are. Point out that they need to follow the singular-plural
and present their findings to the class. Alternatively, ask students rules when choosing is or are.
to prepare their research for homework before presenting in the • Students answer the question. Point out that any is used when

next class. either none exists or to ask about existence.
Example for the Egyptian pyramids:
Answers
Tip: You pay extra money to go inside the pyramids. / You can
Use some and any for plural nouns.
take a camel ride.
Travel: Take a taxi or bus from Cairo.
GRAMMAR NOTES
Fact: The Great Pyramid of Giza is one of the Seven Wonders of
the World. There is/There are sentences introduce a subject or talk about
existence. Remind students that there does not refer to
anything specific. Students may confuse them with personal
LISTENING AND GRAMMAR pronouns such as it and they which replace specific items
3 9.2 (e.g. a book) and people (e.g. my grandmother and sister).
• Optional step Ask students what they remember about Jenny There is is used for singular and uncountable nouns. There are

Adler from the video on page 107 of the Student’s Book (a is used with plural countable nouns.
photographer, takes photos of animals). Ask students to guess The past tense (there was/were) and future tense (there will be)
what her favourite place is to go for a holiday. are also used.
153
LESSON B
Extra activity
9B
There are beaches
LESSON GOALS
• Understand someone talking about their
favourite holiday spot
• Talk about things you can find in a place
• Talk about famous tourist attractions
Explain to students that aren’t any is only

used with countable nouns. Explain that
with black sand
we use isn’t any with uncountable nouns.
Give students sentences and questions and
ask them to say whether they are correct.
For example:
There aren’t any pencils. (correct)
There aren’t any water. (incorrect; There
isn’t any water.)
A holiday photo by Jenny Adler.
Are there any mountains? (correct)
Are there any oil? (incorrect; Is there
any oil?) SPEAKING LISTENING AND GRAMMAR
For further information and practice, see 1 Work in pairs. Answer the questions. NATIONAL GEOGRAPHIC EXPLORER
1 Do tourists visit your town?
Grammar reference Unit 9B on page 173 3 9.2 Listen to Jenny Adler. Where’s her
2 What places do they visit?
of the Student’s Book. favourite place to go for a holiday? Iceland
2 Work in groups. Look at the infographic below.
Discuss the questions. 4 9.2 Listen again. Tick (✓) the things Jenny
For additional practice, refer to the 1 Do you know these famous tourist attractions?
says you can see or find there.
Communication activity on page 238 of 2 Which ones would you like to visit the most? a beaches ✓ e northern lights ✓
b old buildings f shopping centres
the Teacher’s Book. c large animals g restaurants ✓
d hot pools ✓ h friendly people ✓
6 WHERE DO
VISITORS PER YEAR
30 million Niagara Falls (Canada/US)
• Students choose the correct words to TOURISTS 15 million The Egyptian pyramids
GO?

8 million The Sydney Opera house
complete the sentences.
7 million The Eiffel Tower (France)
• Students compare their answers with 3 million Angkor Wat (Cambodia)

• Optional step Students take turns

reading the sentences in pairs.
7 Niagara Falls
The Eiffel
• Mix students so they work with new Tower

people.
• Students write the correct words to The Egyptian

complete the conversation. Check pyramids Angkor Wat
answers as a class.
• Optional step Students practise the

conversation in pairs. Ask them to take
turns playing both roles. 110 The Sydney
Opera House
8

students to find Laos on a world map. 42951_U09_106-117.indd 110 3/7/22 11:02 AM
This develops their global awareness and Extra activity Sample answer
provides context as they do the exercise. Are there any interesting things in Japan?
Remind students of the places in their
Elicit some ideas from the class and Of course there are! Japan is an amazing
town that they mentioned in Exercise 1.
teach some key words: waterfall, forest, country. There are many beautiful
Ask students to work with a partner to
clear. mountains. Mount Daisen is my favourite.
create a short paragraph about one of
• Organize the class into new pairs. them. Set a five-minute time limit. Ask And there are big lakes too. There are

• Students write a, any or some to two pairs to get together and take turns also hot springs, beaches and waterfalls.

complete the paragraph. Students reading their paragraphs. My favourite place is Tsuwano. It’s a small
compare answers with a partner before town, but it’s really pretty. There are lots of
checking answers as a class. shops there.
• Optional step Students practise

reading the paragraph in pairs.
154
5 Read the Grammar box. Do you use some and
any for singular or plural nouns? EXPLORE MORE!
GRAMMAR There is and there are
Positive sentences: the class into pairs or groups and ask them
Use There + is / are.
There’s a hot pool.
to search online using a country name
You can also use numbers, or words like some or and the words ‘tourist attractions’. Ask
many. them to choose some sites that they like
There are (two / some / many) beaches.
and present their findings to the class.
Negative sentences:
Use There + isn’t + a.
There isn’t a big moon. Alternatively, ask students to prepare their
Use There + aren’t + any. research for homework before presenting
There aren’t any clouds.
in the next class.
Kuang Si Waterfall, Laos.
Questions: Example:
Use Is + there + a.
Is there a museum?
Santorini is a tourist attraction in Greece. It
Yes, there is. / No, there isn’t. 8 Complete the information about Laos using a, is famous. There are many white buildings
any or some.
Use Are + there + any.
Are there 1 any interesting things in
with blue roofs. There are beaches. You
Are there any restaurants?
Yes, there are. / No, there aren’t. Laos? Of course there are! Laos is an amazing can fly or take a boat there.
country. There are many beautiful waterfalls.
Go to page 173 for the Grammar reference. Kuang Si Waterfall is my favourite. And there are See Workbook page 62 for extra practice
2 some big mountains too. There aren’t (Grammar).
6 Complete the sentences. Circle the answers. 3 any beaches in Laos, but there are
1 There is / are a shower in the bathroom. some
4
hot springs (natural pools of
2 There is / are fifteen people in my class.
hot water). My favourite place is Luang Prabang.
3 There isn’t / aren’t any tomatoes in this dish.
It’s a small town, but it’s really pretty. There’s
4 There isn’t / aren’t a TV in his house. a
5
restaurant there I really like.
5 Is / Are there a computer in your room?
6 Is / Are there any trains to your town?
SPEAKING
7 Complete the conversation. Write is, are, isn’t
or aren’t. 9 Work in pairs. Turn to page 180. Choose a place.
A: Hey Miko. 1 Are there fun things to do Don’t tell your partner.
in your town? Student A: Ask questions with Is there and Are
are there. Guess your partner’s place.
B: Yes, there 2 . There
is Student B: Answer your partner’s questions.
3
a museum and there
4 is an art gallery. A: Are there any mountains?
A: 5 Are there any mountains? B: Yes, there are.
B: No, there 6 aren’t , but there 10 Work in pairs. Talk about a place you want to
7 is a hill. visit. Ask and answer questions using Is there and
A: 8 Is there a nice park? Are there. Use the words in Exercise 4 to help you.
B: Yes. There 9 are two beautiful parks. A: I’d like to visit Morocco.
A: Nice. And is there a cinema? B: Why do you want to visit Morocco?
B: No, there 10 isn’t . I watch films at A: It’s beautiful. There are many amazing markets.
home. B: Are there any ... ?
EXPLORE MORE!
Learn about popular tourist places around the world. Search for ’[country] + tourist attractions’.
111
42951_U09_106-117.indd 111 3/7/22 11:02 AM
For additional practice, refer to the • Model the example conversation with a

Grammar activity on page 277 of the student.
Teacher’s Book.
10
• Organize the class into new pairs.
SPEAKING

Students take turns to ask and answer
9 questions about a place they want to
• Mix students so they work with go to.

new people. Tell students to choose a • Model the example conversation with a

place on page 180 of the Student’s Book student. Tell students that if they don’t
without telling their partner. Students know they can say, I’m sorry, I don’t
take turns to ask and answer questions know.
until they discover the place their partner
is describing.
155
LESSON 9C
9C
The weather is perfect!
LESSON GOALS
• Learn weather words
• Understand two travel advertisements
• Use object pronouns
LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY 3 Work in pairs. Do you use these items in the sun,

students to learn and use weather 1 Work in pairs. Answer the questions.
wind, rain or snow?
words. 1 Do you sometimes check the weather? How? 1 3
2 What are some reasons people have for checking rain snow
the weather?

to listen to advertisements. 3 Do you like wet weather or dry weather more?
• GRAMMAR A further main aim is Why?

for students to practise using object 2 9.3 Match the words to the pictures. Listen
umbrella hat
and check.
pronouns.
2 4
• PRONUNCIATION A sub-aim is for d 1 a wind wind sun

students to practise the /w/ and /v/
sounds.
• SPEAKING The speaking aim is for c 2 b snow

students to talk about things they like
jacket flip flops
while using object pronouns.
a 3 c rain Go to page 164 for the Vocabulary reference.
LISTENING
VOCABULARY
b 4 d sun 4 9.4 Listen to two advertisements. Where is
1 the weather warm? Where is the weather cold?
The weather is warm in Jamaica and cold in Finland.
• Optional step Read the questions

(1-3). Give students one minute to think Jamaica
about their answers. This preparation Where the sun always shines!
time allows students to organize their
thoughts and recall vocabulary.
• Students answer the questions with

a partner.
Sample answers
1 Yes. I use an app.

2 They want to go outside. / To answer the

question, Do I need an umbrella?
3 I like dry weather more. I don’t like Finland

cycling, hiking or doing other outdoor A land of
activities in wet weather. snow-filled
adventure.
2 9.3
• Ask students to work with a partner 112

to match the words and pictures.

their answers.
• Optional step Play the audio again. 42951_U09_106-117.indd 112 3/7/22 11:02 AM
3

Students listen and repeat. VOCABULARY NOTES
• Optional step Model the new words Artifacts suggest ancient Egyptians used
AUDIO 9.3

and ask students to repeat after you. sandals similar to flip flops 4,000 years
1 sun 2 rain 3 wind 4 snow
It is a good idea to drill the vocabulary ago. In modern society, flip flops have
Extra activity and ask students to repeat. This gives many names. For example, in some
Show students a photo of a suitcase. Ask students confidence as they use the countries they are called sliders or slides.
students to imagine that they are tourists expressions in their discussions.
in their town. Ask, What do you bring in • Ask students to take turns talking

your suitcases? Ask students to work with about when they use the items.
a partner to list ten items. The first pair to
finish is the winner. Ask pairs to share their
ideas.
156
5 9.4 Look at the Listening skill box. Then listen 8 Work in pairs. Answer the questions. me, you, him, her, 2
again. Complete the sentences (1–8) with the 1 Which object pronouns are for people? us, them
verbs you hear. 2 Which object pronouns are for things? it, them Do you love the snow? Visit Finland in
LISTENING SKILL
3 Which are for more than one person or thing? you, us, them December! Learn to snowboard with our
Listening to advertisements 9 Write the sentences. Change the nouns to object friendly snowboarding teachers. Or go
Advertisements often make suggestions or pronouns. on a dog sled adventure with our team
ask you to take action. These suggestions 1 Give this wallet to your sister. Give it to her.
of amazing dogs. Get to know them, and
often begin with verbs. For example: 2 Help Larry find Mel and Stella. Help him find them.
Visit Finland in December.
let them take you on an exciting journey!
3 Send the email to Miguel and me now. Send it to us now.
Listen for these verbs to understand the message. 4 Tell Sofia to show the report to Jen and me.
Don’t worry about the weather. Visit our
Tell her to show it to us. saunas. These hot rooms are the perfect
enjoy forget go learn relax swim visit worry PRONUNCIATION place to rest on a cold winter day. Finally,
end your day the Finnish way. Swim in a
Jamaica:
repeat. cold lake, and feel alive! We want to hear
1 Relax at our wonderful hotel.
2 Learn to cook Jamaican dishes. CLEAR VOICE
from you. Email us to find out more.
Enjoy
5
3 some reggae music. Saying /w/ and /v/
forget 9.4
4 Don’t your dancing shoes. The /w/ and /v/ sounds are similar, but they
Finland: are not the same. • Read the Listening skill box with the

5 Visit Finland in December. water vegetable class. Point out that the verbs are in the
6 Go on a dog sled adventure. Practise saying /w/ and /v/ to make your English clear. infinitive form. Explain that the subject
7 Don’t worry about the weather. weather wind always
Swim very video heavy
of the sentence is not spoken/written
8 in a cold lake.
but is assumed to be the people hearing/
6 Work in pairs. Which holiday sounds more 11
interesting? Why? I think Jamaica sounds more
9.6 Listen and repeat the sentences. reading the requests and suggestions.
interesting. I want to try sailing. Jamaican 1 The wind is very strong today.
food sounds delicious. I want to listen to 2 The rain is always heavy in June.
• Optional step Read the verbs with the

GRAMMAR reggae music because I don’t know what it class. It’s easier for students to focus on
sounds like.
7 Read the Grammar box. Write the object SPEAKING the audio when they’re familiar with the
pronouns. words.
12 Look at the words below. Think of one thing for
each word and write it down. • Play the audio again. Students
GRAMMAR Object pronouns
rain

1 weather
Object pronouns are for people or things that complete the sentences from the
actions happen to. 2 a band
3 a place
advertisements with the verbs. Students
me you him
her it us them 4 an activity compare their answers with a partner.
Object pronouns usually come after a verb. 5 a type of food • Optional step Play the audio again
Everyone loves it!

Get to know them. 13 Work in pairs. Ask and answer questions about and pause at key points if students have
your things in Exercise 12. problems hearing answers.
Go to page 174 for the Grammar reference. A: Do you like the rain?
1 I me 2 you you 3 he him B: Yes, I do. I love it! Extra activity 1
4 she her 5 it it 6 we us A: Why do you love it?
7 they them B: I like to lie in bed and read ...
Play the audio again. Students identify
other verbs used in the advertisements to
make requests and suggestions (come,
EXPLORE MORE! have, join, get, let, end, feel, email). Ask
What is the weather like around the world? Which places have a lot of sun, snow, wind and rain? them to write the words down as they
113
Search for ’places with a lot of [weather word]’. listen. Encourage students to share their
answers with the class.
42951_U09_106-117.indd 113 3/7/22 11:02 AM

Extra activity 2
For additional practice, refer to the AUDIO 9.4 Ask students to work with a partner and
Vocabulary activity on page 255 of the 1 make sentences using the verbs to give
Teacher’s Book. Want to go somewhere nice and warm? advice about a place they know well. (e.g.
Come to Jamaica. Everyone loves it! The Visit Edinburgh Castle in Scotland.; Relax
weather is perfect, and there are so many near the Dead Sea.) Ask students to tell
LISTENING the class about the place they know well.
things to do! Relax at our wonderful hotel.
4 9.4 It’s right next to the beach, far from the If students are from the same town or city,
• Play the audio. Students first listen to the noise of the city. Or have fun in the sun. check how many students have chosen the

two advertisements. Then ask students Swim in the sea, or join us on a lovely boat same place to talk about and why.
to look at the photos and answer the ride. The wind is always strong – perfect
questions. for sailing! Interested in Jamaican food? 6
Our chef Luisa is a wonderful cook. Join • Optional step To model what students

one of our classes, and learn to cook could say, talk about which holiday you

• Optional step Play the audio again. delicious Jamaican dishes with her. Finally, would choose, mentioning reasons for

Pause at key points if students have enjoy some reggae music with us. We have your choice.
problems hearing answers. an amazing band, so don’t forget your
dancing shoes!
157
LESSON C
• Ask students to work with a partner to take turns discussing not, however, pressed tightly together. The /w/ sound is also

their ideas. voiced, so you can feel a slight vibration in your throat. Because
• Optional step Ask pairs to share their ideas with the class in there are minimal pairs, words which only differ by the /v/ and

feedback. /w/ sound (e.g. wine – vine, west – vest, worse – verse), it is
important for students to practise the pronunciation of both
GRAMMAR the /v/ and the /w/ sounds.
7 Extra activity
Ask students to brainstorm other words (or find them on pages

• Ask students to write the object pronouns. Then ask them
112–113 of the Student’s Book) with the /w/ and /v/ sounds. Write

to check their answers with a partner.
the following words from Student’s Book pages 112–113 on the
For further information and practice, see Grammar reference board as examples: wallet, work, worry, weather, word, wind;
Unit 9C on page 174 of the Student’s Book. give, voice, visit, verb, adventure, love.
Ask students to take turns practising the pronunciation of the
GRAMMAR NOTES words with their partners.
Remind students that object pronouns contrast with subject For additional practice, refer to the Pronunciation activity on
pronouns. Subject pronouns are the subject of the sentence page 296 of the Teacher’s Book.
(e.g. I like beaches.) In contrast, object pronouns receive the
action. They come after the verb or a preposition (e.g. I cook 11 9.6
lunch for him.). It is sometimes used even though we are • Play the audio. Ask students to listen and repeat.

talking about people (e.g. Look! It’s (name of famous movie
AUDIO 9.6
star!). Remind students that object pronouns are used so that
we are not repeating the same word many times. 1 The wind is very strong today.
2 The rain is always heavy in June.
8 SPEAKING
• Students take turns to ask and answer the questions (1–3)
12

with a partner.
• Check answers as a class. • Give students time to write words they associate with each

topic. Set a three-minute time limit.
9
• Mix students so they have new partners. To increase the 13

challenge, you could ask students to cover the Grammar box • Organize the class into new pairs. Ask students to take

and rewrite the sentences to replace the nouns. Check answers turns asking and answering questions about the things they
as a class. wrote in Exercise 12. Set a five-minute time limit.
• Optional step Students take turns with their partner to say the • Model the example conversation with a student. Point out

sentences with object pronouns. that the speakers use an object pronoun rather than repeating
the word rain. Also point out that Student A asks a follow-up
For additional practice, refer to the Grammar activity on page question. Encourage students to follow this pattern.
278 of the Teacher’s Book. • Optional step In feedback, ask students to say what surprised

them the most (e.g. I am surprised because my partner loves the
PRONUNCIATION rain. I hate it.).
10 9.5
EXPLORE MORE!
• Give students time to look at the Clear voice box. Explain how

to make the /v/ and /w/ sounds (see the Pronunciation notes). If there is internet access in class, organize the class into pairs or
• Play the audio. Students listen and repeat. groups and ask them to search online for ‘places with a lot of
[weather word].’ Encourage each partner or group member to

AUDIO 9.5 search for a different weather word. Ask them to present their
water vegetable weather wind findings to the class. Alternatively, ask students to prepare their

always very video heavy research for homework before presenting in the next class.

Example:
There is a city in Arizona called Yuma. It has 11 hours of sun a
PRONUNCIATION NOTES
day in the winter. In the summer, there are 13 hours of sun a day.
To make the /v/ sound, the top teeth touch the bottom lip. The Yuma is in the Guinness Book of World Records.
/v/ sound is voiced, so if you put your hand on your throat,
you can feel your vocal cords vibrate. When making the /w/ See Workbook pages 62–64 for extra practice (Vocabulary,
sound, the lips are rounded and protrude slightly. The lips are Listening, Grammar, Pronunciation).
158
LESSON 9D
LESSON GOALS

aim is to empower students to make phone calls and make a phone booking. The
lesson ends with a roleplay task in which students put the tips they’ve learned into
practice to book a hotel room.
SPEAKING VIDEO 9.2

Many people don’t like talking to new people on the phone.
1 But sometimes, we need to call people we don’t know. Here’s
• Optional step Model the activity by discussing whether you
what you can do:

like talking on the phone. Give reasons for your answer.
1. Say hello.
• Organize the class into pairs. Ask students to take turns
Or use some other polite greeting, like hi or good afternoon.

asking and answering the questions (1–3) with a partner. Then
share ideas with the class. 2. Check if it’s the right person
You don’t know who’s on the other end, so check.
Sample answers
3. Say the reason for your call
1 No. I like to text or video chat. I like to see people.
2 one time a week Sometimes, it’s also good to say who you are.
3 my family 4. Speak in a clear voice.
Slow down, and speak up. The other person can’t see you. Your
COMMUNICATION SKILL NOTES voice needs to be easy to understand.
And finally …
This lesson introduces polite language when talking on the
phone and making a phone booking. Talking on the phone can Be friendly!
be particularly difficult because we get nervous. In addition, we Remember: you can’t see a smile on a phone call! Try to sound
cannot see the other person’s gestures. Making a booking is friendly.
an important real-world function that students need to learn. So remember, the next time you make a phone call: say hello,
The aim of the lesson is to give students the tools they need to check if it’s the right person, say the reason for your call, speak in
make sure they can politely manage phone conversations. a loud, clear voice and be friendly.
3
MY VOICE

2 9.2 they just studied in the video.
• Give students time to read the questions (1–3). Elicit examples • Ask students to answer the questions and then talk about

of greetings from the class. Point out which can be used for a the answers with a partner.
phone call.
Sample answers
• Optional step Model having a conversation on the phone with 1 No.

a student using the ideas elicited from the class. 2 1, 2 and 5 are easy. 3 and 4 are difficult.
• Play the video in which the narrator gives five tips for talking
4

on the phone. Ask students to answer the questions. Students
compare their answers with a partner before checking answers • Optional step Ask students to brainstorm situations when

as a class. they make a phone booking (e.g. to take a tour, to go to the
theatre, to rent a car).
• Optional step Play the video again. Pause at key points if
• Read through the Useful language box with the class. Point out


the meaning and use of the expressions. Emphasize that we
Sample answers usually say, This is Betsy rather than I’m Betsy.
1 hello, hi, good afternoon
• Optional step Model the sentences and questions and ask
2 No.

students to repeat after you.
3 Speak clearly and in a cheerful tone.
• Mix students so that they are with a new partner. Students

classify the expressions according to the type of booking.
159
LESSON D
Answers
1 Do you have a table for … ?
9D
Speaking on the phone
LESSON GOALS
• Learn how to speak on the phone
• Make a phone booking
• Say /θ/ in ordinal numbers and dates
2 I’d like to book …

3 Can I book a room … ?
4 Hello? Can I speak to … ? This is Dan.
VOCABULARY NOTES
A booking is a reservation in American
English. In addition to using book/
reserve as a noun (e.g. make a booking/
make a reservation), we can use book
and reserve as verbs (e.g. I booked/
reserved a room for next week.)
5

ordinal numbers are used to say the
order or position of things.
• Ask students to write the words to

complete the calendar.
• Optional step Ask students to look

at the first three dates. If your students SPEAKING 3 Look at the Communication skill box. Answer the
know baseball, explain that these words questions.
1 Work in pairs. Answer the questions.
are the same as the bases in baseball. Ask 1 Do you like speaking on the phone? Why? / COMMUNICATION SKILL
students to find other numbers where Why not?
Speaking on the phone
first is used (twenty-first, thirty-first). 2 How often do you speak on the phone? When you call someone you don’t know, try
3 Who do you usually speak to on the phone? these tips:
• Ask students to compare answers A: I like speaking on the phone. It’s quick. 1 Say hello.

with a partner. Because some words B: I don’t like speaking on the phone. I can’t see the 2 Check if it’s the right person.
require a change in spelling (i.e. not just person. 3 Say the reason for your call.
4 Speak in a clear voice.
the addition of -th), ask students to write
MY VOICE 5 Be friendly.
the words on the board. Check answers
2 9.2 Work in pairs. Watch the video. Answer 1 Is it easy to do these things in English?
as a class. 2 Which tips are easy? Which are difficult?
the questions.
• Optional step Point out that twenty- 1 What greetings can you use on the phone? I think tips 4 and 5 are difficult to do in English ...

second and twenty-third follow the same 2 Do you always need to say who you are?
pattern as second and third. Point out 3 How can you sound friendly on the phone?
that eleventh, twelfth and thirteenth

do not follow this pattern. As a critical 114
thinking exercise, ask students to notice
how most ordinal numbers are made (by
adding -th).
42951_U09_106-117.indd 114 3/7/22 11:02 AM
Extra activity 1
Extra activity 2 PRONUNCIATION
Organize the class into teams. On the
to work with a partner and make rules for
board, write a list of dates using only
6 9.7
the spelling of ordinal numbers. Set a four- • Read through the information in the
numbers (e.g. 6/10). There should be one

minute time limit. Ask pairs to share their Clear voice box. Demonstrate how the
ideas with the class. date for each team member. One student
/θ/ sound is made (see Pronunciation
Change the -ve to -f for fifth and twelfth. from each group races to the board,
notes).
Don’t have two ts in a row (e.g. eighth). writes one of the dates as words (e.g. 6th
October), returns to their group, and the • Play the audio. Students listen and
Drop the e for ninth and twenty-ninth.

next member writes a date. After one team repeat.
Change the -y to -ie (e.g. twentieth).
has finished all of their dates, ask students • Optional step Organize the class into

to stop writing. Students work together to new pairs. Play the audio again, pausing
correct any of the dates that were written after each word. Students take turns
incorrectly (e.g. correct use of -st). The saying the word with their partner and
team with the most correct dates is the checking each other’s pronunciation.
winner.
160
4 Look at the Useful language box. Which phrases PRONUNCIATION
can you use when you call: Extra activity
6 9.7 Listen and repeat the words slowly.
1 a restaurant 3 a hotel Organize the class into groups of four
2 a travel company 4 anyone CLEAR VOICE
θ/
Saying /θ to six students. Ask students to take
Useful language Making a phone booking Many ordinal numbers have the /θ/ sound. turns asking the group members when
Saying hello
This can be difficult to say. their birthday is. Monitor students’
fourth fifth sixth seventh pronunciation of the /θ/ sound. Drill the
Hello? Can I speak to ... ?
eighth ninth tenth eleventh
Hi. Is this ... ?
twelfth thirteenth twentieth thirtieth
ordinal numbers with the /θ/ sound again
This is (Dan).
if necessary.
Making a booking
Can I book a (room for 23rd November)? SPEAKING
I’d like to book a (tour tomorrow at 4 p.m.).
Do you have a table for (five people at 6 p.m.)? 7 Work in pairs. Call your partner. Book a hotel Communication activity on page 239 of
room, a tour or a table at a restaurant. Use the
Answers Useful language expressions.
I’m sorry, we’re fully booked.
Yes, of course. For how many people? 8 OWN IT! Work in pairs.
Yes, sure. For what date, please? Student A: You’re planning a holiday. Your partner
works for the Riverside Hotel. Call your partner and
SPEAKING
Saying dates
thirty-first of March / second of June
book a room for three nights. Use the calendar below
and choose the best dates for you.
7
5 We use ordinal numbers to say dates. Look at Student B: You work at the Riverside Hotel. Use the • Organize the class into new pairs.

the calendar and write the missing words. Then calendar on page 181 and help your partner book Students roleplay making a phone
practise saying the dates in pairs. a room.
booking. Ask them to take turns playing
A: Hello. Riverside Hotel. How can I help you?
B: Hi. I’d like to book a room for …
both roles.
August

conversations, reminding them to say the
dates correctly. In feedback, discuss any
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
errors that students made.
1st 2nd 3rd 4th 5th 6th 7th
first second third fourth fifth sixth seventh 8 OWN IT!

8th 9th 10th 11th 12th 13th 14th
• Ask students to work in new pairs.

eighth ninth tenth eleventh twelfth thirteenth fourteenth Students take turns to make a booking.
Ask them to take turns playing both
15th 16th 17th 18th 19th 20th 21st roles. Set a five-minute time limit.
fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first

22nd 23rd 24th 25th 26th 27th 28th
student.
twenty- twenty- twenty-fourth twenty- twenty- twenty- twenty- • As students practise, monitor their

second third fifth sixth seventh eighth
conversations. In feedback, discuss any
29th
twenty-
30th 31st 1st 2nd 3rd 4th
thirtieth thirty-first
ninth • Optional step Ask students to share

their booking information (i.e. when
they will stay at the hotel) with the class.
115
Teacher’s Book.
42951_U09_106-117.indd 115 3/7/22 11:02 AM

AUDIO 9.7 (Pronunciation).
PRONUNCIATION NOTES
fourth tenth
The /θ/ sound is one of the most
fifth eleventh
difficult consonant sounds for English
sixth twelfth learners, particularly those who don’t
seventh thirteenth have the sound in their first language
eighth twentieth (e.g. Indonesian, French, Chinese). The
ninth thirtieth /θ/ sound is made when the end of the
tongue goes between the teeth. Both
the top and bottom teeth gently touch
the tongue. Other people should be
able to see the tongue sticking out from
the teeth. There is no vibration in the
throat.
161
LESSON 9E
9E
I love it here!
LESSON GOALS
• Learn how to use exclamation marks
• Learn expressions for writing about travel
• Write a postcard
LESSON GOALS
Ilhabel a,

students to write a postcard. Students
Brazil
practise writing a postcard about a
holiday.
SPEAKING
Hi Mum and Dad!
1 It’s your son, Yujiro! I’m in Ilhab
ela, Brazil. It’s
• Optional step Model the activity by a beautiful island near São Paulo
. I love it! The
weather here is perfect. The sun

discussing a few postcards you have is always out,
and the wind is strong. It’s a great
place for
received. sailing!
There are two lovely beaches, and 870-7866, Oita Ken
• Organize the class into pairs. Ask there’s a
waterfall in the south. It’s beaut Oitashi
iful! There’s also

students to discuss the questions (1–2). a big forest. I go hiking there every
morning. 778-9 Oaza
Brazilian food is amazing. My hotel
• Ask some pairs to share their ideas with is famo us for Japan
its food!

the class in feedback. I really miss you. Text me or email
me.
Lots of Love,
Sample answers
Yujiro
1 No.

2 They go on trips. No, I don’t think

postcards are better than text messages
or emails.
READING FOR WRITING

Dear José,
2 It’s me, Amira
! I’m finally in
Sweden for my
ay. It’s
do es n’t fe el like a holid
• Students read the postcards and answer holiday. But it
of sn ow . I can’t go
d there’s a lot an d there
really cold an

the questions. Set a five-minute time bu t it’s sm all
hotel is nice,
outside! The
limit. do.
isn’t much to sit Blvd Venezuela
GREETINGSDEN!
guests like to
s
it’ no t alw ays ba d. The d talk. They ’re No 1256, San
Salva dor
• Ask students to compare their But ev en ing an
FROM SWE
e in th e
around the fir d they ’re very El Salva dor

answers with a partner. the world, an licious
fro m all over e re sta ur ant makes de
so, th
• Optional step To develop students’ interesting. Al
cakes! t. I
, but I’m alrigh

global awareness, ask them to find Brazil rfect holiday
It’s not the pe
to o!
and Sweden on a world map. ho pe yo u are
be st fr ien d,
Yo ur
Answers Amira.
Yujiro is in Brazil. He’s writing to his parents.
Amira is in Sweden. She is writing to José. 116
3

new partners. Ask students to read the 42951_U09_106-117.indd 116 3/7/22 11:02 AM
postcards again and then classify the 4 • Organize the class into new pairs.

sentences (1–4). Students work in pairs • Read through the Writing skill box with Ask students to find the expressions in
and answer the question.

your class. Students read the postcards the postcards.
• Ask pairs to share their ideas with the again. Ask students to circle all of the • Check answers as a class.

class. Discuss reasons for the answers. exclamation marks in the postcards.
Extra activity • Students discuss why the authors 6
• Students write words to complete

have chosen to use exclamation marks

Ask students to identify what Yujiro and the text and then compare their answers
rather than full stops.
Amira are doing during their holidays. with a partner.
Ask students to talk with a partner about Answers
which holiday they would prefer and why. They use exclamation marks to show they

making questions about the paragraph
Answers are happy, angry and surprised, and to
(e.g. Are there any mountains?). Their
Yujiro: sailing, hiking, eating show they think something is important.
partners use the paragraph’s content to
Amira: talking to people from all over the 5 answer (e.g. Yes, there are.)
world, eating • Read through the Useful language box

with your class.
162
SPEAKING 6 Complete the text. Use words from the Useful WRITING TASK
language box.
1 Work in pairs. Look at the postcards. Answer the
questions.
The town of Arslanbob in Kyrgyzstan is beautiful. I
1 love it here. The 2 weather is
9
1 Do you sometimes get or send postcards?
great. It’s cool all day. And there are many mountains
• Students write details about a holiday.

2 Why do people send postcards? Are postcards
and waterfalls. There are so many 3 things Set a four-minute time limit.
better than text messages or emails? place
to do. It’s a great 4 to go hiking and
• Monitor and encourage students who
camping, and to relax too.

