Teacher's Book 1

1
Life Teacher’s Guide

SECOND EDITION
Mike Sayer
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Life 1 Teacher’s Guide © 2019 National Geographic Learning, a Cengage Learning Company
2nd Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be
Mike Sayer reproduced or distributed in any form or by any means, except as permitted by U.S.
Gabrielle Lambrick copyright law, without the prior written permission of the copyright owner.
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DVD Videos: Unit 2 National Geographic; Unit 3 ITN/Getty Images; Unit 7 National Geographic; Unit 8 National Geographic; Unit 9 Redux; Unit 10 National Geographic; Unit 12
Kauri Multimedia
DVD Photos: Unit 1 © Dieter Hawlan/Shutterstock.com; © Alex Treadway/National Geographic Creative; © Cory Richards/National Geographic Creative; © James L. Stanfield/
National Geographic Creative; © Michael Melford/National Geographic Creative; © James P. Blair/National Geographic Creative; © Briam J. Skerry/National Geographic Creative;
© Jimmy Chin/National Geographic Creative; © James L. Stanfield/National Geographic Creative; © Chris Johns/National Geographic Creative; © Chris Johns/National Geographic
Creative; Unit 4 © XPacifica/National Geographic Creative; © XPacifica/National Geographic Creative; © Tino Soriano/National Geographic Creative; © Krista Rossow/National
Geographic Creative; © James A. Sugar/National Geographic Creative; © Mike Theiss/National Geographic Creative; © Gordon Esler/Getty Images; © Will Van Overbeek/National
Geographic Creative; Unit 11 © Compassionate Eye Foundation/Robert Daly/OJO Images/Getty Images; Peter Lopeman/Alamy Stock Photo; John Fryer/Alamy Stock Photo;
© Andrew Bret Wallis/Getty Images.
Printed in China by CTPS

Print Number: 01 Print Year: 2018
Contents
Student Book Contents iv
Introduction and Unit Walkthrough viii
Units 1 to 12: Notes and Answer Key 9
Student Book Communication Activities 153

Grammar Notes and Grammar Summary 158
Answer Key
Teacher Development 182
Workbook: Answer Key 188
iii
Contents
Unit Grammar Vocabulary Real life Pronunciation
1
be: I + am, you + are the alphabet classroom language word stress
be: he/she/it + is countries and nationalities questions
my, your numbers 1–10
greetings
in the classroom
Hello
pages 9–20
VIDEO: My top ten photos page 18 REVIEW page 20
2
be: we/they + are days of the week personal information we’re, they’re
be: negative forms numbers 11–100 I’m, isn’t, aren’t
be: questions and short colors be: questions and
answers car rental short answers
a/an plural nouns
Vacations plural nouns syllables
pages 21–32
VIDEO: A vacation in Australia page 30 REVIEW page 32
3
his, her, its, our, their family special occasions possessive ’s
possessive ’s people giving and accepting gifts linking with in
irregular plural nouns months intonation
special occasions
Family and
friends
pages 33–44
VIDEO: Chinese New Year in London page 42 REVIEW page 44
4
prepositions of place places in a town buying snacks th /ð/
this, that, these, those the time linking with can
question words word focus: at
snacks
Cities
pages 45–56
VIDEO: Where’s that? page 54 REVIEW page 56
5
can/can’t abilities shopping can/can’t
can questions and short possessions have/has
answers technology numbers
have/has money and prices
be + adjective
My things adjective + noun
pages 57–68
VIDEO: What’s your favorite gadget? page 66 REVIEW page 68
6
like sports suggestions do you …?
like questions and short interests likes, doesn’t like
answers food intonation
he/she + like opinion adjectives
object pronouns
We love it!
pages 69–80
VIDEO: At the market page 78 REVIEW page 80
iv
Listening Reading Critical thinking Speaking Writing
introductions a description of two greetings introductions text type: an
phone numbers people a quiz identification card
an article about greeting people writing skill: capital
international phone letters
calls from New York
a description of a place a description of photos is it always true? vacation photos text type: a form
a conversation about a vacation of a trip on vacation writing skill: capital
a conversation about a general knowledge letters
vacation
a quiz about vacation
spots
a description of a family from a description of a family completing a chart my family text type: a greeting
Mexico from Scotland people and things card
a conversation about a family an article about celebrations around the writing skill:
from Iraq important days world contractions
a description of good friends
a description of Astana a description of places in thinking about your locations text type: a text
tourist information a town country famous places message
a description of two days and times writing skill: and
famous towers
an article about time
zones
a profile of Yves Rossy an article about robots who said it? my abilities text type: an email
an interview with a robot expert and people my things writing skill: but
people talk about their a blog post about my favorite piece of
interesting possessions gadgets technology
a description of a sport in South an article about a sport what does the writer sports text type: short
Africa a profile of a TV think? interests messages
an interview with a man about presenter food writing skill:
sports an article about street punctuation and
food sentence structure
v
Unit Grammar Vocabulary Real life Pronunciation
7
simple present I/you/we/ routines problems intonation in
you/they hobbies questions
prepositions of time weather sentence stress
simple present questions problems
I/you/we/you/they
Daily life simple present Wh-
questions
pages 81–92
VIDEO: The elephants of Samburu page 90 REVIEW page 92
8
simple present he/she/it job activities on the phone -s and -es verb
simple present questions education endings
he/she/it /s/ and /z/
frequency adverbs
Work and
study
pages 93–104
VIDEO: Small ships page 102 REVIEW page 104
9
there is/are clothes requests there are
there is/are negative and hotel rooms I’d like, We’d like
question forms travel
imperative forms hotels
Travel
pages 105–116
VIDEO: The people of the reindeer page 114 REVIEW page 116
10
be: was/were dates apologizing was/were weak
be: was/were negative and describing people forms
question forms activities sentence stress
regular simple past verbs
Famous
people
pages 117–128
VIDEO: The space race page 126 REVIEW page 128
11
irregular simple past verbs life events talking about the past -ed regular simple
simple past negative and word focus: get past verbs
question forms time expressions did you …?
simple past Wh- questions didn’t
True stories
pages 129–140
VIDEO: True stories? page 138 REVIEW page 140
12
present continuous rooms in a house offers and invitations going and doing
present continuous times and places would you …?
questions and short
answers
present continuous for the
The weekend future
prepositions of place
pages 141–152
tense review
VIDEO: A day in the life of a lighthouse keeper page 150 REVIEW page 152
COMMUNICATION ACTIVITIES page 153 GRAMMAR SUMMARY page 158 AUDIOSCRIPTS page 182
vi
Listening Reading Critical thinking Speaking Writing
a description of the Holi festival an article about a day in finding information my partner and I text type: a profile
interviews about hobbies with China a survey about hobbies writing skill:
friends an article about the my favorite season paragraphs
seasons in British
Columbia
an interview about a man’s job an article about jobs asking questions jobs text type: an email
an interview about an unusual on the London things we usually do writing skill:
school Underground spelling: double
an article about a job in a letters
wildlife park
four people talk about travel an article about things in who is it for? things in my suitcase text type: travel
a conversation about a trip to people’s suitcases hotels and tourist places advice
Cape Town an article about a trans- travel tips writing skill:
Siberian trip because
a profile of Ayrton Senna a quiz about “firsts” in making a timeline dates and events text type: an email
a radio program about people exploration people in my past writing skill:
we remember an article about the first who was he/she? expressions in
people in the American emails
continents
old books and documents in an article about an the writer’s purpose did it happen? text type: a life story
Timbuktu unusual discovery last week and last year writing skill: when
an interview with a woman a story about an one day last week
from New Orleans adventure in
Madagascar
three people talk about a short message about finding main ideas my photos text type: a thank
weekend activities next weekend next weekend you note
a description of a family in an article about helping a special weekend writing skill:
Indonesia people on weekends spelling: verb
endings
vii
Introduction
National Geographic treatment of historical events brings them to life, and there
is often a human dimension and universal themes that keep
The National Geographic Society is a leading nonprofit
the events relevant to students and to our time.
organization that pushes the boundaries of exploration to
further our understanding of our planet and empowers History—or the re-telling of historical events—can also be
us all to generate solutions for a healthier and more influenced by a culture or nation’s perception of the events.
sustainable future. Since its beginning in 1888, the Society National Geographic’s non-judgmental and culture-neutral
has funded more than 12,500 exploration and research accounts allow students to look behind the superficial
projects. Life Second Edition uses National Geographic’s events and gain a deeper understanding of our ancestors.
content and principles to inspire people to learn English. For example, Unit 11 of Life 1 examines an old center of
A portion of the proceeds of this book helps to fund the learning in Mali and the discovery of an ancient body found
Society’s work. frozen in ice in Austria.
Animals
National Geographic topics The animal kingdom is exceptionally generative in terms of
The topics are paramount and are the starting point for the interesting topics. Life Second Edition provides astonishing
lessons. These topics have been selected for their intrinsic photos that give a unique insight into the hidden lives of
interest and ability to fascinate. The richness of the texts known and lesser-known animals, offering rare glimpses of
means that students are so engaged in learning about the mammals, birds, bugs, and reptiles in their daily struggle
content, and expressing their own opinions, that language for survival. It also informs and surprises with accounts of
learning has to take place in order for students to satisfy animals now extinct, species still evolving, and endangered
their curiosity and then react personally to what they have species that are literally fighting for their existence.
learned. This element of transfer from the topics to students’ For example, Unit 7 of Life 1 looks at elephants in an African
own realities and experiences converts the input into a wildlife park and Unit 8 discusses tiger conservation in
vehicle for language practice and production that fits the Asia. In addition, Unit 9 features reindeer and their herders
recognized frameworks for language learning and can be in Scandinavia.
mapped to the CEFR scales. (Full mapping documents are Environment
available separately.)
It isn’t always possible to find clarity in texts on the
People and places environment and climate change, or trust that they
Life Second Edition takes students around the globe, are true and not driven by a political agenda. National
investigating the origins of ancient civilizations, showing Geographic’s objective journalism, supported by easy-to-
the drama of natural forces at work, and exploring some understand visuals, presents the issues in an accessible
of the world’s most beautiful places. These uplifting tales way. The articles are written by experts in their fields. It’s
of adventure and discovery are told through eyewitness often true that those who have the deepest understanding
accounts and first-class reportage. For example, Unit 3 of of issues are also able to express the ideas in the simplest
Life 1 focuses on people, places, and important days around way. Unit 7 of Life 1 introduces learners to vocabulary for
the world, and Unit 4 looks at cities and their famous weather and climate, and looks at how these things affect
buildings and landmarks. our lifestyle.
Science and technology

Students learn about significant scientific discoveries and
National Geographic photography
breakthroughs, both historical and current. These stories We live in a world where images are used more than ever
are related by journalists or told by the scientists and to reinforce, and at times replace, the spoken and written
explorers themselves through interviews or first-person word. We use our visual literacy to look at and understand
accounts. Students see the impact of the discoveries on images every day of our lives. In particular, photographs
our lifestyles and cultures. Because much of the material tend to prompt emotive memories and help us to recall
comes from a huge archive that has been developed and information. For this reason, the use of photographs and
designed to appeal to the millions of individuals who pictures in the classroom is a highly effective learning tool.
make up National Geographic’s audience, it reflects the Not surprisingly then, the Life series makes maximum
broadest possible range of topics. For example, Unit 5 of use of the great photographs that are at the core of
Life 1 looks at robots and gadgets and how we use them in National Geographic content. The photographs in Life
our daily lives. Second Edition add impact and serve as an engaging starting
point for each unit. Then, in each lesson, photographs
History form an integral part of the written and recorded content
History can be a dry topic, especially if it’s overloaded and generate meaningful language practice in thoughtful
with facts and dates. However, the National Geographic and stimulating ways.
viii Introduction
Introduction
There are photographs that: The videos are designed to form part of your lessons.
• tell a story by themselves. However, if there is insufficient time in class to watch
them all, you can ask students to watch the videos and
• draw the viewer in and engage them emotionally.
complete many of the exercises on the page in the Student
• support understanding of a text and make it memorable. Book at home. This can form a useful part of their self-
• provoke debate. study. Students can also watch the videos again in class.
• stimulate critical thinking by asking learners to examine This is useful for review and enables students to focus on
detail or think about what is NOT shown or question the parts of the video that particularly interest them.
photographer’s motives. For further variation with the videos, here are more ideas
• are accompanied by a memorable quotation or caption. you can use and develop:
• help learners to remember a lexical set. • Play the video with the sound down. Students predict
what the narrator or people are saying. Then play with
• help to teach functional language.
the sound up and compare.
• lend themselves to the practice of a specific grammar point.
• Play the sound only with no video. Students predict
As a first exercise when handing out the new book to your where the video takes place and what is happening on the
students, you could ask them to flip through the book, select screen. Then play the video normally and compare.
their favorite photograph, and then explain to the class what
• Show the first part of the video, pause it, and then ask
it is they like about it. You will find specific suggestions in the
students what they think happens next.
teacher’s notes for using the photographs featured within each
unit, but two important things to note are: • Give students a copy of the video script and ask them
to imagine they are the director. What will they need to
• Pictures of people or animals can capture a moment, so
film and show on the screen? Afterward, they present
ask students to speculate on the events that led up to this
their screenplay ideas to the class, then finally watch the
moment and those that followed it.
original.
• Pictures of places aim to capture their essence, so feed
• Write a short text on the same topic as the one in the
students the vocabulary they need to describe the details
video. However, don’t include the same amount of
that together convey this (the light, the colors, the
information and leave some facts out. Students read the
landscape, the buildings).
text and then watch the video. They make notes on any
new information and rewrite the text to include the new
National Geographic video details.
• With groups that share a first language, choose a part of
Students’ visual literacy and fascination with moving
the video in which someone is talking. Ask students to
images mean that, in addition to the use of photographs
listen and write down what they say. Then, in groups,
and pictures, video is also an extremely effective tool in the
ask them to create subtitles in their own language for that
classroom. Each unit of Life Second Edition ends with a video.
part of the video. Each group presents their subtitles, and
These videos, which can be found on the Classroom DVD,
the class compares how similar they are.
the Student App, and the Life website, are connected to the
topic of the unit and are designed to be used in conjunction
with the video lesson pages. Typically, a video lesson is
divided into three parts: National Geographic and critical
Before you watch thinking
This section introduces students to the topic of the video Critical thinking is the ability to develop and use an
and engages them in a pre-watching task. It also pre-teaches analytical and evaluative approach to learning.
key vocabulary so that students can immediately engage It’s regarded as a key 21st Century skill. Life Second
with the video without being distracted by unfamiliar Edition integrates and develops a learner’s critical
words and the need to reference a lengthy glossary. thinking alongside language learning for the following
While you watch reasons:
These tasks assist with comprehension of the video itself, • Critical thinking tasks such as problem-solving and
both in terms of what students see and what they hear. group discussion make lessons much more motivating
The exercises also exploit the language used in the video. and engaging.
• Developing critical thinking skills encourages an
After you watch enquiring approach to learning that enables learners to
This section allows students to respond to the video as a discover language and become more independent in their
whole and take part in a discussion or task that leads on study skills.
from the context and theme of the video.
Introduction ix
Introduction
• Language practice activities that involve critical thinking Central to the approach to critical thinking in Life Second
require deeper processing of the new language on the Edition is the premise that students should be actively
part of the learner. engaged in their language learning. Students are frequently
In Life Second Edition you will see that there is a graded invited to ask questions and to develop their own well-
critical thinking syllabus that starts at Level 1 and runs informed and reasoned opinions. The overall combination of
through all later levels. The sections entitled “Critical text analysis (in the C lessons), a guided discovery approach
Thinking” always appear in the C lessons in each unit to language, and the way in which the book makes use of
and are associated with reading the longer texts. These images in the classroom effectively supports this aim.
lessons begin with reading comprehension activities that
test students’ understanding and ask them to apply their
understanding in a controlled practice activity. Once Life Second Edition methodology
learners have understood the text at a basic level, the
critical thinking section requires them to read the text Memorization
again more deeply to find out what the author is trying to An important role for teachers is to help learners commit
achieve and to analyze the writing approach. For example, new language to longer-term memory, not just their short-
students may have to read between the lines, differentiate term or working memory. According to Gairns and Redman
between fact or opinion, evaluate the reliability of the (Working with Words, Cambridge University Press, 1986),
information, assess the relevance of information, or 80% of what we forget is forgotten within the first twenty-
identify the techniques used by the author to persuade four hours of initial learning.
the reader or consider evidence. Activities such as these So, what makes learning memorable? The impact of
work particularly well with the C lesson texts in Life the first encounter with new language is known to be a
Second Edition because the texts used in these lessons are key factor. Life Second Edition scores strongly in this area
authentic. These authentic texts, which have been adapted because it fulfills what are called the “SUCCESS factors” in
to the level where necessary, tend to retain the author’s memorization (Simplicity, Unexpectedness, Concreteness,
voice or perspective, so students can work to understand Credibility, Emotion, and Stories) by engaging learners
the real argument behind a text. Naturally, these kinds of with interesting, real-life stories, and powerful images.
reading skills are invaluable for students who are learning Life Second Edition also aims, through engaging speaking
English for academic purposes or who would like to take activities that resonate with students’ own experiences, to
examinations such as IELTS. In addition, life in the twenty- make new language relatable. What is known is that these
first century requires people to develop the ability to assess encounters with language need to be built on thorough
the validity of a text and the information they receive, consolidation, recycling, repetition, and testing. It is said
so this critical thinking strand in Life Second Edition is that a new language item needs to be encountered or
important for all students. manipulated between five and fifteen times before it’s
As well as applying critical thinking to the reading texts, successfully committed to longer-term memory. With this in
Life Second Edition encourages students to apply critical mind, we have incorporated the following elements in Life
thinking skills in other ways. When new vocabulary or Second Edition:
grammar is presented, students are often expected to use a) more recycling of new vocabulary and grammar through
the target language in controlled practice activities. Then each unit and level of the series
they use the language in productive speaking and writing
b) activities in the Classroom Presentation Tool (CPT) that
tasks where they are given opportunities to analyze and
start some new lessons with review and recycling of
evaluate a situation and make use of the new language both
previous lessons
critically and creatively. In this way, students move from
using lower-order thinking to higher-order thinking; many c) progress tests and online end-of-year tests
of the lessons in Life Second Edition naturally follow this flow d) activities in the Review lessons at the end of each unit,
from exercises that involve basic checking and controlled marked “Memory Booster”
practice to those that are productive, creative, and more These Memory Booster activities are based on the following
intellectually engaging. This learning philosophy can also methodologically proven principles:
be seen at work in the way in which photos and videos are
• Relatability: learning is most effective when learners
used in the book. Students are encouraged to speculate and
apply new language to their own experience.
express their opinions on many of the photographs or in
the After You Watch sections of the video pages. Finally, on • A multi-sensory approach: learning is enhanced when
the writing pages of the units, students are asked to think more than one sense (hearing, seeing, etc.) is involved in
critically about how they organize their writing and the perception and retention. (Language is not an isolated
language they choose to use. They are also guided to think system in memory; it’s linked to the other senses.)
critically to establish criteria by which their writing can then • Repetition and variation: learners need to frequently
be judged. retrieve items from memory and apply them to different
situations or contexts.
x Introduction
Introduction
• Guessing/Cognitive depth: making guesses at things you language. Each grammar box gives a cross-reference to two
are trying to retrieve aids deeper learning. pages of detailed explanations and additional exercises per
• Utility: language with a strong utility value, e.g., unit at the back of the Student Book. These are suitable for
a function such as stating preferences, is easier to use both in class and for self-study, according to the needs
remember. of the learner. They are also presented as video tutorials for
extra support in the Online Workbooks.
• No stress: it’s important that the learner does not feel
anxious or pressured by the act of remembering. The grammar summary box is followed by grammar practice
tasks. Depending on the level, the grammar practice exercises
• Peer teaching: this is an effective tool in memory
have a differing emphasis on form and use. In all levels,
consolidation (as in the adage, “I hear and I forget.
however, the practice exercises in the unit favor exercises that
I see and I remember. I do and I understand. I teach and
require students to think more deeply over those involving
I master.”)
mechanical production. Where appropriate, contrastive and
• Individuality: we all differ in what we find easy to comparative formats are used. The first practice exercise
remember, so cooperation with others helps the process. is usually linked to the topic of the lesson and is content
You probably already use revision and recycling in your rich. Subsequent exercises move into real-life contexts and
teaching. Our hope is that these exercises will stimulate particularly to those that the learner can personalize. This
ideas for other fun and varied ways you can do this, which gives learners an invaluable opportunity to incorporate
in turn may lead students to reflect on what learning and the structures in the context of their own experiences. The
memorization strategies work best for them as individuals. practice exercises are carefully designed to move from
supported tasks through to more challenging activities. This
Treatment of grammar anchors the new language in existing frameworks and leads
to a clearer understanding of the usage of this new or revised
Target grammar is presented in the first two lessons of each
language. Frequently, the tasks provide a real and engaging
unit in the context of reading or listening texts. These texts
reason to use the target structure, whether by devices such
are adapted for level as necessary from authentic sources
as quizzes, games, and so on, or by genuine exchanges of
that use the target language in natural and appropriate
information between students.
linguistic contexts. Such texts not only aid comprehension,
but present good models for the learner’s own language Each lesson ends with a “My Life” speaking task. This
production through a variety of voices and genres. In personalized and carefully scaffolded activity enables
general, reading texts have been used in the first lesson students to create their own output using the target
and listening texts in the second. Where a presentation grammar as well as other target language in a meaningful
is via a listening text, written examples of the grammar context. Typical formats for this final task include exchanges
structures are given on the page, for example in content of information or ideas, pairwork, personal narratives,
comprehension tasks, so that the student gets the visual discussion, and task-based activities (ranking, etc.). The
support of following the target structures on the page. In emphasis from the learner’s perspective is on fluency within
both types of presentations, the primary focus is on the the grammatical framework of the task.
topic content before the learner’s attention is drawn to the
Treatment of vocabulary
target grammar structures. Learners are then directed to
Life Second Edition pays particular attention to both receptive
notice target structures by various means, such as using
and productive vocabulary. All of the authentic input texts
highlighting within the text, extracting sample sentences,
have been revised to reduce above-level lexis while retaining
or asking learners to locate examples themselves. Tasks that
the original flavor and richness of the text and providing an
revise any related known structures are given in the Student
achievable level of challenge.
Book, Teacher’s Guide, and the CPT package.
Lexis is effectively learned via carefully devised recycling
At the start of each grammar section is a grammar summary
and memorization activities. Target vocabulary is recycled
box with examples of form and use from the presentation
continually throughout each level—for example, the
text, or paradigms where this is clearer (for example, in
writing and video lessons provide the ideal opportunity
lower levels). This supports the learners and is a checkpoint
to incorporate and review lexis in meaningful contexts.
for both teacher and learner alike. The grammar box
Memorization (see page x) is a key feature of exercises
summarizes the information learners arrive at through
within the unit and in the Review lessons.
completing discovery tasks and it also acts as a focus for
tasks that then analyze the form, meaning, and use of the Life Second Edition teaches vocabulary in a range of different
grammar structures, as appropriate. A variety of task formats ways. This eclectic approach takes account of recent research
have been used to do this, usually beginning with accessible and builds on tried and tested methods. There is additional
check questions. This approach is highly motivational practice of the vocabulary input in the Workbook. There is
because it actively engages learners in the lesson and allows also frequent practice of useful expressions, collocations,
them to share and discuss their interpretation of the new idioms, and phrasal verbs as well as everyday lexis.
Introduction xi
Introduction
The specific sections dealing with new lexical input are: Assessment
1 Lexical sets Students and teachers can assess progress in the following
ways:
Some of the benefits associated with teaching words in
lexical sets are: • Each unit in the Student Book finishes with a Review
lesson where students do the exercises and complete a
• learning words in a set requires less effort
number of “can-do” statements linked to the objectives of
• retrieving related words from memory is easier the unit.
• seeing how knowledge can be organized can be helpful • There are end-of-year tests that follow the format of
to learners international exams on the Life website.
• it mirrors how such information is thought to be stored in • There is a Check! section at the end of each unit in the
the brain Workbook for students to check what they have learned
• the meaning of words can be made clearer by comparing (general knowledge as well as language).
and contrasting them to similar words in the set
Each unit usually has two or more lexical sets. The lexical Lessons in a Student Book unit
sets also cover commonly confused words. There is Opener: a one-page introduction to the unit that gets
evidence to suggest that once students have learned one students interested in the topic
or more of the words that belong to a group of commonly
A and B: double-page lessons that teach grammar and
confused words (e.g., job and work), it’s useful to compare
vocabulary through reading and listening texts
and contrast these words directly to clarify the differences
(or similarities) in meaning. Life Second Edition focuses on C: a double-page lesson that focuses on reading
these groups of words as and when they come up. comprehension and critical thinking
D: a one-page lesson that teaches functional/situational
2 Word focus
language
The word focus sections take high-frequency words and
E: a one-page lesson that teaches a writing skill and the
give examples of the different meanings they can have
features of a text type
according to the contexts in which they appear, and the
different words with which they collocate. At higher levels, F: a double-page video lesson
there is increased exposure to idioms and colloquial usage. Review: a one-page lesson of practice activities, memory
The Workbook and CPT expand the range of phrases and booster activities, and “can-do” check statements
expressions generated by these key words and provide more
practice. Components
3 Word lists • Student Book
Each level has a comprehensive word list that covers all • Workbook + downloadable audio
of the vocabulary either at the level or above the level of • Teacher’s Guide
the student. The rich headword entries include phonetics,
• Classroom DVD
definition, part of speech, examples, collocations, word
family, and word family collocates. These are available on • Classroom Audio MP3 CD
the Student App and on the Life website as PDFs. • Student Web App
Learning skills • Student eBook
There is a comprehensive learning skills syllabus in the • Online Workbook
Workbook. This covers traditional learning skills, such as • Website: NGL.cengage.com/life
recording new vocabulary, using a dictionary, remembering • Classroom Presentation Tool
new vocabulary, planning study time, and assessing your
own progress.
xii Introduction
Lesson type
Unit opener
This single page introduces the unit topic and lists the unit contents.
Unit 7 Daily life

An impactful photograph serves as
an engaging starting point for the
unit and provokes class discussion.
The unit lesson headers let students

see what they will be studying and
stimulate their interest.
The festival of colors—the Holi festival—in Kolkata, India
F E AT U R E S 1 Work in pairs. Look at the photo and the caption.