READING FOR WRITING finish quickly to add more detail about
7 Rewrite the sentences in the Useful language
2 Read the postcards. Where are Yujiro and Amira? box. Make them about a popular tourist site you things they can do and see at the place.
Who are they writing to? know in your country or in another country.
Sample answers
3 Read the postcards again. Write Y (Yujiro), A I am on holiday in Miami. It’s beautiful! There are
amazing beaches, and many …
1 Peru, rainy
(Amira) or B (both). Are they both having a good

time? 8 Look at the Critical thinking skill box. Why are
2 to send a picture of Machu Picchu and

1 The weather is great. Y Yujiro and Amira sending their postcards? say I miss them
2 There isn’t much to do. A
CRITICAL THINKING SKILL 3 share my travel plans to return home

3 There are many things to see. Y Reasons for writing
4 The food is good. B
Yujiro is having a good time, but Amira is not. When you write, think about why you’re
10 WRITE
4 Look at the Writing skill box. Circle all the writing. For example, people send postcards because • Students use the ideas from their notes

exclamation marks in the postcards. Why do they want to ...
Yujiro and Amira use them?
to write a postcard. Set a five-minute
• say they miss someone.
• say they are OK.
time limit.
WRITING SKILL
Using exclamation marks • tell people where they are. • Monitor and encourage students to use

Exclamation marks (!) can mean different • share their travel plans. the model postcards and the information
things. Use them at the end of sentences to they studied in this lesson.
show ...
• you feel happy. WRITING TASK • Optional step Put students in new

• you feel angry.
• you are surprised. 9 Imagine you’re on holiday. Think of someone to pairs and ask them to read their partner’s
• something is important. send a postcard to. Write notes. postcard.
1 Where are you? What’s it like there?
5 Look at the Useful language box. Can you
find examples of the expressions in the two
2 What is the main reason for your postcard?
3 What else do you want to say in your postcard?
11 CHECK
postcards? • Ask students to use the checklist.

10 WRITE Write a postcard. Use your notes and the Students look at their postcards and
Useful language expressions to help you.
Useful language Writing about travels check against the checklist.
I’m on holiday in (Mombasa). 11 CHECK Use the checklist. My postcard …
It’s beautiful / amazing / great / lovely! says where I am. • Optional step Set a three-minute time

I love it here! describes the place I’m in. limit for students to revise their postcards.
The weather is great / perfect / terrible.
shows the reason I’m writing.
There’s a (beautiful beach).
There are (excellent cafés). 12 REVIEW Work in pairs. Read your partner’s 12 REVIEW
There are so many things to do. postcard. Does it do everything in the checklist? • Mix students so they are with a new
It’s a great place to (read a book).

Would you like to visit the place in their partner and ask students to exchange
Yujiro: I love it! The weather here is perfect. There are postcard?
two lovely beaches, and there’s a waterfall in the south. their postcards to check. Remind them
It’s beautiful! There’s also a big forest. to refer to the checklist in Exercise 11.
Amira: The hotel is nice, but it's small and there isn’t
much to do. • Optional step Students compare and

117
comment on each other’s postcards
and make suggestions for revision (e.g.
Your reason for writing isn’t clear.). Set
a three-minute time limit for students to
revise their postcards.
42951_U09_106-117.indd 117 3/7/22 11:02 AM
• Students take turns to talk about
7 8

whether they would like to go to the
• To set up the task, read aloud the • Read through the Critical thinking skill place in their partner’s postcard.

example or model your own example. box with the class. Give students time to
• In feedback, ask students what mistakes
Then ask students to write sentences read the text carefully.

they made and why. Write common
about a popular tourist place that they • Ask students to answer the question. errors on the board and correct them.

know.
Answers
• Optional step Ask students to take Both tell us where Yujiro and Amira are. See Workbook page 65 for extra practice

turns reading their sentences with a Yujiro misses someone. Amira says she (Writing).
partner. is OK.
Sample answer
I’m on holiday in Kuala Lumpur. It’s
amazing! I love it here! The weather is
perfect. There’s a really big shopping
centre. There are excellent restaurants.
There are so many things to do. It’s a great
place to visit many museums.
163
UNIT 10
Staying healthy
UNIT GOALS

speaking
• name different body parts; read

about how to have a healthy
mind; learn how to use headings
to understand main ideas in an
article

• listen to people talk about sports

equipment; use the present
continuous tense; understand
word groups; practise describing
things that are happening now

• practise talking about exercise

and training; understand people
talking about how they exercise;
use the present continuous and
present simple tenses
10D Speaking 118

• use intonation when giving

directions; practise asking for
and giving directions
10E Speaking, reading and

42951_U10_118-129.indd 118 1/10/22 11:30 AM
ABOUT THE PHOTO 1

writing The unit theme is staying healthy. The • Optional step To set up the task, use

• talk about surveys; identify main photo shows women taking sand baths in the photo on the page to elicit and teach

parts of a report; write a report Japan. The ancient Egyptians are believed key words students will need: sand,
and check what you write to have used sand baths. The therapy bath, sunbathing, sand bath.
cleans your skin and relaxes your muscles • Ask students to take turns asking

and mind. and answering the questions (1–3).
Communication activities: pp. 240–241 In order to experience the therapy, you
Sample answers
Vocabulary activity: p. 256 need to be willing to be covered up to
1 lying on the beach / lying in the sand /
Grammar activities: pp. 279–280 your neck with really hot sand. Because of

having a sand bath
Pronunciation activity: p. 297 the heat, you get very hot, and you sweat
2 to relax
Mediation activity: p. 313 a lot. Once out of the sand, you stay in a

3 Yes.
warm blanket while your sweat and the

Workbook sand creates a mud-like mask. At the end
Unit 10 pp. 66–71 of the session, you wash off this mud, and
the treatment is over.
164
10
Staying healthy
Nora: How do I stay healthy? I try to eat
healthy food. I eat small meals, and when
I’m hungry, I have healthy snacks. Fruit and
nuts are great snacks. Also, I try to rest
when I’m tired. I stop what I’m doing, and
I have a little break. It’s important to listen
to your body!
GOALS Extra activity 1

• Understand headings and parts of an article Play the video again. Ask students to take
• Describe things that are happening now
• Name different parts of the body notes on how Rubén explains the word
• Listen for specific information meditate (close your eyes and relax) and
• Ask for and give directions
• Write a simple report
how Nora explains her sentence I try to eat
healthy food (by giving examples – small
1 Work in pairs. Discuss the questions. meals, healthy snacks).
1 Look at the photo. What are the people doing?
2 Why do you think they are doing it?
3 Would you like to try it? Extra activity 2
WATCH Ask students to identify Nora’s opinions
(Fruit and nuts are great snacks. It’s
important to listen to your body!). Ask
students to talk with a partner about
whether they agree, giving reasons for
their ideas.
3
RUBÉN SALGADO
NORA SHAWKI • Students work with a new partner
ESCUDERO

1 How do Rubén and Nora stay healthy?
questions. Set a two-minute time limit.
2 Which tip do you think is the most important?
3 Make connections. Work in pairs. Answer the • Ask two students to use the example

questions. sentences to provide models for the
1 Why is good health important? class.
2 How do you try to stay healthy?
Good health means I can do more things.
Many people believe that bathing in the I usually exercise and eat good food. ABOUT THE EXPLORERS
warm sands of Japan’s Ibusuki Beach is
good for the mind and body. RUBÉN SALGADO ESCUDERO is a
photographer and filmmaker who was
119 born in Spain but has also lived in the
United States, Germany and Myanmar. He
currently lives in Mexico. His project, Solar
Portraits, highlights the lack of electricity
42951_U10_118-129.indd 119 1/10/22 11:30 AM for over 1 billion people in developing Asia
Answer and sub-Saharan Africa. His photos show
WATCH 1 Rubén stays healthy by doing yoga. Nora people’s lives and experiences with gaining
2

10.1 stays healthy by eating healthy food and electricity.
• Optional step Read the names of the resting. NORA SHAWKI is an Egyptian

explorers with the class. It’s easier for Sample answer archaeologist. She studies people and
students to focus on the video when 2 I think Nora’s tip is the most important places from the past. She spends her time

they’re familiar with the names. because listening to your body can help digging and doing research. Now, she is
• Ask students to read the questions (1–2). your daily life. working in the Nile Delta in Egypt to try
to save areas from modern building and

Then play the video in which Rubén VIDEO 10.1
Salgado Escudero and Nora Shawki talk development.
Rubén: How do I stay healthy? Yoga!
about how they stay healthy. Most people think of yoga as a physical
• Students compare answers in pairs exercise – it makes you strong and flexible.

before checking their answers as a class. But yoga is great for the mind too. It’s a
great way to meditate – to close your eyes
and relax. Yoga is really important to me. It
brings joy to my everyday life.
165
LESSON 10A
10A
A healthy mind
LESSON GOALS
• Name different body parts
• Understand headings in an article
• Understand an article about having a
healthy mind
LESSON GOALS

students to practise the names of 1 Look at the photo of the face. Label the
10.1 4 Work in pairs. Look at the picture and title on
different body parts. parts. Listen and check. page 121. Answer the questions.
1 Which do you think is more important: a healthy
• READING The main aim is for ear eye hair mouth nose mind or a healthy body? Why?

students to learn how headings are 2 What do you think are some ways to have a
used in an article. healthy mind?
• SPEAKING The speaking aim is for 1

hair 5 Look at the Reading skill box. Then read the

article quickly. Write the missing headings.
students to talk about ways that they 2
ear 4
can have a healthy mind. eye Be creative Eat healthy food Rest
3
nose
5
mouth READING SKILL
Understanding headings
VOCABULARY Some articles have sections, or parts.
1 10.1 2 Look at the photo. Label the body parts.

10.2
Listen and check.
Headings make these parts easy to see and
understand. Each section has a main idea. Headings
• Give students time to look at the photo. describe that main idea.

Read through the words for the different arm foot hand head leg
6 Read the article. Answer the questions.
parts of the face in the box with 1 When you take a break, you ...
students. 1
head a finish your work. b rest for a short time.
2 Stress is something people usually feel when
• Ask students to work in pairs to they are ...

write the words. Then play the audio to a very busy. b very happy.
2
arm
check answers. 3 A balanced diet is one with ...
a a little of everything. b a lot of one thing.
• Optional step Play the audio again. 3 4 How can you exercise your brain?
hand

Students listen and repeat. Read each a learn things b run more
5 How can you spend time with a friend?
item with your class. a send them an email b meet them for lunch
AUDIO 10.1
SPEAKING
1 hair 4
leg 7 Write notes. Look at each tip in the article. Think
2 ear of one or two things you can do for each.
3 nose 5
foot I can take more breaks when I study.
I can go for a walk after lunch.
4 eye
8 Work in pairs. Tell your partner your ideas.
5 mouth Which do you think you can do?
3 Work in pairs. Close your books. Point to a part I can take more breaks and go for more walks.
of your face or body. Your partner names it.
VOCABULARY NOTES Go to page 164 for the Vocabulary reference.
Hair is both a countable and an
uncountable noun. When talking about 120
hair in general (e.g. She has brown
hair.), hair is uncountable. When talking
about several pieces, often called
strands, it is countable (e.g. The police 42951_U10_118-129.indd 120 1/10/22 11:30 AM
found some black hairs at the crime

scene.). AUDIO 10.2 3
1 head • Ask students to work in new pairs

2 arm and to take turns testing their partner on
2 10.2
3 hand the names of the body parts.
• Give students time to look at the photo.
4 leg • Optional step Read out a body part

Read through the words for the different

5 foot and tell students to point and say the
body parts in the box with students.
words.
• Ask students to work in pairs to
VOCABULARY NOTES

write the words and label the photo. For further information and practice, see
Then play the audio to check answers. The plural of foot is feet. Students will Vocabulary reference Unit 10 on page
• Optional step Play the audio again. need to memorize this new word. 164 of the Student’s Book.

Students listen and repeat. Read each
item with your class.
166
Sample answers
1 I think a healthy body is more important.

A healthy body gives us energy.
2 There are many ways to have a healthy

mind. We can read books, rest, relax and
get enough sleep.
Extra activity
Ask students to use a show of hands to
find out whether they think a healthy
mind or a healthy body is more important.
Group students so that they are with
students who have the opposite opinion.
How to have Teach and drill expressions to offer differing

opinions. Examples:
I see what you mean, but …
a healthy mind I agree with that, but …

That’s a good point, but I also want to
say …
Ask groups to talk about their ideas.
Encourage students to politely give
Many people exercise and look after their bodies. But a healthy mind
differing opinions using some of the
is important too. Here are six ways to keep your mind healthy.
expressions.
1 Rest 4 Learn new things
When your mind is tired, your whole body feels Exercise your brain. Learn new things in
5
tired too. Take breaks and get enough sleep. your free time. Read a book or listen to an • Optional step Drill the headings in the

Go on a holiday if you can. interesting podcast. word box to practise pronunciation.
• Read out the information in the Reading
2 Exercise 5 Be creative

skill box with the class.
Exercise is good for your mind too. It helps Give your mind something fun to do. Write a
with stress, and it helps you sleep better. Try to song, paint a picture or make videos. There are
• Optional step Explain headings in more

exercise a little every day. many ways to be creative! detail (see Grammar notes).
• Ask students to read the article quickly
3 Eat healthy food 6 Make friends

and write the missing headings. Set a
There isn’t one special ’brain food’. Eat a We all need people who care about us. Make
three-minute time limit.
balanced diet. Is the food you’re eating good new friends and spend time with old ones. Talk
for the body? Then it’s also good for the mind. about your lives. It’s good for the mind. •
Ask students to compare their

EXPLORE MORE!
6
What other things can you do to keep your mind healthy? Go online and look for tips. Search for
’secrets to a healthy mind’. 121 • Ask students to read the article in more

detail and answer the questions (1–5).

42951_U10_118-129.indd 121 1/10/22 11:30 AM
READING 4 Extra activity 1

• Optional step Read out the questions Ask students to work with a partner and

ABOUT THE TEXT (1–2). Give students time to prepare take turns to use take a break and spend
The text type is an article. The text consists answers. Set a three-minute time limit. time in sentences. Set a four-minute time
of six short paragraphs that discuss This preparation time allows students limit. Then ask some pairs to write one of
different ways to have a healthy mind. to brainstorm ideas, organize their their sentences on the board.
Scientists have shown that our mental thoughts and recall vocabulary. Sample answers
health affects our physical health and our • Students discuss the questions with My father never takes a break so he is

physical health also affects our mental a partner. always tired.
well-being. Both also affect our habits, I spend time with my grandmother and
which can positively or negatively affect grandfather every Sunday.
our health.
167
LESSON A
Extra activity 2 Sample answers
Ask students to do research on examples of food that is good for Draw a picture and give it to an elderly person who doesn’t get
the body and the mind. Encourage them to also find photos of out of their flat very much. (Point out that going into a stranger’s
the food since their classmates may not know the names of some flat is not wise.)
kinds of food. If there is internet access in class, ask students to Pick up rubbish at a nearby park.
work with a partner to do the research online. Encourage each Spend a morning volunteering at an animal rescue centre.
pair to find at least two foods so that if one pair presents on the Give clothes I no longer use to a charity.
same food, they have a different food to talk about. Ask pairs to Give magazines that I have read to a nearby hospital or elderly
present their findings to the class. Alternatively, ask students to care centre.
prepare their research for homework before presenting in the
next class. EXPLORE MORE!
Sample answers If there is internet access in class, ask students to search online
fish like tuna and sardines, blueberries, broccoli, coffee, nuts, using ‘Secrets to a healthy mind’. Ask pairs to present their
oranges, eggs findings to the class. Alternatively, ask students to prepare their
research as homework and present their findings in the next class.
SPEAKING Examples:
Understand you aren’t great all the time. Accept and learn from
7 mistakes and minor setbacks. Love yourself!
• Ask two students to use the example sentences to provide Control your feelings.

models for the class. Have a good attitude.
• Ask students to read the questions and write notes about

practical, realistic things they can do to have a healthy mind. Set
Reading).
a five-minute time limit.
Sample answers
Rest: have a nice piece of cake with a friend
Exercise: take a walk and talk with a friend
Eat healthy food: eat more fruit, stop eating biscuits
Learn new things: how to edit photos, how to play a musical
instrument, how to cook new food
Be creative: make a new dance, take photos, create a pencil
holder out of things you already have
Make friends: join a book or sports club to meet new people
8
• Model the example for the class.

• Mix students so they work with new people. Then ask

students to take turns talking about their ideas and deciding
which they can (realistically, actually) do. Set a five-minute time
limit.
• Optional step Change pairs two or three times so students

have the chance to hear different ideas. This will also allow
students to talk about their ideas several times, which will help
them develop fluency and confidence.
Extra activity
Explain to students that one way to have a healthy mind is to help
others. When we help others, we often feel very positive. We
know that we made a difference and we are often appreciated.
Ask students to work in pairs or groups to brainstorm small things
they could do to help others like a partner, parent, colleague or
neighbour. Set a three-minute time limit. Ask students to share
their ideas with the class. Then ask students to talk with their
group members about which activities they would like to try.
168
LESSON 10B
LESSON GOALS
• LISTENING A sub-aim is for students to practise listening to people using the present

continuous.
• GRAMMAR The main aim is for students to learn how to describe things happening

now by using the present continuous.
• PRONUNCIATION A further sub-aim is for students to understand the stress on the

last word in word groups.
• SPEAKING The speaking aim is for students to practise talking about what people are

doing.
LISTENING AND GRAMMAR Narrator: Three

Interviewer: Excuse me. Are you buying these new football
1 boots?
• Optional step Begin by writing the title I’m buying running
Man 2: No, I’m not. I’m just looking at them. I’m getting this new

shoes on the board and ask students to look at the photo. football shirt …
Students identify the running shoes in the photo.
Interviewer: Ah. That’s a nice shirt! Do you play football often?
• Ask students to work in pairs and take turns to ask and
Man 2: Um … No, I don’t play football. But I love the shirt!

answer the questions. Ask students to share their answers with
the class. 3 10.3
• Ask two students to use the example sentences to provide • Play the audio again. Students write the words from the box to

models for the class. complete the summaries. Check answers as a class.
Sample answers • Optional step Play the audio again and pause at key points if

1 I usually wear a T-shirt and shorts. students have problems hearing answers.
2 I don’t use any sports or exercise equipment. Extra activity
Ask students additional comprehension questions. For example:
VOCABULARY NOTES How long is a marathon? (42 kilometres)
Running shoes are athletic shoes that are specifically designed Who is helping the woman buy a new racquet? (her tennis coach)
for running. Trainers are shoes that are designed for sports, but Does the second man play football? (No, he doesn’t.)
people also wear them during daily life.
4
• Students read the Grammar box and examples, which focus on
2 10.3

the present continuous. Ask students to answer the question.
• Optional step Lead in by reading the names of the items
• Optional step Ask students to make simple sentences using

people are buying.

be verbs. (e.g. I am a student. He/She/It is British. You/We/They
• Play the audio. Students do the matching activity. Check are Brazilian.) Explain that they follow these same rules when

answers. choosing the be verbs for present continuous sentences.
AUDIO 10.3 Answers
Interviewer: I’m here at a sports shop, and I’m interviewing In the example sentences, buy is the infinitive. We add -ing to this
people to find out what they’re buying. form to make the present continuous.
Narrator: One
Interviewer: Hello there. What are you buying today? GRAMMAR NOTES
Man 1: I’m buying running shoes. I’m training for a marathon. Remind students that the present continuous is generally not
Interviewer: A marathon? Wow. That’s a really long run – 42 used with verbs involved with thinking (e.g. believe, know,
kilometres. understand), feeling (e.g. love, hate), the senses (e.g. seem,
Man 1: Yeah. It’s a long distance, so I’m looking for something sound, taste) and other specified verbs (e.g. agree, need, own).
light … Although learning all of the uses of the present continuous
Narrator: Two is beyond the scope of the current lesson, it is worth noting
Interviewer: Excuse me. Hi. What are you looking for today? that the present continuous is used to talk about: future plans
Woman: I’m learning how to play tennis, so I’m buying a new (e.g. I’m going to Thailand next year.), something happening
tennis racquet. This is my coach, Liz. She’s helping me choose. at a certain time (e.g. My mum is usually cooking when I get
Interviewer: I see! So, how are your lessons? home.), a new situation (e.g. Recently, most students are
wearing running shoes to school.) and recurring situations
Woman: They’re good. I’m learning a lot, but I need a better
(e.g. It’s always raining when I want to go running.).
racquet! Right now, I’m using a very old and heavy racquet ...
Students will study these uses of the present continuous
throughout the Voices series.
169
LESSON B
Grammar reference Unit 10B on page
10B
I’m buying running shoes
LESSON GOALS
• Understand conversations about sports equipment
• Describe things that are happening now
• Group words together when speaking
5
• Students write the correct words to

complete the present continuous
sentences.

Extra activity
Ask students to look at their answers and
make rules about how to spell the -ing
form of verbs.
Sample answers
Add -ing to most words, but there are two
special rules.
Words with -e at the end: take away the -e
and then add -ing (e.g. making).
Words that end with consonant-vowel- LISTENING AND GRAMMAR 3 10.3 Listen again. Complete the sentences.
consonant: double the last consonant and 1 Work in pairs. Discuss the questions. boots heavy light long shirt tennis
then add -ing (e.g. swimming). 1 What do you wear when you exercise?
2 What other sports or exercise equipment do Conversation 1:
6 you use?
A: I wear running shoes.
1 He’s training for a long run.
2 He’s looking for light running shoes.
• Students correct the mistakes. B: I wear a T-shirt.

Conversation 2:
• Students compare their answers A: I have a yoga mat. 3 She’s learning how to play tennis .

with a partner. Ask students to write the B: I have a bicycle. 4 She’s using a heavy racquet.
correct sentences on the board as a way 2 10.3 Listen to three interviews at a sports Conversation 3:
to check answers as a class. shop. What are the people buying? Number the 5 He’s not buying football boots .
pictures below 1–3. 6 He’s getting a football shirt .
Answers
1 She is shopping. 2 1 3

2 What are the girls doing?

3 I am playing the piano right now.

4 My family is watching a film on TV.

5 They are not going to the cinema.

6 I’m writing a postcard to my mum. a tennis racquet b running shoes c football shirt

7 Are Ashok and Lara studying at the

library? 122
8 Where is she walking to?

7
• Ask students to work in pairs and

take turns to make sentences about 42951_U10_118-129.indd 122 1/10/22 11:30 AM
people. Ask volunteers to share their For additional practice, refer to the focuses on listening and guides students
sentences with the class. Communication activity on page 240 of to notice that speakers do not say each
• Ask two students to use the example the Teacher’s Book. word individually but chunk important
words into natural groups, stressing the

sentences to provide models for the class. For additional practice, refer to the final word in each chunk.
Extra activity Grammar activity on page 279 of the • Play the audio. Point out that we don’t
Teacher’s Book.

Organize the class into new pairs. Ask usually stress words that have less
students to choose one person in the class importance.
and take turns to make as many sentences PRONUNCIATION • Optional step Play the audio again

as they can about that person. Set a two- and pause at key points if students have
minute time limit. Ask pairs how many 8 10.4
problems hearing the emphasis.
sentences they made and ask the pair with • Read through the information in the

the most sentences to say their sentences Clear voice box. Note that the main aim AUDIO 10.4
(e.g. She is wearing a blue shirt. She is of this section is to develop students’ I’m taking the bus to school.
sitting. She is talking.) receptive pronunciation skills rather She’s walking in the park with her friend.
than their productive skills. The activity
170
4 Read the Grammar box. Look at the -ing verb. PRONUNCIATION
What is the infinitive form of the verb?
8 10.4 Look at the Clear voice box and listen to AUDIO 10.5
GRAMMAR Present continuous
the examples. Notice the word groups and words 1 We’re watching a movie at the cinema.
with stress. Listen again and repeat.
Use the present continuous to talk about things 2 They’re meeting their teacher after class.
happening now. CLEAR VOICE
Understanding word groups 3 I’m listening to music with my friends.
Positive sentences:
Subject + am / is / are + -ing verb When people speak, it sounds like the words For additional practice, refer to the
I’m buying a new tennis racquet. are in groups. They stress the last word in each
group. Pronunciation activity on page 297 of
Negative sentences: I’m taking the bus to school. the Teacher’s Book.
subject + am / is / are + not + -ing verb She’s walking in the park with her friend.
I’m not buying football boots.
9
Questions:
10.5 Listen to the three sentences. Notice how
the words are in groups. Underline the words
SPEAKING
Am / Is / Are + subject + -ing verb
Are you buying these football boots?
What are you buying today?
with stress.
1 We’re watching a movie at the cinema. 10
2 They’re meeting their teacher after class. • Optional step Ask students to name

Go to page 174 for the Grammar reference. 3 I’m listening to music with my friends.
things people do at fitness centres (e.g.
5 Complete the sentences. Use the correct form of lift weights, run, swim, stretch, do yoga).
the verbs. SPEAKING
1 She’s swimming (swim) in the pool.
Give students time to take notes on the
10 Work in pairs. Identify people at a fitness centre.
2 Where are you going (go)? Student A: Turn to page 179.
people they are going to describe.
3 Cass isn’t buying (buy) shoes. Student B: Turn to page 181. • Organize the class into new pairs.

playing
4 Is he (play) golf with his friends? Ask students to take turns describing
5 They aren’t making (make) any noise.
talking
people.
6 Who are they (talk) to?
7 Is she looking (look) for me?
8 What phone are you using (use)? EXPLORE MORE!
6 Correct the mistake in each sentence. If there is internet access in class, organize
1 She are shopping. the class into pairs or groups and ask them
2 What is the girls doing?
3 I playing the piano right now. to search online using the expression ‘how
4 My family watching a film on TV. to make my running shoes last longer’.
5 They not are going to the cinema. Ask them to present their findings to the
6 I’m writeing a postcard to my mum.
7 Is Ashok and Lara studying at the library? class. Encourage them to also show the
8 Where she is walking to? class photos of running shoes along with
7 Work in pairs. Look around the classroom or the prices of running shoes. This provides
outside. Say what people are doing. context and helps students understand
The teacher is answering a question.
why this advice is important.
Ollie and Jean are laughing!
in the next class.
Example:
EXPLORE MORE!
I love these running shoes. They are about
Running shoes are often expensive! Want to save money? Search for ’how to make my
running shoes last longer’. 123 $175. To make running shoes last longer,
keep them dry. Only run in them. Don’t
wear them all day. Don’t leave them in very
hot places like cars in the summer or really
42951_U10_118-129.indd 123 1/10/22 11:30 AM
cold places in the winter.
PRONUNCIATION NOTES
9 10.5 See Workbook pages 68–69 for extra
• Optional step Point out to students practice (Grammar, Pronunciation).

Sentence stress allows listeners to that the sentences are written with
understand the most important groups of words. Ask students to classify
information in a sentence because the the groups (e.g. person, verb, thing,
speaker emphasizes the words that have time/place).
the things they want to convey. Because • Play the audio. Students underline the
English is a stress-timed language, the

stressed words. Check answers as a
stress occurs regularly, as demonstrated class.
in the emphasis of the last word in each
group of words.

problems hearing the emphasis.
171
LESSON 10C
10C
Exercise
LESSON GOALS
• Talk about exercise and training
• Understand people talking about how they exercise
• Use present simple and present continuous
together
LESSON GOALS

students to learn verbs related to 1 Work in pairs. Answer the questions.
sports and training. 1 How do you or your friends exercise?
• LISTENING A main aim is for students 2 Are there any sports you want to learn? 3 Listen to Rubén Salgado Escudero and
10.7
3 What are some things that people practise?

Nora Shawki talking about exercise. Then read
to learn how to listen for general and 4 How do sportspeople prepare for competitions? sentences 1–4. Are they true (T) or false (F)?
specific information. I like running. My friends swim. 1 Rubén and Nora are talking about sports. F
• GRAMMAR A further main aim is for I want to learn golf and table tennis. 2 Rubén can’t exercise when he travels. F

My friend practises the piano every day. 3 Nora studies animals. F
students to practise using the present 4 Nora’s work is like exercise. T
They run a lot and go to the gym.
continuous and present simple tenses.
2 10.6 Read the sentences. Circle the correct 4 10.7 Look at the Listening skill box. Then read
• SPEAKING The speaking aim is for answers. Listen and check. questions 1–4 below. Listen again and answer

students to talk about habits they the questions.
1 He swims every day. He’s exercising / preparing for
would like to change so they are a big race. LISTENING SKILL
2 She’s learning / preparing how to play tennis. She Listening for specific information
healthier. goes for lessons every week. When you listen, first, write down the main
3 He’s practising / exercising more because he wants points. Next, listen again and write down
to be healthy. specific information. Read the questions first so you
VOCABULARY 4 They have to keep learning / practising if they
want to get good at it.
know what to listen for.
1 Where does Rubén often exercise when he travels?
1 Go to page 164 for the Vocabulary reference. 2 How long are the exercise sessions on Rubén’s app?
• Read the questions (1–4). Give students 3 How does Nora exercise when she’s not at work?

4 How does Nora ’exercise’ when she’s at work?
one minute to think about their answers.
This preparation time allows students
Rubén Salgado
to organize their thoughts and recall Escudero
vocabulary. Elicit some target vocabulary
from the students to see what they
already know.
• Ask four students to use the example

class.
• Students answer the questions with

a partner.
• Optional step Ask students how

often and how much time they spend Nora Shawki
exercising each week.
Sample answers
1 We go to the gym.
124

2 I want to learn golf and rugby.

3 My friend practises the cello every day.

4 Sportspeople swim, run and bike to

prepare for competitions.
42951_U10_118-129.indd 124 1/10/22 11:30 AM
2 10.6 3 He’s exercising more because he wants LISTENING

• Ask students to choose the correct to be healthy.
3 10.7

words and compare answers with a 4 They have to keep practising if they want
to get good at it. • Optional step Lead in by asking
partner.

• Play the audio. Check answers as a class. For further information and practice, see Rubén Salgado Escudero and Nora

• Optional step Play the audio again. Vocabulary reference Unit 10 on page Shawki (Rubén Salgado Escudero –

Read each item with the class. 164 of the Student’s Book. photographer, filmmaker, lives in Mexico;
AUDIO 10.6 Nora Shawki – archaeologist, works
on archaeological digs in Egypt and
1 He swims every day. He’s preparing for a Vocabulary activity on page 256 of the
big race. Northern Sudan). Refer students back to
Teacher’s Book.
2 She’s learning how to play tennis. She
goes for lessons every week. • Play the audio. Students complete the

exercise. Check answers as a class.
172
GRAMMAR 8 Complete the sentences. Use words from the
5 Read the Grammar box. Which tense shows that
Useful language box. 4 10.7
an action is new and different? present continuous

1 I’m having fun at the moment . • Read through the information in the

2 My sister has dinner every evening Listening skill box with the class. Point
at 7:30 p.m.
GRAMMAR Present continuous vs present
right
out that the statements in Exercise 3
simple 3 I’m doing my homework now.
4 I’m not exercising this month.
focused on main points.
You can use the present simple and the present
continuous together to show that something new 5 I usually go to the gym every week. • Optional step Give students one

is happening. This
Use the present simple to talk about habits, or
week, I’m exercising at home. minute to read the questions (1–4).
things you usually do: Ask, Do these questions focus on
SPEAKING
Usually, I can’t exercise when I travel. general or specific information? (specific
Use the present continuous to talk about 9 Work in pairs. Complete the table. What habits information)
something you are doing that’s new or different: are you trying to change? Write what you
Right now, I’m using an app to help me. usually do and what you are doing now. • Play the audio again. Students

Go to page 175 for the Grammar reference. A: I eat a lot of fast food ... answer the questions and then compare
B: I always wake up late ... answers with a partner. Explain run
6 Complete the sentences. Use the correct form
of the verbs. Usually ... around to students (see Vocabulary
take
1 They always (take) the bus
I wake up late notes).
to school.
2 Right now, I’m learning (learn) how to • Optional step Play the audio again.

do yoga. Pause at key points if students have
3 She doesn’t study (not study) often, but right problems hearing answers.
now, she’s preparing (prepare) for a test.
4 John usually watches (watch) TV at night. Answers
Tonight, he’s reading (read) a book. Now ... 1 in his hotel room

5 We don’t usually go (go) very far,
cycling
I’m waking up at 7 a.m. 2 20 minutes
but we’re (cycle) sixty kilometres

today. 3 goes to the gym, runs on the track

7 Look at the Useful language box. Answer the
4 running around, climbing up and down

questions. ladders
Useful language Time expressions
Why?
right now VOCABULARY NOTES
at the moment I want to exercise in the morning.
today Run around is an idiomatic expression.
tonight It does not mean to literally run. Instead,
this week / month / year
every day / week / month / year
it means to move around a lot. Often
every morning / afternoon / night the nuance of running around is being
10 Work in pairs. Discuss your activities. rushed or busy.
1 What month is this month?
2 What year is this year? Usually, I wake up late, but this week I’m waking up
3 What does every year mean? at 7 a.m. every morning.
Extra activity
Why are you waking up early?
Ask students to work with a partner
and make a question about the listening
EXPLORE MORE!
passage that focuses on specific
How often do we need to exercise? Go online and find out. Search using the words ’How much exercise do I need?’.
125 information. Examples:
Does Rubén travel a lot? (Yes, he does.)
How many times a week does Nora
exercise? (four)
42951_U10_118-129.indd 125 1/10/22 11:30 AM
Does Nora like working hard at her job?
AUDIO 10.7 I’m an archaeologist – I look for really old (Yes, she does.)
Rubén: Hi, I’m Rubén. I’m a photographer. things people leave in the ground. I’m
My health is very important to me, so I always running around and climbing up GRAMMAR
usually exercise often. But I also travel a and down ladders all day. It’s hard work,
lot for my work. It’s not always easy to go but it’s great exercise. 5
out and exercise, so I often exercise in my • Read out the information in the
Extra activity

hotel room! Right now, I’m using an app Grammar box with the class.
to help me. It teaches me exercises I can do Ask students to correct the false • Students answer the question.
statements in Exercise 3.

anywhere. I can get all the exercise I need
in just 20 minutes — which is great when Answers
I’m travelling a lot. 1 Rubén and Nora are talking about

Nora: Hello, I’m Nora. I usually exercise exercising.
four times a week. Sometimes, I go to 2 Rubén can exercise when he travels.

the gym to lift some light weights. And 3 Nora studies old things. She finds them

sometimes, I go to the track for a run. But in the ground.
I also get a lot of exercise at work too.
173
LESSON C
GRAMMAR NOTES 8
• Optional step To increase the challenge, you could ask
We use the present tense to talk about actions that probably

students to cover the Useful language box and complete the
won’t change. Remind students that the present continuous is
sentences.
used to indirectly create a contrast between the past or future.
You can use a timeline as a visual representation of the use of • Students use words from the Useful language box to

the present continuous to indicate the actions won’t continue complete the sentences and compare their answers with a
indefinitely (i.e. will be over). partner.
• Optional step Students take turns to read the sentences with

a partner.
Extra activity
Say pairs of sentences (e.g. I run. I am running; I cook. I am
cooking.). Ask students to define the difference (e.g. The first one
SPEAKING
is a routine. The second one is something I am doing right now.). 9
Ask students to add details to each sentence (e.g. I run every • Optional step Explain to students that if they aren’t trying to

week. I am running now.; I cook every day. I am cooking now.). change any habits right now, they can instead imagine they
have been changing their habits for the past week and then
For further information and practice, see Grammar reference write their sentences.
• Give students time to add details to their tables with their

For additional practice, refer to the Grammar activity on page partner. Set a three-minute time limit.
10
6 • Organize the class into new pairs. Ask students to take

• Mix students so they have new partners. To increase the turns talking about their habits. Set a five-minute time limit.

challenge, you could ask students to cover the Grammar box • Model the example conversation with a student. Point out that

and complete the sentences. the second student asks a follow-up question. Encourage them
• Students compare their answers with a partner before checking to do the same.

as a class. • Optional step In feedback, ask students to say what habits

they had in common with their partners.
Extra activity
Ask students to work with a partner to talk about habits they EXPLORE MORE!
have. As students practise, monitor their conversations. In
If there is internet access in class, ask students to work with
feedback, discuss any errors in their choice of verb tense. This
a partner to do research online about how often they should
activity helps students prepare to discuss habits they are trying to
exercise so that they are healthy. Encourage students to define
change or want to change in Exercises 9 and 10.
different types of guidelines (e.g. running rather than walking).
7 Ask students to choose three useful suggestions that they did not
• Read through the Useful language box with the class. Point out study in this unit. Ask pairs to present their findings to the class.

the meaning and use of the expressions. Alternatively, ask students to prepare their research for homework
• Optional step Ask students to classify each expression as one before presenting in the next class.
Example:

used with present continuous or present simple sentences.
Every week, healthy people need two and a half hours of exercise,
• Ask students to answer the questions. Check answers as a class.
like walking or swimming. Running takes more energy, so we only

Sample answers need to do half that amount, 75 minutes. We can also try and
1 March exercise for 30 minutes each day. If we don’t exercise every day,
2 2022 we can exercise about 150 minutes a week in total.
3 We do it this year, next year, the year after that.
Extra activity Listening, Grammar).
Talking about a photo provides a natural opportunity to mix the
present simple and present continuous verb tenses. Organize the
class into new pairs. Ask students to show their partner a photo
of a friend or family members. If students don’t have photos of
their own or access to photos on a mobile device, prepare one
of your own for students to use. Students take turns to make
present continuous and present simple questions about the photo.
Examples: Who is she? What is she doing? What is she wearing?
Where does she live? Who is she standing by?
If possible, invite the other student to try to answer the questions.
You may want to begin by modelling the activity with a photo that
you show the class. Students ask you questions.
174
LESSON 10D
LESSON GOALS

aim is to empower students to ask for and give directions. The lesson ends with a
roleplay task in which students ask for and give directions.
SPEAKING • Play the video in which the narrator gives tips for listening

to and giving directions. Students note or remember answers,
1 then discuss their answers with a partner before checking
answers as a class.

questions (1–2) with a partner. Then ask students to share ideas
with the class. • Optional step Play the video again. Pause at key points if

• Optional step Ask students to guess whether more students

write with their left or right hand and then use a show of hands Answers
to find out whether their guess was correct. Ask students if any 1 Where’s (the park)?

of them write with both hands. 2 They can point and show and talk about buildings and places

they can see.
Sample answers
1 I write with my left hand. VIDEO 10.2
2 Zofia is sitting on my right. The door is on my left. Narrator: Some places are hard to find. You ask where is it, but
you need more information.
2 Man: Excuse me. Where’s the park?
• Optional step Ask students to brainstorm words they will need
Woman: It’s on Hill Street, near the museum.

to talk about what is in front of them. Allow them to use their
dictionaries or devices to look up any words they don’t know. Narrator: You need directions. Directions tell us how to get there.
Here’s how to ask for directions:
Set a two-minute time limit. Ask students to take turns to share
the new English vocabulary, writing it on the board as it is given. Ask how to get there.
• Ask students to talk about the question with a partner. Man: I’m sorry. I don’t know where that is. How do I get there?

Narrator: Listen carefully, and try to remember the steps.
Sample answer
Woman: Walk straight, and turn right on South Avenue. Then
I see my teacher, his desk and many books.
turn left at the café …
Extra activity Narrator: And remember, ask questions to check.
Check students’ understanding for straight, left and right. Explain Man: Turn left at the café?
to students that they will practise these three words by giving Woman: Yes, that’s correct.
simple directions. Ask one student to volunteer to go first. This Narrator: That’s how you ask for directions. But what about
student steps outside of the classroom while the other students giving directions?
decide where the end destination will be (e.g. next to Rasha).
Don’t just talk. Point and show, … and talk about buildings and
When the student returns, students say straight, stop, left and
places they can see.
right until the student arrives at the correct location. Students take
turns practising in groups or as a class. 4

COMMUNICATION SKILL NOTES they just studied in the video.
This lesson introduces language and behaviour to ask for and • Ask students to discuss the questions with a partner.

give directions. The lesson gets students to think about how
Sample answer
to understand what they are being told and how to convey
I think it’s easier to give directions because I can point and show
information clearly. When giving directions, be specific and
them the way.
clear. Shorter sentences are easier to understand than long,
complex sentences. If the location is far away, break up
the directions into chunks so the listener can confirm they
understand the first step before explaining the next part.
MY VOICE
3 10.2
• Give students time to read the questions (1–2) and check

understanding by eliciting some examples of questions
(e.g. Where is ... ?).
175
LESSON D
VOCABULARY NOTES
10D
Asking for and giving directions
LESSON GOALS
• Ask for and give directions
• Use intonation when giving directions
• Practise giving directions with a map
Students may ask about other ways to

ask for directions. Additional questions
that speakers may use include:
Can you tell me where the library is?
Can/Could you tell me how to get to
(the library)?
Am I on the right road to North Park?
I can’t find the supermarket. Is it near
here?
5

with the class. Point out the meaning
and use of the expressions. Explain that
get there is not specific. We use get to Street signs in Sicily, Italy.
when referring to a specific place (e.g.
get to South Street Cinema) and get to
SPEAKING
the when referring to a specific type of MY VOICE
place without a name (e.g. get to the 1 Work in pairs. Discuss the questions. 3 10.2 Watch the video. Answer the questions.
cinema). 1 Do you write with your left hand or right hand? 1 What question can you ask to get directions?
2 Look to your left and right. What do you see? 2 What can people do to make their directions easy
• Optional step Model the sentences to understand?

and questions and ask students to repeat
4 Look at the Communication skill box. Is it easier
after you. It is a good idea to drill the to ask for or give directions? Why?
expressions and ask students to repeat. COMMUNICATION SKILL
This gives students confidence as they left right Asking for and giving directions
use the expressions in the rest of the Asking for directions:
lesson. 2 Look straight ahead. What do you see?
First, ask how to get there.
• Ask where it is.
• Students complete the conversation • Ask which way to go.

with a partner. Then, listen carefully to the directions.
• Optional step Mix students so that • Make a simple map in your mind.

• Ask questions if you don’t understand.
they are with a new partner. Students Giving directions:
practise the conversation. Ask them to • Point and show.
take turns playing both roles. • Say what they can see.
straight
VOCABULARY NOTES
There are many other common 126
expressions that are used while giving
directions. Examples:
Take the third right. 42951_U10_118-129.indd 126 1/10/22 11:30 AM
Go past (the supermarket). • Optional step Students discuss

PRONUNCIATION AND

the intonation. Play the audio again
It’s opposite the shopping mall. SPEAKING so students can confirm the falling
Go up/down this street. 6 10.8 intonation to help the listener
• Optional step Remind students that understand the speaker has finished
You’ll see it (right) in front of you.

when we speak, we group words talking.
together so that the listener can more AUDIO 10.8
Extra activity
easily understand the important points. Go straight, turn left at the cinema, turn
Turn part of the classroom into a map • Read through the information in the right near the library and left again at the
by moving chairs and tables around. Ask

Clear voice box. museum.
students to decide where various things
• Play the audio. Students repeat.
(e.g. park, cinema) are. Students take turns

to ask for and give directions. The student
who is getting directions follows directions
and walks about the classroom until
arriving at the location.
176
5 Look at the Useful language box. Then complete 7 10.9 Listen to the directions and repeat the
the conversation using words from the box. sentences. Try to match the speakers’ intonation. AUDIO 10.9
1 Turn left at the school, go straight for fifty metres 1 Turn left at the school, go straight for
Useful language Directions and turn right at the Thai restaurant.
2 Walk that way, turn left when you see the café, go
50 metres and turn right at the Thai
Asking for directions
Excuse me. straight and turn right at Pine Street. restaurant.
Do you know where the (library) is? 2 Walk that way, turn left when you see
Which way is the (cinema)?
How do I get there?
the café, go straight and turn right at Pine
How do I get to the (park)? park Street.
shopping
Giving directions
8 OWN IT!
Sunset Avenue
Go straight. centre
turn right / left at the … • Optional step Model the street names
cinema

it’s on / near …
and ask students to repeat after you.
A: 1 Excuse me. This gives students confidence as they
B: Yes, how can I help you? use the names to give directions.
A: How do I 2 get to the cinema?
North Street
straight
• Ask students to work in new pairs.
B: It’s easy. Go 3 , then

4 turn left at the supermarket. • Optional step Model an example by

A: Oh, is it 5 near the big shopping East Street asking the class to work together to ask
centre?
on
for and give directions from the library to
B: Yes, it is. It’s 6 Denver Avenue.
You can’t miss it. the cinema.
A: That’s really helpful. Thank you! • Ask students to take turns to ask for and
Green Street

university give directions (1–3).
6 10.8 Look at the Clear voice box and listen library museum 9
to the directions. Notice the rising and falling • Optional step Ask students to name

intonation in the directions.
places near their school.
CLEAR VOICE
Understanding intonation in directions • Organize the class into new pairs.
8 OWN IT! Work in pairs. Look at the map. Tell

When giving directions, speakers often have to your partner how to go from: • Students roleplay asking for and giving

list many steps. directions. Ask them to take both roles.
1 the university to the shopping centre
For example: 2 the park to the library
Go straight, turn left at the cinema, ... 3 the museum to the cinema

turn right near the library and left again at the museum. 9 Work in pairs. Ask for and give directions.
Student A: Think of a place near your school. Ask errors that students made.
The arrows show intonation. An ’up’ arrow means your partner how to get there.
the speaker’s voice goes up. A ’down’ arrow means Student B: Give your partner directions. Use a map if Extra activity
the speaker’s voice goes down. Notice how the voice you need help.
goes up for each step, but not the last one. The falling Ask students to think about a place that
intonation tells listeners it’s the final step. visitors often go to in their town/city and
where they usually are when they arrive
in the city (e.g. train station, airport). Ask
students to work with a partner to sketch
a map of their town/city. Ask students to
127
take turns to give directions. They may
want to use expressions such as Take a taxi
to ... and Start walking from ... . Set a five-
minute time limit.
42951_U10_118-129.indd 127 1/10/22 11:30 AM

PRONUNCIATION NOTES 7 10.9
• Play the audio. Students listen and the Teacher’s Book.
Intonation has many functions including

repeat.
conveying attitude (e.g. confusion)
and conveying the end of our idea • Optional step Ask students to listen See Workbook page 71 for extra practice

to the listener. This is important in and mark the intonation under the (Pronunciation).
communication. sentences. Play the audio again so
students can repeat.
177
LESSON 10E
10E
More people are exercising.
LESSON GOALS
• Learn about the parts of a report
• Learn words to describe change
• Write a simple report
LESSON GOALS

students to write a report. Students
practise writing a report on changes A ski
over time. slope in
Vancouver,
Canada.
SPEAKING
1
• Optional step Set up the task by
WINTER EXERCISE REPORT

asking students to use a show of hands The people of our town usually exercise a lot in winter.
to answer the questions in the winter But this winter, people are exercising less.
exercise survey.
SPEAKING Usually This winter
• Organize the class into pairs. Ask once a week or less 299 60% 396 79%
1 Work in pairs. Look at the survey form below.

students to discuss the questions (1–2). Answer the questions. twice a week 151 30% 68 14%
Sample answers 1 Do you sometimes answer surveys? What are some 3 times a week or more 50 10% 36 7%
surveys you remember doing?
1 Yes. I answer school surveys. They ask How often our town people exercise in winter (survey size = 500)
2 How do you think surveys help people?

how much I study. Usually This winter
2 With survey information, we can learn WINTER EXERCISE SURVEY
Snowboarding 127 25% 49 10%

how people feel. 1 Every winter, I usually exercise ... Skiing 49 10% 30 6%
once a week or less Ball games 25 5% 25 5%
twice a week
READING FOR WRITING 3 times a week or more
Winter exercises by people who exercise twice a week or more
Normal winter numbers

2 2 This winter, I’m exercising ...
once a week or less
Usually, about 40% of people in our town exercise twice a
• Optional step Point out to students week or more. 25% snowboard, 10% go skiing, and 5%
twice a week

that the charts in the report give a lot of play ball games, like tennis and basketball.
3 times a week or more
important information. Winter numbers this year
This winter, only 21% are exercising twice a week or more.
• Students read the report and complete READING FOR WRITING
10% are snowboarding, and only 6% are skiing. The

the sentences. 2 Read the survey report. Then complete the number of people playing ball games is the same (5%).
sentences. Reasons for the change
• Ask students to compare their 40
1 Usually, per cent of people

Winters here are usually cold, but people can still exercise
answers with a partner. exercise two times a week or more. in the snow. This winter, there’s a lot of rain, and they can’t
• Optional step Ask students where they 2 This winter, 21 per cent of people go snowboarding or skiing. But they can play ball games

are exercising two times a week or more.
found the answers (i.e. the charts, the like tennis and basketball indoors.
paragraphs or both).
3 128

box with the class. Give students time to
• Optional step Ask students to identify 42951_U10_118-129.indd 128 1/10/22 11:30 AM

the title (Winter Exercise Report) and 5 6
the headings (the bold statements in the • Read through the Writing skill box with • Optional step Point out that the report
body).

the class. only gives the facts and doesn’t make
• Ask students to answer the questions. • Students answer the questions with any conclusions about how to solve the

Check answers as a class. Point out that

a partner. Check answers as a class. problem or what actions to take based
these questions help them consider what on the results. Explain that some reports
the information tells them (i.e. the third Answers
don’t make conclusions so the readers
tip in the Critical thinking skill box). 1 The exercise report is to find out about
can make their own decisions.

people’s exercise this winter. The
• Students talk about their ideas with
4 sentence under the title identifies this.

2 The report doesn’t say how we can use a partner and then share ideas with the
• Students work in pairs to answer the
class.

question. the information.
• Optional step Ask students to discuss

sentence to provide a model for the class.

why ‘the weather is rainy’ is the most
important idea in the text (e.g. it gives Sample answer
the reason). They can create more sports clubs.
178
3 Look at the Critical thinking skill box. Answer the 7 Look at the Useful language box. Which words • Monitor and encourage students who

two questions below about the two charts in the do you use with countable nouns? Which do you finish quickly to add more ideas.
exercise report. use with uncountable nouns? Countable: more, fewer
Uncountable: more, less
CRITICAL THINKING SKILL Extra activity
Understanding charts Useful language Describing change
People are (exercising) more. Ask students to review the Writing
To understand a chart: People are (skiing) less.
1 Read the title of the chart
skill box and then work with a partner
More (people) are (playing basketball).
The title usually has useful information. Fewer (people) are (snowboarding). to brainstorm how we can use the
2 Read the headings information about the changes (e.g. Since
Headings give the numbers and words in a box
8 Complete the sentences with fewer or less.
1 Fewer children are studying at our
more people are doing sports in the
meaning.
3 Think about what the information tells us school this year. summer, we can make schedules so more
Is something changing? Do you know why? 2 I’m trying to spend less money. people can use the school gym.).
3 This year, there are fewer restaurants in
1 The first chart shows how / how often people
exercise.
my city.
less
11 WRITE
4 I’m eating rice today.
2 The second chart shows how / how often people • Optional step Ask students to read

exercise.
WRITING TASK through the checklist in Exercise 12.
4 The charts tell us that people are exercising less Explain to students that they should
this winter. What reason does the report give? 9 The chart below contains the results of a high
school sports survey. Look at the information and include all these aspects in their report.
a they can’t play indoor sports.
b the weather is cold and snowy
make notes.
More students are doing • Students use the ideas from their notes

c the weather is rainy 1 What change do you see? summer sports. from Exercises 9 and 10 to write a
2 Is the change big or small? Is it good or bad?
5 Look at the Writing skill box. Answer the The change is big. More people are exercising so it is good. report. Set a five-minute time limit.
questions. SUMMER Usually
SPORTS STUDY (5-year average)
This summer • Monitor and encourage students to

WRITING SKILL
Writing a report Total number of final use the model survey report and all the
220 220
year students information they studied in this lesson.
People sometimes write reports to explain
Final year students
what a survey tells us. Reports often have
who do sports in 38% 62%
• Put students in new pairs and ask

these parts. summer (%) them to take turns to read their partner’s
1 A title: Say what the report is about.
2 A reason: Begin with the reason for the report. 10 Make notes. Think of one or two reasons for the report.
3 The survey results: Talk about the numbers. Are any change this summer. Use your own ideas.
of them interesting or unusual?
11 WRITE Write a report. Use the tips in the
12 CHECK
At the end of the report, think about what
Writing skill box and your notes from Exercises 9 • Ask students to use the checklist. Ask
the information tells us. How can we use the

information? Give some ideas. and 10 to help you. students to look at their report and
1 What is the reason for the exercise report?
12 CHECK Use the checklist. My report … check against the checklist.
has a title and an introduction.
2 Does the report say how we can use the • Optional step Set a three-minute time

information? describes interesting or unusual changes.
limit for students to revise their report.
suggests reasons for the changes.
6 Work in pairs. How can the town get more
people to exercise this winter?
They can ask people to do more indoor sports ...
says how we can use the information.
13 REVIEW
report. Does it do the things in the checklist?

Go to page 158 for the Reflect and review. new partner. Ask students to exchange
reports with their partner and check their
partner’s report against the checklist in
129 Exercise 12.
• Optional step Students compare

and comment on each other’s reports
and make suggestions for revision
42951_U10_118-129.indd 129 1/10/22 11:30 AM
(e.g. You don’t say how we can use the
7 WRITING TASK information.). Set a three-minute time
• Read through the Useful language box limit for students to revise their reports.
9

with the class. Students answer the
questions. Point out that for increases, • Students study the information in the For additional practice, refer to the

we use more for all nouns. chart and answer the questions (1–2). Mediation activity on page 313 of the
Set a two-minute time limit. Teacher’s Book.
• Ask students to check their answers

with a partner. 10 See Workbook page 71 for extra practice
• Optional step To set up the task, give
8 (Writing).

the class an example of a reason for the
• Students complete the sentences
change. See Workbook pages 72–73 for Unit 9

then compare their answers with a
• Students brainstorm ideas for the and 10 Review.
partner.

changes and write notes about their
• Optional step Students take turns For Unit 10 Reflect and review, see
ideas. Set a three-minute time limit.

reading the sentences with their partner. Student’s Book page 158.
179
UNIT 11
People from
the past
UNIT GOALS

speaking
• talk about important life events;

understand an article about an
amazing woman; understand
time order in an article

• understand people talking about

artists they like; use past simple
form of be; learn about strong
and weak forms of was/were
11C Vocabulary, listening and

speaking
• learn past time expressions;

understand small and large
numbers; understand people
talking about historical events
11D Speaking

• learn how to show interest; use

130
tone of voice to react to good
and bad news; tell an interesting
story
11E Speaking, reading and 42951_U11_130-141.indd 130 3/7/22 11:06 AM

writing ABOUT THE PHOTO Sample answers
The unit theme is people from the past. 1 They are watching a movie.
• learn how to write someone’s
2 I think it was in the 1950s.

profile; explain why someone is The photo shows people watching a 3D
special; write a profile and check movie in a cinema. The earliest 3D film
what you write is believed to have been aired in 1922. WATCH
Movies were in black and white and were
Photocopiable resources shown on a projector. The audience had to
2 11.1
• Ask students to read the questions
wear 3D glasses to watch the movie.

Communication activities: pp. 242–243 (1–2). Then play the video in which Alec
Vocabulary activity: p. 257 1 Jacobson and Lia Nahomi Kajiki describe
Grammar activities: pp. 281–282 • Optional step To set up the task, use two people who inspired them. Ask
Pronunciation activity: p. 298

the photo on the page to elicit and teach students to try to remember answers –
Mediation activity: p. 314 key words and expressions students may trying to take notes while watching the
need: 3D glasses, cinema. video may stop students from watching
Workbook
• Ask students to take turns asking and listening properly. Students answer
Unit 11 pp. 74–79 the questions.

and answering the questions (1–2).
180
11 People from
Extra activity 1
Play the video again. Ask students to notice
the descriptions the Explorers give of Mr
Horie (always helping people, kind, wise,
the past very important to Lia and her family, like a

teacher) and Webb’s photos (colourful, full
of life, inspirational).
GOALS
• Understand time order in an article
• Talk about people and things from the past Extra activity 2
• Say when people were born, lived and died
• Understand small and large numbers Show students photos by Alex Webb. For
• Show interest while listening each, ask students to talk about what
• Write a profile about someone from history
makes the photo interesting to them.
1 Work in pairs. Answer the questions.
1 Look at the photo. What do you think is
Extra activity 3
happening?
2 When do you think this was? In order to develop students’ global
citizenship, ask students to find East Timor
WATCH
and the Brazilian Amazon on a world map
2 11.1 Watch the video. Answer the questions. and say things they know about the places
NATIONAL GEOGRAPHIC EXPLORERS (e.g. East Timor is near Australia. The
Amazon is a rainforest and a river.).
3

LIA NAHOMI KAJIKI ALEC JACOBSON partner or in small groups.
1 Who do Lia and Alec talk about? • Ask a student to use the example

2 Why were they important to Lia and Alec? sentences to provide a model for the
3 Make connections. Work in pairs. Do you have a class.
hero? Why are they important to you?
My grandfather is my hero. He’s like a friend and a

teacher to me … answering the questions. Set a two-
minute time limit.
People watching
a 3D film in a
cinema.
ABOUT THE EXPLORERS
LIA NAHOMI KAJIKI is an ornithologist.
131 This means she studies birds. She is trying
to learn more about one of the many birds
that live only in Cerrado, in Central Brazil.
She is also a PhD student in Ecology at the
42951_U11_130-141.indd 131 3/7/22 11:06 AM
University of Brasília.
• Students compare answers in pairs always good and very important to me ALEC JACOBSON is a photojournalist.
and my family. He was like a teacher to us. He is based in the US. He uses words and

Even today, when I’m sad or angry, I try to photographs to tell stories about important
Answers remember Mr Horie’s advice. problems in the world. He also tells the
1 Lia talks about a family friend and Alec stories of people from different parts of the
Alec: As a photographer, I’m always

talks about a photographer. interested in the works of other world.
2 Mr Horie always gave good advice. Alex photographers. The first photographer I

Webb’s photos inspired Alec. really remember was Alex Webb. When I
VIDEO 11.1 was young, his photographs were amazing
Lia: Mr Horie Setsuro was a close friend to me. They were so colourful and full of
of my family. For a long time, he worked life. I was inspired by them back then, and
in East Timor and the Brazilian Amazon, I’m still inspired by them today.
helping the people there. He was a kind
person, and he was wise. His advice was
181
LESSON 11A
11A
Life events
LESSON GOALS
• Talk about important life events
• Understand an article about an amazing
person
• Understand time order in an article
LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 5 Look at the Reading skill box. Then look at the

lesson is for students to practise 1 Work in pairs. Answer the questions.
events (a–f) below. Write the letters on the
timeline.
talking about important life events. 1 When were you born?
2 When were your parents born? READING SKILL
• READING The main aim is for Understanding time order

students to understand an article 2 11.1Look at the timeline. Then complete the
Articles don’t always list events in order. To
text. Listen and check.
about an amazing person and learn understand the article better ...
how to understand the order of ago died for from lived was born • note down events and dates.
• arrange them in order.
events. Sometimes, it also helps to draw a timeline.
Hedy Lamarr’s Life

students to talk about careers that
a Hedy Lamarr was born.
they would like to have. b She died.
c She was in the film Samson and Delilah.
d She was in the film Boom Town.
VOCABULARY e She started a film company.
f She invented a way to send messages.
1 Nelson Mandela 1 was born in 1918, a d f e c b
• Optional step Explain to students how more than a hundred years 2 ago .

lived
to say years (see Vocabulary notes). He 3
died
for 95 years, and he
4
in 2013. He was president of 1914 1940 1941 1946 1949 2000
Give two examples (e.g. 1970 nineteen South Africa 5 for five years,
seventy; 2010 twenty ten). Write some 6 from 1994 to 1999. SPEAKING
years on the board and ask students to President of
born South Africa died 6 Would you like to be famous? Choose three
say them. things you would like to be or think of your own
• Students discuss the questions (1–2) ideas.

1918 1994 1999 2013 • a film star
with a partner.
Go to page 165 for the Vocabulary reference. • a great scientist
• someone who helps people
• someone who helps animals
VOCABULARY NOTES READING
• a sportsperson
In general, when we say years, we 3 Work in pairs. Look at the photo on page 133. • a business person
What do you think Hedy Lamarr’s job was? • an artist
divide the number into two digits
and say them. When discussing years 4 Read the article. Answer the questions. 7 Work in pairs. Discuss the three things you chose
1 When was Hedy Lamarr born? in Exercise 6. Explain why you would like to be
during the first decade of the century 2 What was Hedy Lamarr’s main job? those things.
(i.e. 2000–2009), we say oh (e.g. 2004 3 What do people also know her for? I’d like to be a scientist so I can help people.
twenty oh four. Two thousand and four 4 What was her invention? I’d like to be a sportsperson. I like golf, and I’d like to
5 When did she die? play golf all the time!
is also commonly used). We replace the
zero with oh since the number 0 and EXPLORE MORE!
the capital letter O look similar. Because Hedy Lamarr was a famous actor and a scientist. Find out about other people like her. Search online
of the unique character of the year 132 using the words ’famous people with two jobs’.
2000 (i.e. three zeros), some people say

the year two thousand.
42951_U11_130-141.indd 132 3/7/22 11:06 AM

Extra activity
Play a game where students race to 2 11.1 • Optional step Play the audio again.

• Optional step Give students time to Pause at key points if students have
manipulate the numbers in a date. Say problems hearing answers.

a date (e.g. 5th May, 1997). As students look at the photo and study the timeline.
listen, they write the date in numerical • Elicit the first answer to get students AUDIO 11.1

form (e.g. 5/5/1997). Students then add started. Ask students to work together Nelson Mandela was born in 1918, more
the digits together until they get a one- with their partner to write the words to than a hundred years ago. He lived for
digit number (e.g. 5+5+1+9+9+7=36 so complete the paragraph. Then play the 95 years, and he died in 2013. He was
3+6=9). The first person to say the answer audio to check answers. president of South Africa for five years,
(i.e. 9) gets one point. Once students from 1994 to 1999.
understand the game, organize them into
groups. Students take turns to say dates
and the sum. The winner is the student
with the most points at the end.
182
One woman, two lives For further information and practice, see
Hedy Lamarr was born in 1914 in Vienna, Austria. From the 1930s to the 1950s, she was in 165 of the Student’s Book.
about thirty films and was a big Hollywood film star. But Hedy also lived a second life …
Life number one

READING
For many years, Hedy’s face was famous all over the world. She was a star in many famous films,
like Boom Town in 1940 and Samson and Delilah in 1949. She was also a filmmaker, and from
1946 to 1949, she was the head of her own film company. To most people, Hedy Lamarr was a ABOUT THE TEXT
big name in the world of film. The text type is an article. The text has
Life number two introductory and concluding paragraphs as
Many people did not know that Hedy was also an inventor. In her book Bombshell, she says, well as body paragraphs that are grouped
’Inventions are easy for me to do. I don’t have to work on ideas, they come naturally.’ Her with two headings. Each heading divides
biggest invention was in 1941. It was a way to send messages through the air. Today, Hedy’s Hedy Lamarr’s life into important work.
invention makes WiFi, Bluetooth and smartphones possible. Hedy Lamarr was born Hedwig Eva Kiesler.
Hedy Lamarr died in the year 2000. She lived a long and interesting life. Hedy was an actor, but Her father encouraged her to analyse
she was also a business woman and a scientist. She was a star in more ways than one. things, and her mother, a concert pianist,
taught her about music, dance and the arts.
She also had a great passion for inventing
new things. She had equipment near
the film set so that she could work on
inventions during her filming breaks during
the day. For example, she designed a new
type of wing for an aircraft. She studied
the fastest fish and birds, and modelled
this wing on them. In 2014, after many
years of being under-recognized, Hedy was
inducted into the National Inventors Hall
of Fame for the creation of her message-
sending technology.
3
• Students discuss the question with a

partner. Set a two-minute time limit.
• Optional step Ask students to share

their guesses with the class.
Sample answer
I think she was a model. She is beautiful.
Her clothes look expensive.
133
4
• Ask students to read the article and write

their answers. Set a five-minute time
limit.
42951_U11_130-141.indd 133 3/7/22 11:06 AM

Extra activity 1 Extra activity 2 a partner before checking as a class.
Explain to students that timelines can Ask students to work with a partner to Answers
represent short or long periods of time. To think of interesting or important events 1 1914

help students become more comfortable in history and say when they happened. 2 cinema star (film star)

with timelines, ask them to draw a timeline Allow them to use the dictionary or their 3 being an inventor / making new

of their life with at least three events devices to look up past tense verbs (e.g. inventions
(e.g. when they were born, when a sibling in 1928 Alexander Fleming discovered 4 a way to send messages through the air

was born, when they started school). Ask penicillin; in 1961 Yuri Gagarin was the 5 2000

students to work with a partner to talk first person in space).
about the events in their lives.
183
LESSON A
Extra activity • Optional step Although students could make simple sentences

Ask students to say the names of other famous women inventors (e.g. I want to be a scientist. I want to help people.), encourage
and what they created. If students don’t know any women them to make complex sentences by combining ideas with
inventors and there is internet access in class, ask students to because, and, or and but.
search online. Encourage them to find photos of the women • In feedback, ask pairs to tell the class about their choices and

and the things they invented and then present their findings to reasons.
homework and present their findings in the next class. EXPLORE MORE
Examples: If there is internet access in class, ask students to search online
Nancy Johnson invented the ice cream maker in 1843. and find other famous people who had two jobs. Ask them to
Ellen Eliza Fitz created globes in 1875. also find photos of the people, their jobs or things that made
Shirley Ann Jackson contributed to the invention of fibre optic them famous. Ask pairs to present their findings to the class.
cable in the 1970s. Alternatively, ask students to prepare their research as homework
5 and present their findings in the next class.
• Read through the information in the Reading skill box with the Example:
Jennifer Hudson is a famous musician, but she is also a movie

class.
star. She won an Academy Award in 2006 for Dreamgirls. She
• Ask students to order the events on the timeline.
performed in a musical on Broadway.