Warm-up exercises get students
1 Where are the people? 2 What is the celebration? talking about the topic and
82 Day and night
Daily routines 2 103 Work in pairs. Listen to information about the introduce them to key vocabulary.
Holi festival. Circle the correct option.
84 Join the club
1 The Holi festival is in December / March.
Free-time activities 2 It’s a celebration of new life / family life.
86 A year in British 3 104 The Holi festival is a celebration of spring.
Columbia, Canada Listen and repeat the words for the four seasons.
Seasons of the year
90 The elephants of
Each unit opener lesson contains a
Samburu Listening exercise that develops the
A video about elephants spring summer fall winter topic.
in Kenya
4 Work in pairs. Which months are the seasons in
your country?
81
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Introduction xiii
Lessons A and B
Grammar and vocabulary
These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts.
7a Section
?? Day andHead
night
a 5 b 3 2 Match the pictures (a–g) with the
sentences (1–7) in Exercise 1.
3 Work in pairs. Write seven true
or false sentences about your
routines. Read the sentences to
c 4 d 7 e 6 your partner. Find your partner’s
false sentences.
I get up at five o’clock. False.
Reading
f 1 g 2 4 Work in pairs. Look at the photo
The primary focus is on the and the caption. Where is it? What
topic content before the kind of class is it? Shanghai
an exercise class
learner’s attention is drawn to 5 Work in pairs. Read about Chen
the target grammar structures. Hong’s routine. Is it similar to
yours?
106
Vocabulary routines
DAY
&
My name’s Chen Hong. I live
with my husband and parents
1 Listen and complete the
105
in Shanghai. Every day, I get
sentences with times and places.
AND up at 5:30. I go to an exercise
class. My husband and parents
1 I get up at six o’clock .
2 I have breakfast at six thirty . NIGHT don’t go to the class. After the
class, I have breakfast with my
3 I start work at seven o’clock . friends. I start work at 8:30. At
Chen Hong’s day
4 I have lunch in a cafe . noon, I have lunch. I don’t work
5 I finish work at five forty-five . in the afternoon. In the evening, I make dinner. We eat
home at eight o’clock. Then we watch TV. I go to bed at 10:30.
6 I have dinner at .
7 I go to bed at eleven thirty .
Target grammar is presented

through texts in the first two
spreads of each unit. These Grammar simple present I/you/ Grammar prepositions
we/you/they of time
texts are authentic reading and A morning exercise class on the Bund (riverside) in Shanghai
SIMPLE PRESENT I/YOU/WE/YOU/THEY PREPOSITIONS OF TIME
listening texts, adapted for I/You/We/You/They
eat at eight o’clock.
level as necessary, which use 82 Now look at page 170.

don’t work in the afternoon.
the target language in natural at eight o’clock in the morning

6 Look at the grammar box. What is the negative
and appropriate linguistic form of the simple present? Circle the negative
contexts. Such texts not only 905626_U07_081-092_FP_Doubleink032218.indd 82
verbs in Day and night.
16/08/18 5:24 PM
aid comprehension, but present 7 107 Complete the text about Roberto with these
verbs. Listen and check.
on Tuesday/Tuesdays at night
good models for the learner’s finish get up go not / go

Now look at page 170.
own language production have have start work 9 Look at the expressions in the
through a variety of voices grammar box. Underline similar
expressions of time in the texts
and genres. The main input A night in Chile
I’m Roberto. I’m married and I 1 have two children. I
Day and night and A night in Chile.
alternates between reading 2

work in an observatory in Chile. I 3 start work 10 Complete the sentences with the
at nine o’clock at night. I 4 finish work at 2:30 in the correct preposition.
and listening on these first morning and I go home and go to bed. At eight o’clock,
5 get up 1 They don’t work at night.
I and I 6 have breakfast with my wife
two spreads. and children. They 7
8 don't go
go to school at 8:30. They 2 I don’t go to school in the
to school on Saturdays and Sundays. afternoon.
3 They watch TV in the
evening.
4 We finish lunch at two
o’clock.
5 You work on Saturdays.
Speaking my
The grammar practice tasks within the unit are 11 Work in pairs. Find things you
both do at the same time. You can
linked to the presentation text and topic, and 8 Work in pairs. Write one affirmative and one use some of these verbs.
negative sentence with the bold verbs.
are thus content-rich in the same way. They 1 I work at home / in a store.
eat have get up go
start study finish
move from more supported exercises through I work at home. I don’t work in a store.
2 I go to bed at ten o’clock / at midnight.
to more challenging tasks. 3 You study English / Spanish.
I eat at noon.
I eat at 12:30.
4 My friends have a class at 7:30 / at 8:30.
5 I like burgers / fish. We don’t eat at the same time.
Unit 7 Daily life 83
xiv Introduction
7b Join the club
Vocabulary hobbies Listening
1 108Match the words (1–8) with the 4 109 Listen to four people talk about their
pictures (a–h). Listen and check. hobbies. Complete the chart.
1 climbing 5 reading What? When? Why?
2 cooking 6 shopping Andy climbing 1 Sundays it’s exciting
3 dancing 7 singing
4 painting 8 walking Tina 2 singing in her free 3
it’s fun Clear examples of form and use are given
time
a 5 b 2
Naga 4 cooking in the 5
it’s nice
on the page in a simple summary box. This
evening supports the learners and is a checkpoint for
Paul painting 6
Saturdays 7
it’s interesting both teacher and learner alike as it summarizes
the information the learner will have arrived
5 110 Match the questions (1–4) with the at through completing the discovery tasks. A
c 3 d 7
answers (a–d). Listen and check. cross-reference is provided to more detailed
1 Do you climb every day? b information and additional exercises at the back
2 Do your friends sing? a of the book. These are suitable both for use in
3 Do you cook for your friends, too? c
class and self-study, according to the needs of
4 Do you paint pictures of people? d
the learners.
a No, they don’t. They play the guitar and
e 4 f 8 the piano.
b No, we don’t. We climb on Sundays.
c Yes, I do. They love my food!
d Yes, we do.
Grammar simple present

questions I/you/we/you/they
g 1 h 6
SIMPLE PRESENT QUESTIONS
I/YOU/WE/YOU/THEY
Do I/you/we/you/they listen to music? A variety of task formats are used to lead
Yes,
I/you/we/you/they
do. learners to analyze the form, meaning, and use
No, don’t.
of the grammar structures, as appropriate.
2 108 Listen again and repeat the
words. 6 Work in pairs. Look at the grammar box.
3 Work in pairs. Add your own hobbies Then practice the questions and answers in
to the list in Exercise 1. Exercise 5.
84
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Climbing is a popular hobby.
7 Work in pairs. Put the words in order to 9 Pronunciation intonation in

make questions. Then answer the questions. questions
1 do / you / every Saturday / a 111 Listen again and repeat the
climb / ? questions from Exercise 8.
2 enjoy / you / doing exercise / do / ?
3 you and your friends / do / go walking / ? b Work in pairs. Ask and answer the
4 do / of your friends / you /take photos / ? questions from Exercise 8.
5 your parents / listen to music / do / ?
6 your friends / play ping-pong / Speaking my
in the evening / do / ? 10 Work in pairs. Add four questions about
A final task on each spread allows learners to create their 8 111 Work in pairs. Write questions with hobbies to the list in Exercise 8. Then
own output. It is structured so that learners have the the words. Listen and check. work as a class. Ask questions. Find one
person for each activity.
opportunity to use the target grammar as well as other 1 shopping (you / enjoy)
Do you enjoy
2 newspapers (you / read)
target language (such as vocabulary) in a meaningful and 3 dancing (your friends / go) shopping, Bruno?
personalized context. These final tasks have a variety of 4

5
basketball (you and your friends / play)
climbing (you / go)
Yes, I do.
formats, including discussions, personal narratives, and 6 TV (you and your friends / watch)
task-based activities (ranking, etc.). The emphasis, from the

learner’s perspective, is on content and fluency rather than Unit 7 Daily life 85
grammatical accuracy.
Introduction xv
Lesson C
Reading
This is a double-page reading lesson. The reading text is always on the right-hand page, and the activities are on the left.
7c A year in British Columbia,

Canada
Vocabulary weather Grammar simple present
1 112Look at the pictures. Listen and Wh- questions
repeat the words. SIMPLE PRESENT WH- QUESTIONS
What do?
Where I/you go?
Who do we/you/they go with?
Why people go to the beach?
When eat?
cloudy 4 rainy 3 snowy 1
7 Look at the grammar box. Circle the

Wh- question words in the article.
sunny 2 windy 4 8 Complete the questions with what, where,
2 113 Listen to people from four places.
who, why, or when.
Write the numbers (1–4) next to the 1 Where do you go in summer?
weather words in Exercise 1. 2 What do you do in fall?
3 Who do you go cycling with?
Critical thinking activities require 3 Work in pairs. Describe the weather for 4 Why do you like winter?
seasons in your country.
students to engage with the
reading texts at a deeper level Reading Speaking my
and show real understanding— 4 Read the article. Match the paragraphs
9 Work in pairs. What’s your favorite
not just reading comprehension. season? Ask and answer questions. Use
(1–4) with the photos (a–d).
these ideas.
This training—in evaluating 5 Work in pairs. Underline the things • Why / like …? • Where / go?
texts, assessing the validity people do in each season. Do people do • What / do? • Who / go with?
and strength of arguments, the things in the article in your country? • When / do …?
and developing an awareness Why do you like I like to ski.
of authorial techniques—is Critical thinking finding winter?
clearly a valuable skill for those information
students learning English for 6 Which words tell you about the weather
academic purposes (EAP), in British Columbia? Find them in the
passage, and write them below. 114
where reflective learning is a 3
Summer: hot, sunny A Y E A R I N
essential. However, it is also cloudy, rainy
Fall: B R I T I S H
very much part of the National Winter: cold, rainy, snowy
Geographic spirit, which Spring: cloudy, rainy CO LU M B I A ,
encourages people to question C A N A DA
assumptions and develop
86
their own well-informed and b 2
S U M M E R
reasoned opinions. Where do people go in summer? 1
Summer is a great time for vacations
905626_U07_081-092_HiRes_doubleink031418.indd 86 16/03/18 here.
3:07 PM The weather is hot and sunny.
People go to the beach. They cook
and eat outside. I go to Vancouver
Island with my family. We go
swimming in lakes and rivers.
F A L L
What do people do in fall? 2
In fall, classes start. Children go

c 4 to school. Students go to college.
It’s cloudy and rainy. Trees change
color from green to brown. I think
it’s a beautiful season.
W I N T E R
Where do people go in winter? 3
In winter, it’s cold, rainy, and
snowy, too. A lot of people stay
at home. They watch TV, read
books, and cook winter food.
Winter is my favorite season. I like
winter sports. I go to Whistler. It’s
in the mountains. I go skiing and
d 1
climbing.
S P R I N G
Why do people like spring? 4
In spring, it’s cloudy and rainy, but
it isn’t cold. Flowers open, birds
sing, and trees are green. People
go cycling and running. They meet
friends and they go for walks.
xvi Introduction
Lesson D
Real life
This is a one-page functional lesson focusing on real-life skills.
7d
?? Section
What’s Head
the matter?
The D lessons have clear “Real life”

Vocabulary problems Real life problems functional aims.
1 115 Look at the pictures and listen. 4 116 Listen to the conversation. Write
Match the expressions you hear (1–5) D (Dad), P (Paul), or A (Anna).
with the pictures (a–e). 1 D is cold and thirsty.
a 4 bored b 1 cold c 5 hungry 2 P is cold and tired.
3 A is bored.
The key expressions are made
5 Listen again. Complete the mom’s
116
memorable through an activation
suggestions.
activity.
1 Why don’t you have some coffee ?
2 Why don’t you have a sandwich ?
3 Why don’t you go swimming ?
d 3 thirsty e 2 tired
PROBLEMS
What’s the matter?
I’m hungry/thirsty/cold/tired/hot/bored.
It’s cold/hot.
I don’t feel well.
I don’t understand. The pronunciation syllabus covers
Why don’t you have a cup of tea? sounds and spelling, connected
expressions from Exercise 1.
speech, stress, and intonation.
6 Pronunciation sentence stress
3 Work in pairs. Tell your partner the 117 Listen to and repeat the three
problems in Exercise 1. Take turns. sentences. Which words are stressed?
I’m hungry! 7 Work in pairs. Look at the vocabulary in
Exercise 1 and the expressions for talking
I’m tired! about problems. Take turns to talk about
problems and make suggestions.
88
Introduction xvii
Lesson E
Writing
This is a one-page writing lesson. All the text types that appear in international exams are covered here.
7e Meet our club members

Every E lesson focuses on and Writing a profile
explores a specific text type. PLT Photography club
1 Read Hans’s profile. Are the sentences
true (T) or false (F)? Meet our members. Come and join us!
Hans is:
HANS
1 a student. T F
2 married. T F
3 in a photography club. T F
Every writing lesson includes a model. 2 Writing skill paragraphs

a Read Hans’s profile again. Write the
number of the paragraph (1–3).
3 interests
1 professional information
2 family/friends 1 I’m an engineer. I work at PLT Engineering.
A different writing skill is presented b Read the paragraphs of Jenna's profile 2 I’m married and I have three children. We
live in a small town near my company.
and practiced in every E lesson. (a–c). Put them in order (1–3).
3 I like photography. I’m in the PLT
a I live with three friends in the city. We photography club. In winter, we meet on
live in a small house on a busy street. 2 Sundays. We go out and take photos. In
summer, I go on vacation with my family. I
b I like sports and photography. I go to take a lot of photos of my children and the
sports events and take photos. 3 places we go to.
c I’m a student at City College. In the
summer, I work at PLT Engineering. 1
c Work in pairs. Read Luther’s notes. Write
three paragraphs. JENNA
Students always finish with a a teacher engineering
productive task. my wife and children City College
animals photos
3 Make notes for your own profile. Write

about:
•work/school •family/friends •interests
4 Use your notes to write three paragraphs.
Check the paragraph order, spelling, and
Students are encouraged to take part punctuation.
in peer review and correction.
5 Give your profile to your partner. Find
two things you have in common.
xviii Introduction
Lesson F
Video lesson
This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page,
and the activities are on the right.
7f The elephants of Samburu This section introduces

students to the topic of the
video and engages them in
a pre-watching task. It also
introduces students to new
vocabulary used in the video.
This section allows students

to respond to the video as
a whole and take part in a
discussion or task that leads
on from the context and
theme of the video.
Before you watch 5 7 Read the sentences. Watch the video

again. Circle the correct option.
1 Work in pairs. Look at the photo and
the caption. Where does this elephant 1 Nick Nichols is a photographer / student.
An elephant at night in Samburu National Reserve in Kenya live? 2 Daniel Lentipo can speak to /
identify individual elephants.
2 Key vocabulary 3 Nick and Daniel follow the elephants
for four / ten hours every day.
a Read the sentences. Match the bold 4 Elephants raise their trunks
words (1–5) with the pictures (a–e). to greet other elephants / when they are thirsty.
90 5 Elephants lie down / stand to sleep.
1 My friend has a new jeep. It’s fast.
2 I lie down after lunch on Sunday.
6 7 Work in pairs. Watch the video again.
3 Raise your hand if you know the
Write: Answers will vary
answer.
4 I take a bath in the morning. 1 five things the elephants do every day.
drink, take baths, eat, greet their family members,
905626_U07_081-092_HiRes_doubleink031418.indd 90 16/03/18 3:07 PM 5 The elephant has a long trunk. sleep
2 three things Nick and Daniel do every day.
a 3 b 4 c 1 take photos, follow elephants, get up early
After you watch

7 Complete the text with these verbs.
d 2 e 5
drive follow get up start take walk work
Nick Nichols and Daniel Lentipo 1 work at

the Samburu National Reserve. They 2 get up
early every day. They 3 start work early.
b 118 Listen and repeat the bold They 4 drive a jeep and 5 take photos
words. of the elephants. The elephants 6 walk
3 Work in pairs. The video is about many kilometers every day. Nick and Daniel
elephants in Kenya. Circle the option sometimes 7 follow the elephants from
you think is correct. morning to night. Nick’s photos of sleeping
elephants are very beautiful.
1 Elephants live in family groups /
alone. 8 Work in pairs. Ask and answer questions
These exercises assist with 2 Elephants like / don’t like water. using these ideas.
comprehension of the video 3 Elephants eat plants / animals. • What / favorite animals?
• Why / like them?
itself, both in terms of what While you watch • Where / live?
students see and what they 4 7 Watch the video. Check your • What / do?
answers from Exercise 3.
hear. The tasks also exploit the
language used in the video.
Introduction xix
Review lesson
This is the one-page review lesson found at the end of every unit.
UNIT 7 REVIEW AND MEMORY BOOSTER

Grammar Vocabulary
1 Complete the text with the words below. 4 Complete the adjectives. Write W (weather)
and P (people).
Grammar and vocabulary from the unit movies dinner food Friday music
1 bor e d P 5 s u nny W
are clearly signposted and systematically W P
2 cl o u dy 6 th i rsty
reviewed to reinforce students’ learning. 3 h ungry P 7 t i r e d P
4 sn o wy W 8 w i ndy W
5 ❯❯ MB Work in pairs. Ask and answer

questions with the adjectives from
Exercise 4. Take turns.
What do you do when
I read a book.
you’re bored?
Every review lesson concludes with a I CAN

David and Yann are brothers. They have
“Real life” activity that allows students to an internet company. From Monday to talk about the weather
consolidate the functional language from 1 Friday , they start work at seven talk about problems (adjectives)
the unit. o’clock. They finish work in the evening,
and they have 2 dinner at a restaurant. Real life
They like the same 3 food . On
weekends, they don’t do the same thing. 6 Complete the sentences with the words.
David and his friends play 4
music in Then put the sentences in order (1–4) to
a band. Yann and his girlfriend go to the make a conversation.
5 movies . I’m No What’s Why
2 Work in pairs. Write questions. Why don’t you eat this pizza? 3
1 David and Yann / brothers? I'm hungry. 2
Memory Booster activities are specifically 4
2 they / work / in the same place? No , thanks—it’s cold.
designed to enable students to recall and 3 where / they / have dinner? What's the matter? 1
activate new words more easily. 4 they / like / the same food?
5 Yann and his girlfriend / play music? 7 Work in pairs. Use these ideas to practice
similar conversations. Take turns to start.
3 ❯❯ MBWork in pairs. Take turns.
1 thirsty / cup of coffee
Student A: Ask the questions in Exercise 2.
2 hot / drink some water
Student B: Answer the questions.
3 don’t understand / use a dictionary
I CAN
I CAN
say what people do every day (simple
talk about problems
present)
make suggestions
“Can-do” statements give students the say when people do things (prepositions of
time)
opportunity to assess their own learning.
92
xx Introduction
UNIT 1 UNIT 2 UNIT 3
HELLO VACATIONS FAMILY AND
FRIENDS

CITIES MY THINGS WE LOVE IT!

DAILY LIFE WORK AND TRAVEL
STUDY

FAMOUS PEOPLE TRUE STORIES THE WEEKEND
xxi
Unit 1 Hello
Opener Extra activity
1 1 Give each student in your new class a card. Tell them to
• Ask students to look at the photo. Play the recording. fold the card in half, write their name on it, and place the
Students listen and read. card on the desk in front of them. Write your name on the
board. You can then greet students by saying Hi, Ana or
Hello, Rolf, and invite the students to respond. This activity
Background information
will help students learn each other’s names, and how they
Life 1 Second Edition introduces students to real people are written.
who work for National Geographic. David Doubilet is a You can then use these cards in a getting-to-know-you
well-known underwater photographer. In the photo, he is game. Collect the name cards and hand them out randomly.
with a large fish called a potato cod at the Great Barrier A student has to say Hi, Ana (reading the name on the
Reef off the coast of Australia. card), and Ana must reply Hello, I’m Ana in order to
reclaim her name card.
2 1
• Play the recording again. Students listen and repeat. Please refer to page 182 for Teacher Development notes
on teaching beginners.
3
• Say Hello, I’m … and your name. Say this three or four
times to model the pronunciation and intonation.
• Nominate individual students to introduce themselves
by saying Hello, I’m …
4
• Ask pairs to practice saying Hello, I’m … to each other.
• Ask students to introduce themselves in larger groups
or ask them to walk around the class and introduce
themselves to each other.
9a
Unit 1 Hello
David Doubilet in the

Pacific Ocean, Australia
F E AT U R E S 1 1 Look at the photo. Listen and read.

Hello! I’m David.
10 People
People from National 2 1 Listen again and repeat.
Geographic 3 Say your name.
12 People and places Hello! I’m .
People, cities, and 4 Work in pairs.
countries
Hello! I’m Dani.
14 Phone calls from
New York Hello! I’m Lee.
Phone calls from
New York
18 My top ten photos

A video about National
Geographic photos
9
1a People
Listening
1 2 Listen and read.
1 2 3
D: Hello. I’m David. D: Hi! I’m David Doubilet. D: Hello. I’m David Doubilet.
M: Hi. I’m Mireya. M: Hello. M: I’m Mireya.
D: Mireya Mayor? D: Oh! You’re Mireya! D: Mireya?
M: Yes. M: Yes. I’m Mireya Mayor. M: Yes. M–I–R–E–Y–A.
D: Hi. Nice to meet you.
N A T I O N A L G E O G R A P H I C P E O P L E
David Doubilet Mireya Mayor
10
1a People
Lesson at a glance
• listening: introductions
• vocabulary: the alphabet
• grammar: be: I + am, you + are
• speaking: introductions
Listening
1 2
• Ask students to look at the two photos on the page.
Point to each photo and say the names of the people
(David Doubilet and Mireya Mayor).
• Play the recording. Students listen and read the
conversations.
Extra activity
Ask students to work in pairs to read out the conversations,
taking turns to play the parts of David and Mireya.
Mireya Mayor (born 1973) is an American scientist and
explorer, and a wildlife correspondent for the National
Geographic Channel.
David Doubilet (born 1946) is a well known National
Geographic underwater photographer.
1a People 10a
Vocabulary the alphabet 5
2 3 • Model the activity by spelling out one or two words for
the class to identify.
• Give students some information about the English
alphabet. Then play the recording. Ask students to • Ask pairs to take turns to spell and guess the words.
listen and repeat the alphabet. Monitor closely, and prompt or correct students if they
say letters or words incorrectly.
Background information 6 6
The English alphabet consists of 26 letters. Each has an • Pre-teach the word double. Write mm and ss on the
uppercase (or “capital”) and a lowercase form. Five of board. Say double m and double s.
these letters are vowels (a, e, i, o, u). They are shown in
yellow in Exercise 2. The remaining 21 are consonants.
• Tell students they are going to listen to four short
conversations. Play the recording. Ask students to listen
3 4 and write the names. Let students compare answers
before checking with the class.
• Start by reading out the letters that are already in the
chart and asking students to repeat them back to you.
Alternatively, draw the chart on the board, point to the
letters that are already in it, and ask students to read the These are all common spellings of names in the English-
letters out together. speaking world. Bryan can also be spelled Brian.
• Tell students that they are going to hear all the letters
7
in the chart, and that they should write the missing
letters. Play the recording. Students listen and complete • Organize the class into pairs. Students take turns to
the chart. Let students compare answers in pairs before spell their names and write their partner’s names.
checking with the class. • Ask students to walk around the class and spell their
names to their other classmates.
Pronunciation notes
Point out some of the more unusual pronunciations: H (“aitch”), Grammar be: I + am, you + are
Y (“why”) and W (“double U”). Q is pronounced /kjuː/. 8
Note that Z is pronounced /ziː/ in American English and • Read the grammar box to the class. Ask students to write
/zed/ in British English. I or you in the blanks in Exercise 8. Let students compare
answers in pairs before checking with the class.
4 5
• Tell students to look at the pictures and words. Refer students to page 158 for further information and
practice.
• Play the recording. Ask students to listen and repeat.
• Optional step Point to objects in your classroom, like Please refer to page 158 for Grammar and Pronunciation
the board or a book. Say the words for the objects and notes on spoken English.
ask students to repeat. Then point and ask students to
remember and say the words. Have students work in Speaking my
pairs and test each other.
9 7
• Tell students they are going to listen to two people
Audioscript 5
introduce themselves. Play the recording. Students
a board b book c chair listen and read.
d desk e door f window • Ask students to walk around the class and mingle to
practice similar conversations using their own names.
Pronunciation notes • Join in with the mingle. It’s a good opportunity to
In English, sounds and spellings often do not match. In
model Nice to meet you, and to prompt students to
board, o–a combine to make the long vowel sound /ɔ:/. In improve and refine their conversations.
chair, a–i–r combine to make the diphthong /eər/. The o–o in
book is pronounced /ʊ/, but the o–o in door is pronounced Audioscript 7
/ɔ:/. The w at the end of window is silent. Students should
attempt the correct pronunciations heard in the recording, C: Hi, I’m Carlos.
not sound out individual letters.
S: Hello. I’m Sonia. Nice to meet you, Carlos.
C: Nice to meet you, Sonia.
Please refer to page 182 for Teacher Development notes on
using a variety of interaction styles.
11a Unit 1 Hello

Vocabulary the alphabet 5 Work in pairs.
Student A: Say the letters.
2 3 Listen and repeat. Student B: Say the word.
Aa Bb Cc Dd Ee Ff Gg
C–H–A–I–R
Hh Ii Jj Kk Ll Mm Nn Chair.
Oo Pp Qq Rr Ss Tt Uu
Vv Ww Xx Yy Zz Yes!
3 4Say the letters. Listen. Write the

6 6 Listen. Write the names.
letters.
1 Paula
A B L I O Q R 2 Bryan
H C M V U 3 Simon
J 4 Anna
D N W
K E S 7 Work in pairs.
Student A: Spell your name.
G X Student B: Write the name.
P Z
Grammar be: I + am, you
T
+ are
V
BE: I + AM, YOU + ARE
4 5 Listen and repeat. I’m David.
You’re Mireya.
a b (I’m = I am, You’re = You are)
8 Write I or You.
board book S: Hello. I ’m Sandra.
K: Hi!
c d S: Oh! You ’re Kim!
K: Yes, I ’m Kim Smith.
Speaking my
chair desk
9 Listen and read. Speak to other
7
students.
e f Hi, I’m Carlos.
Hello. I’m Sonia. Nice
to meet you, Carlos.
Nice to meet you, Sonia.
door window
Unit 1 Hello 11
1b People and places
Reading
PEOPLE AND PLACES 1 8 Read and listen.
2 Write the words in the chart.
Photo 1 Photo 2
Name Jane Lukas
Country Argentina South Africa
Nationality Argentinian South African
Vocabulary countries and

nationalities
3 9Write the words in the chart. Listen
and check.
Egyptian Mexico
1
Spanish the United States
This is Jane. She’s from Buenos
Aires. It’s in Argentina. Jane is
Country Nationality
Argentinian.
1 Brazil Brazilian
2 Egypt Egyptian
3 Italy Italian
4 Mexico Mexican
5 Spain Spanish
6 the United Kingdom British
7 the United States American
8 Vietnam Vietnamese
4 Pronunciation word stress