• Ask students to compare their answers with a partner.

Extra activity Reading).
Ask students to work with a partner to discuss why the author
didn’t put the events in order in the passage. Invite them to share
ideas with the class (e.g. to group Hedy’s movie events together
and then group her invention events together to make it easier to
understand her two different lives).
SPEAKING
6
• Optional step Ask students if all people who help animals are

famous. Point out that they should think about whether they
want to be well known.
• Students select three types of things they would like to be.

Extra activity
Ask students to work with a partner to brainstorm famous
people for each category listed in Exercise 6. If there is internet
access in class, allow students to use their devices to do research.
Alternatively, ask students to prepare their research as homework
and present their findings in the next class. Set a five-minute time
limit. Ask students to share their ideas with the class.
Sample answers
film star (e.g. Chris Evans), great scientist (e.g. Albert Einstein),
someone who helps people (e.g. Mother Teresa), someone
who helps animals (e.g. Paul McCartney), sportsperson (e.g.
Cristiano Ronaldo), business person (e.g. Ma Huateng), artist (e.g.
Wangechi Mutu)
7
• To begin, mix students so they work with new people.

Then ask students to talk about the jobs they would like, giving
reasons for their answers. Set a five-minute time limit.

184
LESSON 11B
LESSON GOALS
• LISTENING A main aim is for students to learn about people from the past.

• GRAMMAR A main aim is for students to practise past simple expressions.

• PRONUNCIATION A sub-aim is for students to understand the strong and weak forms

of was and were.
• SPEAKING The speaking aim is for students to talk about two famous people.

LISTENING AND GRAMMAR AUDIO 11.2
1
1 My favourite painter is Pablo Picasso. Picasso was from Spain,
• Give students one minute to think of ideas. This time allows
but he lived a lot of his life in France. He was born in 1881, and

students to brainstorm ideas, organize their thoughts and recall he died in 1973. Many people remember Picasso for inventing
vocabulary. ‘cubism’ – a style of painting that uses different shapes – but I
• Ask students to discuss the questions (1–2) with a partner. like some of his older paintings too. One of my favourite Picasso

Then students share their answers with the class. paintings is a self portrait – a painting of himself, from 1907.
• Ask two students to use the example sentences to provide 2

models for the class. My favourite painter is Natalia Goncharova. She was a famous
Sample answers artist from Russia. She was born there in 1881, but she lived in
1 Yes, but I’m not very good. France from 1921 to 1962, when she died. People remember
2 Yes. My friend is really good. Goncharova for her paintings that used light in interesting ways.
But my favourite Goncharova painting is her self-portrait from the
2 year 1907.
• Optional step Give students one minute to study the photos. Extra activity

Model the names and ask students to repeat after you. This
gives students confidence as they talk about the people in the Remind students that we sometimes help listeners understand
rest of the lesson. what we want to say by saying a word another way, such as
giving a definition. Ask students to listen for how the speaker did
this twice in the first listening passage (explaining cubism as a

questions (1–2) with a partner.
style of painting that uses different shapes; defining self-portrait
• Ask two students to use the example sentences to provide as a painting of himself). Play the audio so students can confirm

models for the class. these rewordings.
• Optional step Ask students to share some of their ideas with
5

the rest of the class.
• Students read the Grammar box and examples, which focus
Sample answers

on the past simple of the verb be. Ask students to answer the
1 I don’t know her. He is very famous. I don’t know where he is
questions.

from.
2 Claude Monet was a famous French artist.
GRAMMAR NOTES

3 Like the sentences with the present tense be forms, nouns (e.g.
• Organize the class into new pairs. Students discuss the painting – That was my painting.), adjectives (e.g. great – It was

questions (1–2) in their pairs and then share their ideas with the great.) and phrases (e.g. He was at the art museum.) follow
class. the verb. Unlike the present tense (e.g. I’m, they’re), we don’t
• Ask two students to use the example sentences to provide make contractions with the past simple be in positive sentences

models for the class. (e.g. They’re here last night. is incorrect and would be easily
• Optional step To provide an additional model for students, tell confused with the present tense). The passive form were born

students about which painting you like more. will be studied in more detail in later levels of Voices.
Sample answers
1 I don’t think Picasso looks like his painting, but I think For further information and practice, see Grammar reference

Goncharova looks like her painting. Unit 11B on page 175 of the Student’s Book.
2 I like Goncharova’s painting more because she looks relaxed.
6

4 11.2 • Students write the correct past tense of the verb be to complete

• Play the audio. Ask students to complete the table and then the sentences.

compare their answers with a partner before checking answers • Students compare their answers with a partner before
as a class.

checking as a class.
• Optional step Play the audio again and pause at key points if

185
LESSON B
Extra activity
11B
Who was the artist?
LESSON GOALS
• Understand people talking about artists they like
• Use the past simple form of be
• Practise the strong and weak forms of was and were
Explain that the past tense shows a
situation that is no longer true. Ask, Is the
LISTENING AND GRAMMAR
person in number 3 a student? (No. They
were in the past, but they no longer are.) 1 Work in pairs. Ask and answer the questions.
1 Can you draw or paint? Are you good at it?
Is the book in number 4 still famous? (No.) 2 Do you know anyone who’s good at drawing or
painting?
7 I can draw, but I’m not very good.
• Ask students to use the words to make My friend Mika is great at art. He studies in an art

sentences. Encourage students to use school.
contractions. 2 Work in pairs. Look at the photos of the two

artists below.
• Students check answers with a 1 Do you know who the artists are and where

partner. they’re from?
2 Can you name other famous artists from your
country and around the world?

saying the sentences with their partner. Leonardo da Vinci was a famous artist. He was
from Italy.
Answers
Frida Kahlo was a famous painter from Mexico.
1 He was not from France. / He wasn’t

from France.
2 Ronda and I were not friends in school. /

Ronda and I weren’t friends in school.
3 Ava’s phone wasn’t in her bag.

4 Desmond’s parents were not born in the

US. / Desmond’s parents weren’t born in
the US.
Extra activity
Ask students to work with a partner
to take turns saying sentences about
themselves and their family (e.g. My
mother wasn’t born in Brazil. She was born Pablo Picasso Natalia Goncharova
in Peru. I was born in Argentina.)
3 Look at the two photos of the artists above.
For additional practice, refer to the Then look at the self-portraits on the right.
Grammar activity on page 281 of the 1 Do the artists look the same in their paintings?
Teacher’s Book. 2 Which painting do you like more? Why?
I think Goncharova looks the same in her painting.
I think the Picasso painting is more interesting.
PRONUNCIATION
8 11.3 134

Clear voice box. Note that the main aim
of this section is to develop students’
receptive pronunciation skills rather 42951_U11_130-141.indd 134 3/7/22 11:06 AM
than their productive skills. The activity

focuses on listening and guides students PRONUNCIATION NOTES 9 11.4
to notice when speakers use the weak • Play the audio and ask students to
The weak forms of was and were are

(unstressed) and strong (stressed) forms identify the form.
pronounced with the schwa sound. The
of was and were. weak forms are used when the word • Students compare their answers with

• Play the audio. is less important and therefore not a partner.

stressed, particularly in questions and AUDIO 11.4
AUDIO 11.3 positive sentences. The strong forms are
Andy was late for the party. Was he in 1 Was she a famous painter?
often used for short answers and can
class? 2 Yes, she was.
also be used in negative sentences.
They were not at school. Were they at 3 Yes. She was very famous!
home?
Yes, he was. For additional practice, refer to the
Yes, they were.
186
4 11.2 Listen to people talking about the two 7 Put the words in order to make sentences.
painters. Complete the table. 1
2
was / he / from / not / France
and I / were / school / Ronda / not / friends / in
11
artist Picasso Goncharova 3 bag / phone / in / wasn’t / Ava’s / her • Organize the class into groups and

4 not / Desmond’s / born / were / parents / in / ask students to take turns using their
the US
country Spain Russia notes to make true and false sentences
PRONUNCIATION
about the famous people. The other
year
group members have to decide which
1881 1881 8 11.3 Look at the Clear voice box and listen to
born
the examples. Notice the difference between the
are not true. Set a seven-minute time
weak and strong forms of was and were. limit.
year
died 1973 1962 CLEAR VOICE • Optional step Tell students each group

Understanding was and were
member should talk about one famous
Was and were have strong and weak forms. person. When all members have talked
year of
1907 1907 People often use the weak forms when the
painting
words are at the start or in the middle of a sentence. about their first person, they can then
Andy was late for the party. Was he in class? begin talking about their second person
5 Read the Grammar box. Answer the questions. They were not at school. Were they at home? if time remains.
1 Which word is the past form of is and am? was People often use the strong forms when the words
2 Which word is the past form of are? were are at the end of a sentence. • Model the example conversation with a

Yes, he was. student.
GRAMMAR Past simple be Yes, they were.
The word be has two past forms: was and were.
Use I/he/she/it + was: EXPLORE MORE!
9 Listen. What form of was do you hear?
11.4
He was from Spain. Write strong form (S) or weak form (W).
She was a famous Russian painter. If there is internet access in class, organize
1 Was she a famous painter? W
Use we/you/they + were: 2 Yes, she was. S the class into pairs or groups and ask
They were famous painters. 3 Yes. She was very famous! W them to search online to find information
Use not to make negative sentences:
He wasn’t from Paris. about good artists from their area so
SPEAKING
They weren’t French. they can introduce the artists and show
10 Make notes about two famous people you know. photos of artwork they like. Alternatively,
Use the internet to help you.
6 Complete the sentences. Use was or were. ask students to prepare their research
1 Who were they?
1 Picasso was a famous painter. 2 When were they born? for homework before presenting in the
2 My sister and I were born in Germany. 3 Where were they from? next class.
3 I was a student in this school. 4 Why were they famous? Example:
was 11 Work in groups. Tell your partners true and false
4 His book really famous. Clemente Orozco was born in 1883. He
5 We were really happy to see Kyle. statements about your people in Exercise 10.
were Your partners guess which statements are false.
painted murals – pictures on a wall of a
6 You very quiet today.
7 They were late for the meeting. A: Vincent Van Gogh was a famous artist from building. He was one of the top mural
8 The film was about a scientist. Germany. artists in Mexico in the 20th century.
9 It was a story about three friends. B: Wait. That’s not true! Another artist, Jackson Pollock, studied his
10 The chairs were in the wrong room. art. Orozco died in 1949.
EXPLORE MORE!
Are there any good artists in your town, city or country? Search for ’amazing artists from ... ’.
Look for photos of paintings you like. 135
42951_U11_130-141.indd 135 3/7/22 11:06 AM
Extra activity SPEAKING

For additional practice, say the following
sentences. Students identify whether
10
• Ask students to make notes about two
strong or weak forms were used.

famous people. If there is internet access
1 Was she a popular artist? (/wəz/ weak)
in class, allow them to look up details
2 Yes, she was. (/wɒz/ strong)
on their devices. Set a five-minute time
3 Were the artists happy? (/wə/ weak)
limit.
4 No, they weren’t. (/wɜːr/ strong)
• Optional step Ask students to do

their research and write their notes for
homework.
187
LESSON 11C
11C
Important events
LESSON GOALS
• Learn past time expressions
• Understand people talking about events
from the past
• Understand small and large numbers
LESSON GOALS
• VOCABULARY A main aim is for

students to learn words to discuss
time periods in the past.

to understand how people emphasize
small and large numbers.

students to practise making questions
with was and were.

students to talk about important
events in the past.
VOCABULARY The Leica 1 was an important camera
1 in the history of photography.
• Optional step Read the question. Give

students one minute to think about their
answers. This preparation time allows VOCABULARY LISTENING
students to organize their thoughts and 1 Discuss in groups. Where were you yesterday? 4 Work in pairs. Discuss the questions.
recall vocabulary. 2 11.5Work in pairs. Write the letters on the 1 What important events from the past do you
timeline. Then listen and check. know about?
• Students discuss and answer the 2 When were they?

a the last century d the 19th century
question with their group. b last week e the year 2000
3 Why were they important?
c last night f last year
Sample answer NATIONAL GEOGRAPHIC EXPLORERS
I was at the supermarket. 1 2 3 4 5 6
d a e f b c 5 11.6 Listen to Alec Jacobson and Lia Nahomi
2 11.5 Kajiki talking about historical events. Are the

sentences true (T) or false (F)?
• Optional step Ask, How many years in 1 Alec is talking about a famous photograph. F
1801 1900 2000 today

a century? (100) Point out that we use 2 Alec’s favourite event was in 1925. T
3 The Leica 1 was big and heavy. F
ordinal numbers to count centuries. 3 Work in pairs. Think of ... 4 Lia is talking about an old film. T
• Give students a moment to look 1 a fun day from last year. 5 Lia’s favourite event was in 1895. T

2 an important person from the last century. 6 The film was called The Lumière Brothers. F
at the timeline and options (a–f). Ask
students to complete the timeline with a
partner. Check answers as a class.
136
AUDIO 11.5
1 the 19th century
2 the last century
3 the year two thousand 42951_U11_130-141.indd 136 3/7/22 11:06 AM
4 last year For further information and practice, see factual information as well as vocabulary.
5 last week Vocabulary reference Unit 11 on page This preparation time allows students to
165 of the Student’s Book. organize their thoughts.
6 last night
• Students take turns to talk about
3 For additional practice, refer to the

a famous event as they answer the
• Students talk about the situations Vocabulary activity on page 257 of the questions.

with a partner. Teacher’s Book.
• Optional step To model what students

• Optional step To model what students could say, tell students about a famous

could say, tell students about an LISTENING event.
interesting event from last year.
4 Sample answers
Sample answers • Optional step Read the questions 1 The first man to walk on the moon and

1 The Los Angeles Dodgers are my

(1–3). Give students one minute to think the last Space Shuttle flight are two

favourite baseball team. Last year they about their answers. If there is internet important events from the past.
won the World Series. access in class, allow students to use 2 The moon walk was on July 20, 1969.

2 Andre Agassi is an important person their devices to confirm content and The Atlantis was the last Space Shuttle,

from the last century. and it flew in July 2011.
188
6 Look at the Listening skill box. Then answer the 10 Complete the conversation. Write was or were. Alec: The Leica 1 was a very important
questions. A: Jen, do you remember the Football World Cup in
South Africa? When 1 was it?
camera – photographers were suddenly
LISTENING SKILL
Understanding small and large numbers B: Hmm. I think it 2 was in 2010. Yes, free to take their cameras anywhere. This
Sometimes, people want to show that a
that’s right. was the start of photojournalism – my job!
number is important, interesting or unusual. A: Which teams 3 were in the finals? I use photographs to tell the stories of
Here are three ways to do this. B: Spain and the Netherlands. people and places from around the world.
1 Use very large numbers: pay attention to words like A: Ah yes. I remember. It 4 was an
thousands, millions or billions. interesting match.
Interviewer: Lia, what’s your favourite
2 Explain that a number is small: listen for words like
B: How old 5 were you back then? event from history?
only or just.
3 Explain that a number is large: listen for words like A: In 2010? I 6 was only 15 years old. But Lia: My favourite event was a film by the
more than or over. I remember the match … Lumière brothers: Workers Leaving the
1 What words tell you that a number is small? Lumière Factory.
SPEAKING
2 What words tell you that a number is large?
Interviewer: When was it? And who were
7 11 Think of a famous event in the last five years.
11.6 Listen again and write the words you
Complete the table for yourself. Use the topics
the Lumière brothers?
hear. Then work in pairs. Why do Alec and Lia
use these words? below to help you. Lia: It was in 1895. The Lumière brothers
1 The Leica 1 was just 125 grams. • An event in your country were inventors from France.
• An important world event
2 The film was only a minute long.
• A sports event
Interviewer: What was the film about?
3 Today, millions of people watch films at And why was it special?
cinemas. 12 Work in pairs. Ask questions and complete the
table for your partner. Guess your partner’s Lia: It was a short film – only a minute
8 Read the Grammar box. Does the subject go
before or after was and were in questions? after
event. long – and it was really simple – just people
A: Was it an event in this country? leaving a factory. But it was big. I think it
B: Yes, it was.
GRAMMAR Questions with was / were was the first film on a large screen.
Questions with was / were have the same form as A: Was it a sports event?
questions with is / are: My partner’s
Interviewer: Like cinemas today! Was it
My event
(question word +) was / were + subject event very popular?
Is it very popular? ➔ Was it very popular? Lia: Yes, it was. It was the first great film,
What is the film about? ➔ What was the film Event
about? I think. Today, millions of people watch
Use was with I, he, she and it.
Type of
films at cinemas around the world. I can’t
Where was it? event imagine a world without films!
Use were with you, we and they.
Who were they? Extra activity 1
When
Go to page 175 for the Grammar reference. Ask students to correct the false sentences.
9 Complete the questions with was or were. 1 Alec is talking about a camera.
Where
1 Was / Were she a dancer? 3 The Leica 1 was light and tiny. / The Leica
2 Was / Were they from the same town? 1 was just 125 grams.
3 Who was / were she with yesterday? Why was it
important? 6 The film was called Workers Leaving the
4 Who was / were those people on TV?
5 Where was / were she from?
Lumière Factory.
6 When was / were you a student there?
Extra activity 2
Ask students to listen again and notice
137
why this event was important to Alec
(e.g. because he is a photographer and this
invention changed where and how photos
are taken). Ask students why the Lumière
42951_U11_130-141.indd 137 3/7/22 11:06 AM
brothers film was interesting to Lia (e.g. it
3 The moon walk was the beginning AUDIO 11.6 was much better than other films at that

of space travel. The end of the Space Interviewer: So Alec, tell us … What’s time). Finally, ask students if they have ever
Shuttle helped SpaceX and other your favourite event from history? heard of these inventors.
companies find new ways to travel to Alec: My favourite event was the invention
outer space. of the Leica 1, a 35 millimetre camera. 6
5 11.6 Interviewer: Interesting! When was that?

And who was the inventor? Listening skill box with the class.
• Students answer the questions. Check

students what they remember about Alec: It was in 1925. The inventor was

Oskar Barnack. answers as a class.
Alec Jacobson and Lia Nahomi Kajiki.
Refer students back to page 131 of the Interviewer: Were cameras huge back Answers
Student’s Book. then? 1 just, only

• Play the audio. Students do the exercise. Alec: Yes, they were. But the Leica 1 was 2 more than, over, thousands, millions,

tiny, it weighed just 125 grams! billions

Interviewer: And why is this event
important to you?
189
LESSON C
Extra activity Extra activity
Ask students to work with a partner to make sentences that Say several present tense questions (e.g. Is she in Malaysia?).
emphasize the scale of things (small, big, long, short, difficult, Ask students to make questions with was/were (e.g. Was she in
easy). Examples: Malaysia?). Then ask students to work in pairs and take turns
Some hummingbirds weigh just 3 grams. asking present tense questions, with the partner changing them
This homework takes just 5 minutes! to the past tense.
Millions of people eat bananas every year.
There are only two people in my English class. It’s great! For additional practice, refer to the Communication activity on
7 11.6
• Play the audio again. Ask students to write the words. Ask SPEAKING

them to compare their answers with a partner and then discuss
why these words were used. 11
• Optional step Play the audio again and pause at key points if • Give students time to complete the table with information

students have problems hearing answers. about one event. Set a three-minute time limit.
Answers • Optional step Encourage students who finish quickly to add

They use just and only to tell the listener they think this is very more details about the event.
light and very short. She uses millions to emphasize that many 12
people around the world go to films. (i.e. She uses very large • Organize the class into new pairs. Ask students to take
numbers to emphasize the impact, even today, of an event that

turns asking and answering questions to complete the table
happened over 100 years ago.) with information about their partner’s event. Set a five-minute
Extra activity time limit.
In order to provide context, ask students to say the names of • Model the example conversation with a student.

things that are small (e.g. the average banana, a coin). If there is • Optional step In feedback, ask students to summarize their

internet access in class, allow students to use their devices to find partner’s event.
more objects.
8 Listening, Grammar).
• Read out the information in the Grammar box with the class.

• Ask students to answer the question with a partner.

GRAMMAR NOTES
Like the present tense, students may ask, He was born in
1972? rather than making questions that start with was/were.
Although in casual conversation and specific situations (e.g. to
show surprise) this type of question is used, at this level, it is
better to tell students always to make Was/Were questions.


9
• Mix students so they have new partners. Ask students to

complete the questions. Students check their answers with a
partner.
• Optional step Students practise the questions in pairs. Ask

them to make up the answers.
10
• Organize the class into new pairs. To increase the challenge,

you could ask students to cover the Grammar box and complete
the conversation. Students check their answers with a partner.
• Optional step Students practise the conversation in pairs. Ask

students to take both roles.
190
LESSON 11D
LESSON GOALS

aim is to empower students to show interest by using polite sounds and responding to
good and bad news. The lesson ends with a roleplay task in which students tell stories
using the tips they’ve learned.
SPEAKING Answers
1 The woman was quiet. / She didn’t look interested.
1

2 make polite sounds, ask questions, say how we feel

• Check students’ understanding by using gestures. Demonstrate 3 Sample answer: I can say what they say but use other words.

nod my head. Ask three students to use the example sentences Then they know I am listening. I can nod my head. I can smile.
to provide models for the class.
VIDEO 11.2
People often tell stories …

questions (1–2) with a partner. Then share ideas with the class.
And some stories are long …
Sample answers You’re interested in the story, but how do you show it? What do
1 Yes. I tell them about my trip. They tell me about their weekend. you do?
2 I say things like Uh-huh, Umm and Really?
Try showing interest. Here’s how …
Extra activity Make polite sounds, to show you’re listening.
Ask students to work with a partner and talk about what kinds of English speakers sometimes make sounds like: Oh, Mm, Uh-huh
stories they tell (e.g. things that happened to them, explaining a and Wow.
movie plot). Also, ask questions about the story. Show that you want to know
more.
COMMUNICATION SKILL NOTES Finally, say how you feel.
This lesson introduces polite language and behaviour to You can say things like: Really?, Interesting, or That’s amazing!
show interest when listening to someone else. The lesson Remember: Communication is not just one person talking.
gets students to think about what behaviour and language Show that you’re listening.
is appropriate when hearing either good or bad news. Show that you’re interested.
Backchanneling refers to the verbal and non-verbal responses Show how you feel.
listeners give so that the speaker knows they are paying
Extra activity
attention. Making polite sounds and asking questions is
important, but listeners shouldn’t interrupt the speaker. In Write communication is not just one person talking on the board.
addition to the tips in the Student’s Book, in order to show Ask students to focus on this statement and play the video again.
interest, listeners can also reword or summarize what the After watching the video, ask students to work with a partner and
speaker said. This not only shows the speaker that the listener define talking and communication and how they are different.
was paying attention but also gives the speaker the opportunity Sample answer
to correct any misunderstandings. Non-verbal responses include Talking is telling someone your ideas and how you feel.
responses such as smiling, frowning and raising the eyebrows. Communication is giving someone information. Talking is
This will help students build relationships in international speaking, but communication can be writing. We need grammar,
contexts by providing basic language and building confidence vocabulary and pronunciation to talk. Those things are important
in English. for communication too, but communication includes other
things we do, like smiling. Our attitude is also important for
communication.
MY VOICE
3
2 11.2
• Give students time to read the questions (1–3). Ask students


what they think the video will be about from reading the they just studied in the video.
questions.
• Ask students to talk about how they show interest in their

first language.

• Ask a student to use the example sentence to provide a model
• Play the video in which the narrator gives three tips for how

for the class.

to show interest when someone is telling a long story. Students
• Optional step Ask students to say other polite sounds they
write notes or remember answers, then discuss their answers

have heard in English (e.g. OK, right, well, uhh, hmm).
with a partner before checking answers as a class.
191
LESSON D
Sample answer
In my first language, there are lots of polite
11D
Showing interest
LESSON GOALS
• Learn how to show interest
• Respond to good and bad news
• Tell an interesting story
sounds, more than the ones here.

Extra activity SPEAKING 4 Look at the Useful language box. Discuss
questions 1–3 in pairs.
Since the idea of what is polite or impolite
1 Do you or your friends sometimes tell stories in Useful language Expressions for showing
varies by culture, if you have a multicultural English or your first language? interest
class, ask students to discuss how often 2 Do you or your friends do or say things to let the Really?
they use expressions for showing interest speaker know you’re interested in the story? I see.
Sometimes, I ask questions. Interesting.
in their countries. If the students have Wow!
I nod my head and look at the speaker.
similar backgrounds, ask them to discuss I put away my mobile phone!
Amazing!
what responses are commonly used in their No way!
Oh no!
culture, and what differences there are MY VOICE That’s terrible.
with the responses used in English. 2 11.2 Watch the video. Answer the questions.
1 Which expressions can you say when you hear
1 Why does the speaker think his story isn’t
4 interesting?
good news?
2 Which expressions can you say when you hear bad
• Read through the Useful language box 2 What are two ways to show interest when news?

listening?
with the class. Point out the meaning 3 Can you think of other ways to show interest?
3 Which expressions are for information that isn’t
good or bad?
and use of the expressions. I laugh when my friends say something funny.
5 Read the sentences below. Which do you think is
• Optional step Model the expressions If the story is happy, I try to show that I’m
the better response?

happy too.
with appropriate emotion (e.g. surprise 1 I was three hours late and I was in the wrong shirt.
with No way!) and ask students to 3 Look at the Communication skill box. Discuss in It was awful.
pairs. Do people make the same polite sounds in a Really?
repeat after you. It is a good idea to your first language? b Oh no!
drill the expressions and ask students to COMMUNICATION SKILL
2 The food was amazing. And it was really cheap
too!
repeat. This gives students confidence Showing interest
a Wow!
as they use the expressions in the rest of It’s good to show the speaker that you are b That’s terrible!
the lesson. interested in their story. Here are some ways: 3 She wasn’t at home. She was at the party –
Make polite sounds: with Sam!
• Mix students so that they are with Uh-huh a No way!

a new partner. Students answer the Mm b That’s interesting.
questions. Oh 4 She was really sad. Her test results were in, and
Ask questions: they weren’t great.
Answers Where was that? a That’s terrible.
b Amazing!
1 Wow!; Amazing!; No way! Was it good?
5 The café was alright. Their food wasn’t great, but
2 Oh no!; That’s terrible. In my language, people often say mm, but they don’t they were open all night.
3 Really?; I see.; Interesting. say uh-huh. a No way!
b Interesting.
VOCABULARY NOTES
If appropriate, here are some additional
examples of expressions to show
interest: 138
Are you? / Is it?

What a great (holiday)!
42951_U11_130-141.indd 138 3/7/22 11:06 AM
That’s wonderful. Sample answers PRONUNCIATION

Beautiful. Normal reaction: Really? I see. Interesting.
Stronger reaction: Wow! Amazing! No 6 11.7
Awesome. way! Oh no! That’s terrible. • Read through the information in the

Oh my! Clear voice box. Note that the main aim
5 of this section is to develop students’
Are you serious? • Optional step Give students a moment receptive pronunciation skills rather

to read the questions and options. than their productive skills. The activity
You’ve got to be kidding me! (This is
• Elicit the first answer to get students focuses on listening and guides students
often used to express shock or surprise.)
to notice how speakers use higher and

started. Students work with a partner to
choose the better expression. lower voices to express emotion.
Extra activity
• Optional step Ask students to read • Play the audio. Check that students

understand the difference in intonation.

categorize the responses into normal and the sentences in pairs. Ask them to
take turns reading the sentences and Pause the audio and ask students to
stronger responses. Since there can be point out whether it’s a response to
personal differences, ask students to give responses.
something good or bad.
reasons for their decisions.
192
SPEAKING
8 OWN IT!
• Optional step Tell students that they

can make up a fictional but realistic story
if they are uncomfortable with sharing
personal stories. Allow students to add
some extra details to their stories if they
cannot think of anything interesting.
• Student may struggle with using past

simple/past continuous tenses – remind
students that they only need to use was/
were.
• Ask students to choose one speaking

prompt and write down notes about the
story by answering the questions.
Sample answers
When: last year
Where: in Seattle
PRONUNCIATION How: My friend was really hungry.
A An interesting day in your life
What: Saw a piece of cake; thought it was
notice how the tone changes when responding mom’s but it was guest’s; We ate it.
B A bad day at work or school
to good and bad news. How did you feel: He felt horrible.; I
CLEAR VOICE
C A fun birthday
laughed.
Responding to good and bad news
When people respond to something good or For additional practice, refer to the
interesting, they often use a high voice. D An interesting story about someone you know Pronunciation activity on page 298 of
Wow! That’s amazing! the Teacher’s Book.
• When did the events happen?
When they respond to bad news or to something sad, • Where was it?
they usually use a low voice.
Oh no! That’s awful.
•
•
How does the story begin?
What happened?
9
• How did you feel? • Ask students to work in new pairs.
7 Work in pairs. Practise the conversations in

Exercise 5. When responding, use a high voice 9 Work in pairs. Tell each other stories. • Optional step Model the example for

for good news and a low voice for bad news. Student A: Tell your partner your story. Use your the class.
notes from Exercise 8.
SPEAKING Student B: Show interest. Use polite sounds and ask
• Students take turns to tell their stories

questions to find out more. and react by showing interest.
8 OWN IT! Look at the four boxes (A–D). Choose My story is about a fun birthday. It was in 2017. I was
a topic to tell a story about. Make notes. • As students practise, monitor their
in college with my friends. We were ...

139
• Optional step Ask students to work

in new pairs and tell their stories again.
By roleplaying the situation a second
time, they will become more fluent and
42951_U11_130-141.indd 139 3/7/22 11:06 AM
confident.
• Optional step Play the audio again. 7

Pause at key points if students have • Ask students to practise the For additional practice, refer to the
problems hearing the intonation.

conversations in pairs. Ask them to take Mediation activity on page 314 of the
AUDIO 11.7 turns playing both roles. Teacher’s Book.
Wow! That’s amazing! • Monitor and remind students to use a

Oh no! That’s awful. high or low voice. In feedback, discuss
two or three errors and ask students to practice (Pronunciation).
correct them.
PRONUNCIATION NOTES
When people are upset or stressed, they
tend to speak more quickly and raise
their voice. However, by responding
with a lower voice, we can convey
empathy without making the situation
more emotional.
193
LESSON 11E
11E
Important people and
LESSON GOALS
• Learn how to write someone’s profile
• Explain why someone is special
• Write a profile of someone from history
LESSON GOALS
their lives

students to write a person’s profile.
Students practise writing a profile SPEAKING READING FOR WRITING
about an important person from 1 Work in pairs. Think of some important people 2 Read the profile. Write the headings in the
history. from history. Why are they important? correct places.
a An amazing book b An interesting life
Sample answers
sport Jackie Robinson 3 Find the words in the article. Circle the answers.
SPEAKING 1 A novel is …
a a book that tells a story.
1
the arts Charlie Chaplin b a person who writes a book.
2 A sailor is …
• Give students time to brainstorm a a person who works on a ship or boat.
science

Galileo Galilei
historical figures and complete the b a person who writes books and stories.
table. If there is internet access in the 3 A hero is ...
other George Washington a a famous person with a lot of money
classroom, allow students to look for b a brave person who helps people
ideas on the internet.

students to discuss their people and the
reasons for their choices. Miguel de
• Ask some pairs to share their ideas with Cervantes

Miguel de Cervantes was a great writer
and an important person in history. His book
READING FOR WRITING Don Quixote (from 1615) is famous all over the world.
Many people say it is the first European novel.
2 1 b An interesting life
• Students read the passage and write the Cervantes was born in 1547 in a city near Madrid, Spain.

headings in the correct places. Set a five- He lived with his parents and his six brothers and sisters.
They were very poor. Later in his life, Cervantes was a
minute time limit.
sailor on a ship. He also lived in Italy for a few years.
• Students discuss their answers with a Cervantes died in Spain in 1616. He was 69 years old.

partner. 2 a An amazing book
The book Don Quixote is about two people. Don
3 Quixote is not an important person, but he thinks he
• Ask students to circle the words (novel, is. He wants to be a hero and help people. He asks

someone to help him and the two go on many crazy
sailor, hero) in the article. Check their
adventures together. The book is clever and funny, and
understanding of those words with it’s still very popular today.
mime or elicit definitions.
• Students skim the article and answer the
140

questions.