Listen and repeat the countries.
10
Copy the stress.
Brazil Mexico
Grammar be: he/she/it + is

BE: HE/SHE/IT + IS
He from Russia.
She is Russian.
2
This is Lukas. He’s from Cape It in Russia.
Town. It’s in South Africa. (He’s, She’s, It’s = He is, She is, It is)
Lukas is South African.
12
1b People and places
The United States of America is generally called “the US”
or “the United States,” or just “the States” by Americans
Lesson at a glance themselves. They tend not to call it “the USA” or “America”
(two terms which are commonly used in Great Britain).
• reading: people and places
• vocabulary: countries and nationalities The United Kingdom (the UK) comprises Great Britain
and Northern Ireland. Great Britain (or Britain) is made
• pronunciation: word stress
up of three countries: England, Scotland, and Wales
• grammar: be: he/she/it + is
(nationalities: English, Scottish, and Welsh).
• vocabulary: numbers 1–10
• speaking: a quiz
Pronunciation word stress
Reading 4 10
1 8 • Tell students that they are going to listen to two words
and note where the word stress, or strong beat, falls.
• Ask students to look at the photos. Tell them they
Play the recording. Students listen and repeat. Make
are going to listen to the two short texts about Jane
sure they attempt to stress the words in the correct place.
and Lukas.
• Optional step If your students need clarification, clap
• Play the recording. Students read and listen.
out the syllables of each word. For example, in the case
Please refer to page 182 for Teacher Development notes of Mexico, clap loudly once and then quietly twice to
on reading and listening. represent the one strong and two weak syllables.
2 Extra activity
• Ask students to read at their own pace and copy the
If you have students from a variety of countries in your
required information into the chart. Let students
class, write the English name for each student’s country,
compare answers in pairs.
mark the stress, and ask students to listen and repeat.
• In feedback, write the chart on the board and ask Alternatively, read out these countries and ask students to
students to come to the board to write in the answers. mark the stress: China, Germany, Japan, the United States.
Pronunciation notes
Buenos Aires is the capital of Argentina.
The strong stress in country names is often on the first
Cape Town is South Africa’s legislative capital. syllable, but not always. The stress in nationalities is
dictated by the suffix used. Nationalities ending -(i)an
or -ish are usually stressed on the syllable before the
Vocabulary countries and nationalities
suffix: Argentinian, British, Italian, Spanish. Nationalities
3 9 ending -ese have a strong stress on the suffix: Portuguese,
• Ask students to complete the chart using the words Japanese, Chinese, Vietnamese.
in the box. Then play the recording. Students listen
and check.
• Optional step Write the chart on the board. Add the
countries and nationalities of your students to the chart.
Extra activity
Bring a large world map to class or project a world map
for the class to see. Check that students know where the
countries are. Point and elicit the country names and
nationalities.
Please refer to page 158 for Grammar notes on cities,

countries, and nationalities.
1b People and places 12a

Grammar be: he/she/it + is ANSWERS
5 five: Spain two: Egypt
• Read the grammar box on page 12 of the Student Book seven: the United States one: Brazil
to the class. Ask students to look at the photos and write four: Mexico eight: Vietnam
he’s, she’s, or it’s in the sentences. Let students compare
six: the United Kingdom three: Italy
Refer students to page 158 for further information and
practice. Audioscript 12
Please refer to page 158 for Grammar and Pronunciation five, two, seven, one, four, eight, six, three
notes on he's, she's, and it's.
10 13
6 • Play the recording. Pause the recording after each
• Ask students to write their information in the chart. country and ask students to say the corresponding
• Model this activity by drawing the chart on the board number. Listen carefully to ensure that students are
and completing the information about yourself. pronouncing the numbers correctly.
• Ask students to show their charts to their partners
and make sentences in the first person using I. Model
ANSWERS
this activity by giving information about yourself. For See answers for Exercise 9.
example, say: I’m Chris. I’m from California. It's in the US.
I’m American.
Audioscript 13
7
Spain, Vietnam, Egypt, Brazil, the United States, Mexico,
• Students tell the class about their partner, making
the United Kingdom, Italy
sentences in the third person with he or she. Again,
model the activity first with information about one of
the students in your class. For example, say: Ana is from Speaking my
Madrid. It’s in Spain. She’s Spanish.
11 14
Please refer to page 182 for Teacher Development notes • Ask pairs to read and take the quiz. Tell students to
on drilling from verbal prompts. guess if the sentences are true (T) or false (F). Ask
students to correct the sentences they think are false.
Vocabulary numbers 1–10 • Play the recording. Students listen and check their
8 11 answers.
• Ask students to write the numbers in digits. Play the 12
recording. Students listen and repeat the numbers.
• Ask pairs to create their own around the world quiz by
writing two true and two false sentences. Monitor closely
Vocabulary and pronunciation notes
to help with language and ideas.
Point out the unusual spelling and pronunciation of one • When students are ready, ask pairs to read out their
/wʌn/, two /tuː/, and eight /eɪt/.
sentences. The rest of the class must say True or False
and correct the false sentences.
9 12
• Ask students to look back at the list of countries in
Exercise 3. Ask: What’s two? What’s five? Students say
EXAMPLE ANSWERS
the countries (Egypt, Spain). Toshiba is Vietnamese. (False. It’s Japanese.)
• Play the recording. Pause the recording after each Curry is from Spain. (False. It’s from India.)
number and ask students to say the country. Encourage Rugby is American. (False. It’s British.)
students to use the correct word stress and pronunciation Rio de Janeiro is in Argentina. (False. It’s in Brazil.)
by modeling again any countries that they struggle with.
13a Unit 1 Hello

5 Look at the photos. Write He’s, She’s, or It’s. 9 12 Look at the chart in Exercise 3.
1 2
Listen. Say the country.
“five” Spain
10 13 Look at the chart in Exercise 3.

Listen. Say the number.
Tran Juan “Spain” five
3 4
Speaking my
11 14 Work in pairs. Take the quiz. Are the

sentences true (T) or false (F)? Listen and
check.
Krishnan Marina Baseball is Russian.
False. It’s American.
1 Tran is from Hanoi. It’s in
QUIZ
Vietnam. She’s Vietnamese.
2 Juan is from Santiago. It’s in TRUE OR
Chile. He’s Chilean. FALSE?
3 Krishnan is from Chicago. It’s
a r o u n d t h e w o r l d
in the United States. He’s
American. F F
4 Marina is from Milan. It’s in
Italy. She’s Italian.
6 Write your information. Show your
01 02
partner.
Baseball is Pasta is from
You Russian. South Africa.
Name T
City
Country
Nationality
7 Tell the class about your partner.

Kira is from Paris. It’s in France. She’s French.
F
03 Jaguar is
British.
Vocabulary numbers 1–10

8 11Write the numbers (1–10). Listen
04
and repeat.
Flamenco is
0 zero 4 four 8 eight from Italy.
1 one 5 five 9 nine
2 two 6 six 10 ten 12 Work in pairs. Write an around the world quiz.
3 three 7 seven Write four sentences. Test the class.
Unit 1 Hello 13
1c Phone calls from New York
Reading Vocabulary greetings
1 Read Phone calls from New York on page 15. 7 Write the expressions in the correct
17
Underline four countries. places. Listen and repeat.
2 Read again. Write the names. Bye Hello
1 Nelson is a teacher.
2 Ramon is Mexican.
3 Anne-Marie is from Canada.
4 Nina is Indian. Good morning.
Listening 02:00
3 Listen to Anne-Marie. Circle the
15 Good afternoon.
phone number (a or b). Hi.
a 555 730 7121 b 555 760 7101

1
Hello . 07:00
Good evening.
4 16 Listen to Nelson. Write.
1 work phone number 555 736 3100 Good night.
2 home phone number 555 340 2583
Grammar my, your Goodbye.

MY, YOUR
2
Bye .
What’s your phone number? See you later.
My phone number is 555 760 7101.
Critical thinking greetings
5 Write my or your. 8 Good evening and good night have different
R: Hi. 1 My name’s Ramon. meanings. Circle the correct greetings.
N: Hello. I’m Nelson.
... 1 A: Hello.
N: Ramon, what’s 2 your phone number? B: Good evening. / Good night. How are
R: 3
My work number is 555 275 6975. you?
N: What’s 4 your cell phone number? 2 A: Good evening. / Good night.
R: It’s 555 398 9763. B: Goodbye! See you tomorrow!
6 Work in pairs. Ask and answer questions. Which greeting means “hello”? Which
Write your partner’s: greeting means “goodbye”?
home number
cell phone number Speaking my
9 Practice the conversations in Exercise 8

with your classmates.
14
Pronunciation notes
1c Phone calls from New York
In spoken English, two identical numbers together are
often preceded by the word double (e.g., 66 = double six).
Lesson at a glance Three identical numbers are preceded by the word triple
(e.g., 333 = triple three).
• reading: phone calls from New York
• listening: phone numbers Note that English-speakers tend to read out telephone
numbers in groups of three or four digits, separated by a
• grammar: my, your
brief pause.
• vocabulary: greetings
• critical thinking: greetings
4 16
• speaking: greeting people
• Pre-teach the meaning of work and home. Encourage
students to guess the meaning from the context, by
Reading thinking about what different types of phone numbers
1 18 people have.
• Optional step Ask students to look at the map on • Tell students they are going to listen to a conversation
page 15. Ask them to say the names of the ten countries with Nelson. Play the recording. Students listen and
(new to students: Canada, Dominican Republic, India, write Nelson’s phone numbers. Play the recording more
Jamaica, Germany). than once if necessary.
• Point out that the text is about the top ten places that • Let students compare their answers in pairs before
people make phone calls to New York from. checking with the class.
• Ask students to read the article and underline the four
countries the people talk about. Students can listen and Grammar my, your
read along to the recording if required. Let students 5
compare answers in pairs before checking with the
• Read the grammar box to the class. Use a hand gesture
class.
toward a student to signify your, and a hand gesture
2 toward yourself to signify my.
• Ask students to read the article again and complete the • Ask students to write my or your in the correct places in
sentences with the correct names. Let students compare the conversation. Elicit the first answer to get students
their answers in pairs before checking with the class. started. Let students compare their answers in pairs
Vocabulary notes
student = someone who goes to a school or college practice.
family = a group of people who live together and are
Please refer to page 158 for Grammar notes on possessive
related, e.g., parents and children
adjectives.
doctor = someone whose job is to treat people who are ill
teacher = someone whose job is to teach
Listening
3 15
• Lead in by asking students to read out the two phone
numbers. Ask which digits are different.
• Tell students they are going to listen to a conversation
with Anne-Marie. Play the recording. Students listen
and circle the phone number they hear.
• Draw students’ attention to the way that telephone
numbers are read out in English (see Pronunciation
notes).
Teacher’s notes continue on page 15a.
1c Phone calls from New York 14a

Teacher’s notes continued from page 14a. Critical thinking greetings
6 8
• Elicit the questions students should ask each other and • Tell students to read the two conversations and choose
write them on the the board: What’s your home number? the correct greeting.
What’s your cell phone number?
• Let students compare answers in pairs before checking
• Model the activity. Ask the questions and nominate with the class.
individual students to answer them.
• Organize the class into pairs to ask and answer
questions. Tell students that they can give their real Speaking my
numbers or invent numbers if they prefer. Monitor 9
and prompt students as they speak. Correct poor • Model the activity first by practicing the conversations
pronunciation as well as errors of form. with students around the class.
• Ask students to repeat the activity with a new partner. • Ask students to practice the conversations from
This time, ask them to repeat the phone number back to Exercise 8 in pairs.
their partner incorrectly, so that he or she has to correct • Then ask students to mingle and practice the
them. conversations with different students in the class.
Vocabulary greetings Extra activity

7 17 Write different times of day on the board (e.g., 8 a.m.,
• Ask students to look at the chart and complete it with 11 a.m., 2 p.m., 5 p.m., 8 p.m., midnight). Ask students
to stand up and walk round the class silently. Tell them
the missing expressions. In feedback, explain the
that when you say a time, they must stop and talk to
meaning of the expressions by referring students to
the nearest student, imagining that it’s that time. Read
the images. Check students’ understanding by writing out a time at random, e.g., 2 p.m. Students meet and
different times on the board and eliciting from students greet the person nearest to them. When they finish their
which expression they would use. conversation, they walk round silently again until you read
• Play the recording. Students listen and repeat. Model out another time.
and drill the expressions to practice pronunciation.

In English, Good morning is a common expression.
People tend to use it when they meet family, friends, or
colleagues in the morning for the first time. Informally, it
is often shortened to Morning.
Good afternoon and Good evening are reserved for more
formal situations. With family and friends, people tend to
use Hi or Hello instead.
See you later (or the shortened version See you) is a
common alternative to Goodbye.
Note the stress: Good morning, Good afternoon, Good
evening, Goodnight, Goodbye.
In Australia, speakers tend to say Good day (abbreviated
to G’day) as an alternative to Hi. In different parts of the
US, you may hear people use Hey or Howdy rather than Hi.
People usually say Hi or Hello when they answer the phone.
15a Unit 1 Hello

P H O N E C A L L S F R O M N E W Y O R K :
T H E T O P T E N C O U N T R I E S
18
2
the
United
Kingdom
My name’s Nina. I’m a student.
I’m in New York. My family is in
India. I’m Indian.
My name’s Anne-Marie. I’m in New

York. I’m a student. I’m Canadian.
My family is in Canada.
My name’s Ramon. I’m a doctor.

I’m in New York. I’m Mexican. My
family is in Mexico.
My name’s Nelson. I’m Brazilian.

I’m a teacher. I’m in New York. My
family is in Brazil.
Unit 1 Hello 15
1d What’s this in English?
Vocabulary in the classroom 3 Work in pairs. Point to a photo in
Exercise 1. Ask and answer questions.
1 19 Listen. Write the words.
What’s this
It’s a .
1 2 in English?
Can you spell it?

Yes. .
Real life classroom language

bag classroom 4 21 Listen. Look at the classroom
language box.
3 4
5 21 Listen again. Who says each
expression? Write T (teacher) or
S (student).
CLASSROOM LANGUAGE
Good afternoon, everyone. T
computer notebook Sit down, please. T
Open your books. T
Look at page six. T
5 6 Sorry I’m late. S
Can you repeat that, please? S
I don’t understand. S
Can you spell it, please? S
What’s this in English? S
Do Exercise 7 at home. T
See you next time. T
pen pencil
6 Pronunciation questions
7 8
a 22 Listen and repeat the questions from
the classroom language box.
b Look at track 21 of the audioscript on page
182. Practice conversations 4, 6, and 7.
7 Work in pairs. Write the words. Practice
phone table
the conversations.
1 T: Good morning. Sorry I’m late.
2 20 Listen to the words from Exercise 1 S: That’s OK. Sit down, please .
and repeat. 2 S: Can you repeat that, please?
T: Yes. Look at page ten.
16
5 21
1d What’s this in English? • Play the recording again. Students write T (teacher) or
S (students) next to the expressions in the box according
to who says the expression in the recording. Let students
Lesson at a glance
compare answers in pairs before checking with the class.
• vocabulary: in the classroom
• real life: classroom language Please refer to page 158 for Grammar notes on the
• pronunciation: questions imperative form.
Pronunciation questions
Vocabulary in the classroom
6a 22
1 19
• Tell students that they are going to listen to just the
• Draw students’ attention to the photos. Ask students
questions from the Classroom Language box. Play the
to say the names of any of the objects that they already
recording. Students listen and repeat the questions (see
know.
Pronunciation notes).
• Play the recording. Students listen and write the word
• Play and pause after each question and get the class to
for each photo. Let students compare answers in pairs
repeat together. Then prompt some students to repeat
individually.
2 20
Pronunciation notes
• Play the recording. Students listen and repeat the words.
Note that when Can you …? is said at conversational
Pronunciation notes speed the word Can is reduced to /kən/.
The strong stress in the questions is on the key words:
Note the strong stress in the words of more than one
repeat and spell.
syllable: classroom, computer, notebook, pencil.
To make these questions sound polite, the voice should go
Note the weak stress sound /ə/ in the unstressed syllables
up when saying please.
of these words: computer /kəmˈpjuːtər/, pencil /ˈpensəl/,
table /ˈteɪbəl/.
6b
3 • Tell students to look track 21 of the audioscript on
• Write the questions on the board: What’s this in English? page 182. Ask students to work in pairs to practice
Can you spell it? Practice the questions with the class. mini-conversations 4, 6, and 7. Monitor closely and
correct errors of form and pronunciation.
• Revise the pronunciation of letters by eliciting the
complete alphabet and writing it on the board. Point to 7
different letters to elicit the pronunciation of each letter. • Ask students to work in pairs to write the missing
• Have pairs ask and answer the two questions about words. Check answers as a class.
objects in the photos. Monitor the students closely and • Tell students to practice the conversations in pairs.
model the correct pronunciation if you hear errors. Monitor closely and correct errors of form and
pronunciation.
Extra activity
Ask students to repeat the activity with objects they have
in their bags. Students take them out and ask and answer
the two questions. You will need to introduce more words
(e.g., wallet, eraser, headphones).
Real life classroom language

4 21
• Tell students they are going to listen to a recording of
eight short classroom conversations. Ask students to
read the expressions in the box carefully, and to listen
for them in the recordings.
• Play the recording. Ask students which expressions
they heard (all of them are in the recording).
• Use mime or examples to explain meaning (e.g., mime
opening a book or sitting down). Repeat = say again.
1d What’s this in English? 16a

Extra activity
1e My ID
Tell students to write five similar sentences, all in lower
case, to give to their partner. Encourage them to use a
Lesson at a glance range of countries, languages, and nationalities from
those they have studied. When they have completed their
• writing: an identification card
sentences, ask them to exchange sentences with a partner
• writing skill: capital letters and circle the letters that should be capital.
Writing an identification card 3

1 • Ask students to write the information in the correct
place on the ID cards, using capital letters where
• Optional step If students carry ID (identification)
necessary. Complete the first card on the board as an
cards in your institution, invite them to get them out.
example to get students started. Let students compare
Alternatively, show your own ID card. Ask: What
their answers in pairs before checking with the class.
information is on the card?
• Ask students to look at the ID card in Exercise 1 and 4
find the information. Let students compare their • Students design and write their own ID card. You could
answers in pairs before checking with the class. write the following prompts on the board:
Name:
Writing skill capital letters School/Company name:
2a Country:
City:
• Ask students to underline the capital letters on the card.
Language:
Let students compare their answers in pairs before
Nationality:
checking with the class.
5
2b
• Students exchange their finished ID cards with a partner.
• Explain the categories and the use of the initial capital
Encourage students to check their partner’s work
letter (see Vocabulary note).
sensitively and make suggestions for improvement. In
• Ask students to complete the chart using the words feedback, ask for volunteers to draw their ID cards on the
in the gray box. Let them compare answers in pairs board.
Extra activity
Vocabulary note
Use the ID cards for a mingle activity. Tell students to
In English, a capital letter is always used at the beginning imagine that they are at a conference. Ask them to walk
of cities, countries, languages, people’s names, and around the class with their ID cards and meet other
nationalities. “conference delegates.” Have them ask and answer
personal questions about each other using their ID cards
2c as reference.
• Ask students to circle the letters which should be capital
letters. Let them compare answers in pairs before
17a Unit 1 Hello

1e My ID
Writing an identification 3 Complete the ID cards with the
information. Use capital letters.
card
1
dublin
1 Look at the ID card. Circle the name of the sean booth
company and the name of the visitor.
0186693 Washington Mobile Phone International
Name: Sean Booth
City: Dublin
Visitor
Date Name VISITOR 7 /10 /2018
02 / 08 / 2018 Carolyn Anderson
2
american
2 Writing skill capital letters cathy
a Underline on the ID card the capital letters

in the names of the company, place, and
visitor. American Teaching
b Write these words in the chart. Conference
Lisbon
Brazil Portuguese Rio de Janeiro Cathy
Brazilian Nelson Pires
2–4 April Johnson
a name Dan Pillsbury

Nelson Pires
3
a city Boston bangkok
Rio de Janeiro laura davis
a country the United States
Brazil Explore
a nationality American
Brazilian
Bangkok !
a language English
Portuguese
Laura Davis (Director)
c Circle the letters that should be capital
letters. 619127039
1 santiago is in chile.
2 maya davis is a teacher. 4 Write your own ID card.
3 I’m chinese. 5 Work in pairs. Check your partner’s card.
4 I speak french. Check the capital letters.
Unit 1 Hello 17
1f My top ten photos
A woman and a baby

from Nepal
18
Videoscript 1
1f My top ten photos
Hi. My name’s Tom. I’m a photographer. This is my top
ten—my favorite National Geographic photos of people and
Before you watch places.
1 Number one is a photo by Alex Treadway. The woman is
• Pre-teach top ten. Explain that my top ten photos and my from Nepal in the Himalayas. She’s Nepalese.
favorite ten photos mean the same thing. Photo number two is in Nepal, too. This man is also from
• Ask pairs to look at the photo and complete the the Himalayas. This photo is by Cory Richards.
information about Tom using the words in the box. This is photo number three. It’s by James Stanfield. It’s in
Mongolia. It’s evening. The woman is happy.
pre-teaching key vocabulary. Number four is a photo by Michael Melford. This is Ina
Bouker. Ina is American. She’s from Alaska in the United
States. She’s a fisherwoman.
While you watch
Now, number five. This photo is by Jim Blair. He’s an
2 1 American photographer. This photo is in Dhaka in
• Tell students that they are going to watch a video in Bangladesh. It’s a photo of water buffalo in a river, and a
which Tom describes his ten favorite National Geographic man.
photos (favorite = the person or thing that you like the Photo number six is fantastic. It’s by Brian Skerry. The
most out of a group of people or things). Ask students photo is in the ocean of New Zealand. It’s a photo of a
to watch and check (✔) the correct column in the chart man and a whale.
to show what is in each photo that Tom describes. Photo 7 is by Jimmy Chin. This is Kate Rutherford. She’s
• Play the video. Students watch and complete the chart. an American climber. This is Yosemite, in the United
States.
Do not go over the answers as a class. Students will first
have to compare their answers in pairs in Exercise 3. And now, three photos from Africa. Photo number eight
is by James Stanfield. He’s also the photographer of
3 photo number three. This is a photo of a woman from
• Ask students to compare their answers to Exercise 2 in Mozambique.
pairs before checking with the class. Encourage them This photo is of people from Namibia in Africa. It’s by
use full sentences. Chris Johns. He’s a National Geographic photographer. This
is photo number nine.
And this is photo number ten. It’s my favorite. It’s by
Chris Johns, too. It’s a lion. It’s in South Africa. It’s the
evening. The lion is beautiful. This photo is fantastic.
1f My top ten photos 18a

4 1 After you watch
• Play the video again. Ask students to watch and circle 7
the correct country. Let students compare their answers
• Ask students to read the descriptions carefully and
in pairs before checking with the class.
write the missing words. Let students compare their
5 1 answers in pairs before checking with the class.
• Ask students to read the sentences. Tell them to try to 8
remember the video and circle (T) true or (F) false.
• Ask students to write about their favorite photo from
• Play the video again. Ask students to watch again and the video. Tell them to use the paragraphs in Exercise 7
check their answers. Let them compare answers in pairs as models. If students have access to the internet, you
before checking with the class. could ask them to search for more information about
their favorite image.
6 1
• Play the video again. Ask students to watch and decide
Extra activity
which is their favorite photo. At the end, ask students to
tell the class what their favorite photo is, and why. Have Ask students to write a description of their favorite photo
students vote to determine the most popular photo. from their own photo collection. For the next lesson, ask
students to bring their favorite photos and read out their
descriptions.
ANSWER
Students’ own ideas
19a Unit 1 Hello

Before you watch 4 1 Watch the video again. Circle the
correct country.
1 Work in pairs. Look at this photo. Photo 1 Nepal / India
Complete the information about Tom. Photo 2 Nepal / Mongolia
I’m is my name’s Photo 3 Mongolia / China
Photo 4 the United States / Canada
Hi. My 1 name’s Photo 5 Brazil / Bangladesh
Tom. 2 I’m Photo 6 Canada / New Zealand
a photographer. Photo 7 Australia / the United States
This 3 is my Photo 8 South Africa / Mozambique
top ten— 4 my Photo 9 Namibia / Kenya
favorite National Photo 10 Kenya / South Africa
Geographic photos
5 1 Read the sentences. Are the
of people and
sentences true (T) or false (F)? Watch the
places.
video again and check.
While you watch Photo 2 The man is from T F
the Himalayas.
2 1Watch the video. Check (✓) the Photo 3 The woman is happy. T F
correct columns. Photo 7 The climber is Jimmy T F
Chin.
Photo 8 The woman is T F
from Namibia.
an animal/ Photo 10 Tom says, “It’s my T F
photo a man a woman people animals favorite.”
1 ✓
2 ✓ 6 1 Watch the video again. Work in
pairs. What’s your favorite photo?
3 ✓
4 ✓
5 ✓ ✓
After you watch
6 ✓ ✓ 7 Complete the information about three of
7 ✓ the photos.
8 ✓ Photo 1 is by Alex Treadway. The woman
9 ✓ is 1 from Nepal in the Himalayas.
10 ✓ 2
She’s Nepalese.
Photo 7 3 is by Jimmy Chin. This
3 Work in pairs. Compare your answers 4 is Kate Rutherford. 5 She ’s an
from Exercise 2.
American climber.
Photo number two
Photo 9 is of people 6 from Namibia.
is a man.
Yes, I agree.
7
It’s by Chris Johns. 8 He’s a National
Geographic photographer.
8 Write about your favorite photo.
Unit 1 Hello 19
Grammar 5 Complete the countries. Write the
nationalities.
1 Complete the sentences with these words.
1 Vi e tn a m Vietnamese
I’m you’re it’s he’s she’s 2 Eg y pt Egyptian
3 So u t h A f r i c a South African
1 My name’s Rosa. I’m from Brazil. 4 R uss i a Russian
2 This is David. He’s a teacher. 5 Br a z i l Brazilian
3 I’m from Ottawa. It’s in Canada.
4 A: I’m Alain. 6 ❯❯ MB Work in pairs. Take turns.
B: Oh! You’re my teacher! Student A: Write five numbers. Say the
5 Marina is from Italy. She’s Italian. numbers to your partner.
Student B: Write the numbers. Check.
2 Complete the sentences with my or your.
7 ❯❯ MB Work in pairs. Take turns.
1 I’m Susana. What’s your name?
Student A: Write five words. Say the
2 Hello. I’m your teacher.
letters of the words to your partner.
3 Hi. My name’s Samir.
Student B: Write the words. Check.
4 What’s your phone number?
5 Open your books to page four. I CAN
talk about things in the classroom
3 ❯❯ MB Make true sentences.
talk about countries and nationalities
My name’s . I’m from . count to ten
I’m . say the alphabet and spell words
I CAN
talk about people and places (be) Real life
use my and your correctly
8 Match 1–4 with a–d to make exchanges.
greet people
1 Sorry I’m late. d
2 What’s this in English? c
Vocabulary 3 This is a table. b
4 Write the names of the objects. 4 Can you repeat that, please? a
a Yes. Work in pairs.
b Can you spell it, please?
c It’s a computer.
d That’s OK. Sit down, please.
1 computer 2 bag
9 Work in pairs. Practice the exchanges in
Exercise 8.
I CAN
understand classroom instructions
3 phone 4 notebook
talk to my teacher and my classmates
about the lesson
20
Unit 1 Review and memory 6 ❯❯ MB
booster • Ask pairs to dictate five numbers between 1 and 10
to each other. Tell students that they must write their
partner's numbers in words, not digits. For example,
Memory Booster activities Student A says 1, and Student B writes one.
Exercises 3, 6, and 7 are Memory Booster activities. For • Optional step Tell students to write an invented
more information about these activities and how they telephone number with ten digits and dictate the
benefit students, see page x. number to their partner, who writes the digits. Then
have them check what they have written against the
I can … check boxes original number.
As an alternative to asking students to simply check the