4 42951_U11_130-141.indd 140
Extra activity
3/7/22 11:06 AM
• Read through the Writing skill box with • Ask students to work with a partner

to identify how the author showed us Point out to students that there are many

the class.
Miguel de Cervantes was special. Check things about Cervantes the author didn’t
• Students read Miguel de Cervantes’s
answers as a class. include. Ask them to work with a partner

profile again and answer the questions
• Ask two students to use the example to think of several things they want to
with a partner. Check answers as a class.

sentences to provide models for the know about Cervantes (e.g. Is Don Quixote
• Optional step If there is interest, tell his only book? Was the book popular in
class.

students that there are actually two the 1600s?). Set a three-minute time limit.
publication dates for Don Quixote. Answer
Ask students to share their ideas with
Explain that 1615 was the date the All of the questions are answered.
the class. If there is internet access in the
second part was published. The first part He was good at writing. We know this
classroom, allow students to look for ideas
of the book came out in 1605. because the profile says the book is clever
on the internet.
and funny.
5 The profile says he was the first European 6
• Read through the Critical thinking skill author of a novel. • Read through the Useful language box

box with the class. Give students time to The profile says he’s still popular today, so

with the class.
read the text carefully. we know he is special.
194

the model profile and the information
they studied in this lesson.
• Optional step Put students in new

pairs and ask them to take turns to read
Marie Curie was the first their profiles.
person to win two Nobel
Prizes.
9 CHECK
• Read through the checklist with the class

and check students’ understanding of it
4 Look at the Writing skill box. Then read the 6 Look at the Useful language box. Use the by eliciting some examples of important
profile again. expressions to talk about the people in your life events.
1 Why is Miguel de Cervantes special? He wrote the first table in Exercise 1. Charlie Chaplin was very good
2 What life events are in the profile? European novel.
at making people laugh. • Ask students to use the checklist. Ask

Where he was from, when he was Useful language Talking about important students to look at their profile and
WRITING SKILL born, where he lived, when he died. people
Writing a person’s profile check against the checklist.
He was a great …
A good profile explains why a person is He was the best … • Optional step Set a three-minute time

interesting or special. To write a simple She was the first person to …
profile, include the following. She was (very funny and kind) …
limit for students to revise their profile.
An introduction: His (book) was the first (European novel) …
Get the reader interested. Write two or three Many people still (read his book) today. 10 REVIEW
sentences about the person and why they’re • Mix students so they are with a new
important.

Important life events: WRITING TASK partner. Ask students to exchange their
Where was the person from? When were they born? 7 Think of an important person from history. profile with their partner and check it
Where did they live? And when did they die? Look at the Writing skill box and write notes against the checklist in Exercise 9. Ask
Why the person is special: about them.
Explain why the person is important. If you can, write
Marie Curie:
about their personality too. - scientist from Poland mistakes.
5 Look at the Critical thinking skill box. Which
- born in 1867 • Optional step Students compare and

- first person to win two Nobel Prizes
questions does Miguel de Cervantes’s profile - died in 1934
comment on each other’s profiles and
answer? make suggestions for revision (e.g. I
8 WRITE Write the person’s profile. Use your notes
CRITICAL THINKING SKILL and Miguel de Cervantes’s profile as a model. want to know the name of one of his
Explaining why someone is special
9 CHECK Use the checklist. My profile … movies.). Set a three-minute time limit
You can’t just say someone is special. You
have to give reasons. includes important life events. for students to revise their profiles.
• Were they good at something? explains why the person is special.
• Were they the first to do something? describes how people remember the person. EXPLORE MORE!
• What do people think of them now?
profile. Is there anything else you want to know If there is internet access in class, ask
The profile says he was the first to ...
The profile says that today, his book is ...
about the person? students to work with a partner to do
Go to page 159 for the Reflect and review. research online about famous or important
EXPLORE MORE! people from history from various countries.
Find out about famous people in history from different countries. Search using the words Encourage students to also find photos
’famous historical people + [country]’. 141
of the people. Ask pairs to present their
findings to the class. Alternatively, ask
students to prepare their research for
homework before presenting in the
42951_U11_130-141.indd 141 3/7/22 11:06 AM
next class.
• Organize the class into groups. answers (e.g. Job? Born? First at? Why Example:

Students explain why the people that important? Died?) Frédéric Chopin was born in Poland in
they chose in Exercise 1 are special. Set a • Monitor and encourage students who 1810. He was a famous music composer.

five-minute time limit. finish quickly to add more details. He was the first to write music that was
• Ask students to share their ideas with so focused on the piano. He died in Paris
Sample answer

the class. in 1849, but his music is still very popular
Chien-Shiung Wu
around the world today.
- physicist

WRITING TASK - born 1912 See Workbook page 79 for extra practice

- first woman to serve as president of the (Writing).
7

American Physical Society
• Students write notes about a person - died 1997 For Unit 11 Reflect and review, see

who was historically important. Set a

four-minute time limit. 8 WRITE
• Optional step Ask students to identify • Students use the ideas from their notes

to write the person’s profile. Set a five-

what questions the model information
minute time limit.
195
UNIT 12
My story
UNIT GOALS

• talk about important life stages;

read about an interesting life;
learn how to recognize who is
speaking in an article
12B Reading, grammar and

speaking
• read about a footballer who

helps people; use past simple
regular and irregular verbs; talk
about things you did in the past
12C Speaking, listening,

grammar, pronunciation
and vocabulary
• listen for how speakers make a

funny story interesting; ask past
simple questions; practise word
stress in questions; talk about
different feelings
12D Speaking

• learn phrases to explain a word

or an idea; understand how 142
to use English outside of the
classroom; practise talking about
a difficult topic with a partner
12E Speaking, reading and

42951_U12_142-153.indd 142 3/28/22 10:30 AM
ABOUT THE PHOTO comfortable, glasses, bracelets,

writing The unit theme is an individual’s story. The necklaces, designs and patterns,
• learn to write in an interesting photo shows Iris Apfel sitting comfortably antiques.

way; learn expressions for and confidently. Apfel was born in 1921. • Ask students to take turns asking

talking about the past; write She had a fabric manufacturing company and answering the questions (1–2).
your life story and worked with movie stars, an American
president’s wife, government agencies, the WATCH
Photocopiable resources White House and a variety of other people
Communication activities: pp. 244–245 and organizations. She is known for her 2 12.1
Vocabulary activity: p. 258 personal style – bright, bold, oversized, • Optional step Read the names of the

Grammar activities: pp. 283–284 layered and multifaceted. explorers with the class. It’s easier for
Pronunciation activity: p. 299 students to focus on the video when
1 they’re familiar with the names.
• Optional step To set up the task, use • Ask students to read the questions (1–3).

Workbook the photo on the page to elicit or teach

Then play the video in which Afroz Shah
Unit 12 pp. 80–85 and revise key words students may and Maria Fadiman tell the stories which
need: attractive, colourful, confident,
196
12 My story
Maria: When I was in university, I
studied conservation. In my third year,
the university sent me to the Amazon
rainforest in Ecuador to work as a nature
guide. I was only nineteen, and I didn’t
know much about the Amazon. The
people there told me all about its many
dangerous animals, like snakes, scorpions
GOALS and spiders, and I was really scared! But
• Understand voices and audiences in an article
• Talk about things people did in the past
after some time, my feelings changed. I
• Discuss life stages and feelings saw how the monkeys, the parrots, the
• Understand funny stories trees, even the spiders all work together to
• Use English in the real world
• Write about your life make the rainforest a magical place. Today,
it’s my job to protect the Amazon and
1 Work in pairs. Discuss the questions. other rainforests around the world.
1 Look at the photo. What is the woman famous
for? fashion
Extra activity 1
2 Does she look like an interesting person? Yes. Ask students to talk with a partner about
why people want to study earthquakes
WATCH
(e.g. they are mysterious, their power, to
2 12.1 Watch the video. Answer the questions. help save people).
Extra activity 2
Play the video again. Ask students to take
notes about the details in Maria’s story
AFROZ SHAH MARIA FADIMAN (e.g. nineteen years old, scared, dangerous
1 What question did Afroz ask when he was young? animals, decided rainforest is magical).
Iris Apfel is famous in 2 Why did Maria go to the rainforest?
the world of fashion. 3 How did these experiences change their lives? 3
3 Make connections. Work in pairs. Do you have • Ask a student to use the example

a special experience of your own? How did it
change you?
When I was thirteen, I was on holiday in Sri Lanka
class.
with my … • Ask students to work with a new


143
minute time limit.
ABOUT THE EXPLORERS

42951_U12_142-153.indd 143 3/28/22 10:30 AM
AFROZ SHAH is a geologist. He is
led to their careers. Ask students to try 3 Afroz decided to study geology, and interested in everything that makes up the

to remember answers – trying to take Maria decided to protect the rainforests. Earth. He is currently trying to improve the
notes while watching the video may stop geological maps of India, Pakistan, Borneo
VIDEO 12.1
students from watching and listening and New Guinea and identify where there
Afroz: When I was a young child, I had might be earthquakes.
properly. Students answer the questions. many questions about Earth, its mountains
• Students compare answers in pairs MARIA FADIMAN is a conservationist
and the night sky. I also wanted to know:
who lives in the US. She focuses on

before checking answers as a class. ‘Why does the ground sometimes shake?
conserving nature and creating sustainable
• Optional step Play the video again. Why are there earthquakes?’. I asked many
environments. She is particularly interested

Pause at key points if students have people and got many interesting answers.
One person told me: ‘When two bulls in the rainforests of Latin America and the
fight, we get an earthquake!’ But I never relationship between people and plants.
Answers really got the right answer. So, I decided She is also a professor. She loves being
1 Why are there earthquakes? / Why does to study geology. Today, I’m a geologist. I outdoors and she is particularly fond of the

the ground sometimes shake? study earthquakes, mountains, the night redwood trees in California.
2 Her university sent her to the Amazon sky and how they’re all connected.

rainforest to work as a nature guide.
197
LESSON 12A
12A
My life story
LESSON GOALS
• Talk about important life stages
• Read about an interesting life
• Understand voices and audiences in an
article
LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 6 Look at the Reading skill box. Then look at the

lesson is for students to practise the 1 Work in pairs. Look at the timeline.
article. Find examples of the following: the three bold
1 an interviewer asking someone questions questions
names of important life stages. 1 Are you a child, a teenager or an adult?
2 a person answering an interviewer’s question the paragraphs
after the
2 At what age are people no longer young? At what
• READING The main aim is for 3 the writer speaking to the reader questions
age are they old?

the first, introductory paragraph with three sentences
students to read about an interesting 3 Do you think the answers to question 2 are the READING SKILL
Understanding voices and audiences
life and learn how to understand same everywhere?
different voices in an article. LIFE STAGES Some articles have several ’voices’. Think
young old about about who is speaking and who they’re
• PRONUNCIATION The pronunciation speaking to.

CHILD TEEN ADULT Speaker Speaking to
aim is for students to practise saying 0 10 20 30 40 50 60 70 80 What was your
syllables with two vowel sounds. interviewer explorer
life like ... ?
2 12.1 Work in pairs. Listen and repeat the life
• SPEAKING The speaking aim is events. Tick (✓) the things you want to do.
Afroz Shah is a National
writer reader

Geographic Explorer.
for students to talk about their life a go to university
experiences. b get a job
c get married PRONUNCIATION
d start a business
e finish university 7 12.2 Look at the Clear voice box. Listen and
VOCABULARY f buy a house repeat.

g have children CLEAR VOICE
1 h live in another country Saying syllables with two vowel sounds
• Students discuss the questions (1–3) 3 Work in pairs. Look at the life events above. Some words have diphthongs. These are two

1 At what age do people usually do these things? vowel sounds together.
with a partner. Ask them to share some
2 In what order do people usually do these things in 1 /ɪə/ year here
ideas with the rest of the class. your country? 2 /ɔɪ/ boy destroy
• Optional step You could model the Go to page 165 for the Vocabulary reference. 3 /aʊ/ now about

activity by providing examples of your 8 12.3 Which vowel sounds are in these words?
READING
own opinions about whether young and Write 1, 2 or 3. Listen, check and repeat.
old are defined the same by everyone. NATIONAL GEOGRAPHIC EXPLORER a near 1 c brown 3 e town 3
You could do this at the start to provide b boil 2 d clear 1 f toilet 2
4 Read Afroz Shah’s life story. Answer the
a model or at the end as extended questions.
SPEAKING
listening. 1 Where does Afroz live now? Brunei
2 Where did Afroz grow up? India 9 Work in pairs. Ask and answer these questions
Sample answers 3 What does Afroz study? He studies earthquakes
and why they happen.
from the article. Are your life experiences similar
1 I’m a teenager. or different?
5 Read again. Are the sentences true (T) or false (F)?

1 What was your life like when you were a child?
2 People are no longer young when they 1 Afroz works as a photographer. F
2 Where did you study?

2 Afroz’s mother was a teacher. T
are 27 years old. They are old when they 3 Afroz’s secondary school was in India. T A: When I was a child, I was always with my friends.
are 80. 4 Afroz felt many earthquakes when he was young. T B: Me too. I think our lives were similar …
3 The answers are different by person and

country.
144
2 12.1
• Give students time to study the life

events. Explain to students that as they
tick items they want to do, they can also 42951_U12_142-153.indd 144 3/28/22 10:30 AM
discuss things they have already done. d start a business Sample answers
• Play the audio and ask students to e finish university 1 I think most people do them basically

repeat. f buy a house in the order listed, but I think people
• Optional step Model the events and g have children can start a business and live in another
country at any age.

ask students to repeat after you. It is a h live in another country
good idea to drill the expressions and ask 2 In my country, people are usually 18
3

students to repeat. This gives students when they go to university, and they
confidence as they use the expressions in • Optional step To model what students finish when they are 22. They get their

the rest of the lesson. could say, talk about what age people in first job when they are 16. They get
your country usually start a business. married when they are about 30 and
• Ask students to work together to
buy a house when they are 35. They also

talk about the things they want to do. • Ask students to work in new pairs
have children in their 30s. They can start

and to take turns asking and answering
AUDIO 12.1 the questions (1–2). a business and live in another country at
a go to university any age.
b get a job For further information and practice, see
c get married Vocabulary reference Unit 12 on page
198
MY LIFE STORY 4
Afroz Shah is a National Geographic Explorer. He • Optional step Ask students what they

lives in Brunei, where he works as a professor. We remember about Afroz Shah from the
ask him some questions about his life. video on page 143 of the Student’s
What was your life like when you were a Book.
child?
I was born in a small village in Kashmir, India. The
• Ask students to read the article and

Himalayan mountains were all around me – I was answer the questions. Set a five-minute
always amazed by them! I lived with my mum, time limit.
my dad, my two brothers and my sister. My mum
worked as a teacher and my dad was a builder. Our

village was great – it was like a big family. We didn’t a partner before checking as a class.
have much, but everyone in the village loved us and • Optional step To develop students’

cared for us. Afroz in Australia.
global awareness, ask them to find
Where did you study? Brunei, India, the Himalayan mountains
My primary and secondary schools were in Jammu and Australia on a world map.
and Kashmir, India. I later went to university in
Aligarh, India, and I graduated with a Master’s
degree in Earth sciences. After that, I studied in
VOCABULARY NOTES
Australia and got a doctoral degree in geology.
After university, people can study to
Tell us about your work.
As you know, I study earthquakes. There were earn a Master’s degree, which allows
many earthquakes in Kashmir when I was young. for more specific study in one field. It
Most weren’t strong, but in the year 2005, a usually takes two years to complete. A
big earthquake destroyed many homes, and
Doctoral degree is even more specific
people’s lives too. Today, I know a lot more about
earthquakes and why they happen. Yes, some are studies at a higher level.
dangerous, but they’re also an important part of life
on Earth.
Afroz studying a rock. Extra activity
Ask students what Afroz’s job is
(professor). Explain to students that a
Afroz was born in the
professor is a teacher in a university. Tell
Anantnag District of students that when professor is used as
Jammu & Kashmir, India.
a title, for example Professor Shah, it can
mean the teacher has attained the highest
rank of teacher in their department or
college. Explain to students that professors
teach but they also do research, like Afroz.
talk about whether they would like to be a
145 professor and the field they’d like to focus
on. Encourage them to give reasons for
their answers.
42951_U12_142-153.indd 145 3/28/22 10:30 AM

5
READING middle stage. The final stage, secondary, • Ask students to read the article again

includes grades nine to twelve (ages and decide if the sentences are true or
ABOUT THE TEXT 14–18). false.
In the passage, Afroz mentions that • Students compare their answers with
The text type is an interview. The interview

earthquakes cause destruction but are also a partner before checking as a class.
covers Afroz Shah’s life story and explores important for life on Earth. Earthquakes are
his childhood, his studies and his current responsible for making unique, beautiful 6
work. features such as the mountain ranges • Read through the Reading skill box with
The education system in each country

that span our globe. Earthquakes are the the class.
varies. What Shah experienced may be result of a release of the buildup of energy • Ask students to find examples in the
very different from what the education

that is pressurized in the Earth’s crust. passage. Set a two-minute time limit.
system is like now. After the 2020 reforms, Earthquakes occur on all seven continents
Indian education includes four stages. The • Ask students to compare their

but eighty per cent of them take place answers with a partner.
foundational stages include two grades along the Ring of Fire. This area along the
in primary school. The preparatory stage Pacific Ocean also has seventy-five per cent
incorporates three grades, followed by of the world’s volcanoes.
three grades which are referred to as the
199
LESSON A
Extra activity • Model the example conversation with a student for the class.

Ask students to read the last two sentences about Afroz’s village • Optional step Ask pairs to brainstorm follow-up questions

again. Ask, Was/Is your village or city like this? Students talk about they can use in their discussions. As students share their ideas
their answers with a partner. with the class, write the questions on the board (e.g. What
did your mum do? How many years did you study in primary
school? Was your primary school near your house?)
PRONUNCIATION
Extra activity 1
7 12.2
• Read through the information in the Clear voice box. Explain to Ask groups who finish quickly to talk about whether it is popular
in their country for students to get a Master’s degree. If there is

students that there are some vowel sounds that combine two
sounds together and they will study three of these. internet access in class, ask students to do research about the
proportion of students who go on to Master’s courses and which
• Play the audio. Students listen and repeat. Play the audio again
courses are popular. When other groups have finished their

so students can confirm the sounds.
discussions, ask these groups to share their research with the class.
• Optional step Ask students to work with a partner to make

sentences using the words in the Clear voice box. Encourage
students to focus on the pronunciation of the words as they say Extra activity 2
the sentences. If you have a multicultural class, ask students to discuss their
AUDIO 12.2 primary school life in more detail. Encourage them to talk about
1 year, here which classes they took, what time they started and finished
school each day, what they did after school, when the school
2 boy, destroy
year started, and what long holidays they had (e.g. summer).
3 now , about This allows students to consider how their experiences may

differ from those around the world, thereby helping them realize
PRONUNCIATION NOTES their assumptions about shared childhood experiences may be
Diphthongs are one-syllable sounds composed of two vowels. incorrect.
The sounds are made by moving the lips, tongue and mouth. See Workbook pages 80–81 for extra practice (Vocabulary,
Students often find it difficult to hear the difference between Reading, Pronunciation).
diphthong sounds and similar vowel sounds. In addition, the
various spellings used for one sound make it difficult. For
example, a few of the /ɪə/ spellings include -ear (e.g. near), -ere
(e.g. here) and -eer (e.g. deer).
8 12.3
• Students identify the vowel sound and write the number.

• Play the audio. Students listen and check their answers. Play the

audio again so students can repeat.
• Optional step Ask students to work with a partner to make

sentences using the words. Encourage students to focus on the
pronunciation of the words as they say the sentences.
AUDIO 12.3
a near
b boil
c brown
d clear
e town
f toilet
For additional practice, refer to the Pronunciation activity on
SPEAKING
9
• To begin, mix students so they work with new people. Then

ask students to discuss the questions. Set a five-minute time
limit.
200
LESSON 12B
LESSON GOALS
• READING A sub-aim of the lesson is for students to read about how a footballer

helped people.
• GRAMMAR The main aim is for students to learn about past simple regular and

irregular verbs.
• SPEAKING The speaking aim is for students to practise the simple past tense as they

ask and answer questions about the past.
READING AND GRAMMAR GRAMMAR NOTES

1 Remind students that the past tense is used to talk about a
• Optional step Begin by asking students to read the title one-time event in the past (e.g. I was born in 2001.), regularly

Changing the world and look at the photo. Students share with occurring events in the past (e.g. He played soccer every day
the class anything they know about Marcus Rashford (footballer, when he was a child.) and something that was true for a period
from England, ran a Christmas charity campaign called “In The of time (e.g. I lived in Greece for five years.).
Box”).
• Organize the class into pairs. Students discuss the questions Extra activity

in their pairs and then share their ideas with the class. Model the verbs and ask students to repeat after you. It is a good
• Optional step To model what students could say, give students idea to drill the pronunciations and ask students to repeat. This

one example of a young person who changed the world. gives students confidence as they use the expressions in the rest of
Sample answer the lesson.
Yes. Young people can change the world by volunteering, raising
awareness of different things (environment, poverty, etc.) and
Unit 12B on page 176 of the Student’s Book.
helping others.
2 5
• Optional step Ask students to name some professional • Students write past simple verbs to complete the sentences.

football teams and say which team is their favourite. • Students compare their answers with a partner before six

• Students scan the article and answer the questions (1–3). Set a students write answers on the board as a way to check answers
and spelling as a class.

two-minute time limit.
• Students check their answers with a partner.
PRONUNCIATION NOTES

• Optional step Ensure that your students scan the article by

making it a competition. See which student can answer all three The pronunciation of past simple verbs can be particularly
questions first. difficult since there are three different ways that the -ed ending
can be pronounced – /ɪd/, /t/ and /d/. The sound depends on
3 two factors – the last sound of the infinitive verb and whether
• Students read the article and order the events. Set a five-minute the throat vibrates when saying the word. The /ɪd/ sound is

time limit. usually the easiest for students to identify since it is used with
• Students check their answers with a partner before verbs that end in either the /d/ sound or the /t/ sound (e.g.

checking as a class. decide – decided). For infinitives that (1) don’t end in the /d/ or
/t/ sound and (2) when said do not cause the throat to vibrate,
Extra activity the -ed is pronounced /t/ (e.g. ask – asked). For infinitives that
Ask students to work with a partner to find other events in Marcus (1) don’t end in the /d/ or /t/ sound and (2) the throat vibrates
Rashford’s life (e.g. He played his first game for England. Marcus when said, the -ed is pronounced /d/ (e.g. live – lived).
knew what it was like to be hungry as a child. He asked people to
help families in the UK. He collected over 20 million pounds.). Set Extra activity 1
a three-minute time limit. Ask two pairs to get together. Students
Say past simple regular verbs, one by one, and ask students to
take turns saying their sentences, and the other pair orders the
notice the different sounds. Examples:
event (e.g. It happened between numbers 2 and 3.).
/ɪd/ visited, wanted, needed, hated
4 /t/ watched, liked, stopped, walked
• Students read the Grammar box and examples, which focus on /d/ scored, listened, learned

the rules to make the past simple form of regular verbs. Ask Say the verbs again and ask students to try to group them
students to answer the question. according to final ending sounds.
• Optional step Ask students to restate the first rule (e.g. since

the word ends in -e, only add d to the end).
201
LESSON B
to create rules for when to use each of
12B
Changing the world
LESSON GOALS
• Understand an article about how a
footballer helped people
• Learn to use the past simple form of verbs
• Talk about things you did in the past
the pronunciations. Then explain the

pronunciation of the past simple regular READING AND GRAMMAR 5 Complete the past simple sentences. Use the
verbs (see Pronunciation notes). Say 1 Discuss in pairs. Can young people change the
correct form of the verbs in brackets.
1 Petra scored (score) a lot of home runs
the verbs again. Students confirm the world? How?
last year.
pronunciation and rules as they listen and Yes, they can. There are many things they can do ...
2 My friends played (play) basketball
repeat. 2 Look at the photo and scan the article. Answer yesterday.
the questions. 3 We didn’t watch (not watch) the news last
1 Who is the article about? Marcus Rashford night.
Extra activity 2 2 What is his job? football player 4 My sister and I didn’t like (not like) the TV
3 What is he also famous for? He helped many British show.
Ask students to work with a partner and families get food.
asked
3 Answer the questions. Put the events in order 5 She (ask) him to do something,
group the past simple regular verbs in (1–6). but he didn’t help (not help).
the reading passage according to the -ed a Marcus Rashford was born. 1 6 I visited (visit) her in the summer, and
stayed (stay) at her home for three
pronunciation. b Rashford got his idea to help people. 5
weeks.
Answers c Rashford hurt his back. 4
d Sometimes, Rashford’s family didn’t have money 6 Read the Grammar box. Do you use regular and
/ɪd/ decided, collected for food. 2 irregular past tense verbs the same way? Yes.
/t/ asked, helped e Rashford helped get millions of meals to poor
/d/ lived, changed, joined, played, children. 6 GRAMMAR Past simple (irregular verbs)
Model the verbs and ask students to repeat f Rashford joined Manchester United Football Club. 3 Some past tense forms are irregular. We don’t add
d or ed. We change the verb in different ways.
after you. Then ask students to take turns 4 Read the Grammar box. Do you use the past hurt ➔ hurt
saying the verbs with their partner. simple form of verbs in negative sentences? No.
He hurt his back.
have ➔ had
6 GRAMMAR Past simple (regular verbs)
Past simple verbs show that something happened
He had a big idea.
For negative sentences, irregular verbs are like
• Students read the Grammar box and in the past. regular verbs. They don’t change form.

examples, which focus on past simple He lived with his family. I didn’t knew that.
To make the past simple form of a verb: I didn’t know that.
irregular verbs. Ask students to answer 1 add d to the infinitive
the question. live ➔ lived Go to page 176 for the Grammar reference.
2 add ed to the infinitive
• Optional step Past simple irregular verbs play ➔ played
7 Read the sentences. What are the present tense

forms of the bold words?
are new words for the students. It is a 3 repeat the last letter and add ed
1 I didn’t want to be late, so I ran to school. run
good idea to drill the sentences and ask stop ➔ stopped
2 Nadia felt tired because she went to bed late. feels
To make negative sentences, use did not (didn’t) +
students to repeat. This gives students infinitive: 3 I got home at five o’clock. get
confidence in the pronunciation and helps They didn’t have money for food. 4 He became a teacher last year. becomes
5 We had no time to shower after the match. have
them remember that they must memorize Go to page 176 for the Grammar reference. 6 I did my homework in the morning. do
the words for the past simple of irregular
verbs (i.e. not add -ed).
EXPLORE MORE!
GRAMMAR NOTES
What other things did Marcus Rashford do to help people? What awards did he get?
Students need to memorize the past 146 Is he still helping people today? Search online for ’Marcus Rashford + charity’.
simple irregular verbs. They should
prioritize remembering the most
common irregular verbs (e.g. go, come,
become, see) first. There are several 42951_U12_142-153.indd 146 3/28/22 10:30 AM
methods for helping them do this. First, Extra activity of the circle, and the remaining students
suggest they use the verbs in creative, move closer together and continue the
Organize the class into groups and ask
funny sentences. This may make it game. The winner for the group is the last
each group to sit or stand in a circle. Give
easier to also remember the verb with person remaining. If time permits, have
each student a crumpled-up piece of paper
its context. Second, encourage them to the winners play each other in a Grand
or soft object to toss. One student says
create short lists of five to ten words. Championship round.
the infinitive of a verb as they toss the
Ask them to put them in places where
object to another student, who says the For further information and practice, see
they will often see them. For example,
past tense form while catching it. Students Grammar reference Unit 12B on page
reading through the list while brushing
continue this game. Encourage students 176 of the Student’s Book.
their teeth is a quick and easy way to
to immediately throw the object and not
spend more time reviewing the new
verbs. Third, they can play quiz games
hold onto it while thinking. Make a rule 7
that students cannot toss it back to the • Students read the sentences and write
with their friends.
same person. If a student cannot say the

the present tense forms of the bold
infinitive of a verb or the past tense verb, words. Check answers as a class.
they are out of the game. They move out
202
10
• Model the examples.

• Put pairs into groups. Ask groups to

talk about the things they did.
EXPLORE MORE!
the class into pairs or groups and ask
them to search online to find out more
MARCUS RASHFORD: information about Marcus Rashford’s
CHANGING charity work. Ask them to choose

information that they think is interesting
THE WORLD and present their findings to the class.

To people around the world, Marcus Alternatively, ask students to prepare their
Rashford is a football hero. But to many research for homework before presenting
children in the UK, he is a hero for a
different reason. in the next class.
Growing up A big idea Example:
Rashford was born in 1997. He lived with his family in In 2020, Rashford hurt his back and had to rest. That was Marcus Rashford is still helping people.
Manchester, England. Life for his family was hard. His when he had a big idea.There were still many families in
mother had three jobs, and sometimes they didn’t have the UK that didn’t have enough food. Rashford knew what
He has done many things. For example,
money for food. Things changed when Rashford joined that was like, so he decided to do something. He asked the he helped the homeless and children who
Manchester United Football Club. He played his first game government and the people of Manchester for help. In a needed meals. In December 2020, Marcus
for them when he was 18, and soon after, he played his few months, he collected more than £20 million and helped
first game for England. get millions of meals to families in the UK. Rashford received the 2020 Expert Panel
Award for his work to help those who
don’t have enough to eat. In July 2021,
8 Complete the sentences. Write the past form of SPEAKING he received the Pat Tillman Award for
the verbs. Use the Irregular verbs list to help you Service for his work to provide meals for
(page 178).
9 Make notes. What did you do at the different
times below? Write two things for each time. Use 1.7 million children in the UK during the
the Irregular verbs list to help you (page 178).
give go have say see sleep take pandemic.
1 yesterday
1 I saw Ruth at the cinema yesterday. 2 last week See Workbook page 82 for extra practice
2 I went to the park last week. 3 last month
4 last year
(Grammar).
3 She had lunch with Maya today.
4 Eric said he woke up late. 10 Work in groups. Talk about the things you did in
5 Mala gave us her email address. Exercise 9.
6 He took the wrong bus to school. I studied for a test yesterday.
7 Sanya slept for nine hours last night. I went to my friend’s house last week.
147
42951_U12_142-153.indd 147 3/28/22 10:30 AM
For additional practice, refer to the For additional practice, refer to the
Communication activity on page 244 of Grammar activity on page 283 of the
the Teacher’s Book. Teacher’s Book.
8 SPEAKING
• Read through the words in the word
9

box.
• Ask students to complete the sentences • Ask students to write two things for

each time listed. Point out that they can

with the past form of the verbs. Point
out that they can look at the Irregular look at the Irregular verbs list on page
verbs list on page 178 of the Student’s 178 of the Student’s Book.
Book. Check answers as a class. • Optional step Elicit some answers from

the class and write them on the board.
203
LESSON 12C
12C
A funny thing happened to me
LESSON GOALS
• Understand a funny story
• Ask questions about what people did
• Practise word stress in questions
• Learn about different feelings
LESSON GOALS

to learn what makes a story funny.
• GRAMMAR A further main aim is

for students to make past simple
questions.
• VOCABULARY A sub-aim is for

students to use words to describe
feelings.
• SPEAKING The speaking aim is

for students to tell a story with an
interesting or funny ending.
SPEAKING
1
• Optional step Read the questions

(1–2). Give students one minute to think
about their answers. This preparation
time allows students to organize their SPEAKING 3 12.4 Look at the Listening skill box. Then listen
thoughts and recall vocabulary. again and answer the questions.
1 Work in pairs. Ask and answer the questions.
• Students answer the questions with 1 Do you know anyone who is funny? LISTENING SKILL

a partner. 2 Do you like telling funny stories in English or in
Understanding funny stories
your first language? Funny stories often have punchlines. The

Sample answers listener thinks a story ends one way, but the
1 My friend is really funny. LISTENING punchline explains how it really ends. People usually
make the punchline sound important. They:
2 I like to tell funny stories in English.
NATIONAL GEOGRAPHIC EXPLORER • say it at the end of the story
• pause before they say it
LISTENING 2 12.4 Listen to Maria Fadiman tell a story. • say it louder
2 12.4 1 Jorge and Raul were from Brazil / Ecuador.
1 What is Maria’s punchline? I slipped and fell into the water
2 What does Maria say just before the punchline? Whoosh!
• Optional step Lead in by asking 2 They were walking in a river / up a mountain.
3 The journey was easy / difficult for Maria. 4 Work in pairs. Do you think Jorge told the truth

students what they remember about 4 Jorge said Maria walked like a cat / chicken. when he said ’No, no, that’s good! Chickens are
Maria Fadiman. Refer students back to 5 Maria fell because she was excited / sad. great at walking!’?
EXPLORE MORE!
• Play the audio. Students complete the Jokes are questions with funny answers, or funny stories that often aren’t real. Search

exercise. Check answers as a class. 148 for ’simple jokes’ and learn a few.
AUDIO 12.4
Maria Fadiman: So a funny thing
happened to me. I was in the rainforest in
42951_U12_142-153.indd 148 3/28/22 10:30 AM
Ecuador with two local people, Jorge and
Raul. We had to walk along a small river, in 3 12.4 4
the water. It was difficult for me, but not • Read through the information in the • Organize the class into new pairs.