I can boxes, you could ask them to give themselves a score
EXAMPLE ANSWERS
from 1 to 4 for each language area (1 = not very confident; Student A says 8, and Student B writes eight.
4 = very confident). If students score 1 or 2 for a language Student A says 5, and Student B writes five.
area, refer them to the Workbook and Grammar Summary
exercises for additional practice. 7 ❯❯ MB
• Tell students to write five words. Encourage them to
Grammar use new words they learned in Unit 1.
1 • Now ask pairs to take turns to spell the words to each
• Ask students to complete the sentences with the words other. Their partner writes the words and checks what
in the box. Let them compare answers in pairs before he or she has written against the original.
EXAMPLE ANSWERS
2
Student A says I–N–D–I–A–N and Student B writes Indian.
• Ask students to complete the sentences with my or your.
Student A says V–I–S–I–T–O–R and Student B writes visitor.
Let them compare answers in pairs before checking
Student A says A–U–S–T–R–A–L–I–A and Student B writes
with the class.
Australia.
3 ❯❯ MB Student A says W–I–N–D–O–W and Student B writes
window.
• Ask students to make true sentences about themselves.
Student A says R–E–P–E–A–T and Student B writes repeat.
Invite individual students to read out their sentences to
the class.
Real life
Vocabulary 8
4 • Ask students to match the sentences and questions (1–4)
• Ask students to write the names of the objects. Let them with the replies (a–d) to make four separate exchanges.
9
• Tell students to work in pairs and take turns to spell out
the words to each other. • Ask pairs to practice the exchanges in Exercise 8.
• You could ask Student A to read the phrases 1–4 from
5 page 20 while Student B closes the book and tries to
• Ask students to complete the countries and write the reply appropriately. Students then exchange roles and
corresponding nationality for each country. Let them repeat the activity.
class.
• Ask the class if they can remember any other countries
and nationalities.
1f Unit 1 Review and memory booster 20a

Unit 2 Vacations
Opener Vocabulary and pronunciation notes
1 23 In some languages, the words for sea and lake are the
• Tell students to keep their Student Books closed. same. Make sure students are clear that the sea has salt
Display the photo on page 21 with the caption covered. water, while lakes have fresh water.
Tell students to look at the photo. Ask: What can you see? Note that the “s” in island is silent: /ˈaɪlənd/.
Where is this place? Elicit ideas but do not comment at
this stage. 3
• Ask students to open their Student Books and circle • Ask students to complete the sentences with words from
the correct option (a or b). Play the recording. Students Exercise 2. Let them compare answers in pairs before
listen and check. In feedback, use the photograph on the checking with the class.
page to pre-teach the words river and bridge. 4
• Ask students to work in pairs and write sentences
similar to those in Exercise 3. Monitor and help with
Mai Chau is a district of the Hòa Bình Province in the ideas and spelling.
northwest region of Vietnam. It’s located about 135
• When students are ready, ask them to read their
kilometers from the capital of Vietnam, Hanoi. Its
mountainous scenery and tribal culture make it popular sentences to the class.
with visitors.
EXAMPLE ANSWERS
Please refer to page 160 for Grammar notes on the word in. London is a city. It’s in England.
Please refer to page 183 for Teacher Development notes on Baikal is a lake. It’s in Russia.
using visuals. Bondi is a beach. It’s in Australia.
Mont Blanc is a mountain. It’s in France and Switzerland.
2 24
• Find individual photos that represent the six words
taught in this exercise. Show each picture and ask: What Extra activity
is it? Try to elicit the words, which some students may Organize your class into small groups. Give each group
know or be able to guess. Then say each word clearly the name of a country. Ask each group to use the internet
and ask students to repeat the words. Finally, point to to find one example of each of the six places from Exercise 2
the pictures in turn to prompt students to say the words that are in or near that country.
on their own.
• Ask students to look at the pictures and the words.
Play the recording. Students listen and repeat.
Audioscript 24
the sea
an island
a beach
a mountain
a city
a lake
21a
Unit 2 Vacations
Two people on a bridge in Mai Chau
F E AT U R E S 1 23 Look at the photo. Circle the correct option

(a or b). Listen and check.
22 My vacation
a This is in France. It’s a city. It’s night.
Vacation photos b This is in Vietnam. It’s a river. It’s morning.
24 Where are you? 2 24 Look at these two places. Listen and repeat.
A conversation with a mountain
a city
friends the sea
26 A vacation quiz an island
A quiz about vacation a beach a lake

places
3 Complete the sentences with words from Exercise 2.
30 A vacation in
Australia 1 Bangkok is a city . It’s in Thailand.
2 Titicaca is a lake . It’s in Bolivia and Peru.
A video about South 3 Everest is a mountain . It’s in China and Nepal.
Australia
4 Work in pairs. Write four sentences about places.
Read your sentences to your partner.
21
2a My vacation
MY VACATION BLOG T H U R S DAY

03 JAN
by Laura 26
Today is Thursday. I’m in Tunisia. It’s beautiful! It’s evening. I’m with my
friends Brad, Andy, and Jessica. We’re on a beach. We’re happy. Andy and
Jessica are Canadian. They’re doctors. They’re on vacation, too.
Vocabulary days of Grammar be: we/they + are

the week BE: WE/THEY + ARE
1 25 Number the days of the We in Tunisia.
are
They Canadian.
week in order (1–7). Listen,
check, and repeat. (We’re, They’re = We are, They are)
1 Monday 6 Saturday Now look at page 160.

7 Sunday 3 Wednesday
5 Friday 4 Thursday 5 Look at the grammar box. Underline we’re and
2 Tuesday they’re in My vacation blog.
2 Work in pairs. 6 27 Complete the sentences. Listen and check.

Student A: Say a day. 1 This is Jane. This is Paul. They’re Australian.
Student B: Say the next day. 2 I’m Meera. This is Suri. We’re from India.
3 In this photo, I’m with my friend Jack. We ’re
Reading in Egypt.
4 Laura is with Brad, Andy, and Jessica. They’re
3 Work in pairs. Look at the
on vacation.
photo. Circle the place.
a a city b a beach 7 Pronunciation we’re, they’re
4 Work in pairs. Read My vacation a 28 Listen and repeat the sentences from Exercise 6.
blog. Find:
b Work in pairs. Write sentences with We’re. Read
1 the day of the week your sentences to a new pair.
2 the name of the country
3 the names of the people
22
4 26
2a My vacation • Ask students to read My vacation blog and find the three
details in pairs. Check answers as a class.
Lesson at a glance • The reading is recorded. Play the recording, and ask
• vocabulary: days of the week students to read while they listen. If your students are
• reading: a vacation blog complete beginners, play the recording more than once.
• grammar: be: we/they + are
Vocabulary note
• pronunciation: we’re, they’re
• grammar: be: negative forms friend = someone you know well and like, who is not in
• pronunciation: I’m, isn’t, aren’t your family
• speaking: vacation photos too = a word used after mentioning an additional person,
thing, or fact, to include them in what you are saying
Vocabulary days of the week

1 25
• Ask pairs to look at the days of the week and number Tunisia is a country in North Africa. To its north is the
Mediterranean Sea. To its south are the Atlas Mountains
them in order. If your students are complete beginners,
and the Sahara Desert. It has an active tourist industry.
you may need to do this activity as a class.
• Play the recording. Students listen and check. Point out
that the words are all stressed on the first syllable. Grammar be: we/they + are
• Play the recording again. Students listen and repeat 5
each day of the week after the recording. • Read the grammar box to the class. Ask students to
underline we’re and they’re in the blog post. Check
Vocabulary and pronunciation notes answers as a class.
The stress on days of the week is always on the first Refer students to page 160 for further information and
syllable. The syllable day is pronounced /deɪ/. practice.
Note that the spelling and pronunciation of some of
these words is unusual, and that despite the spelling, the Please refer to page 160 for Grammar notes on we are
following words all consist of two syllables: Tuesday and they are.
/ˈtuːzdeɪ/, Wednesday /ˈwenzdeɪ/, Thursday /ˈθɜ:rzdeɪ/.
6 27
2 • Ask students to complete the sentences. Let them
• Ask pairs to practice saying the days of the week. compare answers in pairs.
Model the activity: say Monday. Then nominate a • Play the recording. Students listen and check their answers.
student who says Tuesday. You then say: Saturday.
Nominate a student who says: Sunday. Pronunciation we’re, they’re
• While students are working in pairs, monitor and 7a 28
model the correct pronunciation.
• Tell students that they are going to listen to the we are /
• To finish, go around the class inviting each student to
they are sentences from Exercise 6.
say the next day of the week in a continuous chain.
• Play the recording. Ask students to listen and repeat
Background information each sentence (see Pronunciation note).
The days of the week are named after the sun (Sunday),
Pronunciation note
the moon (Monday), the planet Saturn (Saturday), and
old Norse or Germanic gods (Tuesday = Tiw or Týr, the Note the pronunciation of we’re /wɪr/ and they’re /ðer/.
one-handed god of fighting; Wednesday = Wōden, the
lord of the gods; Thursday = Thor, the god of thunder; 7b
Friday = Freyja or Frigg, the goddess of love). • Model two or three sentences for the class first. For
example, say: We’re in Moscow; We’re from Russia;
Reading We’re Russian; We’re in class.
3 • Organize the class into pairs to write their sentences.
• Ask students to look at the photo and circle the place. Help with ideas, vocabulary, and spelling.
Check the answer as a class. • Ask students to read their sentences to a new pair.
EXAMPLE ANSWERS
We’re happy. / We’re in a city. / We’re students.
2a My vacation 22a
Grammar be: negative forms Pronunciation I’m, isn’t, aren’t
8 11a 29
• Read the grammar box to the class. Discuss the question • Tell students that they are going to listen to some of the
and elicit the negative forms of am, is, and are. sentences from Exercise 10. Play the recording. Students
listen and repeat each sentence.
Refer students to page 160 for further information
and practice. Pronunciation notes
Please refer to page 160 for Grammar notes on the Note the pronunciation: I’m /aɪm/, isn’t /ˈɪzənt/, and aren’t
negative forms of be. /a:rnt/. Negative forms of be (unlike affirmative forms) are
usually stressed in sentences.
9
• Ask students to look again at the photo on page 22.
11b
Ask: Who are the people and where are they from? See if • Ask students to write true sentences using the prompts in
students can remember the information. the box and forms of be. Monitor students as they work,
helping with ideas and correcting any grammatical errors.
• Ask students to correct the false sentences using negative
and affirmative forms of be. Let students compare • Ask pairs to take turns reading out their sentences to
answers in pairs before checking with the class. their partner.
ANSWERS EXAMPLE ANSWERS

I’m a student. I’m not a doctor.
2 The friends aren’t in a city. They’re on a beach.
I’m not in Egypt. I’m in a classroom.
3 It isn’t morning. It’s evening.
You aren’t from Morocco.
4 They aren’t sad. They’re happy.
We aren’t on a beach. We’re in a city.
5 Andy and Jessica aren’t from Tunisia. They’re from
Canada.
Extra activity
10
• Tell students to look at the photo at the bottom of page Students work individually to write four sentences using
23. Ask: Where are they? Elicit ideas but do not comment. be (three true, one false). Encourage them to use both
affirmative and negative forms. When they have finished,
• Ask students to read the blog post on page 23 dated organize the class into pairs and ask students to read out
January 5th, and complete the gaps with the words their sentences to their partner. Their partner must guess
from the box. Explain the meaning of tent (a place to which sentence is false.
sleep that is made from cloth, poles, and ropes).
Background information Speaking my
Morocco is a country in northwest Africa. It has a long

12
coastline that faces both the Atlantic Ocean and the • Arrange for students to bring photos to class. Students
Mediterranean Sea. To its east is Algeria. Part of the can bring actual photos, or use photos they have on their
Sahara Desert is to its south. phones or computers. Alternatively, they can describe
one of the photos in this unit.
Extra activity • Model the activity first by showing the class some photos
of your family and friends, perhaps on vacation. Describe
Write the following on the left side of the board: the photos using various affirmative and negative forms
Andy Jessica Laura’s friends of the word be (see Example answer below).
Then, on the right, write a number of different sentence • Organize the class into groups. Ask students to describe
endings: their photos to each other. Remind them to use both
French in a city from Canada in a tent a doctor affirmative and negative forms of be.
teachers in the Sahara Desert
• In feedback, invite a few students to tell the class about
Ask the class to give you as many sentences as they can their photos.
using an item from each side of the board, and the words
isn’t or aren’t. For example: Jessica isn’t French.
EXAMPLE ANSWER
At the end, ask students to invent their own sentences
about the people in the photo on page 22. You could ask This is a photo of my family. We’re on vacation in France.
students to use he, she, and they instead of the names. We’re not on a beach. We’re in a city. I’m not in the
photo—it’s my camera!
Please refer to page 183 for Teacher Development notes

on realia.
23a Unit 2 Vacations

Grammar be: negative forms 11 Pronunciation I’m, isn’t, aren’t
BE: NEGATIVE FORMS a 29 Listen and repeat the sentences.
I am not (‘m not) b Work in pairs. Write true sentences. Read
You are not (aren’t)
happy. your sentences to your partner.
He/She/It is not (isn’t) on a beach.
We aren’t on a beach.
We/You/They are not (aren’t)
Now look at page 160. a student.
a doctor.
I’m
8 Work in pairs. Look at the grammar box. I’m not
in a city.
What are the negative forms of am, is, in a classroom.
and are? You’re in Egypt.
You aren’t happy.
9 Work in pairs. Correct the false sentences We’re
on a lake.
about the photo on page 22. on a beach.
We aren’t
on vacation.
1 It’s Wednesday. from Morocco.
It isn’t Wednesday. It’s Thursday.
2 The friends are in a city.
3 It’s morning.
Speaking my
4 They’re sad. 12 Work in groups. Show a photo to your

5 Andy and Jessica are from Tunisia. group. Tell your group about your photo.
Use affirmative and negative forms of be.
10 Look at the photo for Saturday. Write
these words in the blog post. This is a photo of my friends, Carlos and
Enrique. They’re in Egypt. They aren’t
not aren’t isn’t isn’t happy.
MY VACATION BLOG by Laura

S AT U R DAY
JAN 05
In this photo, we 1 aren’t in Tunisia. We’re in Morocco. It 2 isn’t
a beach. It’s the Sahara Desert. Andy and Jessica are on camels. Brad
3
isn’t on a camel. He’s in a tent. I’m 4 not in this photo.
Unit 2 Vacations 23
2b Where are you?
Vocabulary numbers 3 32 Look at the pictures (a–c). Listen and match.
11–100 1 b 2 c 3 a
1 30 Write the numbers. a b

Listen and repeat.
11 eleven
12 twelve
13 thirteen
14 fourteen c
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
2 31 Write the numbers in 4 Look at the numbers in Exercise 3 again. Listen.
33
order. Listen, check, and Are the numbers the same or different?
repeat. a “It’s thirteen degrees.” different
eighty fifty forty 5 34 Write the numbers. Listen and check.
ninety seventy sixty
thirty twenty nineteen six thirty-five
one hundred 1 It’s six degrees in Seoul today. It’s cold.

2 It’s thirty-five degrees in Sydney today. It’s hot.
ninety 3 It’s nineteen degrees in Lima today. It’s warm.
eighty
6 Work in pairs. Look at the cities in Exercise 3. Talk
seventy about the temperatures. Use hot, warm, and cold.
sixty It’s twenty-three
degrees in Cape Town. It’s warm.
fifty
forty
thirty
twenty
ten
zero
24
3 32
2b Where are you? • Tell students they are going to listen to more
numbers. Point at the pictures and check that students
Lesson at a glance understand the words temperature /ˈtemprɪtʃə(r)/ and
• vocabulary: numbers 11–100 degrees /dɪˈɡriːz/. Ask What’s the temperature? and elicit
• reading and listening: on vacation one or two of the numbers in the pictures from the
• grammar: be: questions and short answers students.
• pronunciation: be: questions and short answers • Play the recording. Students listen and match the
• speaking: on vacation numbers they hear to the pictures. Let students compare
Vocabulary numbers 11–100 4 33
1 30 • Tell students that they are now going to listen to full
• Optional step Revise the numbers 1–10 by writing the sentences about the pictures (a–c) in Exercise 3.
digits on the board. Point to the digits randomly and • Play the recording. Students listen and say whether the
ask individual students to say the numbers out loud. numbers they hear in the sentences are the same as the
• Ask students to look at the numbers in word form and numbers in the pictures.
write the digits next to the words.
• Play the recording. Students listen and repeat the ANSWERS
numbers (see Pronunciation notes). a different b different c same
Audioscript 30 5 34
• Write hot, cold, and warm on the board. Mime hot (wipe
eleven sixteen sweat from your brow), and then say and point to the
twelve seventeen word. Then mime cold (shake with teeth chattering),
and say and point to the word. Finally, mime warm
thirteen eighteen
(smile and maybe pretend to take off your sweater), and
fourteen nineteen say and point to the word. Say each word again and ask
fifteen students to repeat.
• Ask students to write the numbers from the box in the
Pronunciation notes sentences. Play the recording. Students listen and check.
Point out the unusual spelling and pronunciation of
twelve /twelv/ and eighteen /eɪˈtiːn/.
6
• Ask pairs to take turns to make sentences about the
Note that the strong stress is on the last syllable of
numbers with “teen”: thirteen, fourteen, etc. cities in picture c, Exercise 3. Explain that the word
degrees has its strong stress on the second syllable. Drill
2 31 the word with the class.
• Ask students to write the numbers in the box in the • Drill the question that they should ask each other in this
correct order. Note that the numbers are ordered from activity: What’s the temperature in …?
the bottom of the thermometer upwards. Let students • In feedback, elicit students’ sentences. Gently correct
compare answers in pairs. any errors in the pronunciation of the numbers.
• Play the recording. Students listen and check. Play
the recording again for students to repeat each number EXAMPLE ANSWERS
(see Vocabulary and Pronunciation notes). It’s twenty-three degrees in Cape Town. It’s warm.
It’s twenty-nine degrees in Casablanca. It’s hot.
Vocabulary and pronunciation notes It’s sixteen degrees in Chicago. It isn’t warm, but it isn’t
Note that the strong stress is on the first syllable of these very cold.
numbers: sixty, seventy, etc. It’s eleven degrees in Copenhagen. It’s cold.
In English, you can say one hundred or a hundred.
2b Where are you? 24a

Reading and listening Pronunciation notes
7 Yes/No questions have a rising intonation. In short
• Ask students to look at Lorna’s photo on page 24. Ask: answers, the Yes/No and the verb be (together with the
Where is she? Is it hot or cold? Elicit ideas. word not in negative answers) are stressed, and there is a
• Read out the instructions. Establish that Lorna is falling intonation.
Australian and on vacation in Europe. Tell students to Are you OK? Yes, I am. / No, I’m not.
read the conversation between Lorna and Greg and
answer questions 1–3. Tell them not to worry about the
options in italics. Is he cold? Yes, he is. / No, he isn’t.
Vocabulary notes
Speaking my
Where = question word to ask “what place”
beautiful = good to look at
13
• Organize the class into Student A and Student B pairs. Ask
8 35 students to read the Exercise 1 instructions on the relevant
• Tell students that they are now going to listen to the Student Book pages (Student A: 153, Student B: 155).
conversation between Lorna and Greg. Ask them to • Student A must first prepare to describe a vacation.
listen and circle the correct options in the conversation. Student B must prepare questions to ask. Circulate and
• Let them compare answers in pairs before checking help students. If you have complete beginners, put
with the class. students in AA and BB pairs to support each other.
• At the end of the activity, discuss any new items of • Optional step Remind students to say Hi or Hello
vocabulary with the class (see Vocabulary notes). when they answer the phone. This could be a good
opportunity to revise greetings. For example:
A: (answering phone) Hello?
Grammar be: questions and short B: Hello. I’m Sandra.
answers A: Hi, Sandra.
9 • When students have prepared, check that they are clear
• Read the grammar box to the class. Point out that there about their roles. Then tell the student pairs to have
are questions on the left-hand side and short answers for their telephone conversations.
those questions on the right-hand side. Ask students to • Ask students to change roles and read the Exercise 2
read the questions in the conversation in Exercise 8. instructions. Student A prepares questions and Student
Refer students to page 160 for further information and B prepares to describe a vacation. They then practice
practice. this conversation.
• In feedback, ask what is different about the two vacation
Please refer to page 160 for Grammar notes on questions
destinations (The Oman vacation is warm and there is a
with the verb be.
beach. The New York vacation is cold and in a city).
10
• Ask students to put the words in order to make EXAMPLE ANSWER
questions. Go over the first example with the class to A: Hello?
get students started. Let students compare answers in B: Good morning, Eva. It’s Sujith.
pairs before checking with the class. A: Hi, Sujith.
B: Hello. Where are you now, Eva? Are you in the US?
11
A: No, I’m not. I’m in Oman.
• Ask students to match the questions in Exercise 10
B: Oh, nice. Is it hot?
with the short answers (a–e). Let students compare
answers in pairs before checking with the class. A: Yes, it is. It’s 36 degrees!
B: Wow! Are you OK?
A: Yes, I am. I’m happy.
Pronunciation be: questions and short
B: Is the beach beautiful?
answers
A: Yes, it is. It’s nice.
12 36 B: And is the hotel nice?
• Tell students that they are going to listen to the A: Yes, it is.
questions and answers from Exercises 10 and 11. Play B: That’s good. OK. Goodbye!
the recording. Students listen and repeat the questions
A: Bye! See you.
and answers (see Pronunciation notes).

Reading and listening Grammar be: questions and
7 Lorna is Australian. She’s on vacation short answers
in Europe. Work in pairs. Read the BE: QUESTIONS and SHORT ANSWERS
conversation. Answer the questions. Am I Yes, I am.
1 Where’s Lorna? No, I’m not.
She’s in the Alps. Is she/he/it OK? Yes, she/he/it is.
2 Where are Kara and Ona? cold? No, she/he/it isn’t.
They’re in Morocco.
Are we/you/they Yes, we/you/they are.
3 Where’s Greg?
No, we/you/they aren’t.
He’s in Sydney.
8 35 Listen. Circle the correct option.
9 Look at the grammar box. Look at
Edit Call from Greg Online the conversation in Exercise 8. Read
the questions.
10 Write the words in order.
1 you / OK / are / ?
Are you OK?
2 is / in France / Kara / ?
Is Kara in France?
3 in Sydney / you and Paul / are / ?
Are you and Paul in Sydney?
4 Kara and Ona / in Morocco / are / ?
Are Kara and Ona in Morocco?
Greg: Hi! Where are you now? Are
5 nice / your hotel / is / ?
you in 1 France / Italy?
Is your hotel nice?
Lorna: Yes, I am. I’m in the Alps. It’s
beautiful! 11 Match the questions (1–5) in Exercise 10
with the answers (a–e).
Greg: Are Kara and Ona there, too?
a Yes, they are. 4 d No, she isn’t. 2
Lorna: No, they aren’t. They’re on a b Yes, I am. 1 e Yes, we are. 3
2
beach / lake in Morocco! c Yes, it is. 5
Greg: Oh, OK. Is it cold in the Alps?
12 Pronunciation be: questions and
Lorna: Yes, it is. It’s 3 two / short answers
thirty-two degrees!
Listen and repeat the questions and
36
Greg: Wow! Are you OK?
answers from Exercises 10 and 11.
Lorna: Yes, I am. I’m in the hotel.
It’s 4 warm / cold here. Speaking my
Greg: That’s good. It’s 5 thirty-six / 13 Work in pairs. You are on vacation. Have a
sixteen degrees in Sydney telephone conversation with your friend.
today. Student A: Turn to page 153.
Lorna: Oh! That’s 6 hot / cold! Student B: Turn to page 155.
Unit 2 Vacations 25
2c A vacation quiz
Vocabulary colors Grammar plural nouns
1 37 Look at the colors. Listen and repeat. NOUNS
Singular Plural
black blue brown an airport airports
a lake lakes
green orange pink a country countries
a beach beaches
red white yellow Now look at page 160.
2 Work in pairs. Find six colors in the 7 Look at the grammar box. Underline
photos on page 27. seven plural nouns on page 27.
Reading 8 Pronunciation plural nouns

3 Read the quiz on page 27. Match the a 39 Listen and repeat these nouns.
photos (a–d) with four of the sentences /s/ /z/ /ɪz/
(1–9). lakes cars beaches
airports countries buses
4 Look at page 27 again. Listen.
38
Write the words in the box in the correct b 40 Write the plural of these nouns.
sentences. Listen and repeat.
Critical thinking is it always 1 a book books 4 a desk desks

cities
2 a student students 5 a city
true? 3 a dress dresses 6 a watch watches
5 Read sentence 1 on page 27. Is this always
true? Are all buses in London red? Write Speaking my
the sentences (1–9) on page 27 below.
9 Work in pairs. Write four sentences—two
Always true: 3, 6, 7, 8, 9 true and two false. Use these words.
Not always true: 1, 2, 4, 5
a city / cities a country / countries
Grammar a/an an island / islands a lake / lakes
A AN Lima and Santiago are cities in Chile.

a + noun with b, c, d, an + noun with a, e, i, 10 Work in groups. Listen to the sentences.
f, … o, u
Say true or false. Correct the false ones.
a car an island
Now look at page 160. Lima and Santiago
are cities in Chile. False. Lima
is in Peru.
6 Look at the grammar box. Write a or an.
1 Paris is a city.
2 A lion is an animal.
3 LaGuardia is an airport.
26
Reading
2c A vacation quiz 3
• Ask students to read the quiz and match the photos
Lesson at a glance (a–d) with four of the sentences (1–9). Let students
• vocabulary: colors compare their answers in pairs before checking with
• reading: a quiz about vacation places the class.
• critical thinking: is it always true? 4 38
• grammar: a/an
• Play the recording. Then ask students to complete
• grammar: plural nouns
the quiz (sentences 1–9) with the words in the box.
• pronunciation: plural nouns
• speaking: general knowledge
Vocabulary colors Critical thinking is it always true?