Students talk about their ideas with a

for Jorge and Raul. They made it look easy! Listening skill box with the class.
They knew where all the right stones were. partner.
• Play the audio again. Students answer
I wanted to look good in front of them. I • Ask students to share some ideas with

the questions.

didn’t want them to know it was difficult the rest of the class.
for me. But Jorge looked at me and told • Students check answers with a

partner before checking as a class. Sample answer
Raul, ‘You know, she walks like a chicken.’
‘Like a chicken?’ I asked. I felt a little sad. • Optional step Play the audio again. No, I don’t. I think he said that to be kind. /
He said that because he didn’t want to

Jorge said, ‘No, no, that’s good! Chickens Pause at key points if students have
are great at walking!’ I felt great, and I problems hearing answers. hurt her feelings.
lifted my arms to celebrate. Suddenly ...
whoosh! I slipped and fell into the water!
Jorge and Raul laughed so much. They
helped me up, and I felt terrible. But later, I
laughed too.
204
5 12.5 Listen to the story. Answer the questions. CLEAR VOICE
AUDIO 12.5
Stressing words in questions
1 What is the punchline of the story?
2 Why is the story funny or interesting? In questions, the subject is usually not It was very late and I was super quiet – I
’It was very late and I was super quiet – I didn’t want
stressed. didn’t want my parents to hear me. I went
my parents to hear me. I went into my bedroom and In yes/no questions, stress the verb. into my bedroom and climbed into bed.
Did you like it?
climbed into bed. But there was someone there. I
In wh- and how questions, stress the question
But there was someone there. I jumped
jumped out of bed and turned on the lights. It was
my mum ... I was in the wrong room!’ word and the verb. out of bed and turned on the lights. It was
Where did you live? my mum ... I was in the wrong room!
GRAMMAR
Extra activity
6 Read the Grammar box. Are the sentences VOCABULARY
true (T) or false (F)?
Explain to students that in some families,
9 12.7Listen and repeat the words. When children must come home by a certain
do you have these feelings? Which are good
GRAMMAR Past simple questions
feelings? time, but in others, children can come
To make a question, use:
happy excited
home at any time in the evening. Ask
(question word +) did + subject + infinitive
Did she fall into the water?
students to talk with a partner about what
tired surprised rules their parents have/had for them or
(Yes, he did. / No, he didn’t.)
Why did she fall into the water?
sad angry what rules they have for their own children
Go to page 177 for the Grammar reference. (if they have them) about coming home at
1 The subject goes between did and the verb. T bored afraid
night. Tell students they only need to share
2 You use the past simple form of verbs in questions. F
10 Complete the sentences. Use the word from information that they feel comfortable
7 Complete the questions with did and verbs from Exercise 9 you think works best.
the box. Then ask and answer the questions in 1 Who was that? What was that noise? I was so
telling their partner.
pairs. afraid .
go have live play speak

2 I worked fourteen hours yesterday. I was really
tired .
GRAMMAR
When you were a child:
3 I didn’t know about the party. I was so
surprised !
6
1 Did you have a best • Read out the information in the
4 There was nothing to do. I was really

friend?
did
bored . Grammar box with the class. Ask
2 What language you
speak at home? Go to page 165 for the Vocabulary reference. students to read the sentences and
3 What town or city did you decide if they are true or false.
live in? SPEAKING
• Optional step Model the sentences
did go

4 How you to 11 Make notes. Think of a story about you or
school?
and ask students to repeat after you.
someone you know.
5 What sports did you • When and where did it happen?
play ? • How does the story begin?
A: Did you have a best friend? • What happened then?
GRAMMAR NOTES
B: Yes. Her name was Monica … • How did the people in the story feel? Although did is normally used in yes/no
• How does the story end?
questions and Wh- questions, it is often
PRONUNCIATION 12 Work in pairs. Share your story. Ask your partner
questions about their story.
not used with Who (e.g. Who painted
8 12.6 Look at the Clear voice box. Listen the Mona Lisa?).
and repeat. My story happened last year. I was at home with my
sister. I was bored, so I asked her to ... However, one example of using did with
who could be in response to a negative
149 statement (e.g. Who did paint it?).

Grammar reference Unit 12C on page
42951_U12_142-153.indd 149 3/28/22 10:30 AM 177 of the Student’s Book.
5 12.5 Answers
• Optional step Allow students to read 1 I was in the wrong room!

2 He tried to be very quiet, but his parents Grammar activity on page 284 of the

the text before listening to it.

found out he came home very late Teacher’s Book.
• Play the audio. Students answer the
because he made a mistake about which

questions (1–2).
room was his bedroom.
• Students check answers with a

partner before checking as a class.

205
LESSON C
7 10
• Mix students so they have new partners. Ask students to • Give students time to read the sentences (1–4). Students use

write the correct words. Students check their answers with a adjectives from Exercise 9 to complete the sentences.
partner. • Students compare their answers with a partner.

• Optional step Students take turns reading the sentences with
For additional practice, refer to the Vocabulary activity on page

their partner.
PRONUNCIATION
SPEAKING
8 12.6
• Read through the information in the Clear voice box. Ask 11

students to listen and repeat. • Give students time to write their notes about their story. Set a

• Optional step Students take turns reading the sentences with three-minute time limit.

their partner. • Optional step Encourage students who finish quickly to make

sure they answered all the questions and then add more details
to some answers.
PRONUNCIATION NOTES
The content words are the words that convey the most 12
meaning. These are the words that are stressed. As a result, • Organize the class into new pairs. Ask students to take

we usually stress the verb in yes/no past simple questions since turns using the techniques in the Listening skill box to finish
the verb conveys the most meaning. In contrast, the structure their story with a dramatic effect. Set a five-minute time limit.
words (e.g. articles, auxiliary verbs, conjunctions, prepositions) • Model the example story for the class.

are normally not stressed, so did, you and it are not stressed.
Similarly, the Wh- and How question words are stressed EXPLORE MORE
since these words can drastically change the meaning of the
question (e.g. When did you go? versus Where did you go?). If there is internet access in class, organize the class into pairs or
The exception is during a conversation when we are making groups and ask them to search online to find some simple jokes.
questions to ask about something we don’t understand. For Explain to students that many English jokes follow a question-
example, we would stress she if, during a group conversation, answer pattern. Encourage students to search for an explanation
one person mistakenly refers to someone as he. so they can explain the joke if it’s not obvious. Ask students to
present their findings to the class. Alternatively, ask students to
prepare their research for homework before presenting in the
AUDIO 12.6 next class.
Did you like it? Example:
Where did you live? Why do we tell actors to ‘break a leg’? Because every play has a
cast.
This is a play on words because cast has two meanings. Both
meanings are important for this joke. (Cast has many other
meanings as well.) The first meaning is a group of people who act
VOCABULARY together in a play, musical or other theatrical performance. The
second meaning is the hard material put around a broken leg or
9 12.7
arm to help it heal.
• Play the audio. Students listen and repeat. Students show their classmates photos of the two meanings

• Organize the class into new pairs. Students take turns of cast.

asking and answering the questions.
See Workbook pages 82–84 for extra practice (Listening,
• Optional step Ask two pairs to get together and share their
Grammar, Pronunciation, Vocabulary).

ideas with each other.
AUDIO 12.7
happy excited tired surprised sad angry

bored afraid

Extra activity
Organize the class into groups. Students take turns miming a
feeling without saying anything. Group members guess the
feeling. Afterwards, ask students how they recognized the feeling
(e.g. body language, facial expressions). Point out that our facial
expressions help people understand what we want to say, even
without words.
206
LESSON 12D
LESSON GOALS

aim is to empower students to overcome their fear of speaking English outside of the
classroom. The lesson ends with students putting the tips they’ve learned into practice
as they discuss a topic in detail.
SPEAKING Here are some tips to help you.

One: Mistakes are OK.
1 People can still understand most of what you are saying.
Sally: Where are you from, Dewi?

questions (1–3) with a partner. Encourage students to give
reasons for their answers. Then share ideas with the class. Dewi: Me? Indonesian ... um … I’m from Indonesia.
• Optional step Ask students to share some of their ideas about Narrator: Two: When you don’t know a word, use another word.

when, where and why they use English outside of the classroom Sally: Oh, like Indah! Did you study together?
(e.g. I speak English at my job. I work in a hotel. Sometimes, Dewi: No. We’re … How do you say it? Next door friends?
I help guests in English.) Sally: You’re her neighbour? That’s nice!
Sample answers Narrator: Three: You can also explain the word or idea.
1 No. Sometimes, I don’t know the words in English. Dewi: Yes, neighbours. We always go… um … you know …
2 No. Sometimes, the other person talks very fast. walking in the mountains?
3 It’s difficult to remember English grammar. Sally: Hiking? I love hiking too!
Narrator: And finally … relax and smile.
COMMUNICATION SKILL NOTES When you relax, other people feel relaxed with you.
This lesson introduces ways to help students overcome their Dewi: You love hiking too? Come with us next time!
fear of using English outside of the classroom. The lesson Narrator: Remember: You don’t need perfect English, so don’t
gets students to think about the importance of using English, worry about a few mistakes. A great way to learn English is to use
so they improve. Although students are often self-conscious it. So use it often!
about making mistakes, they should not be worried about
making mistakes when they use English to communicate as 3
it is part of the learning process. Students should remember • Read out and discuss the information in the Communication

that their goal is not to speak perfect English. In their quest skill box. Point out that this is a summary of the information
to be perfect, they may give up many opportunities to talk they just studied in the video.
with others. Instead, they should focus on communication and • Ask students to read the questions and take turns talking

remember that ‘perfect English’ doesn’t really exist. As a simple about their ideas with their partner.
example, speakers who use English as a first language regularly Sample answer
change their mind mid-sentence about how they are saying I think 1 is the most important.
an idea, and this results in grammatical mistakes (e.g. I ate When I worry, I don’t try to speak English.
less food, well, meals yesterday.). The mistakes don’t stop the
conversation because the listeners ignore them and continue Extra activity
with the conversation. Tell students that when they are having problems saying a word,
they can stop for a few seconds before continuing. This slight
pause can help them refocus and not get more stressed. Ask them
MY VOICE to note the places where Dewi does this in the video. Play the
2 12.2 video again. Check answers (when she says ‘Indonesian … um …
• Give students time to read the sentences (1–4). I’m from Indonesia.’; ‘We’re … How do you say it?’; ‘We always
… um … go walking.’).

• Play the video in which the narrator gives four tips for using

English outside the classroom. Students note or remember 4
answers, then discuss their answers with a partner before • Read through the Useful language box with the class. Point out
checking answers as a class.

the meaning and use of the expressions.
VIDEO 12.2 • Optional step Model the sentences and ask students to repeat

Narrator: You meet someone, and they speak to you in English. after you. It is a good idea to drill the expressions and ask
How do you feel? students to repeat. This gives students confidence as they use
Sally: Hi there. How are you? I’m Sally. the expressions in the rest of the lesson.
Dewi: Err … hello … I’m Dewi … • Mix students so that they are with a new partner. Students

Narrator: It’s OK to feel a little worried. New languages are difficult! read the sentences again and talk about what they think the
Most people understand this. So don’t be afraid to use English sentences describe with their partners.
with people.
207
LESSON D
VOCABULARY NOTES
12D
Using English in the real world
LESSON GOALS
• Understand how to use English in the real
world
• Learn phrases to explain a word or idea
• Talk about a difficult topic
There are several ways to explain a

word. Some additional ways that SPEAKING 3 Look at the Communication skill box. Which tip
students can explain a word are: do you think is the most important? Why?
• Say words with the opposite 1 Is speaking English in the classroom COMMUNICATION SKILL
Using English in the real world

meaning. easy for you?
2 Is speaking English outside the classroom To improve your English, use it with other
• Give many adjectives and/or adverbs. people. Here are some tips.
easy for you?

• Draw a picture or use gestures. 3 What do you find the most difficult about 1 Don’t worry about mistakes.

speaking in English? 2 When you don’t know a word ...
• think of another similar word or words.
Extra activity MY VOICE • explain the word or idea you are trying to say.
3 Relax!
Organize the class into groups. Show the 2 12.2 Watch the video. Circle the answers.
class a photo of an object they would 1 People usually you when you make a few 4 Look at the Useful language box. Then work in
recognize but don’t know how to say in mistakes. pairs. What words do you think the phrases in
a understand b don’t understand the box describe?
English (e.g. a burrito that is cut open so 2 When you don’t know a word or idea, ...
students can see the inside). Ask each a change the topic. b explain it. Useful language phrases to explain a word
group to make as many sentences as they 3 Try to when speaking English. It’s like a (boat) but (very big). SUV, tank, truck, bus
a relax and smile b talk quickly How do you say it? (Finished college)? graduated
can to explain the object. Set a four-minute 4 The video tells us to speak . It’s a kind of (animal from Australia). koala, kangaroo
time limit. Ask groups how many sentences a better English b English often You use it to (make bread). oven, bread maker
they made. Ask the group with the most
sentences to share them with the class.
(e.g. It’s a kind of food. It’s like a wrap. It jet ski muffin
looks like it has meat and tomatoes inside.
It’s big.)
5
• Give students time to read the

incomplete sentences and think of ideas.
• Ask students to create sentences about

each of the things in the photos without
using the name of the things. Set a four-
minute time limit.
Sample answers
1 It’s like a bed, but outside.

2 It’s a … how do you say it … sports toy

in the water.
3 You use it to have fun. You ride it.

4 It’s a kind of cake.
150

6

things in the photos. Students repeat.
Doing this gives them confidence to say 42951_U12_142-153.indd 150 3/28/22 10:30 AM
the words during their conversations. SPEAKING 8 OWN IT!

• Model the example dialogue with a • Organize the class into new
7

student for the class. pairs. Students take turns asking and
• Ask students to choose one of the four
• Organize the class into new pairs. answering questions about their topic.

options. Students write down words and

Students take turns describing and • Model the example conversation
expressions about their topic. Emphasize

guessing the things. with a student for the class. Point out
that they shouldn’t write complete
• As students practise, monitor their sentences. Set a five-minute time limit. that Student A starts with a general

conversations. In feedback, praise statement that introduces the topic and
• Optional step Encourage students
students for their communication skills. then gives a detail. Encourage them to

to apply the tip in item 2 of the
This builds their confidence. do the same.
Communication skills box rather than
using a dictionary or device.
208
5 Look at the four photos and their labels. Then 8 OWN IT! Work in pairs. Discuss your topics in
complete the sentences below. Choose an object Exercise 7. Use the Useful language to help you Extra activity
for each sentence and write about it. Don’t use explain difficult words or ideas. And remember:
the name of the object. don’t worry about mistakes! Ask students what other things they
1 It’s like a ... , but ... A: Two hundred years ago, the world was different. could put on the checklist in Exercise 9
2 It’s a ... how do you say it? There weren’t any cars or planes. (e.g. stopped to think, said umm). Ask
3 You use it to ... B: How did people travel?
4 It’s a kind of ...
students to evaluate their partners with
A: They rode horses and other animals like ... how do
these additional points.
6 Work in pairs. Read your sentences from you say it? It’s like a ...
Exercise 5 to your partner. Guess the item your 9 Work in pairs. Look at the checklist. Tick (✓) the
partner is describing in each sentence. items your partner did well. Then talk about EXPLORE MORE!
A: It’s like a ... , but it’s ... your checklists.
B: Is it a jet ski? If there is internet access in class, ask
My partner ... students to work with a partner to do
SPEAKING smiled and looked relaxed. research online about countries with
7 Choose a topic below to describe to your partner was friendly. English speakers. In order to develop
in Exercise 8. Make notes. was not worried about mistakes. students’ global awareness, encourage
• A film I really like
• A book I read
looked at me when they spoke. them to locate the countries on a world
• The world two hundred years ago explained words they didn’t know. map. Ask pairs to present their findings
• How animals can help people explained difficult ideas well. to the class. Alternatively, ask students
The world two hundred years ago:
to prepare their research for homework
- no cars or planes - no internet A: Great job! You were very relaxed.
- people rode horses - fewer people B: You were great too. You explained difficult words
and ideas well, like ... Example:
The United Kingdom and the United States
are thought of as countries where people
hammock roller coaster
speak English. But there are many other
countries where people speak English, like
Belize and Jamaica. I was surprised because
India has the most English speakers – four
times as many as the United States. I was
also surprised because Canada, Australia
and New Zealand aren’t in the top ten
countries with the most English speakers.
EXPLORE MORE!
Where do people speak English? Which countries have the most English speakers? Do any of
the countries surprise you? Search online for ’Countries with the most English speakers’. 151
42951_U12_142-153.indd 151 3/28/22 10:30 AM
• Optional step Group students so • Ask students to use the checklist to

partners have different topics. This evaluate their partner. Ask students
allows them to practise rephrasing for to take turns talking about what their
more types of topics. partners did well.
9

phrases to provide a model for the class.
• Read through the checklist with the

class.

the goal is to discuss what was done
well, and they shouldn’t criticize their
partners.
209
LESSON 12E
12E
This is me
LESSON GOALS
• Learn how to include interesting information
• Learn expressions for talking about the past
• Write your life story
LESSON GOALS

students to write a story about their
lives. Students practise writing their
own life story.
SPEAKING
1
• Optional step Ask students to

recall words that describe personality
(e.g. quiet, friendly, happy, funny, nice,
interesting, clever).

students to discuss the questions (1–2).

sentences to provide a model for the SPEAKING
class. 1 Work in pairs. Discuss the questions. MY LIFE STORY

• Ask some pairs to share their ideas with 1 What are some words that describe your
I’m Adriana. I’m from Mexico. I’m 34 years old and I
personality?

the class in feedback. 2 What are some words that describe your
play music.
personality when you were a young child? When I was a child, I lived in a small town far from
Sample answers the city. Things were different back then. There
I think I’m a quiet person. When I was a child, I was
1 I think I am a nice person. always very excited ... weren’t any tall buildings or shopping centres in

2 When I was a child, I was always friendly town and most of us didn’t have mobile phones. But

life was fun! We played football and other games in
and funny. READING FOR WRITING
the park every day. I remember we always stopped
2 Read Adriana’s life story. Answer the questions. at 6 p.m. There weren’t any street lights, and the
READING FOR WRITING 1 How was life different when Adriana was a child? evenings were very dark!
2 What were the evenings in her town like? When I was a teenager, my family moved to the
2 3 Why did Adriana’s life in the US get better? US. It was a bad time for me because I didn’t have
• Students read the article and answer the 3 Read again. Are the sentences true (T) or friends. But then I got a guitar and my life changed.
It was a cheap guitar. It didn’t sound good or look

false (F)?
questions. Set a five-minute time limit. nice, but I loved it! I practised every day, started a
1 Adriana is from Morocco. F
• Ask students to compare their 2 Life was fun when she was a child. T
band and made a lot of great new friends.

answers with a partner before checking 3 Her first guitar was expensive. F In 2015, I married my husband, Ricardo. We now
have two beautiful children and a black cat named
answers as a class. 4 She got married last year. F
Sabrina. I’m very happy with my life.
5 She now has three children. F
Answers
1 She lived in a small town far from the

city. 152
2 very dark

3 She got a guitar.

3 42951_U12_142-153.indd 152 3/28/22 10:30 AM
• Students read the story again and decide

VOCABULARY NOTES 4

if the sentences are true or false. • Read through the Writing skill box with
Cheap has several nuances, depending

• Ask students to compare their the class.
on the speaker and situation.

answers with a partner before checking • Optional step Ask students to identify
answers as a class. 1 The price is less than usual or

expected (i.e. good value). the three time periods in the story
• Optional step Ask, How does she (childhood, adolescence, adult life) and
2 Inexpensive but low quality.

feel now? (happy) Point out that notice the writer used one paragraph
she overcame her hard time and Extra activity for each.
remind students that even if they are • Discuss the first set of interesting
in a difficult situation, they can get Ask students to correct the false sentences

in Exercise 3. information Adriana provides, already
through it. given in the Writing skill box, to get
1 Adriana is from Mexico.
3 Her first guitar was cheap. / Her first students started. Students identify
guitar was not expensive. the main ideas in the article and the
4 She got married in 2015. interesting information that provides
5 She now has two children. details about those other main ideas. Set
a four-minute time limit. Check answers
as a class.
210
4 Look at the Writing skill box. What interesting WRITING TASK • Monitor and encourage students who

information does Adriana give the reader? finish quickly to think about what the
7 Think about your life story and make notes.
WRITING SKILL Write four main ideas. For each main idea, write reader needs to know and add more
Including interesting information one or two interesting points.
detail.
When you write, include interesting Moved to another country
Main idea 1:
information. For each main idea, note down
one or two interesting points: Interesting point: started to learn French
8
Main idea: Felt: bad because I didn’t have any friends; made • Students add adjectives to their table in

When I was a child, I lived in a small town. friends with my new French language Exercise 7. This makes their story more
Interesting points
interesting for readers.
Things were different back then. There weren’t any
tall buildings or shopping centres in town and most Main idea 2:
of us didn’t have mobile phones. 9 WRITE
Use adjectives to say how things looked or felt: • Students use the ideas from Exercise 7

There weren’t any street lights, and the evenings
were very dark!
to write their life story. Set a five-minute
time limit.
5 Look at the Useful language box. Then complete Main idea 3:
the conversation. Practise it in pairs.

Adriana’s model and the information
Useful language Expressions to talk about they studied in this lesson.
the past
When I was young / a child / at school,
• Optional step Encourage students to

Back then, Main idea 4: write complex sentences by connecting
Things were different.
Life was different.
ideas with and, but and because. Put
I remember (we always stopped at 6 p.m.) students in new pairs and ask them to
was
take turns to read their partner’s life
A: When I 1 at school, life was
2 different . story.
8 Look at your notes in Exercise 7. Think of
B: Yes, it was. I 3 remember the long walks to
school. There weren’t any trains!
adjectives you can use to describe how things
looked or felt. Add them to your notes.
10 CHECK
A: That’s right. 4 Things were really • Read through the checklist with the class

different!
9 WRITE Write your life story. Use your notes to and check students’ understanding of it.
B: Were you happy back 5 then ? help you, and Adriana’s life story as a model. Try
A: Yes, I was. Life was great 6 when I was a to make your story interesting.
• Ask students to use the checklist. Ask

child! students to look at their life story and
10 CHECK Use the checklist. My story ...
6 Look at the Critical thinking skill box. Then work includes three or four main ideas.
check against the checklist.
in pairs. Think about when you were a young
child. What would a reader want to know?
includes interesting points. • Optional step Set a three-minute time

describes how things looked or felt. limit for students to revise their life story.
CRITICAL THINKING SKILL uses the past simple correctly.
11 REVIEW
Guessing what the reader wants
11 REVIEW Work in pairs. Read your partner’s life
When you write, imagine you are the reader.
You don’t know the story. Ask these questions:
story. Do they do all the things in the checklist? • Mix students so they are with a new

Tell them what you think is interesting about
• What does the reader need to know?
their stories. Be positive!
partner. Ask students to exchange their
• How can the story be more interesting?
Go to page 159 for the Reflect and review. life story with their partner and check it
against the checklist in Exercise 10.
• Optional step Students compare and
153

comment on each other’s life story and
make suggestions for revision (e.g. I
don’t know how you felt.). Set a three-
minute time limit for students to revise
42951_U12_142-153.indd 153 3/28/22 10:30 AM
their life story.
Extra activity 6
Ask students to find, I remember we always • Read through the Critical thinking skill For additional practice, refer to the

stopped at 6 p.m. in the article. Ask students box with the class. Give students time to
to discuss how the feeling is different from read the text carefully. Teacher’s Book.
We always stopped at 6 p.m. (e.g. When • Ask students to take turns asking See Workbook page 84–85 for extra

she writes I remember, we feel we are with and answering questions about their practice (Writing).
her as she remembers the past.; It seems childhood.
friendly.; It makes me feel her happiness.). See Workbook pages 86–87 for Unit 11
WRITING TASK and 12 Review.
5
• Read through the Useful language box 7 For Unit 12 Reflect and review, see

with the class. • Students write notes about their lives. Student’s Book page 159.

• Students write words to complete the They should write four main ideas and

conversation. Check answers. provide interesting information about
• Students practise the conversation the main ideas. Set a five-minute time

in pairs. Ask them to take turns playing limit.
both roles.
211
Vocabulary reference
UNIT 1 UNIT 2 UNIT 3 UNIT 4
Countries and nationalities Rooms in a house Travel items Numbers (11–100)

Argentina /ˌɑːdʒənˈtiːnə/ He’s from Argentina. bathroom (n) /ˈbɑːθruːm/ Where’s the bathroom? bag (n) /bæɡ/ How many pens are in your bag? eleven /ɪˈlevən/ This house has eleven rooms.
Brazil /brəˈzɪl/ Brazil is very beautiful. bed (n) /bed/ The cat is under the bed. bank card (n) /bæŋk kɑːd/ This is my bank card. twelve /twelv/ A year has twelve months.
Brazilian /brəˈzɪliən/ Brazilian food is great! bedroom (n) /ˈbedruːm/ This flat has two bedrooms. book (n) /bʊk/ That book is from China. thirteen /θɜːˈtiːn/ He has thirteen pens.
British /ˈbrɪtɪʃ/ My teacher is British. dining room (n) /ˈdaɪnɪŋ ruːm/ This is a small dining camera (n) /ˈkæmərə/ This is Ren’s camera. fourteen /fɔːˈtiːn/ Hadid is fourteen years old.
China /ˈtʃaɪnə/ Many people live in China. room. dress (n) /dres/ Maria’s dress is on the bed. fifteen /fɪfˈtiːn/ The bus leaves in fifteen minutes.
France /frɑːns/ Maya’s home is in France. dining table (n) /ˈdaɪnɪŋ ˈteɪbəl/ It’s on the dining table. keys (n) /kiːz/ Are these your keys? sixteen /sɪksˈtiːn/ The class has sixteen students.
Germany /ˈdʒɜːməni/ Germany is famous for cars. fridge (n) /frɪdʒ/ The oranges are in the fridge. notepad (n) /ˈnəʊtpæd/ Please bring your notepad. seventeen /sevənˈtiːn/ I have seventeen books.
German /ˈdʒɜːmən/ He’s German. kitchen (n) /ˈkɪtʃɪn/ Jenny cooks in the kitchen. passport (n) /ˈpɑːspɔːt/ I always carry my passport. eighteen /eɪˈtiːn/ Bus eighteen goes to the park.
Japan /dʒəˈpæn/ Tokyo is in Japan. living room (n) /ˈlɪvɪŋ ruːm/ The living room has four phone (n) /fəʊn/ Where’s my phone? nineteen /naɪnˈtiːn/ School ends in nineteen days.
Moroccan /məˈrɒkən/ She’s Moroccan. chairs. toothbrush (n) /ˈtuːθbrʌʃ/ My toothbrush is in the bag. twenty /ˈtwenti/ This box has twenty water bottles.
shower (n) /ˈʃaʊə(r)/ This house has two showers.
Omani /əʊˈmɑːni/ She’s not Omani. T-shirt (n) /ˈtiːʃəːt/ Kim’s T-shirt is nice. thirty /ˈθɜːti/ My house is thirty kilometres away.
sofa (n) /ˈsəʊfə/ The children are on the sofa.
Peruvian /pəˈruːviən/ That dish is Peruvian. water bottle (n) /ˈwɔːtə ˈbɒtəl/ Is that your water bottle? forty /ˈfɔːti/ The class has forty people in it.
toilet (n) /ˈtɔɪlət/ The toilet is in the bathroom.
the United Kingdom /ðə juˌnaɪtɪd ˈkɪŋdəm/ She’s a Colours fifty /ˈfɪfti/ Ben’s report is fifty pages long.
TV (n) /tiːˈviː/ The TV is in the living room.
teacher from the United Kingdom. black (adj) /blæk/ Ali drives a black car. sixty /ˈsɪksti/ This zoo has more than sixty animals.
Places in town seventy /ˈsevənti/ Gina has seventy online friends.
the United States /ðə juːˌnaɪtɪd steɪts/ The United blue (adj) /bluː/ Terry is in a blue shirt.
bus station (n) /bʌs ˈsteɪʃən/ He’s at the bus station. eighty /ˈeɪti/ Elsa’s village has eighty houses.
States is big. green (adj) /ɡriːn/ The grass is green.
cinema (n) /ˈsɪnɪmə/ The cinema has a new film.
Turkish /ˈtɜː.kɪʃ/ My friend is Turkish. orange (adj) /ˈɒrɪndʒ/ The toy is orange. ninety /ˈnaɪnti/ The film is ninety minutes long.
city (n) /ˈsɪti/ New York is a large city. one hundred /wʌn ˈhʌndrəd/ The test has one hundred
Vietnamese /ˌvjetnəˈmiːz/ I like Vietnamese food. pink (adj) /pɪŋk/ Dani’s favourite colour is pink.
library (n) /ˈlaɪbrəri/ This book is from the library. questions.
Numbers (0–10) purple (adj) /ˈpɜːpəl/ My phone is in the purple bag.
museum (n) /mjuːˈzɪəm/ A museum has old things. Days of the week
zero /ˈzɪərəʊ/ The number 0 is zero. red (adj) /red/ Those flowers are red.
park (n) /pɑːk/ You can see many birds at the park. Sunday /ˈsʌndeɪ/ I don’t work on Sunday.
one /wʌn/ Max has one pencil. white (adj) /waɪt/ Is this Min-seo’s white guitar?
restaurant (n) /ˈrestrɒnt/ This restaurant is great! Monday /ˈmʌndei/ Luca begins work on Monday.
two /tuː/ Ichiro is two years old. yellow (adj) /ˈjeləʊ/ He lives in a yellow house.
school (n) /skuːl/ How do you like school? Tuesday /ˈtjuːzdeɪ/ Is today Tuesday?
three /θriː/ Three cups are on the table. 1 Write the correct item to match each description.
shopping centre (n) /ˈʃɒpɪŋ ˈsentə(r)/ This city has many Wednesday /’wenzdei/ Wednesday is a busy day.
four /fɔː/ Rosa has four classes today. 1 You take photos with it.
shopping centres.
five /faɪv/ I go home at five o’clock. Thursday /ˈθɜːzdeɪ/ I have a test on Thursday.
supermarket (n) /ˈsuːpəmɑːkɪt/ I shop at the 2 You carry your things in it.
six /sɪks/ Alan’s family has six people. Friday /ˈfraɪdeɪ/ Are you free on Friday?
supermarket. 3 You call people with it.
seven /ˈsevən/ The class has seven students. Saturday /ˈsætədeɪ/ Ian plays football on Saturday.
town (n) /taʊn/ Jen comes from a small town. 4 You use this to get money.
eight /eɪt/ I have eight pens in my bag. train station (n) /treɪn ˈsteɪʃən/ This is a new train 5 You read stories in this. 1 Write out the numbers.
nine /naɪn/ The garden has nine trees. station. 6 You use this to open the door. 1 12
ten /ten/ This test has ten questions. village (n) /ˈvɪlɪdʒ/ Nicole lives in a small village. 7 You can write things in this. 2 19
3 43
1 Look at the countries. Complete the table. 1 Match the descriptions with the words. 2 Complete the sentences by writing the colour. 4 58
Country Number of letters Nationality 1 where you see films a bedroom The first letter is given.
2 what you sit on b TV 2 Complete the sentences by writing the day. Some
Argentina nine Argentinian 1 Zhong is in a w T-shirt.
3 a place with books c town letters are given.
Germany 2 Are the flowers y ?
4 where you sleep d cinema 1 On M , Aliya goes to school.
Japan 3 Karl’s favourite colour is o . 2 There will be a test this Th .
5 what you watch e sofa
Oman 6 a small city f library 4 Patty has two r dresses. 3 Lin’s birthday is on Sa .
Turkey
5 Yuki’s bag is g . 4 Let’s have lunch together on W .
2 Work in pairs. Discuss these questions.
The UK 1 What is in your house? 3 Work in pairs. Discuss these questions. 3 Work in pairs. Discuss these questions.
2 What room in your house are you in the most? 1 What do you take with you on trips? 1 How old is your best friend?
2 Work in pairs. Answer the questions. 3 Which places above are in your city or town? 2 What do you have with you now? 2 What day do you like best? Why?
1 Which country would you like to visit? Why? 3 On which days are you busy?
3 What is your favourite colour?
2 Do you know anyone from these countries?
160 161
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Common activities Food Family members Common abilities

call a friend /kɔːl ə frend/ She needs to call a friend. bread (n) /bred/ Sean often has bread for breakfast. brother (n) /ˈbrʌðə/ Leo is my brother. bake a cake /beɪk ə keɪk/ I can’t bake a cake.
chat online /tʃæt ɒnˈlaɪn/ Fran loves chatting online. cheese (n) /tʃiːz/ Rei loves to eat cheese. children (n) /ˈtʃɪldrən/ Carla has three children. climb a mountain /klaɪm ə ˈmaʊntɪn/ Climbing a
draw a picture /drɔː ə ˈpɪktʃə(r)/ Malik likes drawing coffee (n) /ˈkɒfi/ I drink two cups of coffee a day. daughter (n) /ˈdɔːtə/ Their daughter is Fatma. mountain is hard work.
pictures in the park. eggs (n) /eɡz/ How many eggs do we need? father (n) /ˈfɑːðə/ Her father is 60 years old. cook a meal /kʊk ə mɪəl/ Let’s cook a meal for lunch.
listen to music /ˈlɪsən tə ˈmjuːzɪk/ Tim listens to music fish (n) /fɪʃ/ There are many fish in the sea. grandfather (n) /ˈɡrændfɑːðə(r)/ His grandfather is old. drive a car /draɪv ə kɑː/ Do you know how to drive a car?
on the way to school. fruit (n) /fruːt/ Bananas and oranges are types of fruit. grandmother (n) /ˈɡrændmʌðə(r)/ Yasuke lives with his paint a picture /peɪnt ə ˈpɪktʃər/ My son wants to paint
play video games /pleɪ ˈvɪdɪəʊ ɡeɪmz/ I play video meat (n) /miːt/ Some people don’t eat meat. grandmother. a picture of me.
games online with my friends. husband (n) /ˈhʌzbənd/ Mai’s husband is a scientist. play a musical instrument /pleɪ ə ˈmjuːzɪkəl ˈɪnstrəmənt/
milk (n) /mɪlk/ Cheese is made from milk.
read a book /riːd ə bʊk/ I like to read a book before bed. mother (n) /mʌðə/ Adam’s mother lives in London. Can you play a musical instrument?
noodles (n) /ˈnuːdəlz/ Tessa wants noodles for dinner.
sing a song /sɪŋ ə sɒŋ/ He wants to sing a song with parent (n) /ˈpeərənt/ His parents are from Indonesia. ride a bike /raɪd ə baɪk/ Mara’s son doesn’t know how
rice (n) /raɪs/ Rice is popular in many countries.
my band. to ride a bike.
tea (n) /tiː/ Would you like a cup of tea? sister (n) /ˈsɪstə/ Max has three sisters.
watch TV /wɒtʃ tiːˈviː/ Karl always watches TV after speak a language /spiːk ə ˈlæŋɡwɪdʒ/ I want to learn to
vegetables (n) /ˈvedʒtəbəlz/ Please eat your vegetables! son (n) /sʌn/ Hasan’s son is in grade three.
dinner. speak a new language.
Places for groceries wife (n) /waɪf/ David’s wife is from China.
Months Adjectives for animals
corner shop (n) /ˈkɔːnər ʃɒp/ I buy milk from the small Appearance and personality
January /ˈdʒænjuəri/ The year begins in January. beautiful (adj) /ˈbjuːtɪfəl/ That bird is beautiful.
corner shop. blonde (adj) /blɒnd/ She has blonde hair.
February /ˈfebruəri/ February is a cold month. fast (adj) /fɑːst/ The bird flies very fast.
market (n) /ˈmɑːkɪt/ The market is busy on Sunday. clever (adj) /ˈklevə(r)/ He’s a clever boy.
March /mɑːtʃ/ March is the start of spring. heavy (adj) /ˈhevi/ That tortoise is big and heavy.
supermarket (n) /ˈsuːpəmɑːkɪt/ Are you going to the dark (adj) /dɑːk/ Jim’s hair is dark.
April /ˈeɪprəl/ It often rains in April. large (adj) /lɑːdʒ/ The elephant is very large.
supermarket? funny (adj) /ˈfʌni/ Nora is really funny.
May /meɪ/ In May, there are many new flowers. light (adj) /laɪt/ That bag is light and easy to carry.
1 Complete the sentences with these words. interesting (adj) /ˈɪntrəstɪŋ/ Josh is an interesting
June /dʒuːn/ Summer begins in June. slow (adj) /sləʊ/ Tortoises are very slow.
person.
July /dʒʊˈlaɪ/ In July, we go to the beach a lot. small (adj) /smɔːl/ A mouse is a small animal.
coffee fruit market noodles meat vegetables long (adj) /lɒŋ/ She has long, dark hair.
August /ɔːˈɡəst/ Jeff’s birthday is in August. strong (adj) /strɒŋ/ Bears can be very strong.
nice (adj) /naɪs/ She’s a really nice person.
September /sepˈtembə(r)/ School starts in September. 1 Oranges are a kind of . 1 Complete the sentences with the correct verb.
quiet (adj) /ˈkwaɪət/ He’s quiet when he’s in a group.
October /ɒkˈtəʊbə(r)/ The weather is cool in October. 2 are a popular food from China. 1 Fatma likes to pictures.
short (adj) /ʃɔːt/ Leah is really short.
November /nəʊˈvembə(r)/ School ends in November. 3 Mateo likes drinking in the park. 2 Audrey wants to some bread.
tall (adj) /tɔːl/ Bill is very tall.
December /dɪˈsembə(r)/ Winter starts in December. 4 I like potatoes and other . 3 Ken a mountain every year.
Seasons 5 Sally shops at the on Sundays. 1 Match these words to the sentences. 4 Laura her bike to school.
6 comes from animals. 1 Her father’s father a father 5 Rami knows how to the piano.
spring (n) /sprɪŋ/ The flowers are beautiful in spring.
summer (n) /ˈsʌmə/ Summer here is very hot. 2 Choose the correct option to complete the 2 The boy that is their child b grandfather 2 Chose the correct option to complete the
autumn (n) /ˈɔːtəm/ Autumn is called ‘fall’ in the US. sentences. 3 His mother’s husband c son sentences.
winter (n) /ˈwɪntə/ Winters here are very cold. 1 I eat bread / tea for breakfast. 4 Her grandmother’s daughter d mother 1 That painting is really beautiful / light!
2 Eggs / Vegetables come from birds. 2 His house is large / slow with many rooms.
1 Complete the sentences with the correct verb. 2 Choose the correct option to complete the
3 Steve loves cheese / tea on his pizza. 3 This train is very slow / strong. It will take us hours
sentences.
1 Do you want to TV? 4 Bread / Fish are animals from the sea. to get to London!
5 Jon drinks a glass of cheese / milk every day. 1 Cheryl has blonde / tall hair.
2 Malia always online with me. 4 Elephants are fast / strong. They can carry things.
2 Ahmed is good at maths. He’s clever / friendly.
3 They video games on Saturday. 5 Birds can fly because they’re light / slow.
3 Work in pairs. Discuss these questions. 3 He tells good stories. He’s dark / interesting.
4 Sometimes, I like to a friend.
5 I want to a picture of my cat. 1 What do you like to eat for lunch? 4 She makes people laugh. She’s funny / long. 3 Work in pairs. Discuss these questions.
6 I usually to music at night. 2 What sweet foods and spicy dishes do you like? 5 Peter has dark / friendly hair. 1 Which of the activities above can you do?
3 What is a popular drink in your country? 2 Which of the activities above do you enjoy?
2 Work in pairs. Discuss these questions. 3 Work in pairs. Discuss these questions.
3 What’s your favourite animal? Describe it.
1 Who is in your family?
1 Which do you like: winter or summer? Why?
2 How would you describe yourself?
2 What is your favourite month? Why?
3 What kind of person is your best friend?
3 Do you like four seasons or one long warm
season?
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Different ways to travel Body parts Life events Life stages

car (n) /kɑː/ Bill drives his car to work every day. arm (n) /ɑːm/ We have two arms. ago (adv) /əˈɡəʊ/ I was there three years ago. buy a house /baɪ əˈhaʊs/ We bought a house last year.
bike (n) /baɪk/ Maria rides her bike to school. ear (n) /ɪə/ We use our ears to listen. died (v) /daɪd/ She died when she was 93 years old. finish university /ˈfɪnɪʃ juːnɪˈvəːsɪti/ Ayako finished
boat (n) /bəʊt/ They like travelling by boat. eye (n) /aɪ/ Monika has beautiful, brown eyes. for (prep) /fɔːr/ He was in Italy for seven years. university in 2012.
bus (n) /bʌs/ Riding a bus is cheap. foot (n) /fʊt/ We walk with our feet. from (prep) /frɒm/ The class is from 2 p.m. to 4 p.m. get a job /ɡet əˈdʒɒb/ He got a job as a teacher.
drive (v) /draɪv/ Alexey drives a taxi at night. hair (n) /heə(r)/ She has short, blonde hair. lived (v) /lɪvd/ Adam lived in Germany for three years. get married /ɡet ˈmærɪd/ They got married in April.
fly (v) /flaɪ/ I fly to France on Monday. hand (n) /hænd/ What’s that in your hand? was born (v) /wəz bɔːn/ He was born in Tokyo. go to university /ɡəʊ tə juːnɪˈvəːsɪti/ Ron went to
university in Australia.
motorbike (n) /ˈməʊtəbaɪk/ Leah rides her motorbike head (n) /hed/ Maya has her head on her desk. Past time expressions
to work. have children /hav ˈtʃɪldrən/ Farah and Mansour want
leg (n) /leɡ/ Carla’s legs are tired from exercising. century (n) /ˈsentʃəri/ A century is 100 years.
to have three children.
plane (n) /pleɪn/ The plane leaves at 9 a.m. mouth (n) /maʊθ/ We use our mouths to eat with. last century (n) /lɑːst ˈsentʃəri/ There were many wars
live in another country /lɪv ɪn əˈnʌðə ˈkʌntri/ He lived in
ride (v) /raɪd/ Rami loves to ride his motorbike. nose (n) /nəʊz/ We use our noses to smell. in the last century.
another country from 2001 to 2003.
sail (v) /seɪl/ He sails his boat around the world. Exercise and training last night /lɑːst naɪt/ I was with Jenny last night.
start a business /stɑːt ə ˈbɪznəs/ Many people hope to
take (v) /teɪk/ Do you want to take a bus to town? exercise (v) /ˈeksəsaɪz/ He exercises to stay healthy. last week /lɑːst wiːk/ Were you in class last week?
start a business of their own.
taxi (n) /ˈtæksi/ He wants to call a taxi. learn (v) /lɜːn/ Melania wants to learn a new sport. last year /lɑːst jɪə(r)/ His son was born last year.
Feelings
train (n) /treɪn/ This train is really fast. practise (v) /ˈpræktɪs/ The team practises every Sunday. the year 2000 /ðə jɪə tuː ˈθaʊzənd/ The year 2000 was
afraid (adj) /əˈfreɪd/ Tim is afraid of spiders.
travel by (v) /ˈtrævəl baɪ/ Jane loves to travel by bus. prepare for (v) /prɪˈpɛː fɔː/ Joachim is preparing for the more than 20 years ago.
angry (adj) /ˈæŋɡri/ Marla got angry at the shop owner.
The weather football match on Saturday. the 19th century /ðə ˌnaɪnˈtiːnθ ˈsentʃəri/ There were no
planes in the 19th century. bored (adj) /bɔːd/ I’m always bored when I’m at home.
rain (n) /ˈreɪn/ She doesn’t like the rain. 1 Match the descriptions with the words. excited (adj) /ɪkˈsaɪtɪd/ They’re very excited about the
yesterday /ˈjestədeɪ/ The shop was closed yesterday.
snow (n) /ˈsnəʊ/ I like playing in the snow. 1 You put your shoes on these. a head match.
sun (n) /ˈsʌn/ The sun is really hot today! 2 You cut this when it grows long. b eyes 1 Put the sentences in the correct order (1–5). happy (adj) /ˈhæpi/ Trina looks very happy.
wind (n) /ˈwɪnd/ The wind is very strong. 3 You need this to talk with. c ears a Einstein lived in Switzerland from 1895 to 1914. sad (adj) /sæd/ He cries when he watches sad films.
4 You see with these. d hair b Einstein was born in Germany more than a century
1 Complete the sentences. Choose the correct 5 You can wear a hat on this. e feet ago, in 1879.
surprised (adj) /səˈpraɪzd/ He was surprised by the gift.
option. 6 You use these for hearing. f mouth tired (adj) /taɪəd/ Matteo looked tired after the run.
c Einstein returned to Germany in 1914.
1 He likes driving / sailing boats.
2 Complete the sentences. Use the correct form of
d Einstein died in the year 1955. 1 Complete the sentences with the correct verb.
2 Deena knows how to fly a plane / taxi. e Einstein lived in the US for 22 years, from 1933 to
3 They drive their bikes / cars to work. the verbs. 1 Javier would like to a business
1955. with Sam.
4 Josh wants to take a boat / bus across Europe.
5 Andrew drives / takes the train to work. exercise learn practise prepare 2 Complete the sentences with these words. 2 Hank hopes to a house soon.
6 Mel doesn’t ride her car / motorbike on rainy days. 3 They want to married in June.
1 We need to for the test. century last night week year 4 After he university, he wants to
2 Complete the sentences. Use these words. 2 She wants to how to swim. a job.
3 Alex a lot. He runs and does 1 The last was 1901 to 2000.
rain snow sun wind yoga. 2 What did I do yesterday? I watched a film 2 Read the sentences. Write the correct emotions.
4 She loves playing the ukulele. She with Paul.
1 There’s a lot of . I can go skiing! all the time. 3 Last , winter was really cold and afraid bored happy sad tired
2 This is great for sailing. summer was really hot.
3 Is that outside? Bring your 3 Work in pairs. Discuss these questions. 1 He didn’t sleep last night. He’s .
4 There was only one class last , on
umbrella! 1 What part of your body is most useful? Why? Tuesday. 2 She doesn’t like this film. She’s .
4 The is out. Let’s go to the beach! 2 Do you know someone who exercises or does a lot 3 Mia’s grandmother died. She’s .
of sports? What do they do? 3 Work in pairs. Use the words above. Discuss ... 4 Leo doesn’t like high places. He’s .
3 Work in pairs. Discuss these questions. 3 What sport or activity would you like to learn? 1 the life of someone you know 5 Leia won the maths contest. She’s
1 What kind of transport do you take to school or Why? 2 what you did last week .
work? 3 important events in the last century
2 What kind of transport do you take on long trips? 3 Work in pairs. Use the words above. Discuss ...
Why? 1 your life when you were a child.
3 What weather do you not like? Why? 2 things that make you angry.
3 events that made you happy.
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Grammar reference
UNIT 1 • You can also use the short form ’re not for are not and ’s not
UNIT 2 • For questions, change the order of the subject and verb.
for is not.
We are late. ➔ Are we late?
1B Present simple be (singular positive) You’re not in Morocco.
2B Present simple be (plural, positive and You are from Athens. ➔ Are you from Athens?
She’s not in class.
negative) They are American. ➔ Are they American?
It’s not 489-3377.
Positive Short form • To say yes, use Yes + subject + be.
I am I’m
2 Choose the correct option to complete the sentences. Positive Short form Negative Short form A: Are we in the right chairs? B: Yes, you are.
1 Her name aren’t / isn’t Camila. A: Are you Vietnamese? B: Yes, we are.
You are You’re We are We’re We are not We aren’t
2 I’m not / I isn’t an actor. A: Are they next to the bed? B: Yes, they are.
He/She/It is He’s/She’s/It’s You are You’re You are not You aren’t
3 Mr Zhen am not / isn’t from China. • Don’t use short forms in yes answers.
They are They’re They are not They aren’t Yes, we are. / Yes, you are. / Yes, they are.
4 You aren’t / isn’t Omani.
• Use singular noun + be to talk about a person or a thing.
5 Her address aren’t / isn’t 7830 East Road. NOT Yes, we’re. / Yes, you’re. / Yes, they’re.
My teacher is British. • Use plural noun + be to talk about more than one person
or thing. • To say no, use No + subject + be + not.
Paolo is from Peru.
1C Yes/no questions with be (singular) The students are in the living room. A: Are we on Pine Street? B: No, you aren’t.
Berlin is in Germany.
Jan and Bill are Italian. A: Are you Pete and Bill? B: No, we aren’t.
• You can also use singular subject pronoun + be. The singular
Yes/no questions with be (singular) • You can also use plural subject pronoun + be. The plural A: Are they portable? B: No, they aren’t.
subject pronouns are I, you, he, she, it.
Am I in the right class? subject pronouns are we, you and they. • You can also answer just Yes or No.
I am Ming. (name)
You are Vietnamese. (nationality) Are you a footballer? We are on the sofa. 2 Complete the conversations. Circle the answers.
Is he/she/it American? You are at school.
She is a teacher. (job) 1 A: Hey, Wen. Are you and Jen in the dining room?
He is from Peru. (where a person is from) They are in the fridge.
• For questions, change the order of the subject and verb. B: Yes, 1you are / we are.
It is in Germany. (where something is) • We is for more than one person.
I am an actor. ➔ Am I an actor? 2 A: I need some books for class. 2Are they / Are we
• When people talk, they usually use short forms: • You is for one person or more than one person. cheap?
You are from Greece. ➔ Are you from Greece?
I’m from Japan. • They is for more than one person or thing. B: No, 3they aren’t / we aren’t.
He is Diego. ➔ Is he Diego?
You’re at school. • For negative forms, use be + not.
• To say Yes, use Yes, + subject + be.
She’s Jennifer.
A: Are you the teacher? B: Yes, I am.
We are not at the dining table. 2C Who, what, where
You are not in the kitchen.
1 Complete the sentences with the correct form of be. A: Is Bing from Beijing? B: Yes, she is.
They are not from Argentina.
1 She Australian. A: Is the book on the table? B: Yes, it is. Who, what, where
• People usually use short forms when they talk.
2 The book from China. • Don’t use short forms in yes answers. Where am I?
We’re students.
3 Omar’s phone number 578-2768. Yes, I am. / Yes, you are. / Yes, he is. Who are you?
They aren’t cheap.
NOT Yes, I’m. / Yes, you’re. / Yes, he’s. What is it?
4 I from Bolivia. • They also use the short form ’re not for are not.
• To say No, use No, + subject + be + not.
5 The address 1646 Oak Lane. They’re not in the living room. • Use question word + be + subject to form questions.
A: Is he Moroccan? B: No, he isn’t.
Who are they?
6 It on the chair. A: Are you from Mexico? B: No, I’m not. 1 Complete the sentences with the positive (+) or
negative (–) form of be. What are your friends’ names?
• You can also answer just Yes or No. Where is the TV?
1B Present simple be (singular negative) 1 We from Oman. (–)
3 Choose the correct options to complete the 2 They Peruvian singers. (+)
• People usually use short forms with is.
conversations. Who’s the boy next to you?
Negative Short form 3 The books under the chair. (+)
1 A: Hi, I’m Kalil. 1Are / Is this my class? What’s your address?
I am not I’m not 4 We next to the house. (+)
B: Yes, it 2are / is. I’m your teacher, Ted. Where’s Zahra?
You are not You aren’t 5 You Egyptian. (–)
2 A: 3Am / Are you from New York?
Remember!
He/She/It is not He/She/It isn’t B: No, 4I’m / you’re not.
2B Yes/No questions with be (plural) Who people What things Where places
3 A: 5Are / Is your phone number 673-9920?
• To make be negative, use be + not. B: No, 6I’m not / it isn’t.
I am not Charles.
Yes/no questions with be (plural) 3 Write the correct wh- question word and be.
Are you in Tokyo? 1 Excuse me. the bus station?
You are not from France.
It is not on the table. Are we in the right class? 2 Adel, your English teacher?
Are they in the kitchen? 3 the names of those two women?
• You can also use short forms of be.
I’m not a teacher. 4 the pens? I can’t find them.
You aren’t from Rome. 5 that thing in your hand?
He isn’t Turkish.
Use I’m not. NOT I amn’t.
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Grammar reference
UNIT 3 • You can also use possessive adjectives to talk about people. • For verbs that end in -y, change the y to i and add -es. Wh- and How questions
His parents are old. She studies every night.
3B this, that, these, those • Use its for objects, animals or places. • If a verb ends in -s, -x, -ch or -sh, add -es to the verb. Question word do / does Subject Infinitive
• Its and It’s are different. Its is for possession and it’s is the He teaches me the guitar. Where do I eat?
This/That is my train ticket. short form of it is. • Some verbs like do, go and have are irregular. What do you study?
This/That water bottle is green. 2 Complete the sentences. Circle the answers. Sabirah does yoga on Sundays.
Why does he/she/it like work?
These/Those are Hugo’s keys. 1 Its / It’s not I / my black laptop. He goes shopping at the weekend.
Donato has many good friends. Who do we see?
These/Those notepads are cheap. 2 It / They are not he / his bank cards.
3 Is you / your car the black one? • To form the negative with I, you, we or they, use do not When do you wake up?
• Use this or these to talk about people or things near us. Use (don’t) + infinitive. How do they exercise?
4 Am I / my in her / she chair?
this + singular noun and these + plural noun. They don’t have class today.
5 Their / They are their / they friends.
This is a small table. • To form the negative with he, she or it, use does not • For I, you, we and they, use question word + do + subject +
These are my friends. Possessive ’s (doesn’t) + infinitive. infinitive.
• Use that or those to talk about people or things that are not • Use ’s to show that a thing belongs to someone or She doesn’t want a coffee. Why do you like this song?
near us. Use that + singular noun and those + plural noun. something.
They are Rosa’s dolls. (The dolls belong to Rosa.)
1 Put the words in order to make present simple • For he, she or it, use question word + does + subject +
That’s Klaus’s car. sentences. infinitive.
Those are his bank cards. • Use ’s after a singular noun or a plural noun without -s. Where does he live?
1 brushes / in the morning / Emma / her teeth
• You can begin a sentence with this/that/these/those + noun. These are my father’s bags.
The children’s bus is here.
2 every night / Tahir / eight hours / sleeps 2 Complete the conversations. Circle the answers.
This song is my favourite. 3 in the library / and Tomoko / study / Rie
• For plural nouns with s, place an apostrophe after the s. 1 A: 1Do / Does Charlene take the bus to school?
• You can begin a sentence with this/that/these/those + be. 4 I / at 5:30 / work / finish
This is the students’ favourite song. B: Yes, she 2do / does.
That is my favourite song.
5 play / on Saturday / We / football 2 A: Who 3do / does you study with?
• You can also put this/that/these/those before a noun 3 Put the apostrophe in the correct place. 6 a lot / rains / in spring / It
anywhere in a sentence. B: I study with Andrea.
1 This is Bens old clock.
I want these books. 3 A: 4Do / Does Karl and Eve play video games?
2 The teachers lunch hour is from 12 to 1. They often eat at 4B Present simple questions and answers
• The short form of that is is that’s. this restaurant. B: No, they 5doesn’t / don’t.
That is my car. ➔ That’s my car. 3 The womens football team plays on Monday. Yes/no questions 4 A: Where 6do / does Francisco live?
This is and these/those are have no short forms. 4 Hanss sister is beautiful. B: He lives in the city.
1 Complete the sentences with this, that, these or those. 5 All the students desks are white. Do / Does Subject Infinitive
Do I/you work late?
4C Adverbs of frequency
1 red flowers outside are beautiful.
2 is Gina’s phone over on that table. Does he/she/it wake up at five? always (100%)
3 dolls here are my favourite! UNIT 4 Do we/you/they have a passport?
usually
sometimes
4 Who’s person over there?
4B Present simple • Use Do or Does + subject + infinitive to make yes/no
never (0%)
3C Possessive adjectives and ’s questions in the present simple. • Use adverbs of frequency with the present simple to say
Subject Positive Negative Do you take the train to work? how often something happens.
Possessive adjectives I study don’t study Does she eat lunch in the park? She usually goes to bed at 9 p.m.
He never exercises.
You read don’t read • Use do for I, you, we and they.
Subject pronouns Possessive adjectives • The adverb goes before most verbs, but after be.
He/She/It works doesn’t work Do you think your class is fun?
I my Liz sometimes goes to the cinema.
• Use does for he, she or it.
you your We play don’t play Class is usually in the morning.
Does he play video games on Sunday?
he/she/it his/her/its You exercise don’t exercise • You can start a sentence with sometimes or usually.
• A yes answer is Yes, + subject + do/does.
They sleep don’t sleep Use a comma.
we our A: Do they live in the city? B: Yes, they do.
Usually, I wake up early.
you your A: Does Mila study at home? B: Yes, she does.
• Use the present simple to talk about things that happen Sometimes, I wake up late.
• A no answer is No, + subject + don’t/doesn’t.
they their regularly. • For something that usually happens on a certain day,
A: Do they work in London? B: No, they don’t.
I exercise in the morning. add an -s to the name of the day.
• Use possessive adjectives before a noun to show who A: Does Mani study here? B: No, he doesn’t.
• You can also use it to talk about things that are usually true. I go to yoga class on Tuesdays.
something belongs to. • You can also answer just Yes or No.
Most Americans speak English.
That’s my guitar. (I own the guitar.)
• For he, she or it, add -s to most verbs:
Are those her keys? (Does she own the keys?)
He sleeps in the afternoon.
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Grammar reference
3 Rewrite the sentences using the adverbs of frequency. 4 Omar likes in the park. 3 Complete the sentences with the correct preposition. • For uncountable nouns, use How much + singular noun.
5 He doesn’t like online. 1 Ming likes camping spring. How much tea would you like?
1 I call my mother on Saturday night. (sometimes)
6 They don’t like old films. 2 Jay gets up 6 a.m. • Answer how many questions with a number.
2 Mika gets home before 6 p.m. (never)
3 Stef and Paul have lunch here. (always) Questions with love / like + -ing form 3 We go to class Mondays. A: How many bananas do you want?
4 I work night. B: I want one banana / two bananas.
4 We are free on Friday night. (usually)
Do/Does Subject love/like Activity 5 They study the evening. • Answer How much questions with some, a little or a lot
5 Theo studies in the library. (never)
Do I like reading? 6 I often exercise the weekend. (of).
6 She is busy on Tuesday. (sometimes)
A: How much milk do you want in your tea?
Do you love climbing?
B: I want a little / some / a lot of milk.
Does he/she/it love running?
UNIT 6 3 Complete the sentences. Circle the answers.
UNIT 5 Do we like working?
1 How many / much salt do you want?
Do they like studying? 6B Countable and uncountable nouns
5B Love, like and don’t like + -ing form 2 I’d like one / some bread.
• Use do/does + subject + love/like + -ing form to make • Most nouns are countable. 3 How many / much tomatoes are in the fridge?
Subject love/like Activity questions. an/one apple, two apples, three apples 4 I want a lot of / one rice.
Do they like swimming? • The verb changes when the noun is singular or plural. 5 How many / much sugar do you eat?
I love reading.
Does she love playing football? The apple is in the fridge. 6 How many / much eggs do you have?
You like chatting online.
• A yes answer is Yes, + subject + Do/does. The apples are in the fridge.
He/She/It likes drawing. A: Does Jackie like studying? B: Yes, she does. • Some nouns are uncountable. For example:
We love camping. • A no answer is No, + subject + don’t/doesn’t. bread, cheese, fish, fruit, meat UNIT 7
They like swimming. A: Do you like camping? B: No, I don’t. coffee, milk, tea, oil
• You can also answer just yes or no. rice, ice cream, sugar 7B Present simple questions (yes/no
• When people like an activity, use subject + love/like + -ing • Uncountable nouns are always singular. questions)
form. 2 Complete the conversations. Circle the answers.
This bread is delicious! Questions with be
I like running. 1 A: Do / Does you like staying at home?
1
This ice cream tastes terrible!
Sven loves cycling. B: No, I 2doesn’t / don’t. I like going outside.
1 Read the sentences. Are the bold words countable or Be Subject Complement
• When people don’t like an activity, use subject + don’t/ 2 A: 3Do / Does they like going to school?
uncountable? Write C or U. Am I late to class?
doesn’t + like + -ing form. B: Yes, they 4do / does. They love it!
1 I think garlic is delicious. Are you married?
We don’t like doing yoga. 3 A: 5Do / Does he love running?
She doesn’t like watching TV. 2 This soup tastes funny. Is he/she/it tall?
B: No, he 6don’t / doesn’t. He loves cycling.
• For most verbs, add -ing. 3 These potatoes are great.
read ➔ reading, watch ➔ watching 5C Prepositions of time 4 Is olive oil good for your health? • To make questions, change the order of the subject and be.
• For verbs ending in -e, remove the e and add -ing. 5 Are those onions sweet? They are Anna and Dmitri’s children.
cycle ➔ cycling, ride ➔ riding 6 Those tomatoes are from Bulgaria. Are they Anna and Dmitri’s children?
at the weekend.
• For short verbs ending in vowel + consonant, repeat the 7 Peanuts have a lot of oil in them. • Answer with Yes/No, + subject + be (+ not).
I play football in autumn. Yes, they are. / No, they aren’t.
consonant and add -ing. 8 Japanese food is delicious!
chat ➔ chatting, run ➔ running on Saturday.
2 Correct the mistakes in the sentences. Questions with do
This is not true of all verbs ending in vowel + consonant.
• At, in or on go before a time word. 1 He likes sugars in his coffee.
play ➔ playing, listen ➔ listening Do / Does Subject Infinitive
at night, in 1953, on Monday 2 She eats cheeses with almost every meal.
Do I need this medicine?
Remember! • At/in/on + time word usually comes at the end of a sentence. 3 Do you want breads with your soup?
4 We need a garlic and an onion. Do you travel together?
For he, she or it, add -s to love and like. Tom finishes work at 5 p.m.
He likes playing video games. • At/in/on + time word can also come at the beginning of a 5 I’d like more salts in my food, please. Does he/she/it live here?
sentence. Use a comma. 6 I drink two cups of coffees every morning.
• To make questions, add Do/Does and keep the word order
1 Complete the sentences. Use the -ing form of the verbs. On Mondays, Jeffrey plays tennis.
the same. Don’t change the form of the verb.
• Use at before the weekend, night and a time. 6C How much and how many questions
They play games together.
chat do listen run swim watch • Use in for the month, the year, the season and morning/ • For countable nouns, use How many + plural noun. Do they play games together?
afternoon/evening. How many biscuits would you like? • Answer with Yes/No, + subject + do/does (+ not).
1 I like in the sea. • Use on for days and dates.
Yes, they do. / No, they don’t.
2 Sasha loves yoga.
3 Jeff likes to music.
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Grammar reference
1 Change the following sentences into yes/no questions. 4 home? / when / go / they / do 3 Mayumi / do / difficult maths (?) UNIT 9
1 He is from Australia. 5 how / weather? / the / is 4 they / play / the guitar (–)
Is he from Australia? 6 does / where / lunch? / eat / Martin 5 she / sing / very well (+) 9B There is and there are
2 They eat together. 6 he / run / a marathon (?)
7C Adjectives Statements with there is and there are
3 Lina helps her grandmother.
4 The class is at 9 a.m. • Use adjectives to describe nouns. 8C And, or, but, because Singular There is a nice restaurant.
5 Silvia is Alan’s daughter. He’s very friendly. nouns
• Use and, or, but and because to connect things or ideas. There isn’t a nice restaurant.
6 Kamala and Eva travel together. She has blonde hair.
• Because gives a reason or explains why. The reason goes Plural There are some nice restaurants.
• To describe the subject of a sentence, use subject + be + after because.
adjective. nouns There aren’t any nice restaurants.
7B Present simple questions (open questions) Fact or idea: Usain Bolt is famous.
Her eyes are green.
• Wh- and how questions are open. You can’t answer them Reason: He can run very fast. • Use there is/there are to talk about the things in a place.
She is interesting.
with yes or no. Usain Bolt is famous because he can run very fast. There is an old building in the town.
• To describe other nouns in a sentence, use adjective + noun.
Wh- and How questions with be • And is for listing two or more things. And can also link two There are some museums.
She has brown eyes. or more facts or ideas.
She likes Jenna’s long hair. • For one thing, use there is + a/an + singular noun. You can
Question word be Subject Tortoises are slow. They live a long time. also use the short form, there’s.
• Sometimes, two or more adjectives can go before a noun. Tortoises are slow and they live a long time.
What is your name? Separate the adjectives using commas. There’s a large mountain.
• Or tells you there is a choice between two or more things. • For more than one thing, use there are + plural noun. You
Where are we? He has short, brown hair.
Would you like tea or would you like coffee? can use numbers to say how many.
How are you? 3 Put the words in order to make sentences. • But tells you that two facts or ideas are different. You There are two shopping centres in town.
1 is / Ali’s / hair / short / . usually use a comma before but. • When there is more than one thing but you don’t know how
• To make questions, use question word + be + subject. This snake is beautiful, but it’s dangerous.
2 short / has / Ali / hair / . many, use there are + some/many + plural noun.
Who is your mother?
3 eyes / Ivan’s / blue / are / . • When joining two sentences with and or or, you usually There are some cheap hotels.
My mother is Hanna. don’t repeat the subject or first few words.
4 Ivan / eyes / has / blue / . There are many wonderful beaches.
What are their names? Would you like tea or coffee?
Their names are Nadia and Ivan. 5 bag / purple / is / Jill’s / . • For negative sentences with countable nouns, use there
NOT Would you like tea or would you like coffee? aren’t any + plural noun.
6 purple / a / has / bag / Jill / .
Wh- and how questions with do • For but, when you don’t repeat the subject or the first few There aren’t any taxis tonight.
words, don’t use a comma. • For negative sentences with uncountable nouns, use there
Question do / does Subject Infinitive This snake is beautiful, but it is dangerous. isn’t any + singular noun.
word This snake is beautiful but dangerous. There isn’t any ice cream in the fridge.
UNIT 8
Who do you play games with? NOT This snake is beautiful, but dangerous. There isn’t any bread at home.
When do they eat together? 8B Can and can’t 2 Join the two sentences using and, or, but or because.
Remember!
Why does she like chatting • Use can + infinitive to talk about abilities. Don’t repeat words when possible.
Uncountable nouns are things we can’t count, e.g. bread,
online? I can fly a plane. 1 Elephants are large. They are strong. cheese, coffee, milk, rice. See Grammar reference 6B.
They can play basketball. Elephants are large and strong.
• To make questions, use question word + do/does + subject + • Use can’t + infinitive to talk about something you aren’t 2 He can’t drive. He can’t see well.
infinitive. good at or don’t know how to do. Can’t is the short form 3 Alisha can cook Indian food. She can’t cook Italian food. 1 Write positive sentences (+) or negative sentences (–)
Who do you celebrate special events with? of cannot. using there is or there are.
4 We can speak French. We can speak English.
I celebrate special events with my family. She can’t speak French. 1 sugar / at the corner shop (–)
5 He gets good marks. He studies hard.
Where does he go on holiday? We can’t play the guitar. 2 bus station / near the library (+)
6 Do you want to eat at home? Do you want to go to a
He goes to Spain on holiday. • For questions with can, use Can + subject + infinitive. restaurant? 3 some keys / on the table (+)
Can they sing? 7 Cheetahs are beautiful. They can run fast. 4 bank cards / in my wallet (–)
Remember! Can you drive a car? 5 a lot of eggs / in the fridge (+)
Who people Where places Why reason 8 Rick is really good at maths. He has trouble
• To answer, use Yes/No, + subject + can/can’t. remembering things. 6 park / in the village (–)
What things When time How manner
Yes, I can. / No, I can’t.
Questions with there is and there are
Yes, they can. / No, they can’t.
2 Put the words in order to make questions. 1 Write positive sentences (+), negative sentences (–) or Singular nouns Is there a hotel near the beach?
1 are / from? / where / you questions (?) using can / can’t.
Plural nouns Are there any hotels near the beach?
2 his father’s / is / name? / what 1 Ramesh / play / football (+)
3 study / does / English? / why / she 2 Jerry / swim (–)
172 173
Grammar reference
• To ask about one thing, change the order of there is.
UNIT 10 • To answer, use Yes/No, + subject + be (+ not). UNIT 11
There is a museum in the city. A: Is she studying? B: Yes, she is.
Is there a museum in the city? 11B Past simple be
10B Present continuous A: Are you taking a break? B: No, I’m not.
• To ask about more than one thing, change the order of there
are, and use any. Wh- and How questions
Subject be -ing verb • Use question word + be + subject + -ing verb. Subject Positive Negative
There are some trains to Lima.
Are there any trains to Lima? I am What are you learning? I was wasn’t/was not
• To ask about uncountable nouns, use Is there + any. How are they training? You were weren’t/were not
You are
Is there any bread? exercising. • To answer, use the present continuous. He/She/It was wasn’t/was not
He/She/It is
A: What is she doing? B: She’s doing yoga.
We/You/They are We were weren’t/were not
Remember! A: Where are they going? B: They’re going home.
Use some for positive sentences. Use any for negative You were weren’t/were not
sentences and questions. • Use the present continuous to talk about things happening
2 Choose the correct option to complete the
conversations. They were weren’t/were not
as you speak. Use subject + be + -ing verb.
1 A: Hi, Tom. Where 1are you / you are going?
He’s running with his friends. • Use the past simple forms of be to talk about people, things
2 Put the words in order to make questions. • To make negative sentences, use subject + be + not +
B: Oh, hi Sally. 2I’m / You’re going to the library. Would
or events from the past.
1 there / is / in the flat? / a shower -ing verb. you like to come with me?
Thomas Edison was a famous inventor.
2 are / in the classroom? / there / students / any They’re not buying running shoes today. A: I can’t. My friend 3are / is waiting for me.
They were in a famous rock band.
3 in the kitchen? / are / any / there / oranges • There are several ways to make -ing verbs. 2 A: 4Are you / You are studying maths?
• You can also use past time expressions to describe when in
4 there / is / near the hotel? / a restaurant Add -ing to the verb: B: Yes, 5I’m / I am. Why? the past you are talking about.
5 on the card? / there / a name / is eat ➔ eating A: Can I join you? They were late to class yesterday.
6 any / are / in the dining room? / chairs / there Repeat the last letter and add -ing: 3 A: How 6is Ivan / Ivan is going to work today? I was in Fiji last year.
run ➔ running B: I’m not sure. 7He is / Is he driving? • To make negative sentences, use was/were + not.
9C Object pronouns Drop the letter e at the end and add -ing: Li wasn’t happy about his test score.
hike ➔ hiking 10C Present continuous vs present simple You weren’t at home last week.
Subject pronouns Object pronouns • Compare the present simple with the present continuous:
1 Put the words in order to make sentences.
I me I walk to school. (= in general, on most days) Remember!
1 are / to Malta / travelling / they
you you I’m walking to school. (= right now) Always use be before born to talk about a birthday or
2 staying / Ali / is / at a hotel birthplace.
he/she/it him/her/it • Use both tenses together to show the difference between
3 at a restaurant / are / Ellie and Nadia / eating I was born in November. / She was born in Italy.
what usually happens and what is happening now.
we us 4 am / I / my friend / calling / on the phone
Usually, I never exercise. This week, I’m exercising every
you you 5 the train there / are / we / taking day.
6 is / a / she / holiday in Japan / planning 1 Write positive sentences (+) or negative sentences (–)
they them 3 Complete the sentences with the correct form of the using was/were.
Yes/no questions verbs in brackets. 1 they / very late / for the party (+)
• Me, you, him, her, it, us and them are called object
1 Maria (prepare) for the exam today. 2 she / at school / on Monday (–)
pronouns.
Be Subject -ing verb 2 They often (take) the bus to the 3 the weather / great / last week (–)
• Use object pronouns as the object of verbs.
Am I shop.
She eats with him every day. 4 Gandhi / born / in the 19th century (+)
Are you 3 Nora usually (eat) dinner at home,
• You can also use object pronouns after a preposition (for, to, 5 we / quiet / during the film (+)
practising tennis? but right now she is (camp) with
from, with, etc.). Is he/she/it some friends. 6 Marie Curie / from Poland (+)
He plays tennis with her. Are we/you/they 7 they / excited / about the game (–)
4 Bastian is at home. He (watch) TV.
3 Choose the correct option to complete the sentences. 5 We (practise) until 8 o’clock on 8 I / at the tennis match / on Sunday (+)
1 David often helps her / she with homework. • To ask present continuous questions, change the order of Mondays.
2 Our teacher sometimes tells us / we stories. the subject and be. 6 The family (go) to the park on 11C Questions with was / were
He is going to the cinema. Saturdays.
3 My parents always give I / me a birthday gift. Yes/no questions
Is he going to the cinema?
4 He eats with them / they on Saturday nights. • To make yes/no questions, change the order of was/were and
5 I can give they / you the money tomorrow. the subject. The structure is was/were + subject.
6 We need to buy the tickets from her / she. He was born in China. ➔ Was he born in China?
7 She plays video games with he / him after school. They were French. ➔ Were they French?
174 175
215
Grammar reference
• To answer you can just say Yes/No. You can also use Yes/No, • For most short verbs ending in consonant + vowel +
+ subject + was/were (not). 4 Olga (go) to university in Oslo.
consonant, repeat the last consonant and add -ed.
A: Were you at the party? B: Yes, I was. 5 Trent and I (buy) a large pizza for
chat ➔ chatted lunch.
A: Was she a film star? B: No, she wasn’t. stop ➔ stopped
6 They (have) three children and five
Wh- and How Questions • To make a negative sentence, use subject + didn’t + grandchildren.
• For wh- and how questions, use question word + was/were + infinitive.
7 He (take) a train to Moscow because
subject. She didn’t start a business. he didn’t like planes.
How was he? They didn’t have children.
8 I (fly) to Beijing last spring. I
When were they at the park? 1 Complete the sentences with the past simple form of (see) many interesting things.
2 Choose the correct option to complete the the verbs in brackets.
conversations. 1 Frank and Linda (live) in another 12C Past simple questions
1 A: 1Was / Were you at the game on Friday? country for three years. • The past form of do is did. To make a yes/no question, use
B: No, I 2wasn’t / weren’t. 2 She (not play) in the match last did + subject + infinitive. You can also use time expressions
A: Where 3was / were you? night. in your questions.
B: I was at home playing video games. 3 I (help) a woman with her groceries Did you finish school?
yesterday. Did they visit the museum last year?
2 A: Why 4Amira was / was Amira late to class?
4 Edison (invent) his light bulb in • To answer, use Yes/No, + subject + did (+ not).
B: She was in an accident.
1879. A: Did you listen to the song? B: Yes, I did.
A: Oh, no! 5She was / Was she hurt?
5 Leo (not finish) university. A: Did they play baseball? B: No, they didn’t.
B: No, 6she wasn’t / wasn’t she.
6 Alan and Clara (not carry) an • To make a wh- or how question, use question word + did +
3 A: 7Were who / Who were the stars of that film? umbrella. subject + infinitive.
B: No one famous. 7 They (start) the marathon two hours A: Who did he chat with last night?
A: But 8the film was / was the film any good? ago. B: He chatted with his brother.
B: Yes, 9it’s / it was! 8 We (not learn) her name. A: When did she call you?
B: She called me last night.
12B Past simple (irregular verbs)
UNIT 12 3 Make past simple questions with the words below.
• Many verbs are irregular. You don’t make the past forms of 1 when / Arnold / start / university ?
these words by adding d or -ed.
12B Past simple (regular verbs) 2 they / prepare for / the exam ?
buy ➔ bought
3 how / you / travel / to Canada ?
• Use the past simple to talk about things that happened do ➔ did
before now. 4 where / she / live / as a child ?
drive ➔ drove
We watched a film last night. fly ➔ flew 5 you / study maths / at university ?
He lived in the United States in the 1940s. get ➔ got 6 he / remember / his bank card ?
• You can use time expressions with past simple verbs to say go ➔ went 7 why / Tara / stop practising / with the team ?
when something happened in the past. have ➔ had 8 we / close / the windows / in the kitchen ?
I finished university last year. hear ➔ heard
She died in 1968. ride ➔ rode
• For most regular verbs, make the past simple form by see ➔ saw
adding -ed to the infinitive. take ➔ took
climb ➔ climbed • You can find a list of common irregular verbs on page 178.
start ➔ started
2 Complete the sentences with the past simple form of
• If a verb ends in -e, add -d. the verbs in brackets.
exercise ➔ exercised
1 We (drive) to Denmark last summer
practise ➔ practised for our holiday.
• If a verb ends in a consonant + -y, remove -y and add -ied. 2 They (do) their homework in the
study ➔ studied park on Saturday.
cry ➔ cried 3 Bing and Yue (get) married in March.
176 177
Irregular verbs Extra speaking tasks