1 37 5 38
• Use flashcards or realia (e.g., a set of coloring pencils • Ask students whether question 1 is always true. Are
or pens) to elicit the colors before you open the Student buses in London always red? Tell students to put the
Book. Show each color and ask students to say the color. question number against Always true or Not always true.
Model and drill the correct pronunciation. Finally, point Repeat this for questions 2–9. Let students compare
to each color in turn and ask individual students to say their answers in pairs before checking with the class.
the words on their own.
• Ask students to look at the words in the Student Book Background information
and note that each word is in the color it represents.
Lake Geneva is one of Europe’s largest lakes. About 60
Play the recording. Students listen and repeat the
percent of it is in Switzerland, and about 40 percent of it
words (see Pronunciation note). is in France.
Cuba is a Spanish-speaking Caribbean country which is
Audioscript 37 famous for its old 1950s American cars. Following Cuba’s
communist revolution in 1959, the US stopped trading
black blue brown with Cuba. This has prevented Cuba from importing new
green orange pink American cars. That’s why the people in Cuba look after
the old ones.
red white yellow
The Blue Mountains are in New South Wales, not far from
the city of Sydney, Australia. They are famous for their
Pronunciation note deep gorges or valleys.
Note that the stress is on the first syllable: orange, yellow. Hawaii is well known for its black beaches. The beaches
on the islands of Hawaii are black because of the volcanic
2 activity in the region.
• Ask students to look at the photos on page 27 and find Iceland, in northern Europe, is famous for its hot lakes.
six of the colors. They are hot because of underground volcanic activity.
O’Hare Airport is located on the northwest side of
ANSWERS Chicago. In 2017, it had the second highest number of
takeoffs and landings in the world.
Red, blue, black, green, brown, and white are clearly
visible in the photos. The store awnings and street lights
in photograph b could be described as yellow or orange. Grammar a/an
6
Extra activity • Read the grammar box with the class. Also, see the
Pronunciation notes on the next page.
Ask students to look around the classroom. Point to
different objects. Students must say: It’s black, It’s green, • Write nouns that you have recently taught on the board
etc. Then say the names of colors and ask students to and ask students to say whether a or an is used with
point to different objects that have these colors. You could each one. For example: (a) table, (an) ocean, (a) bag,
then ask students to work in pairs to repeat the activity (a) pencil, (an) exercise.
themselves.
• Ask students to write a or an in the blanks in Exercise 6.
with the class.
practice.
Teacher's notes continue on page 27a.
2c A vacation quiz 26a

Teacher’s notes continued from page 26a. 8b 40
• Ask students to write the plural forms. Do the first one
Pronunciation notes as an example on the board. Let students compare their
Note that a goes before a consonant sound (rather than answers in pairs before checking with the class.
letter) and an goes before a vowel sound (rather than • Play the recording. Students listen and repeat each
letter). Sometimes, there are what look like exceptions plural noun.
(e.g., an X-ray, a uniform). In the case of X-ray, the sound
at the start of the word is the vowel sound /e/. In uniform,
Extra activity
the start of the word is the consonant sound /j/.
Revise vocabulary by asking students to look back at Unit 1
and find five nouns (e.g., number, ID card, nationality,
Grammar plural nouns notebook, pen). Elicit nouns from the class and ask students
7 to write the nouns in the plural form on the board.
• Read the grammar box with the class. Ask students to
find and underline seven plural nouns in the quiz on
Student Book page 27. Let them compare answers in
Speaking my
pairs before checking with the class. 9
• Ask pairs to write four true/false sentences using the
Refer students to page 160 for further information and words in the box. Encourage them to use a mixture of
practice. singular and plural nouns. Monitor and help with ideas
and vocabulary. Check that students are using
Please refer to page 160 for Grammar notes on plural
a/an correctly with singular nouns, that they are
nouns.
omitting a/an with when using plural nouns, and that
they are forming plural nouns correctly.
Pronunciation plural nouns
8a 39 EXAMPLE ANSWERS
• Show students how to make the sounds /s/, /z/, and The USA and Canada are countries in North America. (T)
/ɪz/. Point out that /s/ and /z/ are made in a similar Sicily is an island in the Atlantic. (F—it is in the
way by placing the tongue against the roof of the mouth Mediterranean Sea)
and releasing air over the tongue and through the teeth, Baikal is a lake in Russia. (T)
but that /z/ is voiced and vibrates in the throat. Ask Sydney and Melbourne are cities in New Zealand.
students to put their hands over their ears when saying (F—they are cities in Australia)
/z/—they should be able to feel the vibration (see
Pronunciation notes). 10
• Tell students they are going to listen to the words in • Organize the pairs into groups of four. Ask each pair to
the chart, focusing on the pronunciation of the plural read its sentences out to the other pair. The other pair
endings. Play the recording. Students listen and repeat has to guess if the sentences are true or false.
the plural nouns. Make sure they are attempting the
correct pronunciation of the plural noun endings.
Pronunciation notes
After unvoiced sounds, -s is pronounced /s/.
After voiced sounds (vowel sounds and some consonant
sounds), -s is pronounced /z/.
The plural ending -es is always pronounced /ɪz/.

a 2 b 1
c 5
A Vacation 1 In London, buses are red

black
.
Quiz
2 In Hawaii, beaches are .
3 Cuba is an island .
4 In Cuba, cars are old .
Australia black China 5 In Iceland, lakes are hot.
France island lakes
6 Lake Geneva is in two countries—Switzerland and France .
Chicago red old
7 The Blue Mountains are in Australia .
8 Beijing, Shanghai, and Guangzhou are cities in China .
9 O’Hare is an airport in Chicago .
d 4
Unit 2 Vacations 27
2d Here are your keys
Real life personal information
4 42 Listen to the conversation. Are the
sentences true (T) or false (F)?
1 Marta is from Mexico. T
2 She is on vacation. F
5 42 Listen again. Circle the correct option.

1 Car rental: two days / three days
2 Name: Ms. Lopez / Mr. Lopez
3 Email address: mlopez@daymail.com /
mlopez@daymail.com.mx
Vocabulary car rental 4 Car license plate number: UGM 96B /
UCF 97D
1 41 Listen and match the words
(1–4) with the pictures (a–d). 6 Work in pairs. Look at track 42 of the
audioscript on page 183. Practice the
1 a license plate number d
conversation.
2 an email address c
3 an address b PERSONAL INFORMATION
4 keys a What’s your first name/last name?
a b 154 Westwood Where are you from?
I’m from Mexico City.
Avenue What’s your (email) address/phone number?
Los Angeles Is this your (email) address/phone number?
Here’s my ID card.
CA 90024 Here are your keys.
Note: in email addresses, we say at for “@” and
helen@life.com dot for “.”
c
To: jamesp@edu.au
7 Pronunciation syllables
d 43 Listen and repeat the words. Write the
PT61 APR number of syllables. Underline the main stress in
the words.
2 Work in pairs. Take turns. vacation va – ca – tion = 3
Student A: Read an email address.
1 address 2 4 evening 2 7 seventeen 3
Student B: Say the number (1–4).
2 car 1 5 key 1 8 telephone 3
1 smith23@lifemail.com 3 email 2 6 number 2
2 barry@egg.com
3 smnrss@mail.com 8 Work in pairs. Look at track 42 of the
4 b.mark@mx.com audioscript on page 183. Practice the
conversation with new information.
3 Work in pairs. Ask your partner for
their address and email address. Good evening.
Hello, I’m Mr. Silva.
28
• Play the recording again. Students listen and circle
2d Here are your keys the correct option. Let students compare answers in
pairs before checking with the class.
Lesson at a glance Background information

• vocabulary: car rental
In English, the title Ms. /mɪz/ can be used in front of a
• real life: personal information surname for all women, whether they are married or not.
• pronunciation: syllables
6
Vocabulary car rental • Read the Personal Information language box to the
1 41 class. Then organize students into pairs. Tell them to
practice the conversation in Track 42 of the audioscript
• Ask students to look at the four pictures. Tell them they
(page 183). Encourage students to use expressive
are going to hear four sentences, each related to one
intonation when asking the questions.
picture. Play the recording, and tell them to match the
words (1–4) with the pictures (a–d).
Pronunciation syllables
• Let students compare answers in pairs before checking
with the class (See Vocabulary notes). 7 43
• Tell students they are going to listen to the words in the
Vocabulary notes box. Ask them to count the number of syllables they
Note how we say these symbols in email addresses: hear. Play the recording. Then ask how many syllables
@ = at . = dot .com = dot com
they heard for each word. Read out each word and
count the syllables on your fingers.
So: jamesp@edu.au = James P at E–D–U dot A–U
• Tell students that you are going to play the recording
2 again. Tell them to underline the main stress in each
word. Play the recording. Let students compare answers
• Model how we say email addresses by sharing your (real in pairs before checking with the class.
or invented) email address with the class, e.g., My email
address is “Helen Holwell 19X" at gmail dot com. That’s H–E– • Play the recording again. Students listen and repeat
L–E–N, H–O–L–W–E–double L, 1–9–X, at g mail dot com. each word. Drill the words to allow students to practice
stressing the correct syllable in each word.
• Ask students to work in pairs and take turns to read out
an email address for their partner to identify.
Audioscript 43
3
address evening seventeen
• First, elicit the questions that students will need to ask
to get the information (What’s your address? What’s your car key telephone
email address?). Write the questions on the board and ask email number
the class to repeat each question after you.
Pronunciation notes
• Allow students time to practice saying their addresses
and email addresses before forming pairs. Tell them English is a stress-timed language—the difference
that they can use their real details or invented ones. between strongly- and weakly-stressed syllables is usually
Circulate and offer support as needed. distinct, and can be crucial for meaning (e.g., between
numbers like sixteen and sixty). Encourage students to
• Organize the class into new pairs to take turns asking exaggerate the stressed syllables when saying the words.
and answering the questions.
8
Real life personal information • Ask pairs to edit and act out out the car rental
4 42 conversation. Ask students to look at the track 42
• Ask students to look at the photo. Do they know what audioscript and think about the names, numbers, and
the place is? Elicit ideas before explaining that it is a addresses they can change. Then ask them to practice
place to rent cars. Tell students they are going to listen the new conversation. Encourage them to stress key
to a conversation about a car rental. words and syllables.
• Play the recording. Students listen and decide whether

the sentences are true or false. Check as a class.
5 42
• Optional step Ask students to practice saying the
addresses and numbers in 1–4.
2d Here are your keys 28a

Please refer to page 160 for Grammar notes on
2e Contact information capital letters.
3b
Lesson at a glance • Ask students to rewrite the information using the
• writing: a form correct capitals. Let students compare their answers in
• writing skill: capital letters pairs before checking with the class.
4
Writing a form • Ask students to complete the registration form with the
1 information from Exercise 3b. Let them compare their
• Ask students to match the two images (1 and 2) with answers in pairs before checking with the class.
the correct options (a and b). Let them compare their
5
• Ask students to complete the online booking form with
• In feedback, ask follow-up questions to focus students
their own information. Monitor and offer support as
on the information in the images. For example: What is
needed.
Enya’s home phone number? What is Enya’s zip code?
6
Background information • Ask pairs to exchange Student Books and check each
When writing US addresses, house numbers come before other’s forms for errors with capital letters.
the street name, and street names and cities always start
with capital letters. For example: Extra activity 1
16 Hampton Road Organize the class into pairs. Students copy the empty form
New York into their notebooks and then use the form to interview
Zip codes are composed of five numbers, e.g., 90209. They their partner. Encourage students to use complete
narrow down an address to its city or district. sentences and ask their partner to spell anything they
are unsure of. Encourage students to invent the personal
2 details so that they are working with new information. This
will make the activity more challenging.
• Optional step Write your family name on the board
with either Mr., Mrs., or Ms. in front of it and read it out Finally, let the partners check each other’s information and
make corrections.
to the students.
• Ask students if they are Mr., Mrs., or Ms. and clarify the
meaning of the titles (see Background information). Extra activity 2
For homework, ask students to go online and find a form
ANSWERS in English for something that they are interested in. Tell
Students’ own answers them to download the form and complete it. They could
then email it to you or print it and give it to you for
checking.
On forms in English, men usually use the title Mr. It’s
an abbreviation of Mister, and it is pronounced in the
same way. Nowadays, women generally use the title Ms.,
especially on official documents. It’s pronounced /mɪz/, and
like Mr., it does not reveal whether the woman is married
or not. Some married women, however, still prefer to use
the more traditional title of Mrs. /ˈmɪsɪz/, which indicates
that the woman is married. Other titles that people
sometimes use include Dr. (doctor), Rev. (a priest), and Sir
(a knight).
Writing skill capital letters

3a
• Ask students to look at the online form again and
underline all the capital letters. Let them compare

2e Contact information
Writing a form 4 Complete the college registration form
with the information from Exercise 3b.
1 Match 1 and 2 with the options (a and b).
a a hotel online booking form 2 R E G I S T R AT I ON F O RM
b an internet profile 1 Title Mr.
1 First name Ryan
Enya Farrell Last name Judd
User name: enya123 Address 11 Hill View
City Seattle
Cell phone: 212-258-0609
Home phone: 212-585-7815
Zip code 98141
Email address: enya@bt.com Contact number 206-416-9258
Country: USA Email address ryan@judd.com
Contacts: 19
2
5 Complete the online booking form with
Title Ms. your own information.
First name Enya
Title
Last name Farrell
First name
Address 16 Hampton Road
Last name
City New York
Address
Zip code 10314
City
Country USA
Zip code
Email address enya@bt.com
Country
Email address
2 What’s your title? Circle the correct option.
a Mr. b Mrs. c Ms. 6 Check your form. Check your capital
letters.
3 Writing skill capital letters
a Look at the information in form 2.
Underline the capital letters.
b Rewrite this information with the correct
capital letters.
1 11 hill view 11 Hill View
2 seattle Seattle
3 ryan judd Ryan Judd
4 mr. Mr.
Unit 2 Vacations 29
2f A vacation in Australia
A koala in a tree in Australia
30
Key vocabulary
2f A vacation in Australia 3a
• Ask students to read the sentences and match the
Before you watch bold words (1–4) with the pictures (a–d). Let students
1 compare answers in pairs before checking with the class.
• Write Australia on the board and ask students to say 3b 44
words that are connected to the country. For example:
• Tell students that they are going to hear the bold words
kangaroo, hot, beaches, ocean, cricket, Sydney Opera House.
from Exercise 3a. Play the recording. Students listen and
• Ask students to look at the photo and answer the repeat the words.
questions.
Background information Audioscript 44
The koala is a small marsupial that lives in trees and eats kangaroos the sun
eucalyptus leaves. They live only in eastern Australia.
the sky plane
2
Pronunciation note
• Have students work in pairs. Ask them to look at the
map and count the number of states. Then tell them to kangaroo /ˌkæŋɡəˈruː/
answer questions 1–3. Check answers as a class.
using phonetic script.
ANSWERS
Students will count seven states on the map. However,
note that in reality there are only six states because
Northern Territory is administered as a territory, not
a state (see Background information below).
1 No, it isn’t. 2 It’s a city 3 Yes, it is.
Australia has six states: New South Wales, Queensland,
South Australia, Tasmania, Victoria, and Western Australia.
There are also two mainland territories: the Australian
Capital Territory (ACT) and the Northern Territory, which
have more freedom to self-govern. There are also eight
additional territories. These include the Australian
Antarctic Territory and various dependent islands.
The cities labeled on the map are the capitals of each main
state or territory. Canberra is the capital of Australia.
2f A vacation in Australia 30a

While you watch After you watch
4 2 6
• Tell students that they are going to watch a video about • Ask pairs to ask and answer the questions about the
South Australia. Note that this particular video does not video. Check that students understand the words man
include any voiceover—it is purely visual. and woman by drawing a stick man and woman on the
• Play the video. Ask students to watch and write at least board and eliciting the words.
five words that describe what they see. Let students • Check answers as a class.
compare their answers in pairs before checking with
the class. 7
• Ask students to work in pairs to prepare four questions
EXAMPLE ANSWERS using the prompts. Check answers as a class. Ask students
to read out their questions, and correct any errors.
cafe, coffee, street, car, bike, plane, person, people, hotel,
ocean, sky, beach, kangaroo, koala, lizard, table, cup, 8
house, water, phone, sun, birds, boat, dolphin, seal, day,
• Organize the class into new pairs. Tell students to
night.
interview their new partner using the questions from
Exercise 7. Refer them to the example in the Student
5 2
Book to show how they should use short answers.
• Play the video again. Ask students to watch and order
how the things appear in the video (1–3). Let students
ANSWERS
compare their answers in pairs before checking with the
class. 2 Yes, they are / No, they aren’t.
3 Yes, they are / No, they aren’t.
4 Yes, it is / No, it isn’t.
Extra activity
Ask students to work in pairs to research five facts about
another Australian state online and write five sentences.
Then ask them to share their sentences with another pair.

Before you watch While you watch
1 Look at the photo on page 30. What’s the 4 2 Watch the video. Write five words.
animal? Where is it? koala; Australia Read your words to your partner.
2 Work in pairs. Look at the map of water blue
Australia. Count the states. Answer the
questions.
5 Watch the video again. What order
2
1 Is Brisbane in South Australia? no (1–3) do these things appear in the video?
2 Is Adelaide a city or a state? city 3 sea animals 1 a city 2 birds
3 Is Tasmania an island? yes
After you watch
6 Work in pairs. Test your memory. Ask and
answer the questions.
1 What animal is in a tree? a koala
2 What animal is in the bag? a kangaroo
3 What color is the lizard? brown/gray
4 Is the person in the water a man or a
woman? a man
7 Work in pairs. Write questions about

South Australia with these words.
1 South Australia / beautiful / ?
3 Key vocabulary Is South Australia beautiful?
a Read the sentences. Match the bold words 2 the beaches / nice / ?
(1–4) with the pictures (a–d). Are the beaches nice?
1 Kangaroos are from Australia. d 3 the animals in South Australia /
2 This is the sun in the morning. a amazing / ?
3 The sky is blue. b Are the animals in South Australia amazing?
4 We’re on a plane. c 4 South Australia / a good place for a
a b vacation / ?
Is South Australia a good place for a vacation?
8 Work in pairs. Ask and answer the

questions in Exercise 7.
c d Is South Australia
Yes, it is.
beautiful?
No, it isn’t.
b 44 Listen and repeat the bold words.
Unit 2 Vacations 31
Grammar Vocabulary
4 ❯❯ MB Work in pairs. Say the days in
order. Take turns. Start with Monday.
Student A: Say a number from 11 to 100.
Student B: Write the number.
6 Circle the correct color.
1 My car is red / orange.
1 Complete the sentences with the words. 2 The buses are yellow / green.
3 The lake is brown / blue.
‘m isn’t not we’re
I CAN
GREG: I’m in the mountains. I 1 ’m say the days of the week
with my friends. We’re in Canada. count from eleven to one hundred
2
We’re on vacation. I’m 3 not say the colors of objects
happy—the hotel 4 isn’t nice.
aren’t isn’t they’re we Real life
KARA: I’m in Brazil with my friends 7 Complete 1–4 with these words. Then
Jorge and Ana. 5 They’re Brazilian. I’m match 1–4 with a–d.
on vacation. Jorge and Ana 6 aren’t on
here’s vacation name’s this
vacation. 7 We’re in Rio de Janeiro.
The water 8
isn’t cold—it’s warm! 1 Good afternoon. My name’s
2 Work in pairs. Write questions with these Tanaka.
words. Ask and answer the questions. 2 Here’s my passport.
3 Are you here on vacation ?
1 you / a student? 4 Is this your email address?
2 your teacher / American?
3 your friends / here? a Good afternoon, Mr. Tanaka. What’s
4 this classroom / cold? your first name please? 1
5 we / late for class? b No, I’m not. I’m here on business. 3
c Thank you. 2
3 ❯❯ MB Work in pairs. Look at the words d Yes, it is. 4
and write the plurals. Take turns.
Student A: Say a word. 8 Work in pairs. Practice the exchanges in
Student B: Say the plural. Exercise 7.
1 airport airports 4 city cities I CAN

2 beach beaches 5 country countries ask for and give personal information
3 bus buses 6 photo photos
I CAN
ask and answer questions (be)
use regular plural nouns
32
Unit 2 Review and memory Vocabulary
booster 4 ❯❯ MB
• Ask pairs to say the days of week in order. Tell them to
start with Monday and then take turns. They can then
Memory Booster activities
repeat the activity with the other student starting this
Exercises 3, 4, and 5 are Memory Booster activities. For time.
more information about these activities and how they
benefit students, see page x. 5 ❯❯ MB
• Organize the class into new pairs for variety. Tell
students to take turns to dictate and write numbers
I can … check boxes from 11 to 100.
As an alternative to asking students to simply check the • As students work, monitor and offer support with
spelling and pronunciation.
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language 6
exercises for additional practice.
• Ask students to circle the correct color in each sentence.
Check answers as a class.
Grammar Extra activity

1 If you have confident students, you could do this activity
• Ask students to complete the two texts with the words as a pairwork dictation exercise. This will help with the
in the boxes. Let them compare answers in pairs before formation of plural noun endings as well as the spelling of
checking with the class. the colors.
Student A closes the Student Book and listens. Student B
• Ask students to match the photo with Greg or Kara,
reads out each sentence, choosing the correct option as
based on what they say in the texts.
they read. Student A writes the sentences.
At the end, the students work together to check the
ANSWER written sentences against the originals in the book, and
The photo (which shows Rio de Janeiro) matches Kara’s also that Student B chose the correct color words.
description.
2 Real life
• Ask students to work in pairs. Write questions using 7
the prompts, then ask and answer the questions. Check • Ask students to complete sentences 1–4 with the words
answers as a class. from the box.
• Then tell students to match the completed sentences
ANSWERS (1–4) with the responses (a–d) to make four separate
1 Are you a student? exchanges. Let them compare their answers in pairs
2 Is your teacher American?
3 Are your friends here? 8
4 Is this classroom cold? • Ask pairs to practice the four exchanges in Exercise 7.
5 Are we late for class? Monitor and prompt students to self-correct any errors
in form or pronunciation.
3 ❯❯ MB
• Ask students to write the plurals in pairs. Check
answers as a class.
• Then ask students to practice saying the plural nouns
in pairs. If necessary, remind them of the pronunciation
rules for the plural endings.

Unit 3 Family and friends
1 45 Write all the key words on the board: boy, girl, man,
• Revise colors by asking students to name the colors they woman, father, mother, son, daughter, parents, children.
can see in the photo. You could also revise numbers by Draw a simple family tree of your family on the board. For
asking them to count the people and butterflies. example:
I’m a woman. (Point to a central stick figure of a woman.)
• Ask students to look at the photo. Play the recording
and tell them to read the text on the page at the And I’m married. (Point to male stick figure next to the first.)
same time. I’m not a mother or a parent. (Point to an empty space—
no children—under the first two figures.)
But I am a daughter. (Point to another set of male/female
Audioscript 45
figures above which represent your parents.)
This family is from Mexico. Rosa is the mother. Lidia is Then to recap, ask students to say which words on the
the daughter. Pablo is the son. board describe you, and which do not.
2 Please refer to page 183 for Teacher Development notes

• Ask students to work in pairs to read the text in on live listening.
Exercise 1 and complete the sentences with the names.
4
Check answers as a class, and make sure students
understand boy (male child) and girl (female child). • Ask students to write true sentences about themselves
using the family words. Encourage them to write
3 both positive and negative sentences. Monitor to offer
• Ask students to write the words in the correct place. support and check spelling and grammar.
Let students compare answers in pairs. • Organize the class into pairs and ask students to take
• To check understanding of the key vocabulary, see the turns to read out the sentences about themselves.
extra activity and the Teacher Development notes.
33a
Unit 3 Family and friends
A family in Mexico looks at butterflies.
F E AT U R E S 1 45 Look at the photo. Listen and read.

This family is from Mexico. Rosa is the mother. Lidia
34 Families
is the daughter. Pablo is the son.
A famous family
2 Write Lidia, Pablo, and Rosa.
36 Friends Pablo Lidia
1 is a boy. 3 is a girl.
People and their things 2 Rosa is a woman.
38 Important days 3 Write daughter and parents in the correct place.
Celebrations in different
months
father & mother = 1 parents
42 Chinese New Year 2 daughter
son & = children
in London
A video about street 4 Work in pairs. Write sentences about you with a
celebrations family word. Read your sentences to your partner.
I’m a son. I’m a daughter.
I’m not a father. I’m not a mother.
33
3a
?? Section
FamiliesHead
47
The Murray family William Judy
Andy Murray and Jamie Murray

are top tennis players. Judy is their
mother. She’s a tennis player, too.
Their father is named William. He isn’t
a tennis player. Andy is married. His
wife is named Kim. Sophia is a little Jamie Andy Kim
girl. Her parents are Andy and Kim.
The Murray family is from Scotland.
Sophia
Vocabulary family Grammar his, her, its, our,

1 Look at the family tree. Which sport is their
this family famous for? tennis HIS, HER, ITS, OUR, THEIR
2 46 Listen and repeat the family words. He’s my father. His name’s William.
She’s my mother. Her name’s Judy.
brother daughter father husband They’re my sons. Their names are Jamie
mother sister son wife and Andy.
Our parents are Judy and William.
3 Look at the family tree again. Write the We’re from a town in Scotland. Its name is
Dunblane.
correct words.
1 Andy and Jamie are brothers .
2 Andy and Kim are husband and
5 Look at the grammar box. Write singular
wife .
or plural.
3 William and Jamie are father and
son . 1 her and his = singular
4 Kim and Sophia are mother and 2 our and their = plural
daughter .
6 Write her or his.
Reading 1 This is Sara. Her mother is
Zoe. Her father is Lucas.
4 Read about the Murray family. Write the 2 This is David. His son is
names. Anton.
1 Their parents are William and Judy. 3 This is Martin. His
Jamie and Andy daughters are Mia and Emma.
2 Their sons are Jamie and Andy. 4 This is Susan. Her brother is
William and Judy Stephen.
3 Her mother is Kim. Sophia 5 This is Andy. His parents
4 His daughter is Sophia. Andy are William and Judy.
5 Her husband is Andy. Kim
34
3
3a Families • Ask students to complete the sentences using the
correct family words. Tell them to look back at the
family tree for support. Let students compare answers
Lesson at a glance in pairs.
• vocabulary: family
• Read out the sentences. Ask students to shout out
• reading: a family from Scotland
the missing family word.
• grammar: his, her, its, our, their
• listening: a family from Iraq
• speaking: my family Reading
4 47
Vocabulary family • Ask students to read the text and write the names of
1 the people that the sentences are about. Let students
• Ask students to look at the family tree and the photos.
class.
Elicit answers to the question. If students know
anything about the Murrays, let them tell the class. • The reading text is recorded. You could play the
recording and ask students to read and listen.
Extra activity
Andy Murray (born 1987) is a former number one men’s
singles tennis player. He has won the US Open and Ask students to draw their own family tree similar to that
Wimbledon tennis competitions, two Olympic gold medals, of the Murrays. They could then write sentences about it
and the Davis Cup. Andy and his wife Kim now have a or describe it to their partner.
second child, a daughter who was born in November 2017.
Jamie Murray (born 1986) is a five-time Grand Slam Grammar his, her, its, our, their
doubles winner and a Davis Cup champion. He is Andy
Murray’s older brother.
5
• Read the grammar box to the class. Ask students to
Judy Murray (born 1959) is a famous tennis coach. She is
the mother of Andy and Jamie Murray. write singular or plural next to the pronouns.
The Murrays are from the town of Dunblane in Scotland. • Explain that her and his have a gender, but the plural
forms our and their have no gender.
2 46
practice.
the family words (see Pronunciation notes below).
Please refer to page 162 for Grammar and Pronunciation
Audioscript 46 notes on third person possessive adjectives.
brother mother 6
daughter sister • Ask students to write her or his to complete the
sentences. Let them compare answers in pairs before
father son checking with the class.
husband wife
Pronunciation notes
Note that the strong stress is on the first syllable of all the
two-syllable nouns. Point out the unusual spelling and
pronunciation of daughter /ˈdɔːtər/ and husband /ˈhʌzbənd/.
3a Families 34a
7
Speaking my
• Ask students to write our or their to complete the
sentences. Let them compare answers in pairs before 10
checking with the class. • Ask students to discuss photos of their families in pairs
or small groups. Students are likely to have some photos
on their phone. If not, ask them to imagine a photo and
Listening
make up questions and answers about it. Alternatively,
8 48 prepare students by telling them before the class to
• Tell students to look at the photo. Ask: What’s the bring a family photo.
celebration? Where are they? Who are they? Elicit ideas.
Pre-teach wedding (when people get married). Extra activity
• Revise numbers and colors by asking: How many people
Show another photo of a family scene to the class, and
are there? (9) What colors are there? (green, yellow, red,
have students ask and answer questions about it across the
blue, pink, black, brown, white, and purple)
room. Use photos of your own family, or photos from the
• Ask students to read the conversation and write the internet which you could pretend are of your family. Or
pronouns in the gaps. Let students compare answers use celebrity photos of weddings or family get-togethers.
in pairs.
• Play the recording. Students listen and check.
• Ask students to read out the conversation in pairs.
9
• Ask students to look at the answers and complete the
questions using words from the box. Note that this
exercise focuses on the differentiation between subject
and possessive pronouns. Let students work with a
partner if necessary.
• Check answers as a class.
Extra activity
Ask students to work in pairs to take turns to ask and
answer the questions in Exercise 9 while pointing at
people in the photo. Tell them to think of other questions
to ask about the photo.
Please refer to page 162 for Grammar notes on using be

when talking about age.
35a Unit 3 Family and friends

7 Write our or their. 9 Look at the answers. Complete the
1 I’m Sam. My brother is Bill. questions about the people in the photo
Our
parents are Sue and David. with these words.
2 This is a photo of Lili and Jenna. he she they his her their
Their mother is my sister.
3 This is my family. Our last name 1 Where are they ?
is Garcia. In Baghdad.
4 This is my sister and her husband. 2 What’s her name?
These are their children. Nadia.
5 My brother and his wife are thirty. 3 How old is she ?
Their son is five. Twelve years old.
4 What are their names?
Listening Husham and Heelan.
5 What’s his wife named?
8 48 Look at the photo and the
Heelan.
conversation. Write my, your, his, or her.
6 Is he the husband?
Listen and check.
No. Husham is the husband.
A: Is this a photo of 1 your family?
B: Yes, it is. Speaking my
A: Who’s this?
B: She’s 2 my sister. 3 Her 10 Work in pairs. Show your family photos to
name’s Heelan. It’s her wedding. your partner. Ask and answer questions.
A: OK. So is this 4 her husband? Who’s this?
B: Yes. 5 His name’s Husham.
A: Is this 6 your daughter? He’s my brother.
B: Yes. 7 Her name’s Nadia.
A: How old is she?
B: She’s twelve years old.
[photo U03_07P: new photo 1411137.jpg]
Unit 3 Family and friends 35

3b Friends Ana
Vocabulary people
1 Look at the photo of Ana. Complete the
information with four of the words.
eyes hair old short tall young
My name’s Ana. I’m twenty-one years

1
old . My 2 eyes are brown and
my 3 hair is red. I’m not 4 tall .
I’m short. I’m a student at The English
Academy.
2 Work in pairs. Put the words in order to
make questions. Answer the questions.
1 color / what / is / hair / your / ?
2 eyes / are / what / your / color / ?
3 are / old / how / you / ?
Listening
Elisa Nuno
3 49Listen to Ana. Match the names (1–3)
with the information.
1 Elisa her brother
2 Nuno her classmate
3 Prem her best friend
4 49 Listen again. Complete the sentences.
1 Elisa’s eyes are brown .
2 Elisa’s hair is black .
3 Nuno’s eyes are green .
4 Nuno’s hair is brown . Prem
5 Prem’s eyes are brown .
6 Prem’s hair is brown .
5 Work in pairs. Ask and answer questions
about three friends. Use the questions in
Exercise 2 with his or her.
My best friends are

Luigi, Enzo, and Paulo. How old is Luigi?
He’s 19. What color are his eyes?
36
Listening
3b Friends 3 49
• Ask students to look at the photos and read out the
Lesson at a glance names. Tell them they are going to hear Ana talk about
• vocabulary: people her friends. Play the recording. Students listen and
• listening: good friends match the names with the information.
• grammar: possessive ‘s
• pronunciation: possessive ‘s Vocabulary notes
• speaking: people and their things best friend = a very close friend
both = a word used to show that you are saying the same
Vocabulary people thing about two people or things
1
• Ask students to look at Ana’s photo and make Audioscript 49
sentences about her. Elicit ideas and predictions, e.g.,
She’s Spanish, She’s a woman, She’s nice. Three important people in my life are Elisa, Nuno,
and Prem.
• Ask pairs to complete the paragraph with four words
from the box. Check answers as a class and teach the Elisa’s my best friend. She’s twenty-three. Elisa’s eyes are
meanings of the new words. brown, and her hair is black. She’s tall. She’s nice.
Nuno is my brother. He’s my friend, too. He’s twenty-five
Please refer to page 162 for Grammar notes on the verb years old. My eyes are brown, but Nuno’s eyes are green.
form are. His hair is brown. He isn’t tall. We’re both short.
Please refer to page 183 for Teacher Development notes Prem is a friend in my English class. Prem’s eyes
on teaching new words. are brown. His hair is brown, too. He’s young—he’s
seventeen!
2
• Ask students to put the words in the correct order to
4 49
make questions. Elicit the first question to get students • Before playing the track again, tell students to look at
started. Let students compare answers in pairs before the sentences and complete what they can.
checking with the class. • Play the recording. Students listen and complete the
• Write the full questions on the board and practice them sentences. Let students compare answers in pairs.
chorally (see Pronunciation notes). • Play the recording again, and pause where necessary
• Then ask students to use the questions to interview to help students hear and complete all the information.
a partner. Model the activity first by asking and Check answers as a class.
answering the questions with a student. • Ask students to turn to Student Book page 183 to read
the audioscript (track 49). Clarify the meaning of any
ANSWERS new words (see Vocabulary notes above).
1 What color is your hair? 5
2 What color are your eyes? • Ask students think of three friends and make notes
3 How old are you? about them. You could put the following prompts on
the board: Name? Hair color? Eye color? Tall or short?
Pronunciation notes Friend / best friend / classmate, etc.? How old?
• Ask students to write questions in the third person
Point out that in English, Wh- questions (questions which
ask for a more complex answer than a simple “yes” or
using his/her and the prompts on the board (e.g., What's
“no”) use an intonation pattern that goes down at the his/her name?). Monitor, and check that the written
end. questions are correctly formed.
• Organize the class into pairs. Ask students to take turns
What color is your hair? to ask and answer these questions to find out about
How old are you? their partner’s friends.
• Ask students not to look at their notes, and use only the
In contrast, yes/no questions tend to rise at the end. prompts on the board to work with a new partner.
• In feedback, invite several students to tell the class
Are you French? about their partner’s friends.
Is he a student?
3b Friends 36a
Grammar possessive ‘s 10
6 • Ask students to read the sentences. Get them to
• Read the grammar box to the class (see also Grammar underline ’s in each sentence, and write P (for
notes on page 162). Ask students to replace the bold possessive) or C (for contraction of is) next to each.
words with his or her. Let students compare answers in pairs before checking
with the class.
practice.
Speaking my
Please refer to page 162 for Grammar notes on using the 11
possessives ’s and s’. • Start by asking students to look at the photos. Revise
the vocabulary by eliciting the names of the different
Pronunciation note items. Ensure students are using the correct word stress
The possessive ’s is pronounced /s/ after unvoiced sounds and pronunciation.
and /z/ after voiced sounds. • Optional step You could review the vocabulary while
also reviewing colors. Ask: What color is the dictionary?
7 (red), What color is the car? (yellow), etc.
• Ask students to write sentences. Write the example • Have students ask and answer questions about the
sentence on the board. Circle the word is and the 's to objects and people in pairs. As students speak, monitor
show that students need to add is or are as well as the closely and prompt students to correct errors.
possessive ’s to the prompts. Let students compare
ANSWERS
It’s Anita’s bag.; It’s Jack’s computer.; It’s Lin’s car.; It’s Eric’s
ANSWERS
dictionary.; It’s Claude’s cell phone.; It’s Krishnan’s pencil.
2 Prem is Ana’s classmate.
3 Ana’s eyes are brown. 12
4 Prem’s school is The English Academy. • Organize the class into groups of three or four to ask
5 Ana’s friends are Elisa and Prem. and answer questions about their own personal items.
Tell students to take a few things out of their bags and
Please refer to page 162 for Grammar notes on the place them on the table in front of them. You may need
difference between the short form of is and the to pre-teach vocabulary if students produce unusual
possessive ’s. things.
• Introduce the plural forms: What are these? and They’re …
Pronunciation possessive ’s for plural items (e.g., keys).
8a 50 • Model the activity by joining one of the groups. Point
• Tell students that they are going to listen to the full to different items and ask What’s this? or What are these?
sentences from Exercise 7. Play the recording. Students and elicit answers (e.g., It's my bag./They're Atena's keys).
listen and repeat the sentences. • As students speak, monitor closely and prompt
students to correct their errors.
8b
• Have a few students think of and share example Extra activity
sentences with the class. Then put students in pairs or
small groups to make more sentences. In feedback, elicit Walk around the class and collect an item from each
student (nothing valuable!). Organize the class into two
several sentences from pairs or groups.
teams, or more if you have a large class. Hold up an item
and ask: What’s this? Teams shout out the answer (e.g., It’s
ANSWERS Ana’s pen!). If they are correct, they “win” the item. At
Students’ own answers the end, the team with the most items wins.
To complete the activity, hold up each item and ask:
9 Whose is this? In order to reclaim it, the owner must say
• Ask students to read the sentences (1 and 2) and match It’s my pen, etc.
each ’s with its use (a and b).
Please refer to page 162 for Grammar notes on using

the ’s for has.

Grammar possessive ’s Speaking my
POSSESSIVE ’s 11 Work in pairs. Take turns.

Ana’s eyes are brown. Her Student A: Point to a photo. Ask What’s this?
Nuno’s hair is brown. His Student B: Answer.
Now look at page 162. What’s this?
It’s Anita’s bag.
6 Look at the grammar box. Replace the
words with the possessive 's with
his or her.
7 Work in pairs. Write sentences with the
possessive 's.
1 Ana / Nuno / sister
Ana is Nuno’s sister.
2 Prem / Ana / classmate Anita
3 Ana / eyes / brown
4 Prem / school / The English Academy
5 Ana / friends / Elisa and Prem
Jack
8 Pronunciation possessive ’s
a Listen and repeat the sentences from
50
Exercise 7.
b Work in pairs. Make sentences about
students in your class. Lin
Marco’s eyes are brown.
9 Read the sentences (1–2). Match each 's

with its use (a–b).
1 Elisa’s my best friend. b
2 Elisa’s eyes are brown. a
a possessive 's
Eric
b contraction of is
10 Underline the 's in each sentence. Claude
Write P (possessive) or C (contraction).
1 What’s this? C
2 His car’s red. C
3 Jack’s books are here. P Krishnan
4 Susan and Charlie are my brother's
children. P 12 Work in groups. Ask and answer
5 This is my teacher’s book. P questions about your things.

3c Important days
Vocabulary months Grammar irregular plural
1 51Number the months in order (1–12). nouns
Then listen, check, and repeat. IRREGULAR PLURAL NOUNS
1 12 7 a child ➙ two children
January December July
4 9 3 a man ➙ three men
April September March
10 5 8 a woman ➙ four women
October May August
6 2 11 a person ➙ five people
June February November
2 Work in pairs. Take turns.
Student A: Say a month. 7 Look at the grammar box. Underline the
Student B: Say the number of days. irregular plural nouns in Important days.
3 Work in pairs. Complete the sentences. 8 53Listen and repeat the words in the
grammar box.
December January October
9 54 Listen and complete the sentences.
1 New Year’s Day is in January .
2 Halloween is in October . children men people women
3 Christmas Day is in December .
1 There are many people in Kyle’s
family.
Reading 2 Mark and Peter are children .
4 Read Important days. Match the photos 3 Daniel and David are men .
(a and b) with the paragraphs (1–4). 4 Sofia and Camila are women .
5 Pronunciation linking with in Writing and speaking

52 Listen and repeat the sentences. 10 Work in pairs. Choose three important
1 It’s in March. words from one of the paragraphs on page
2 They’re in February. 39. Write sentences with your words. Read
3 Is it in London? your sentences to your partner. What’s the
important day?
Critical thinking American, families, November
completing a chart
It’s American. It’s for
6 Complete the chart with information families. It’s in November.
from Important days.
Celebration Who Where When
Chinese New Year Chinese people different countries January or February
Thanksgiving American families the United States November
38
3c Important days
April, June, September, and November have 30 days.
February has 28 days, except in a leap year when it has an
Lesson at a glance extra day. The other months have 31 days.
• vocabulary: months The following rhyme is a well-known memory aid
• reading: important days (hath = “have” in old English):
• pronunciation: linking with in Thirty days hath September
• critical thinking: completing a chart
April, June, and November
• grammar: irregular plural nouns
February has twenty eight alone
• writing and speaking: celebrations around the world
All the rest have thirty-one
Except in Leap Year, that’s the time
Vocabulary months
When February’s days are twenty-nine.
1 51
• Ask pairs to look at the months in the box and try to
write them in the correct order. If your students are Extra activity
complete beginners, you may need to do this activity Here are other ways of helping students to remember the
as a class. Then play the recording. Students listen and months:
check. 1 Write on the board lists of three months in sequence.
• Play the recording again, asking students to repeat each Students must say (or write) the next month in the
month after the recording. Highlight the months with sequence (answers in parentheses):
more unusual pronunciations (see Pronunciation notes a February, March, April … (May)
below). b March, May, July, … (September)
c December, March, June, … (September)
Pronunciation notes 2 Say or write on the board different temperatures.
Note the more unusual pronunciation of these months: Students must say a month with that typical
January /ˈdʒænjueri/, February /ˈfeb(j)ueri/, July /dʒəˈlaɪ/, temperature:
August /ˈɔːgəst/. a 32°C b 0°C c 12°C d 19°C
3 Ask students which month their birthday is in.
Extra activity
3
Ask students to categorize the months depending on how
many syllables they have. • Ask pairs to complete the sentences with the words in
the box.
One syllable: March, May, June
• Add to the three important days in this exercise to
Two syllables: April, July, August
reflect your students’ own culture or nationality.
Three syllables: September, October, November, December
Four syllables: January, February
Reading
2 4
• Ask pairs to take turns practicing saying months and • Optional step Ask students to look at the pictures on
the number of days in the months. Student Book page 39 and predict what two of the
• Optional step Give students two minutes to write down important days are.
next to each month the number of days it has. • Ask students to read the article and match the pictures
• Organize the class into pairs to practice saying the (a and b) with two of the important days described in
months and the number of days in each month. the text. Let students compare answers in pairs.
• As students are working in pairs, monitor and model • The reading text is recorded. You could play the
the correct pronunciation if you hear students struggling recording and ask students to read and listen.
with any months or numbers.
• Optional step To draw the activity to a close, go around
the class inviting each student to say the next month in
a continuous chain.
3c Important days 38a

Teacher’s notes continued from page 38a. Refer students to page 162 for further information and
practice.
Please refer to page 162 for Grammar notes on irregular
Chinese New Year is also known as the “Spring Festival” in plurals.
China. The festivities usually start on the evening before
Chinese New Year and carry on until the Lantern Festival
8 53
on the 15th day of the first month of the Chinese calendar.
• Tell students they are going to listen to and repeat the
Thanksgiving Day is a national holiday celebrated
plural words in the grammar box. Play the recording.
in Canada, the United States, some of the Caribbean
islands, and Liberia. It’s celebrated on the second Monday Students listen and repeat the words.
of October in Canada and on the fourth Thursday of
November in the United States. Americans usually eat Pronunciation notes
turkey. Their meal recalls an early seventeenth-century Note the stress, and the change in pronunciation of the
feast celebrated by Puritan settlers. vowel sounds:
The Boston Marathon began in 1897. The event is the child /tʃaɪld/ becomes children /ˈtʃɪldrən/
world’s oldest annual marathon.
woman /ˈwʊmən/ becomes women /ˈwɪmɪn/
Oscar night (the Academy Awards Ceremony) is when
statuettes called Oscars are given out in Hollywood to the person /ˈpərsən/ becomes people /ˈpiːpəl/
best movie, director, actors, etc.
9 54
Pronunciation linking with in
• Tell students that they are going to hear someone
5 52 talk about his brothers and sisters. Play the recording
• Tell students they are going to listen to three sentences and ask students to complete the sentences with the
that include the word in. Tell them to notice how the irregular plural nouns from the box. Check answers as
word in links to the previous word (see Pronunciation a class.
note below). Play the recording.
• Play the recording again for students to repeat each Writing and speaking my
sentence, focusing on mimicking how the words are
linked. 10
• Model the activity first by going over the example in
the Student Book. Ask students which celebration it
Audioscript 52
describes.
1 It’s in March. • Ask students to choose one of the paragraphs, and
2 They’re in February. write down three key words from that paragraph.
3 Is it in London? • Students now write sentences using their chosen

words. Monitor and help with ideas, and check that the
sentences are grammatically correct.
Pronunciation note
• Have students read their three sentences to a partner.
When a word ends with a consonant sound and the
Their partner has to guess which important day the
next word starts with a vowel sound, there is linking. In
order to make the phrase easier to say, English speakers
sentences describe.
naturally tend to join the sound at the end of the first
word to the sound at the start of the next word. For EXAMPLE ANSWER
example, It’s in March sounds like It sin March. It’s fun. People are happy. It’s in January or February.
(Chinese New Year)
Critical thinking completing a chart It’s an American celebration. It’s for families. It’s in
November. (Thanksgiving)
6
It’s in February. It’s for movies. It’s in Hollywood.
• Ask students to complete the chart with information (Oscar night)
from Important days. Let students compare answers in
Extra activity
Grammar irregular plural nouns Ask students to think of an important day in their country.
7 Ask them to write down three related words, and make
sentences with those words. Have them read their
• Read the grammar box to the class (also see Grammar
sentences to a partner, who has to guess the day.
notes on page 162). Ask students to find and underline
the irregular plural nouns in Important days. Let students

a 1
Important
DAYS b 3
55
1 Chinese New Year is a big

celebration. It’s in January or
February. Chinese New Year is
fun. Chinese people in different
countries are happy.
2 Thanksgiving is an American
celebration. Thanksgiving is for
families. It’s in November.
3 The Boston Marathon is a race. It’s

42 kilometers long. The Boston Marathon is for men and women from all over the
world. It isn’t for children. The Boston Marathon is a big celebration. It’s in April.
4 Oscar night is a celebration of movies. It’s in February. Oscar night is in

Hollywood. It’s for American and international movies.

3d Congratulations!
Vocabulary special
occasions
1 56Look at the photo. Listen to
the conversation. Circle the special
occasion.
a new year a new baby a wedding
2 Put the conversation (a–e) in

56
order (1–5). Listen and check.
a What’s her name? 3
b Congratulations! 1
c Hello, Juba. 5
d It’s Juba. 4
e Thank you. We’re very happy. 2
Real life giving and accepting
Real life special gifts
occasions 5 Work in pairs. Match the special occasions
3 57Listen to three conversations. (1–3) with the gifts (a–c).
Match the occasions with the a b c
conversations (1–3). Then write the
occasion next to each expression in
the box below.
3 a wedding
1 a new year
1 your friend’s birthday b
2 a birthday
2 a new baby a
SPECIAL OCCASIONS 3 your cousin’s wedding c
Congratulations! wedding 6 59 Listen to the conversation. Work in pairs.
Happy Birthday! birthday
Which expressions in the box below do you
Happy New Year! new year
I’m very happy
hear?
for you. wedding GIVING AND ACCEPTING GIFTS
How old are you? birthday
This is for you/the baby.
That’s nice/very kind.
4 Pronunciation intonation Thanks/Thank you very much.
a Listen and repeat the

58
7 Work in pairs. Choose a special occasion.
expressions for special occasions. Practice the expressions for giving and
b Work in pairs. Practice the accepting gifts.
conversations in track 57 of the Hi. This is for …
audioscript on page 184.
40
Audioscript 58
3d Congratulations!
Congratulations!
Happy Birthday!
Lesson at a glance
Happy New Year!
• vocabulary: special occasions
• real life: special occasions I’m very happy for you.
• pronunciation: intonation How old are you?
• real life: giving and accepting gifts
Vocabulary special occasions Congratulations! /kənˌɡrætjəˈleɪʃənz/ is used when somebody
has achieved something, like passing a test, having a baby,
1 56
getting married, or buying a new house.
• Ask students to look at the photo. Ask: What can you
Note the stress: Happy Birthday! Happy New Year!
see? (a baby) What’s the special occasion? (students’
own ideas). The intonation on these three phrases needs to be
exaggerated to sound positive. Encourage students to
• Tell students to look at the words in the box. Play the match the intonation in the recording.
recording. Students listen to the conversation and circle
the special occasion. Check answers as a class. Please refer to page 183 for Teacher Development notes
on backchaining when drilling.
2 56
• Ask students to read the parts of the conversation (a–e). 4b
Then tell them to try and put the conversation in • Tell students to look at track 57 of the audioscript (page
order (1–5). 184). Ask pairs to practice the conversations. Monitor,
• Have students compare answers in pairs. Then play the and encourage students to use expressive intonation.
recording for students to check their answers.
Real life giving and accepting gifts
Real life special occasions 5
3 57 • Ask pairs to match the special occasions with the gifts.
• Tell students they are going to listen to three In feedback, elicit answers and reasons for the answers.
conversations. Play the recording. Students match the
conversations with the occasions. Play the recording 6 59
again and have students match the occasions with the • Tell students that they are going to listen to a conversation
expressions in the Special Occasions box. Let students between two people: Celia and Elena. Play the recording.
compare answers in pairs before checking with the Ask students which expressions in the box they hear.
class. • Optional step Model the expressions in the box for
students to listen and repeat.
Vocabulary notes
party = when people come together to celebrate ANSWERS
something, or to eat, drink, and have fun This is for the baby.
card = a piece of thick paper folded in half, with a picture That’s very kind.
and a message on it (see the cards on page 41) Thank you very much.
gift = something that you give to someone, e.g., when it’s
their birthday
7
dress = an outer piece of clothing for women that is
• Ask pairs to choose a special occasion and practice their
usually in one piece that covers the body and part of the
legs
own conversation, using the expressions for giving and
accepting gifts in Exercise 6. Encourage students to change
roles and repeat the exercise.
Pronunciation intonation
4a 58 Extra activity
• Tell students they are going to listen to the expressions in Divide the class into small groups. Ask students to take
the Special Occasions box. Play the recording. Students turns announcing different special occasions (e.g., It’s my
listen and repeat the expressions (see Vocabulary and birthday or It’s my wedding). The other students must
Pronunciation notes). offer their congratulations and continue the conversation.
• Some of the sounds in these phrases can be challenging
for students. You may wish to break the listen and
repeat process into smaller chunks.
3d Congratulations! 40a
2
3e Best wishes • Ask students to read the messages on the greeting cards
and answer the questions (1–3). Let students compare
Lesson at a glance
• writing: a greeting card
ANSWERS
• writing skill: contractions
a 1 a birthday b 1 a wedding
2 Katya and Bruno 2 Ingrid and Karl
Writing a greeting card 3 Harry 3 Diana
Writing skill contractions
1a Vocabulary notes
• Write I’m Australian on the board and ask: Where is the
contraction? (I’m) What’s the full form? (I am). Elicit these Best wishes is a typical way of signing a birthday card
answers to make sure students understand what a or a card celebrating other special occasions for friends.
contraction is and know what to do in the exercise. You can sign off using Love for a family member or close
friend. All the best and Best regards are less familiar
• Ask pairs to underline the contractions and write the ways of signing a card, e.g., for a card that you give to a
words in full. Check answers as a class class. colleague or a neighbor.
Please refer to page 162 for Grammar notes on using Many happy returns (of the day) is still a common,
though slightly old-fashioned, message to write or say on
contractions.
someone’s birthday. It literally means, “I hope you return to
1b this day (your birthday) many happy times.” (i.e., “I hope
you live happily for a long time.”)
• Ask students to underline four contractions in the
messages (1–3). Let them compare their answers in pairs 3
before checking as a class. • Read the words in the box to the class and elicit
• In feedback, point out that Mother's and Karl's are not combinations from them (e.g., Congratulations on your
contractions—they are examples of possessive 's. birthday, Best wishes on your birthday, Love from).
• Ask students to write messages for two cards: one for
1c
a new baby, and one for a birthday. Encourage them to
• Ask students to rewrite the messages using contractions use contractions where possible.
where possible. Do the first sentence of message 1 on
the board as a class to get students started. Let students 4
compare their answers in pairs before checking with the • Tell students to check their work for the correct use of
class. capital letters and contractions.
5
ANSWERS
• Let students compare their cards in pairs. Tell them
1 Karin’s birthday’s on Friday. She’s twenty-one. Her party’s to read carefully and check for the correct use of
on Saturday.
expressions, capital letters, and contractions.
2 Hi. I’m twenty-five today. Come to my party! It’s at my
house.
Extra activity
3 Hi. What’s Harry’s address? Is it number 5 or 7? Thanks.
Bring in some pieces of card to make this task more real.
Students fold the card in half, and put a drawing or design
Vocabulary note on the front together with the words HAPPY BIRTHDAY!
or CONGRATULATIONS! Then, inside, they write their
Remind students that names, cities, countries, languages,
message.
and nationalities always start with a capital letter.
Alternatively, find out if anyone in the class has a special
day coming up soon. Find out about the day. Then tell
students to write a card to the person in the class with a
special day.