INFINITIVE PAST SIMPLE INFINITIVE PAST SIMPLE
PAGE 84, 7A, EXERCISE 7
My name is Michael and this is my family. My mum is Jillian and my dad is Luke. I have one sister, Cassandra. My dad’s parents live
with us. My grandmother is Martha and her husband is William. My mother’s sister and brother live next door. Their names are Jean
be was / were make made
and Hans. My mum’s parents live in a different city. Their names are Darlene and Shawn.
become became meet met
Hans
begin began pay paid Luke
bring brought put put Jillian

Martha
build built read read
Michael
buy bought ride rode
Cassandra
choose chose run ran
can could say said
come came see saw
do did sell sold Jean William

drink drank send sent
drive drove sing sang
eat ate sit sat
feel felt sleep slept
find found speak spoke PAGE 123, 10B, EXERCISE 10, STUDENT A
Look at the picture. The women’s names are missing. Ask questions to find out who the women are.
fly flew stand (up) stood (up)
Is Sandra standing near the door?
forget forgot swim swam
Cindy Jojo Lizzie Rina Sandra
get got take took
Akito Wes
give gave teach taught
Jon
go went tell told
have had think thought
hold held understand understood Nico
keep kept wake (up) woke (up)
know knew wear wore
leave left win won
lose lost write wrote

Sid
178 179
216
Extra speaking tasks
PAGE 36, 3A, EXERCISES 7 AND 8 PAGE 65, 5C, EXERCISES 11 AND 12 PAGE 115, 9D, EXERCISE 8, STUDENT B
Imagine you’re at these places. What items from page 36 Think of a place you want to visit. Complete the table. Write You work at the Riverside Hotel. Use the calendar below and help your partner book a room. The red dates are fully booked.
would you take with you? What other items would you take? the seasons and activities you can do in the different months.
Place: August
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Months Season Activities 1st 2nd 3rd 4th 5th 6th 7th
8th 9th 10th 11th 12th 13th 14th

Mar–May
15th 16th 17th 18th 19th 20th 21st

Jun–Aug
22nd 23rd 24th 25th 26th 27th 28th

Sep–Nov
29th 30th 31st 1st 2nd 3rd 4th
Dec–Feb
* red dates are fully booked.
PAGE 111, 9B, EXERCISE 9

PAGE 123, 10B, EXERCISE 10, STUDENT B
Choose a photo. Don’t tell your partner. Answer your partner’s questions.
Look at the picture. The men’s names are missing. Ask questions to find out who the men are.
Is Wes talking to someone?
Machu Picchu, Peru
Jon Nico Sid Akito Wes
Lizzie Rina
Mount Fuji, Japan Grand Bazaar, Istanbul
Taj Mahal, India Chatuchak Market, Thailand Petra, Jordan
Cindy
Sandra Jojo
180 181
Vocabulary and Grammar reference

Answer key
VOCABULARY REFERENCE UNIT 11 1 a 2 b 1 c 3 d 5 e 4 2 1 century 2 last night 3 year

4 week
UNIT 1 1 Number of letters: 1 nine 2 seven 3 five 4 four 5 six

6 five Nationality: 1 Argentinian 2 German 3 Japanese 4 Omani UNIT 12 1 1 start 2 buy 3 get 4 finishes, get 2 1 tired 2 bored

5 Turkish 6 British 3 sad 4 afraid 5 happy
UNIT 2 1 1d2e3f4a5b6c GRAMMAR REFERENCE

UNIT 3 1 1 camera 2 bag 3 phone 4 bank card 5 book 6 key UNIT 1 1 1 is 2 is 3 is 4 am 5 is 6 is 2 1 isn’t 2 I’m not 3 isn’t

7 notepad 2 1 white 2 yellow 3 orange 4 red 5 green 4 aren’t 5 isn’t 3 1 Is 2 is 3 Are 4 I’m 5 Is 6 it isn’t

UNIT 4 1 1 twelve 2 nineteen 3 forty-three 4 fifty-eight UNIT 2 1 1 are not / aren’t 2 are 3 are 4 are 5 are not / aren’t

2 1 Monday 2 Thursday 3 Saturday 4 Wednesday 2 1 we are 2 Are they 3 they aren’t 3 1 Where is / Where's

2 who is / who’s 3 What are 4 Where are 5 What is / What’s
UNIT 5 1 1 watch 2 chats 3 play 4 call 5 draw 6 listen

UNIT 3 1 1 Those 2 That 3 These 4 that 2 1 It’s, my 2 They, his
UNIT 6 1 1 fruit 2 Noodles 3 coffee 4 vegetables 5 market

3 your 4 I, her 5 They, their 3 1 Ben’s 2 teachers’ 3 women’s

6 Meat 2 1 bread 2 Eggs 3 cheese 4 Fish 5 milk

4 Hans’s 5 students'

UNIT 7 1 1 b 2 c 3 a 4 d 2 1 blonde 2 clever 3 interesting UNIT 4 1 1 Emma brushes her teeth in the morning. 2 Tahir

4 funny 5 dark sleeps eight hours every night. 3 Rie and Tomoko study in the
library. 4 I finish work at 5:30. 5 We play football on Saturday.
UNIT 8 1 1 paint 2 bake 3 climbs 4 rides 5 play 2 1 beautiful
6 It rains a lot in spring. 2 1 Does 2 does 3 do 4 Do 5 don't

2 large 3 slow 4 strong 5 light

6 does 3 1 I sometimes call my mother on Saturday night.

UNIT 9 1 1 sailing 2 plane 3 cars 4 bus 5 takes 6 motorbike 2 Mika never gets home before 6 p.m. 3 Stef and Paul always have

2 1 snow 2 wind 3 rain 4 sun lunch here. 4 We are usually free on Friday night. 5 Theo never

studies in the library. 6 She is sometimes busy on Tuesday.
UNIT 10 1 1 e 2 d 3 f 4 b 5 a 6 c 2 1 prepare 2 learn

3 exercises 4 practises
217
UNIT 5 1 1 swimming 2 doing 3 listening 4 running 5 chatting 4 There aren't any bank cards in my wallet. 5 There are a lot of

6 watching 2 1 Do 2 don't 3 Do 4 do 5 Does 6 doesn't eggs in the fridge. 6 There isn't a park in the village. 2 1 Is there a

3 1 in 2 at 3 on 4 at 5 in 6 at shower in the flat? 2 Are there any students in the classroom?

UNIT 6 1 1 U 2 U 3 C 4 U 5 C 6 C 7 C 8 U 2 1 He likes sugar 3 Are there any oranges in the kitchen? 4 Is there a restaurant near
the hotel? 5 Is there a name on the card? 6 Are there any chairs in

in his coffee. 2 She eats cheese with almost every meal. 3 Do you
want bread with your soup? 4 We need garlic and an onion. the dining room? 3 1 her 2 us 3 me 4 them 5 you 6 her 7 him

5 I'd like more salt in my food, please. 6 I drink two cups of coffee UNIT 10 1 1 They are travelling to Malta. 2 Ali is staying at a

every morning. 3 1 much 2 some 3 many 4 a lot of 5 much hotel. 3 Ellie and Nadia are eating at a restaurant. 4 I am calling

6 many my friend on the phone. 5 We are taking the train there. 6 She is
UNIT 7 1 1 Is he from Australia? 2 Do they eat together? planning a holiday in Japan. 2 1 are you 2 I'm 3 is 4 Are you

5 I am 6 is Ivan 7 Is he 3 1 is preparing 2 take 3 eats, camping

2 Does Lina help her grandmother? 3 Is the class at 9 a.m.?

4 Is Silvia Alan's daughter? 5 Do Kamala and Eva travel together? 4 is watching 5 practise 6 goes

2 1 Where are you from? 2 What is his father's name? 3 Why UNIT 11 1 1 They were very late for the party. 2 She wasn't at

does she study English? 4 When do they go home? 5 How is the school on Monday. 3 The weather wasn't great last week. 4 Gandhi
weather? 6 Where does Martin eat lunch? 3 1 Ali's hair is short. was born in the 19th century. 5 We were quiet during the film.

2 Ali has short hair. 3 Ivan's eyes are blue. 4 Ivan has blue eyes. 6 Marie Curie was from Poland. 7 They weren't excited about the
5 Jill's bag is purple. 6 Jill has a purple bag. game. 8 I was at the tennis match on Sunday. 2 1 Were 2 wasn't

UNIT 8 1 1 Ramesh can play football. 2 Jerry can't swim. 3 Can 3 were 4 was Amira 5 Was she 6 she wasn't 7 Who were 8 was the
film 9 it was

Mayumi do difficult maths? 4 They can't play the guitar. 5 She can
sing very well. 6 Can he run a marathon? 2 1 Elephants are large UNIT 12 1 1 lived 2 didn't play 3 helped 4 invented 5 didn't

and strong. 2 He can't drive because he can't see well. 3 Alisha can finish 6 didn't carry 7 started 8 didn't learn 2 1 drove 2 did 3 got

cook Indian food, but she can't cook Italian food. 4 We can speak 4 went 5 bought 6 had 7 took 8 flew, saw 3 1 When did Arnold

French and English. 5 He gets good marks because he studies hard. start university? 2 Did they prepare for the exam? 3 How did you
6 Do you want to eat at home or go to a restaurant? 7 Cheetahs travel to Canada? 4 Where did she live as a child? 5 Did you study
are beautiful and can run fast. 8 Rick is really good at maths, but he maths at university? 6 Did he remember his bank card? 7 Why did
has trouble remembering things. Tara stop practising with the team? 8 Did we close the windows in
UNIT 9 1 1 There isn't any sugar at the corner shop. 2 There is the kitchen?

a bus station near the library. 3 There are some keys on the table.
218
Credits Student’s Book

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Credits Student’s Book

Bank/Getty Images, (cr2) JohnnyGreig/E+/Getty Images, (bl1) pondsaksit/ 152 Alejandra de la Fuente/Moment/Getty Images; 154 (tl) Design Pics Inc/
iStock/Getty Images, (bl2) The Good Brigade/DigitalVision/Getty Images, Alamy Stock Photo, (tr) Mikal Ludlow/Alamy Stock Photo; 155 (tl) Hai Bo,
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Photo, (bl2) Historic Images/Alamy Stock Photo, (br) History and Art
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Stock Photo, (br) Sara Lynn Paige/Moment/Getty Images; 151 (bl) Manisa
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Credits Teacher’s Book

Illustration: All illustrations are owned by © Cengage. DigitalVision/Getty Images, (br) JGI/Tom Grill/Tetra images/Getty Images;
293 (tr) EDP Photography/Shutterstock.com, (cr) Westend61/Getty Images;
3 Sorincolac/iStock/Getty Images; 4 (tl1) Design Pics Inc/Alamy Stock Photo, (tl2)
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Mikal Ludlow/Alamy Stock Photo, (cl1) Courtesy of Pace Gallery, (cl2) Anadolu
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Agency/Getty Images, (bl1) Courtesy of Ida Josefin Eriksson, (bl2) Knape/
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Images, (bl) Sorapop Udomsri/EyeEm/Getty Images, (bc) Piotr Polaczyk/iStock/
Sorincolac/iStock/Getty Images, (cl2) © Kagoshima Prefecture Visitors Bureau-
Getty Images, (br) Creative Crop/DigitalVision/Getty Images; 314 (tl) Stephen
K.P.V.B, (bl1) J R Eyerman/ The LIFE Picture Collection/Shutterstock.com, (bl2)
Zeigler/The Image Bank/Getty Images, (bl) Joe McBride/The Image Bank/Getty
Chester Higgins Jr./The New York Times/Redux; 8 © Juan Arredondo; 18 (tl)
Images.
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Studio/Shutterstock.com, (tr1) David Lee/Alamy Stock Photo, (tr2) Chris Brignell/
Alamy Stock Photo, (cl1) Billion Photos/Shutterstock.com, (cl2) David Hare/Alamy
Stock Photo, (cr1) Zoonar GmbH/Alamy Stock Photo, (cr2) Studiocasper/E+/Getty
Images, (bl1) Mawielobob/iStock/Getty Images, (bl2) Cobalt88/Shutterstock.com,
(br1) Natkamol Panomnantakit/Alamy Stock Photo, (br2) Gerasimov_foto_174/
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Illustrator096/Shutterstock.com, (tc) ByEmo/Shutterstock.com; 236 (bl1) Di
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com, (bc4) Serhiy Smirnov/Shutterstock.com, (br1) Martial Red/Shutterstock.
com, (br2) Igor Levin/Shutterstock.com, (br3) volkann/Shutterstock.com, (br4)
Hadi_Tresnantan/Shutterstock.com; 241 Ed Hammond/Illustration Online;
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(tc2) Janis Abolins/Shutterstock.com, (tc3) 13Ree.design/Shutterstock.com,
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GzP_Design/Shutterstock.com, (bl2) Minh Do/Shutterstock.com, (br1) Dimensi_
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Gottschalk/The Image Bank Unreleased/Getty Images; 257 Focus On Sport/Getty
Images Sport/Getty Images; 261 (c1) Aavaa/Shutterstock.com, (c2) Cosmic_
Design/Shutterstock.com; 262, 264 Ed Hammond/Illustration Online; 265 ©
Javier Joaquin/Cengage; 266 (tc) Pongnathee Kluaythong/EyeEm/Getty Images,
(c) Macrovector/Shutterstock.com; 271 (tl1) M. Unal Ozmen/Shutterstock.
com, (tl2) StockFood/Foodcollection/Getty Images, (tl3) Semenovp/iStock/Getty
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(tr3) Oleksandr Perepelytsia/Alamy Stock Photo, (cl1) Ryzhkov Photography/
Shutterstock.com, (cl2) Lee Avison/Alamy Stock Photo, (cl3) Tarasyuk Igor/
Shutterstock.com, (cr1) Filmfoto/Dreamstime.com, (cr2) Kakarlapudi Venkata
Sivanaga Raju/Dreamstime.com, (cr3) Mada Jimmy/Dreamstime.com; 276 Iryna
Veklich/Moment/Getty Images; 281 (tc) Archivart/Alamy Stock Photo, (tr) Roger
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335
Pronunciation chart
VOWELS DIPHTHONGS
i: ɪ ʊ u: ɪə eɪ
eat it put blue hear take
e ə ɜ: ɔ: ʊə ɔɪ əʊ
leg the her for tourist toy old
æ ʌ ɑ: ɒ eə aɪ aʊ
hat but car from where why how
CONSONANTS
p b t d tʃ dʒ k g
pay buy talk day cheap jam cap get
f v θ ð s z ʃ ʒ
for vet think that sell zero she vision
m n ŋ h l r w j voiced
my near long hot like right way yellow unvoiced
The International Phonetic Alphabet (IPA) chart above provides a reference for the pronunciation symbols used
in Voices. Note that the phonetic transcription of words in Voices, and in most British English dictionaries, is
based on Received Pronunciation (RP) – the accent traditionally regarded as the standard for British English.
However, most people who speak (and teach) English, either as their first or second language, do not speak
with an RP accent. When teaching pronunciation in class, consider using the symbols as a guide, but allow
students the flexibility to speak with their own accent, providing their pronunciation is intelligible.
Research suggests that the quality of consonant sounds is much more important for intelligibility than vowel
sounds. As such, the majority of pronunciation practice in Voices Beginner focuses on differentiating between
consonant sounds, for example /t/ vs /d/, /p/ vs /b/ and /k/ vs /g/. Note that not all consonant sounds cause
problems of intelligibility. One example is the pair /ð/ and /θ/, as in brother and three. These are very often
said (both by first and second language English users) as /d/ and /t/ or /v/ and /f/ with little or no impact on
intelligibility.
There is a lot of variation in vowel sounds in Englishes around the world; however, these differences rarely
lead to miscommunication. For example, the diphthong /aʊ/ in house is often said as /uː/ in a Scottish accent,
while way in Australian English typically rhymes with eye. Research on intelligibility in international contexts
indicates that it is not so much the quality of the vowel or a diphthong that matters, but its length, such as
the difference between the sounds /ɪ/ and /iː/. One exception to this is /ɜː/, as in turn, where it is important to
maintain both its quality and length.
336
VOICES
B EGINNER
T EAC H ER ’ S B OOK
Develop your voice in English.

The Voices Teacher’s Book provides full instructional support for every
lesson and includes suggestions for extra activities, optional steps for
exercises and comprehensive explanations of the target vocabulary,
grammar, pronunciation and communication skills.
The Voices Teacher’s Book features:

Complete Student’s Book pages with wraparound teaching notes.

Answer keys for Student’s Book and Workbook.

Video and audio scripts for Student’s Book.

Photocopiable worksheets for every unit including communication,

grammar, vocabulary, pronunciation and mediation activities.
A bank of practical teaching tips that focus on ‘in the classroom’

techniques.
Accompanying teacher companion site with additional planning

and teaching resources and Virtual Voices Online Teaching Toolkit –
designed to support teachers delivering blended and online classes.
ELTNGL.com/voices
CEFR correlation
A1 A2 B1 B2 C1
BRITISH ENGLISH
LEARNING
Bringing the world to the classroom
and the classroom to life
ELTNGL.com
A PA RT OF C EN GAGE

Voices Beginner Teachers Book Unit - Notes

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LEARNING BEGINNER A1

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

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

6 Food around the

8 Things we can do 132

10 Staying healthy 164

11 People from the past 180

Vocabulary and grammar reference 212

Classroom teaching tips 316

an article about an interview with an email about

an article about a an interview with

an article about an explorer describes

a poster about two explorers talk

explorers talk about

an explorer shares your life story; phrases to explain

• At the end of each unit, students are invited to

• Extra activities to suggest ways to further exploit, or

Learner goals are presented at the beginning

A family camping together 1 Work in pairs. Discuss the questions.

2 7.1 Watch the video. Are the sentences true

ELLIE DE CASTRO LIA NAHOMI KAJIKI

42951_U07_082-093.indd 82 1/10/22 11:25 AM 42951_U07_082-093.indd 83 1/10/22 11:25 AM

Students are introduced to National Geographic Explorers

2 7.1 Listen to and repeat the family words. READING SKILL

1 son daughter Writers write articles for different reasons. The

FAMILIES AROUND THE WORLD

7 Work in pairs. Turn to page 179. Read the Peru 3.6

42951_U07_082-093.indd 84 1/10/22 11:25 AM 42951_U07_082-093.indd 85 1/10/22 11:25 AM

Carefully sequenced activities ‘Explore More!’ activities propose a variety of optional

A guided discovery approach makes grammar

8 7.3 Look at the Clear voice box. Listen and

42951_U07_082-093.indd 86 1/10/22 11:25 AM 42951_U07_082-093.indd 87 1/10/22 11:25 AM

With mutual comprehension as a goal, pronunciation points are integrated

Listening activities simulate real-

2 7.5 Listen to what the people look like. Circle

clever funny interesting nice quiet

1 Antonio often makes me laugh.

42951_U07_082-093.indd 88 1/10/22 11:25 AM 42951_U07_082-093.indd 89 1/10/22 11:25 AM

Lesson D equips students with the language and communicative strategies to

10 OWN IT! Work in pairs. Act out situations A–C.

42951_U07_082-093.indd 90 1/10/22 11:25 AM 42951_U07_082-093.indd 91 1/10/22 11:25 AM

Useful language Describing people WRITING TASK

42951_U07_082-093.indd 92 1/10/22 11:25 AM 42951_U07_082-093.indd 93 1/10/22 11:25 AM

A practical writing model acts Explicit Critical Thinking instruction guides

Q: How does Voices support the evolving needs of learners?

Q: How does Voices prepare students for assessment?

1E Speaking, reading and writing ABOUT THE PHOTO 1

5 G e r m an y Isai Guadalajara Mexico

write the rest of the letters to complete

VOCABULARY NOTES GRAMMAR NOTES

• Read the Grammar box with the class.

saying an incorrect sentence. Their partners

of the Student’s Book.

42951_U01_010-021.indd 15 3/21/22 2:11 PM

For additional practice, refer to the Sample answers

SPEAKING AND LISTENING MY VOICE

• Explain to students that some time

3 1.2 Watch the video about introducing Questions and answers

questions. Ask students to share their Answer questions: CLEAR VOICE

evening). Organize the class into new pairs. AUDIO 1.8

statements. (1 Bella is a student. 4 Adriano In English, use capital letters:

• Optional step Ask questions to check

• Point out that the capital letters in the