3e Best wishes
Writing a greeting card 2 Work in pairs. Read the cards. Answer the
questions.
1 Writing skill contractions 1 What’s the occasion?
a Underline the contractions in these 2 Who’s the card from?
sentences. Write the words in full. 3 Who’s the card to?
1 I’m Australian. I am
2 She’s French. She is
To Harry
3 It isn’t my birthday. is not a
What is day!
4 What’s your name? Happy birth
5 It’s beautiful. It is
est
6 Who’s this? Who is Love and b
m
7 They’re my cousins. They are wishes fro
8 When’s the party? When is
Katya and
b Underline four contractions in these Bruno
messages.
1
Hi. I’m in Spain with my brother. It’s his
birthday. Where are you?
b
2
Is it Mother’s Day on Sunday?
To Diana
3 Thank you for
Ingrid and Karl’s wedding’s in June. the wedding gift.
What’s Karl’s last name? It’s beautiful!
Best wishes from

c Work in pairs. Rewrite these messages.
Ingrid and Karl
Use contractions.
1
Karin’s birthday is on Friday. She is
twenty-one. Her party is on Saturday.
3 Write cards for a new baby and a birthday.

Use some of these words.
2
Hi. I am twenty-five today. Come to my best wishes birthday congratulations
party! It is at my house. from love on
thank you to your
3 4 Read the cards. Check the capital letters.

Hi. What is Harry’s address? Is it number
5 or 7? Thanks. 5 Work in pairs. Compare your cards with
your partner’s cards.

3f Chinese New Year in London
A dragon in a Chinese
New Year celebration
42
Audioscript 60
3f Chinese New Year in London
excellent reunion dog
fireworks street dress up
Before you watch
1 Pronunciation note
• Optional step Write Chinese New Year on the board and
When introducing key words in the video section,
tell students to look at the photo and read the caption it’s important that students recognize how they are
on page 42. Ask your class what they know about this pronounced. This is because they will often be asked
celebration. Teach the meaning of dragon by pointing to to listen for them while watching the video.
the dragon and asking the class: What’s this?
• Ask students to work in pairs to complete the short
article with the words in the box.
• Explain the meaning of the words in the box, or of any
other words in the article students do not understand.
Use pictures to explain the word animal.
Vocabulary note
animal = a living thing that eats, moves, and thinks, and
that isn’t a person (e.g., cats and dogs)
Key vocabulary
2a
bold words (1–6) with the pictures (a–f). Let students
class.
2b 60
repeat the words.
3f Chinese New Year in London 42a

3 3 6
• Tell students that they are going to watch a video • Ask pairs to test each other. Students write six things
about Chinese New Year. Ask students to watch and they remember and compare their list with their
check (✓) the things they see. partner’s. Encourage them to write full sentences and
• Play the video. Let students compare their answers use contractions where appropriate. Have students
in pairs before checking with the class. check each other's sentences.
7
Videoscript 3 • Ask students to translate the sentences into their own
language. If you have students of different nationalities,
Narrator It’s Chinese New Year. This celebration is in organize the class into same nationality/language
London. Red and yellow dragons are in the streets. Gong groups to compare their sentences.
xi fa cai is the New Year greeting.
• There may be words in the videoscript which students
Boy It was really great and it was really exciting. Just are unfamiliar with. Reassure students that they do not
absolutely excellent. need to know every word in order to understand the
Man Well, it's the time when it's a new beginning. It’s main message of the video—in real-life communication
also a family reunion and everybody just gets together in English, they need to become used to this.
and wishes everyone doing really well in the New Year.
Girl Loads of people dress up and then ... lots of people Extra activity
dress up in red mostly, because red is the lucky color for Ask students to work individually to write five sentences
Chinese. about New Year in their country. Invite students to share
Narrator In London, people celebrate British New Year their sentences with the class.
in December, and then Chinese New Year. It’s traditional
to give presents. This New Year is the start of the year of
the dog.
Narrator Two hundred thousand people are in
Trafalgar Square, Leicester Square, and Chinatown. In the
evening, people watch fireworks.
4 3
• Ask students to watch the video again and match
the people (1–3) with their words (a–c). Let students
the class.
5 3
• Ask students to complete the sentences from memory.
Play the video again. Ask students to watch and check.
checking with the class. Ask individual students to
spell the answers to make sure students have written
the words correctly.

1 Read about Chinese New Year. Complete 3 3 Watch the video. Check (✓) the
the article with three of these words. things you see.
animals countries families February ✓ dragons ✓ children dogs
✓ streets food ✓ fireworks
Chinese New Year
Chinese people live in 1 countries around 4 3 Watch the video again. Match the
the world. Chinese New Year celebrations people (1–3) with their words (a–c).
are in January or 2 February . Chinese
1 a boy c
people celebrate the New Year with their
3 families . In London, the Chinese New 2 a man a
3 a girl b
Year celebration is a big party.
a It’s also a family reunion.
2 Key vocabulary b Lots of people dress up in red.
c Absolutely excellent.
a Read the sentences. Match the bold words
(1–6) with the pictures (a–f). 5 3 Complete the sentences. Watch the
1 This work is excellent. video and check.
2 We’re at a school reunion.
1 It’s Chinese New Year. This celebration
3 The dog is big.
is in London .
4 The fireworks are beautiful.
2 It’s traditional to give presents .
5 There are houses on the street.
3 In the evening , people watch
6 I dress up as Spider-Man.
fireworks.
a 6 b 1
After you watch
6 Work in pairs. Test your memory. Write
six things from the video. Compare with
your partner.
c 2 d 4
There are fireworks in
the street.
7 Work in pairs. Translate the sentences

from the video into your own language.
Compare with your partner.
e 3 f 5
1 It’s really great.
2 Red is the lucky color for Chinese.

Grammar Vocabulary
1 Complete the sentences with these words. 4 Match the words for men and women.
1 brother daughter
her his our their
2 father grandmother
1 This card is for Ellie and Greg. What’s 3 grandfather mother
their address? 4 husband sister
2 A: Is that David’s sister? 5 son wife
B: No, it’s his friend.
3 This is my wife and these are our
questions about family. Take turns.
three children.
4 A: Your baby is beautiful! What’s What’s your ...’s name?
her name?
B: It’s Elena. 6 Circle the correct option.
2 Complete the sentences with the 1 My sister is tall and I’m short / old.
possessive form. 2 What color are the baby’s eyes / hair?
3 My son is tall / young —five years old.
Student A: Say a month.
Student B: Say the next month.
I CAN
talk about my family and friends
talk about months and ages
Real life
1 This is Jin’s family .
(Jin / family)
8 Work in pairs. Put the words in order.
Sandra’s car Then match 1–3 with a–c.
2 This is .
(Sandra / car) 1 you / gift / a / here’s / for / . b
3 They’re Toni’s keys . 2 is / how old / he / today / ? a
(Toni / keys) 3 very / kind / is / that / . c
4 This is Diana’s phone . a is / eighteen / he / .
(Diana / phone) b much / thank / very / you / .
3 ❯❯ MB Work in pairs. Talk about things in c are / welcome / you / .
class. 9 Work in pairs. Practice the exchanges in
This is Alan’s pen.
Exercise 8. Use contractions.
This is Emily’s book.
I CAN
I CAN talk about special occasions
talk about people and possessions give and accept gifts
(possessive adjectives and possessive ‘s)
44
booster • Ask students to work in pairs to practice saying the
months in sequence.
Memory Booster activities EXAMPLE ANSWERS

Exercises 3, 5, and 7 are Memory Booster activities. For A: March B: April A: May
benefit students, see page x.
Real life
8
I can … check boxes
• Ask students to work in pairs to put the words in order.
As an alternative to asking students to simply check the Check answers as a class.
from 1 to 4 for each language area (1 = not very confident; • Then ask pairs to match sentences 1–3 with the correct
4 = very confident). If students score 1 or 2 for a language responses (a–c) to make exchanges. Check answers as
area, refer them to the Workbook and Grammar Summary class.
ANSWERS
Grammar 1 Here’s a gift for you. a He is eighteen.
1 2 How old is he today? b Thank you very much.
3 That is very kind. c You are welcome.
• Ask students to complete the sentences with the words
in the box. Let them compare their answers in pairs
9
• Before practicing the conversations, ask students for the
2 words that can be contracted in Exercise 8.
• Ask students to complete the sentences with the • Ask students to work in pairs to practice the exchanges
prompts and the possessive 's form. Check answers as in Exercise 8. Remind them to use the contractions they
a class. identified.
3 ❯❯ MB
ANSWERS
• Ask pairs to talk about things in the classroom using Completed exchanges with contractions:
possessive 's. Model the activity using the examples in 1 A: Here’s a gift for you.
the exercise.
B: Thank you very much.
2 A: How old is he today?
Vocabulary B: He’s eighteen.
4 3 A: That’s very kind.
• Ask students to match the male and female words. B: You’re welcome.
Match the first pair of words (brother and sister) to get
students started. Check answers as a class.
5 ❯❯ MB
• Ask pairs to use the words in Exercise 4 to ask and
answer questions about family.
• Optional step To prevent students from trying complex
question forms they haven’t learned yet (e.g., Have you
got any children/brothers/sisters? Are your grandparents
alive?), give students some guidance. Tell them to write
down the names of five people in their families to share
with their partner. Then model a few questions with a
student (e.g., Who is Eva? Is Joseph your father? What's
your mother's name?).
6
• Ask students to circle the correct option. Check
answers as a class.
• Optional step Ask students to write three true sentences
about their family members using the italicized words.

Unit 4 Cities
Opener 4
1 • Ask students to work in pairs to talk about their city,
town, or village.
• Ask students to look at the photo and find the things
in the box. In feedback, use the photograph to elicit
and drill the words in the box. EXAMPLE ANSWER
A: Where are you from?
2 B: I’m from Glasgow. It’s a big city in Scotland. It’s not very
• Ask students to look at the photo and read the caption. beautiful or modern.
Ask: What can you see? Where is this place? Elicit the city A: Is it the capital?
and the country. B: No, it isn’t. Edinburgh is the capital.
• Optional step Revise plural nouns by eliciting the
plural forms of city (cities—the title of the lesson) and
country (countries).
Extra activity
If you and your students are from different countries,
ANSWERS describe your hometown to them and ask them to note
the key words they hear.
the city—Astana
the country—Kazakhstan
3 61
• Ask students to read sentences 1–3.
• Tell students they are going to listen to a short recording
about Kazakhstan. Play the recording. Students listen
and circle true (T) or false (F) for each sentence.
Kazakhstan became an independent country after the
dissolution of the Soviet Union, and Astana became its new
capital in 1998. The master plan of Astana was designed
by Japanese architect Kisho Kurokawa. As the seat of
the Government of Kazakhstan, Astana is the site of the
Parliament House, the Supreme Court, the Presidential
Palace, and numerous government departments and
agencies. It is home to many modern buildings, hotels,
and skyscrapers.
45a
Unit 4 Cities
Evening in the city of Astana, Kazakhstan
F E AT U R E S 1 Look at the photo. Find these things.
46 In the city buildings a tower a garden trees
Places in a town 2 Read the photo caption. Circle the name of the city
48 Tourist and the country.
information 3 61 Listen. Are the sentences true (T) or false (F)?
Two famous buildings 1 Astana is the capital city of T F
Kazakhstan.
50 Time zones 2 The buildings in Astana are tall. T F
Days and times around 3 Astana is a dirty city. T F
the world
4 Work in pairs. Talk about your town or city.
54 Where’s that?
I’m from Brasília. It’s in Brazil. It’s modern.
A video about three
cities around the world Is it the capital?
Yes, it is.
45
4a In the city
Vocabulary places in a town 1 j 2 e
1 Listen and match the photos (1–10)

62
with the words (a–j).
a a bank f an information center
b a museum g a movie theater
c a bus station h a market
d a cafe i a train station
e a parking lot j a park
3 d 4 h 5 f 6 c
7 i 8 a 9 b 10 g
2 62 Listen again and repeat the places.

a bank
3 Work in pairs. Are the places in Exercise 1 in The museum isn’t
b Transport Museum very good. It’s
your town or city? What are their names?
old. It’s near the
c bus station
The movie theater in my town is railway station.
called the Phoenix. d Pine Cafe Berta
e parking lot
Reading f Tourist Information
4 Work in pairs. Look at the map. Find four Center
places on Pine Street. g Roxy Movie Theater
This cafe is great!
5 Read the four comments. Write the places. h Central Market It’s popular with
Are the comments good (G) or bad (B)? students. It’s
i train station next to a movie
1 The market is new. G B
j Green Park theater.
2 The cafe is popular. G B
Artem
3 The museum is old. G B
4 The park is on G B
Bush Street.
46
Reading
4a In the city 4
• Ask students to look at the map on page 47 and find
Lesson at a glance four places on Pine Street. Let students compare
• vocabulary: places in a town answers in pairs before checking with the class.
• reading: describing places
• grammar: prepositions of place ANSWERS
• speaking: locations bank, Pine Cafe, Roxy Movie Theater, Central Market
Vocabulary places in a town 5

• Ask students to read the four comments. Then, ask them
1 62
to complete the four sentences by writing in the gaps
• Tell students to look at photos (1–10) and the words the place name that matches the description. Let them
(a–j). Ask them to work in pairs and match the words compare answers in pairs.
they already know to the pictures.
• Ask students to decide if each comment is good or bad.
• Play the recording. Students listen and check, and Let them compare answers in pairs before checking
match any remaining words to pictures. with the class.
2 62 • In feedback, point out the thumbs pointing up (good)
• Play the recording again. Students listen and repeat and down (bad), which serve as clues. Elicit the words
each place. that made the comments good or bad.
• Optional step If your class is more confident, ask
Vocabulary and pronunciation notes students to close their Student Books. Read out each
comment and ask them to give you the thumbs up sign
The stress on these words is mostly on the first syllable.
if the comment is positive, or the thumbs down sign if
The exceptions: museum, information
it’s negative. Then allow them to open their books to
Remind students that we use an in front of vowel sounds, read and check.
so an information center.
Note the pronunciation: cafe /kæˈfeɪ/ (an imported French
word); movie /ˈmuːviː/; theater /ˈθiːətər/; station /ˈsteɪʃən/
3
• Ask pairs or small groups to talk about their own town.
Can they find the ten places from Exercise 1 where they
live? In feedback, elicit examples from students.
Extra activity
Ask students to think of (or find online) famous examples
of these places from around the world. For example:
Louvre Museum (Paris), Central Park (New York), Café
eet
Bräunerhof (Vienna), Borough Market (London). Clay Str
Bush Street
Pine Street
4a In the city 46a

Grammar prepositions of place 10 63
6 • Play the recording again. Ask students to look at the
• Look at the grammar box with the class (also see map as they listen, and check whether the information
Grammar notes on page 164). It’s a good idea to use in each conversation is correct. Let students compare
realia to physically demonstrate the meaning of these their answers in pairs before checking with the class.
prepositions. For example, take a box and a small object
such as a phone. Put the phone on the box and say: on ANSWERS
… the phone is on the box. Then put it next to the box and The information in 1, 2, and 3 is correct.
say: next to … the phone is next to the box, and so on. The information in 4 isn’t correct (the bank isn’t opposite
• Ask students to underline the prepositions in the four the museum—it’s opposite the market).
comment boxes on the map. Let students compare
Speaking my
ANSWERS 11
Berta: It’s near the railway station. • Ask pairs to practice the conversations in track 63 of the
Artem: It’s next to a movie theater. audioscript (page 184).
Maria: It’s on Bush Street. • Optional step Ask students to underline the questions
Lyle: It’s opposite a bank. used for asking for directions. Model the questions
and ask the class to listen and repeat.
Refer students to page 164 for further information
12
and practice.
• Elicit and write questions used for asking for directions
Please refer to page 164 for Grammar notes on using on the board: Excuse me? Where’s the …? Is the … near
next to and near. here? Is the … on this street?
• Ask students to work in pairs. Tell them to ask and
7 answer questions about places on the map.
• Get students started by asking them to look at the
map. Ask them one or two questions: Where’s the park? 13
Where’s the market? • Ask students to continue working in pairs. Tell them to
• Then tell students to look at the map and read the ask and answer similar questions about places in their
three sentences on their own. Ask them to decide if the own town or city.
sentences are true (T) or false (F). Let them compare
their answers in pairs before checking with the class. Extra activity 1
Draw this simple street map on the board and ask students
8 to copy it:
• Ask students to look at the map and circle the correct
option. Let students compare their answers in pairs
before checking with the class. MAIN STREET
9 63 cafe
• Tell students that they are going to listen to four
Tell them to write places from the lesson on their map.
conversations about places on the map. Tell them Put students in new pairs and tell them to practice
to read the list of places. conversations using their maps.
• Play the recording. Students listen and write the If your students know the town they are in quite well, ask
number of the conversation (1–4) next to each place. Let them to remember and write the real names of places to
students compare their answers in pairs before checking use in the activity. You could also use this as an opportunity
with the class. to teach two or three additional place names, e.g.,
pharmacy, supermarket, library.
47a Unit 4 Cities

Grammar prepositions of 4 The information center is next to /
opposite the bus station.
place 5 The bus station is on / next to the park.
PREPOSITIONS OF PLACE 9 63 Listen to four conversations about
places on the map. Write the number of
the conversation (1–4) next to the places.
on next to opposite near 4 bank 2 information center
Now look at page 164. 3 parking lot 1 train station
6 Look at the grammar box. Underline the 10 63 Listen again. Work in pairs. Look at
prepositions in the four comment boxes. the map. Is the information correct?
7 Read the sentences. Look at the map. Are Speaking my

the sentences true (T) or false (F)?
11 Work in pairs. Practice the conversations
1 The museum is on T F in track 63 of the audioscript on page 184.
Pine Street.
2 The cafe is next to the T F 12 Work in pairs. Ask and answer questions
movie theater. about places on the map.
3 The market is opposite T F Excuse me?
Yes?
the movie theater.
8 Look at the map. Circle the correct option. Where’s the market?
1 The bank is next to / opposite the market.
2 The movie theater is on / near Pine Street. 13 Work in pairs. Ask and answer questions
3 The parking lot is near / next to the museum. about four places in your town.
This park is
i beautiful! It’s on
Bush Street.
eet
b Clay Str
Maria
M
Bush Street
e
d g
a $ P The market is
Pine Street nice. It’s new. It
j isn’t very big. It’s
h opposite a bank.
f Lyle
c
i
Unit 4 Cities 47
4b Tourist information
Listening 3 Look at the grammar box. Write S
(singular) or P (plural).
1 Listen to two conversations.
64 1 this, that S 2 these, those P
Number the sentences in order.
1 2 Good morning. 4 65 Read the conversations. Write this,
3 Is this a map of New York? that, these, and those. Listen and check.
1 Hi.
Is this a train schedule?
6 It’s near Fifth Avenue ... here it is.
1
4 No. That’s the wrong map. This
is a map of New York.
5 Oh, OK. Where’s the
Guggenheim Museum?
2 3 And bus schedules?
1 Good afternoon. Where are the No, it’s a bus schedule.
schedules, please?
5 OK, thanks.
2 Excuse me. Are these
4 Those are bus schedules, next to pens or pencils?
the door.
2 Well, these are train schedules, here. They’re pencils.
The pens
2 Work in pairs. Practice the conversations are next to
in Exercise 1. the maps.
Grammar this, that, these,

those
THIS, THAT, THESE, THOSE 3 Excuse me. Are those
maps of Astana?
Is this a map of the city?
Yes, they are.
That’s a map of the city.
Is that guidebook in English?

Are these maps of the city? 4
Which guidebook?
Those are maps of the city.
The book
next to you. No, it isn’t.
Now look at page 164. It’s in Spanish.
48
Grammar this, that, these, those
4b Tourist information 3
• Read the grammar box to the class. It’s a good idea
Lesson at a glance to use realia to physically demonstrate the meaning
• listening: tourist information of these words (see the extra activity below).
• grammar: this, that, these, those • Ask students to write S (singular) or P (plural) to
• pronunciation: th /ð/ complete the rules. Check answers as a class.
• reading: famous towers
• grammar: question words Refer students to page 164 for further information
• speaking: famous places and practice.

Listening demonstrative pronouns.
1 64
• Tell students that they are going to listen to two
Extra activity
conversations in a tourist information center. Use realia Use realia to demonstrate the use of this, that, these, and
or images on the internet to teach the words those. For example, use a selection of pens. Put one pen
map and schedule. very near you on the desk in front of you. Touch it and say:
This … This is a pen. Then take a second pen and put it
• Play the recording. Students listen and number the further away on a different table, point to it, and say: That
parts of the conversations in the order they hear them. … that is a pen.
Then add two or three pens to the one in front of you and
say: These … these are pens. Add more pens to the table
Background information further away from you and say: Those … Those are pens.
The Guggenheim Museum is an art museum located on Drill the sentences. Say the sentences and have students
Fifth Avenue in Manhattan, New York City. It houses repeat them chorally. Then point without saying anything
collections of impressionist, modern, and contemporary art to prompt students to produce the sentences themselves.
and is a popular tourist destination.
4 65
2 • Ask students to read the conversations and write this,
• Ask students to practice the conversations in Exercise 1 that, these, and those in the blanks.
in pairs. They may find it easier to refer to the track 64 • Play the recording. Students listen and check their
audioscript on page 184. answers.
• Ask students to change roles and repeat the
conversations.
Extra activity
Ask students to change the details in the conversations so
that they are true for the students’ city or town.
4b Tourist information 48a

Pronunciation th /ð/ Grammar question words
5a 66 7
• Tell students they are going to listen to the four • Read the grammar box to the class. Check students’
conversations from Exercise 4. Tell them to pay understanding by writing the following words on the
attention to the pronunciation of th /ð/ in this, that, board and asking students to match them with the
these, and those. Play the recording. Students listen and question words that relate to them: time (when), thing
repeat. (what), reason (why), place (where).
• Ask students to read the answers in order to complete
Pronunciation notes the questions with the correct question word. Let them
The /ð/ sound can be challenging for foreign learners of compare answers in pairs before checking with the
English. Students often confuse it with the /d/ or /z/ sound. class.
It is a voiced consonant that is produced by pressing the
tongue against the top front teeth and withdrawing it. Refer students to page 164 for further information and
If students have real problems, tell them to place their practice.
index finger in front of their lips with their tongue pressing
against the front teeth, just just touching the finger. As Please refer to page 164 for Grammar notes on inverting be
they make the sound, they pull their tongue back. in questions.
5b Speaking my
• Model the pronunciation of /ð/ in the words. Then ask
students to practice saying the words in pairs. Monitor
8
and correct any errors you hear. • Organize the class into Student A and Student B pairs.
Then give them time to read the information about the
Extra activity places on their respective pages of the Student Book
(Student A: 153, Student B: 155). Have them take turns
Write the following sentences on the board and ask to ask and answer the four wh- questions from the
students to practice saying them.
grammar box (page 49) about the places.
1 There is the boat. 2 This one or that one?
ANSWERS
Reading Student A:
6 67 It’s the Paranel Observatory.
• Ask students to look at the two photos. Ask: What are It’s in the Atacama desert in Chile.
they? (towers) What are their names? Where are they? It’s open on Saturdays.
(elicit ideas from students). It’s big. It’s in the James Bond movie Quantum of Solace.
• Ask students to read the text and choose the correct Student B:
options in sentences 1–3. Let students compare their It’s the Taj Mahal.
It’s in Agra in India.
• In feedback, explain the meaning of symbol (something It’s open every day except Fridays.
that makes people think of your city). It’s beautiful. It’s a UNESCO World Heritage Site.
• The reading text is recorded. You could play the
Extra activity 1
Background information Ask students if there is a famous tower or building in their
home city or country. If so, get students in the class to ask
Tokyo Skytree is a broadcasting, restaurant, and observation
each other questions about it.
tower in Sumida, Tokyo. It is 634 meters high, making it the
tallest tower in the world. It is the second tallest structure in
the world after the Burj Khalifa in Dubai. Extra activity 2
The Eiffel Tower is a wrought iron lattice tower on the
Champs de Mars in Paris, France. It is named after the Ask students to research a famous tower or building on
engineer Gustave Eiffel. It was constructed by Eiffel’s the internet (e.g., the Burj Khalifa in Dubai, or the Empire
company between 1887 and 1889 for the 1889 World’s State Building in New York). Ask them to write an article
Fair. Today, the Eiffel Tower is the most popular monument about the tower or building, using the reading in this unit
in the world that people pay to visit. as a model. This could be done for homework.
49a Unit 4 Cities

The Skytree The Eiffel Tower
67
What is it? What is it?
It’s a tower. It’s a tower.
Where is it? Where is it?
It’s in Tokyo, Japan. It’s in Paris, France.
It’s near Asakusa It’s next to the
Station. Seine river.
When is it open? When is it open?
It’s open every day. It’s open every day.
Why is it famous? Why is it famous?

It’s new. It’s a It’s old. It’s a symbol
symbol of Tokyo. of France.
5 Pronunciation th /ð/ 7 Complete the questions with the correct

question word.
a 66 Listen and repeat the conversations
from Exercise 4. 1 Q: Where are you?
A: I’m in the park.
b Practice the th sound in these words. 2 Q: When is the museum open?
this that these those there they the A: Every day.
3 Q: What is the name of this street?
A: Pine Street.
Reading 4 Q: Why is this place famous?
6 Read about The Skytree and The Eiffel A: It’s very old.
Tower. Circle the correct option. 5 Q: Where is this?
A: It’s in Italy.
1 The Skytree / Eiffel Tower is in Europe. 6 Q: When is your vacation?
2 The Skytree / Eiffel Tower is new. A: It’s in June.
3 The Skytree / Eiffel Tower is near a river.
Speaking my
Grammar question words
QUESTION WORDS
about two places.
What is it? When is it open?
Student A: Turn to page 153.
Where is it? Why is it famous?
Student B: Turn to page 155.
Unit 4 Cities 49
4c Time zones
Vocabulary the time 6 Work in pairs. Look at the map. It’s noon
in London. What time is it in these places?
1 68Match the times with the clocks. 1 New York 7 a.m.
Listen, check, and repeat. 2 Rio de Janeiro 9 a.m.
3 Johannesburg 2 p.m.
1 eight twenty E
4 Jakarta 7 p.m.
2 eleven o’clock M 5 Sydney 10 p.m.
3 three fifty-five A 7 What time and day is it where you are now?
What time and day is it in New York now?
4 nine thirty M
8 Word focus at
2 Write M (morning), A (afternoon), or E a Underline three sentences with at in Time
(evening) for the times in Exercise 1. zones on page 51.
3 Work in pairs. Ask and answer questions. b 69 Complete the conversations with
these expressions. Listen and check.
English class?
your
What time is school open? at five o’clock at home at school at work
the
lunch?
1 A: Where are your children? Are
Critical thinking thinking they here?
B: No. It’s 10 a.m. They’re at school .
about your country
2 A: Sandy, what time is your train?
4 What time do people do each activity B: It’s at five o’clock .
in your country? Write M (morning), A
3 A: Hi, Tom. Are you at work ?
(afternoon), or E (evening).
B: No, I’m not. It’s a holiday today.
Children go to school I’m at home .
People are at work
People are in bed Speaking my
Children go home
9 Work in pairs. Ask about different days
People have dinner and times. Take turns.
Reading Grand Central Station, New York at home at school in a cafe

in bed in the city in the classroom
5 Read Time zones. It’s noon in London.
Write the names of two cities. It’s Tuesday. It’s nine
I’m at home.
thirty in the evening.
London: 12 p.m.
Where are you?
1 Los Angeles : 4 a.m.
2 Perth/Singapore : 8 p.m.
50
Extra activity
4c Time zones
Create a listening task. Write pairs of similar times on the
board and read out one from each pair. Students must
Lesson at a glance listen and say which time you are saying. Try this list:
• vocabulary: the time 1 a 5:30 b 5:40
• critical thinking: thinking about your country 2 a 9:15 b 9:50
• reading: time zones 3 a 4:45 b 4:55
• word focus: at Follow up by asking students to write their own lists of
• speaking: days and times times, and have them do the activity with a partner.
Vocabulary the time Critical thinking thinking about

1 68 your country
• Optional step Use a clock to assess what students 4
already know about telling the time before you teach. • Ask students to write which part of the day people
• Ask students to match times and clocks. Let students do the listed activities in their country. Let students
compare their answers in pairs. compare their answers in pairs before checking with the
• Play the recording. Students listen and check their class. Answers will probably vary.
answers. Play the recording again for students to repeat
(see Vocabulary and Pronunciation notes). Reading
5 70
• Ask students to look at the map on page 51. Make sure
O’clock /əˈklɒk/ is an eighteenth-century abbreviation for they are familiar with the concept of time zones. Ask
“of the clock.” students: In Sydney, it's 10 p.m. What time is it in Jakarta?
Revise the stress in numbers (for example, thirty but fifteen). (8 p.m.) What time is it in Johannesburg? (2 p.m.)
• Ask students to read the article quickly and answer the
Background information questions. Let them compare answers in pairs before
It’s common to give times in number form (as in this exercise),
especially in situations when asking about schedules. It’s • The reading text is recorded. You could play the
also the simplest way for students to learn to say the time. recording and ask students to read and listen.
Note, however, that native speakers regularly use more
complex forms in conversation: half past, quarter past, Background information
quarter to, twenty to, etc. Point out also that the words noon
The International Date Line (IDL) runs along an imaginary
and midnight are also regularly used to refer to 12 in the
line from the North to the South Pole at 180° longitude.
afternoon and 12 in the evening.
It deviates at times to go around various Pacific Island
groups. It’s on the opposite side of the Earth to the Prime
Please refer to page 184 for Teacher Development notes on Meridian, which passes through the Royal Observatory in
testing before you teach. Greenwich in southeast London. This is at 0° longitude.
2
• Point out AM and PM on the clock faces. Explain that Extra activity
AM (or a.m.) starts at midnight (12:00 a.m.) and ends Ask students to close their books. Say: It’s 4 o’clock in the
just before noon (11:59 a.m). PM (or p.m.) starts at noon morning in Los Angeles. Where are the people? Find out
(12:00 p.m.) and ends just before midnight (11:59 p.m.). if students can remember and say the sentences from the
• Ask students to match morning, afternoon, and evening to text. Ask about other cities and times in the text.
the times. Check answers as a class.
3 Vocabulary notes
• Organize the class into pairs to ask and answer the shop = a place where you buy things
questions. In feedback, elicit some exchanges for the office = a place where people work at desks
class to hear. bed = what you sleep on
closed = the opposite of open
4c Time zones 50a

Teacher’s notes continued from page 50a.
Speaking my
6 9
• Have students work out what time it is in the different • Start by modeling the activity. Read out the example.
cities in pairs. Ask them to take turns telling their Then come up with one or two more examples of your
partner the times using complete sentences. Check own, and get students to say where they are.
answers as a class. • Give students time to prepare their questions and
answers. Then organize the class into pairs. Students
7
take turns to ask and answer questions about different
• Discuss the questions as a class. If your students are days and times. Monitor, and help with ideas and
from different countries, ask them what time it is in vocabulary.
their own country.
EXAMPLE ANSWERS
Extra activity
A: It’s Saturday at midnight. Where are you?
Ask students to write whole sentences about the times
B: I’m at home and I’m in bed.
and the cities in Exercise 6.
B: Where are you? It’s Sunday morning. It’s 11 o’clock.
Word focus at A: I’m in a cafe in town.
8a A: It’s Monday afternoon at three thirty. Where are you?
• Ask students to underline three sentences with at in the B: I’m at work in my office.
article on page 51. Check answers as a class.
8b 69
• Ask students to complete the exchanges with the
expressions in the box. Let them compare answers in
pairs.
• Play the recording. Students listen and check their
answers.
• Note that three of the at expressions in the box refer to
a place, and that one refers to a time.
Please refer to page 164 for Grammar and Pronunciation

notes on using at.
51a Unit 4 Cities

70
T I M E ZONES
In London, it’s twelve noon. Shops and offices There are many different time zones in the
are open. People are at work. Children are world. Lima and New York are in the same
at school. In Perth, Australia, it’s eight o’clock time zone. Singapore and Perth are in the
in the evening. Schools are closed and same time zone. Perth and Sydney are in
children are at home. People are in cafes and different time zones. The International Date
restaurants. In Los Angeles, it’s four o’clock in Line is the end of one day and the beginning
the morning. People aren’t at work. They’re at of the next day. It’s only 80 kilometers from
home. They’re in bed. Russia to Alaska, but Sunday in Russia is
Saturday in Alaska.
London
New York
Jakarta
Rio de Janeiro Johannesburg

Sydney
Taveuni Island, Fiji
Unit 4 Cities 51
4d Two teas, please
Vocabulary snacks Real life buying snacks
1 71 Look at the photos (a–h). Match 2 72 Listen to three conversations. Complete
the words (1–8) with the photos. the conversations with expressions for buying
Listen, check, and repeat. snacks.
1 apple 5 salad 1 A: Hi. Can I help you?
2 banana 6 sandwich C: 1 Two coffees, please.
3 coffee 7 tea A: 2
Large or small?
4 fruit juice 8 water C: Small.
A: Anything else?
a 8 b 4 C: 3 No, thanks.
2 A: Hi. Can I help you?
C: 4
Can I have a bottle of water, please?
A: Anything else?
C: Yes. A salad.
A: OK. 5 Four dollars, please.
3 A: 6 Can I help you?
C: A tea and a fruit juice, please.
A: 7 Anything else?
c 3 d 5 C: Yes. Two sandwiches, please.
A: OK. Here you are. Eleven dollars, please.
BUYING SNACKS
Can I help you? Anything else?
Two coffees, please. No, thanks.
Can I have a bottle of Four dollars, please.
e 7 f 6 water, please? Here you are.
Large or small?
3 Pronunciation linking with can

a 73 Listen and repeat these sentences.
1 Can I help you?
g 1 2 Can I have a bottle of water, please?
h 2 b Work in pairs. Practice the conversations in
Exercise 2.
4 Work in pairs. Buy snacks from your partner.
Hi. Can I help you?
Two teas, please.
52
Pronunciation linking with can
4d Two teas, please 3a 73
• Play the recording. Ask students to listen and note
Lesson at a glance the way the words Can and I are linked in continuous
• vocabulary: snacks
speech (see Pronunciation notes).
• real life: buying snacks • Play the recording again for students to repeat. In
• pronunciation: linking with can feedback, point out how and why the words link.
Vocabulary snacks Audioscript 73

1 71 1 Can I help you?
• Find out what students already know. Elicit any food
2 Can I have a a bottle of water, please?
and drink words in English that students know, and
write them on the board. Pre-teach the word snacks
Pronunciation notes
(small items of food that you eat between meals).
Can ends with a consonant sound and I is a vowel sound.
• If possible, show students flashcards or images of the
When a word ends with a consonant sound, it tends to
types of snacks on the page before opening the Student
join with vowel sounds at the start of the next word in
Book. Elicit and drill the food and drink words. Then order to make it easier to say, i.e., Ca-ni.
ask students to match the words (1–8) with the photos
in the Student Book (a–h). 3b
• Play the recording. Students listen and check their • Organize the class into pairs. Ask students to practice
answers. the conversations in Exercise 2. Encourage them to take
• Play the recording again. Students listen and repeat the turns playing the different roles in each conversation.
words (see Pronunciation notes).
Extra activity
Pronunciation notes Once students have practiced reading out the conversations
Note that the stress is on the first syllable of all these two or three times, tell them to cover the conversations
words, except for banana /bəˈnænə/. and try to remember them.
Other unusual pronunciations: sandwich /ˈsæn(d)wɪtʃ/
4
• Organize the class into new pairs to act out
Real life buying snacks conversations. Encourage them to “buy” a variety of
2 72 snacks from Exercise 1. As students speak, monitor
• Tell students that they are going to listen to three closely, and note any errors they make. At the end of the
conversations in which people buy snacks. Ask them activity, give feedback on some of these errors.
to listen and complete the conversations with the
expressions they here. Extra activity
• Play the recording. Pause where necessary to give Ask students to find an online snacks menu in English
students time to write their answers. Let students and download it. Tell them to write a conversation
compare answers in pairs before checking with the between a customer and waiter based on the menu.
You could then invite pairs to act out the conversations
class.
in front of the class.
• Read with the class the expressions for buying snacks
in the box. Explain the meaning of the expressions and Please refer to page 184 for Teacher Development notes on
words that students do not understand. giving feedback on errors.
4d Two teas, please 52a

ANSWERS
4e See you soon
2 The park is open on Saturdays and Sundays.
3 The town is old and beautiful.
Lesson at a glance 4 It’s famous in America and Europe.
• writing: a text message
• writing skill: and 3c
• Ask students to read the pairs of sentences and join
Writing a text message them together using the word and. Point out that in
these sentences, and is joining two sentences with
1 different subjects, and so both subjects need to be
• Pre-teach text message. Use your phone to do this— included in the new sentence.
show the class a recent text message (note that a text
• Let students compare their answers in pairs before
message is often shortened to a text, and that in some
countries, a text is called an SMS).
• Ask students to read the text message and answer the ANSWERS
questions. Let them compare their answers in pairs
before checking with the class. 1 Our hotel is modern and the room is clean.
2 The streets are clean and the houses are beautiful.
Background information 3 The airport is small and the plane is old.
4 The park is next to our hotel and the market is near.
The photo shows a floating market in Thailand in
Southeast Asia. Bangkok is the capital of Thailand.
4
2 • Ask students to choose a popular place they are familiar
• Ask students to read the text message again and with and write a text message about it. Tell them to
underline the adjectives specified in 1–5. Let students write about three of the listed topics, using the text
compare answers in pairs before checking with the class. message in Exercise 1 as a model. Tell them not to
mention the name of the place in the message.
Vocabulary notes 5
Teach the adjectives by miming them. For example: • Ask students to check their text message carefully.
Great: Smile enthusiastically and give a thumbs up, and Circulate and help students correct any errors. Focus
then groan and give a thumbs down. Ask which set of particularly on the use of adjectives and the word and.
actions matches with great.
Friendly: Smile and greet people enthusiastically in the class,
6
and then stand in a corner and look miserable with your arms • Ask students to exchange their texts with a partner. Tell
folded. Ask students which set of actions matches friendly. them to guess where their partner is.
• In feedback, ask follow-up questions about the
Please refer to page 164 for Grammar notes on adjectives.
information in students’ text messages. For example: Is
Ivan’s hotel big? Is the food good?
Writing skill and
3a Extra activity
• Ask students to read the text again and circle and in two For homework, ask students to write a text message to
sentences. Check answers as a class. a friend or family member from a place that they have
visited recently.
3b
• Tell students they are going to join pairs of sentences
together using the word and. Ask them to look at the
example. Explain that we use and to join two adjectives,
nouns, or phrases. In this exercise, both sentences have
the same subject, so students do not need to repeat the
subject.
• Ask students to complete the remaining sentences. Let
them compare their answers in pairs before checking
with the class.
53a Unit 4 Cities

4e See you soon
Writing a text message
1 Read the text message. Answer the
questions.
1 Who is the message to? Sandra
2 Who is it from? Jen
3 Where is she? Bangkok
Chats (2)
Jen
available
Hi Sandra. We’re in Bangkok. It’s great!

Our hotel is big and new. It’s near the
market in our photo. The markets are
famous here. Thai people are friendly
and Thai food is great.
11.55
c Work in pairs. Read the pairs of sentences.

2 Read the text message again. Underline: Write one new sentence.
1 one adjective to describe Bangkok 1 Thai people are friendly. Thai food
2 two adjectives to describe the hotel is great.
3 one adjective to describe the markets Thai people are friendly and Thai food
4 one adjective to describe the people is great.
5 one adjective to describe the food 2 Our hotel is modern. The room is clean.
3 The streets are clean. The houses are
3 Writing skill and beautiful.
a Read the text message again. Circle and in 4 The airport is small. The plane is old.
two sentences. 5 The park is next to our hotel. The
market is near.
b Work in pairs. Read the pairs of sentences.
Write one new sentence. 4 Choose a place you know. Write a text
message to your partner. Write about
1 The hotel is big. The hotel is new. three of these things. Use and.
The hotel is big and new.
2 The park is open on Saturdays. The • the town/city • the food
park is open on Sundays. • the hotel • the people
3 The town is old. The town is beautiful. 5 Check your text message. Check the
4 It’s famous in America. It’s famous in adjectives and your spelling.
Europe.
6 Exchange text messages with your
partner. Where is your partner?
Unit 4 Cities 53
4f Where’s that?
artwork
55.2a: reuse
of 55.2a
A snack bar near the beach
54
Videoscript 4
4f Where’s that?
Narrator Three cities around the world. What are their
names?
Before you watch
1 City 1
• Ask students to look at the photo and write down Woman OK, so this is in Asia.
words that are related to the photo. Ask students to Man Ah, it’s at night. Look at the lights.
compare their word lists in pairs. Woman Yeah, they’re shops. It’s a shopping street.
• Ask students to look at the photo and answer the Man And the cars … and the people …
question.
Woman Yes, it’s big. It’s the capital.
ANSWER Woman And this is in the day.
near a beach
Man That’s beautiful. Where’s that?
A list of possible words connected to the photo: Woman It’s in the city. It’s a park with a lake.
orange, blue, red, yellow, black, white, person, snacks, Man Who’s that? Is that you next to the lake?
drink, food, pizza, van, street Woman No, it isn’t.
City 2
Key vocabulary
Woman And now this is in Europe. This museum is
2a
really famous: it’s the Prado.
bold words (1–3) with the pictures (a–c). Let students Man Oh, yes! Is it an art museum?
compare answers in pairs before checking with the Woman Yeah, that’s right. It’s popular with tourists
class. Remind them that they learned the word bridge in and local people, too.
Unit 2. Man Is that in the capital?
2b 74 Woman Yes, it is.
• Tell students that they are going to hear the bold words Man And where’s that?
from Exercise 2a. Play the recording. Students listen and Woman That’s the train station.
repeat the words. Man Where are the trains?
Woman Ah, this is the old station.
Audioscript 74 Man What’s that? A park?
shopping street Woman It’s a garden—and a nice cafe next to the
garden.
sign
Man Oh, yes. It’s beautiful … for a train station!
bridge
City 3
Pronunciation note Woman Now we’re in the United States.
Note that sign has a silent g: /saɪn/. Man That’s a great photo.
3 Woman I know. The bridge is famous.

• Ask students to discuss in pairs where they can find the Man It’s the symbol of the city.
listed places in their city or town. Elicit answers from Woman Yeah. This is about seven o’clock in the
the class. morning.
Man Look at the buildings in the city. And the
While you watch mountains, too.
4 4 Where’s this? Is it in a parking lot?
• Tell students that they are going to watch a video about Woman No, it’s a snack bar. It’s near the beach. Look at
three different cities. Ask students to watch and check (✓) the sign—eat, drink, surf.
the places in Exercise 3 as they see them in the video.
Man Oh, yeah! The surfing and the beaches are famous.
• Play the video. Let students compare their answers
4f Where’s that? 54a

5 4 8
• Play the video again. Ask students to watch and match • Tell students to work in pairs to match the place names
the city (1–3) with the continent. Let students compare with the cities (1–3) from the video. Check answers as a
their answers in pairs before checking with the class. class (if possible, by doing an internet search of the six
places).
6
• Ask students to write sentences about one of the cities
• Ask students to guess the name of each city. Then have using the place names and information from the video.
them discuss their answers in pairs. Elicit answers in
feedback. Extra activity
For homework, ask students search the internet for five
After you watch facts about another city, and write five sentences about
7 that city.
• Tell students to read the exchanges from the video. Ask
them to complete the questions. Let students compare
Extra activity
Ask students to practice reading the exchanges in pairs.
55a Unit 4 Cities

Before you watch 5 4 Watch the video. Where are
the cities? Match the city (1–3) with the
1 Look at the photo and the caption on continent.
page 54. Where is this place?
near the beach North America 3
Asia 1
2 Key vocabulary Europe 2
a Read the sentences (1–3). Match the bold 6 Work in pairs. What are the names of
words with the pictures (a–c). the three cities? Do you agree with your
1 Fifth Avenue is a big shopping street partner?
in New York City. 1 a Madrid b San Francisco c Tokyo
2 The name of the cafe is on the sign. 2 a Madrid b Hong Kong
3 The George Washington Bridge is in c Washington
New York City. It’s on the Hudson 3 a Beijing b San Francisco c Rome
River.
a 3 b 1 c 2 After you watch
7 Look at the questions and answers from
the video. Complete the questions.
b 74 Listen and repeat the bold words. A: That’s beautiful. 1 Where ’s that?
B: It’s in the city. It’s a park with a lake.
3 Work in pairs. Say where these things are A: 2 Who ’s that? Is that you next to
in your city or town. the lake?
B: No, it isn’t.
a bank ✓ a museum
✓ a bridge ✓ a park
A: 3 What ’s that? A park?
a bus station a parking lot
B: It’s a garden—and a nice cafe next to
✓ a cafe ✓ a shopping street
the garden.
✓ a garden ✓ a snack bar
a market ✓ a train station 8 Match the places with each city from the
a movie an information video (1–3). Then write sentences about
theater center one of the cities.
Atocha Station 2
While you watch Fisherman’s Wharf 3
Shinjuku district 1
4 Watch the video. Check (✓) the
4
3
the Golden Gate Bridge
things in Exercise 3 that you see in the 1
the Imperial Palace
video. 2
the Prado Museum
Unit 4 Cities 55
Grammar 6 ❯❯ MB Work in pairs. Where are the places
in Exercise 5 in your town?
market 7 ❯❯ MB Work in pairs. Take turns.
Pine Street
Student A: Choose a clock. Say the time.
Student B: Point to the clock.
Art 08:15
Museum Gray Street
8 Complete the menu with these words.
Roxy
Art Cafe
Theater salad fruit juice coffee sandwiches
Cold drinks
1 Look at the map. Complete the paragraph
with the words below. The Art Cafe water
2 fruit juice
$1.00
$1.50
Snacks
next to near on opposite Hot drinks 3 salad $2.00
tea $1.00 4 sandwiches $2.00
The Art Cafe is a new cafe. It’s 1 on Pine 1 coffee $1.50 cake $1.50
Street. It’s next to the Art Museum. It’s
2
open from 10 a.m. to 6 p.m. from Mondays

I CAN
to Saturdays. It’s 3 opposite the Roxy Theater
and it’s 4 near Pine Street market. talk about places in a town
say the time
2 Complete the questions about the Art Cafe. talk about snacks
1 Where is the cafe?
2 When is it open? 9 a.m.?
3 What is next to the Art Cafe?
Real life
9 Put the conversation in order (1–8).
3 ❯❯ MB Work in pairs. Ask and answer the
questions from Exercise 2. 3 Large or small?
2 Can I have two teas, please?
4 Circle the correct option. 7 OK. Six dollars, please.
1 Is these / this the bus to Boston? 6 No, thanks.
2 Are that / those apples? 1 Hello. Can I help you?
I CAN 5 Anything else?
describe the location of places 4 Small, please.
(prepositions of place) 8 Here you are.
ask and answer questions (question words)
use this, that, these, and those correctly
10 Practice the conversation in Exercise 9.
I CAN
Vocabulary buy snacks
5 Complete the words for places in a town.

1 b a nk
2 i nf o rm a t i o n c e nte r
3 tr a i n st a t i o n
56
Unit 4 Review and memory 4
booster • Ask students to circle the correct option. Check answers
as a class.
Memory Booster activities Vocabulary

Exercises 3, 6, and 7 are Memory Booster activities. For 5
• Ask students to complete the words for places in
a town. Let them compare answers in pairs before
6 ❯❯ MB
As an alternative to asking students to simply check the • Ask students to work in pairs to discuss where the
places in Exercise 5 are in their town. Monitor, and help
4 = very confident). If students score 1 or 2 for a language
students with ideas and vocabulary.
7 ❯❯ MB
• Ask students to work in pairs. One student chooses a
clock and says the time. The other student points to the
Grammar clock. Take turns.
1
• Ask students to look at the map and complete the EXAMPLE ANSWERS
paragraph with prepositions of place. Let them compare A: It’s eight fifteen (in the morning).
answers in pairs before checking with the class. B: Clock 1.
2 8
• Ask students to complete the questions with question
• Ask students to complete the menu with the words in
words. Let them compare answers in pairs before
the box. Point out the three categories: Cold drinks, Hot
drinks, and Snacks. Check answers as a class.
3 ❯❯ MB
• Have students work in pairs to ask and answer the Real life
questions from Exercise 2 about the cafe in Exercise 1. 9
• Ask students to put the conversation in order by
ANSWERS numbering the lines 1 to 8. Let them compare answers
1 It’s next to the Art Museum. in pairs before checking with the class.
or It’s opposite Roxy Theater.
10
or It’s on Pine Street.
• Ask pairs to practice the conversation in Exercise 9.
or It’s near the market.
Encourage them to change roles and repeat the
2 It’s open from Mondays to Saturdays, from 10 a.m. conversation several times with different snacks, drinks,
to 6 p.m.
and prices.
3 The Art Museum is next to the Art Cafe.

Unit 5 My things
1 Explain that the winged jetpack in the photo is Yves
• Ask students to look at the photo. Ask the question and Rossy's invention. Then write the following inventions and
elicit the answer. nationalities (in the order shown) on the board.
• Optional step Ask students to say what colors they can car American
see in the photo (blue, black, white, red, purple, yellow). plane British
radio German
2 75
bicycle Italian
• Tell students they are going to listen to someone talk
train French
about the photo. Ask them to read sentences 1–3.
Ask students to match the inventions and nationalities in
• Play the recording. Students listen and circle true (T) or pairs. Check answers as a class, and find out if students can
false (F). Let students compare answers in pairs before name any of the inventors.
checking with the class. Answers:
car German (Daimler and Benz)
plane American (Wright brothers)
Yves Rossy was born in Neuchâtel in Switzerland in
radio Italian (Guglielmo Marconi)
1959. In 2006, he became the first person to fly using
a jet-powered wing strapped to his back. He has been bicycle French (Michaux and Lallement)
nicknamed Airman, Jetman, and Rocketman. train British (Richard Trevithick)
3 75
• Play the recording again. Ask students to listen and
answer the question.
EXAMPLE ANSWERS
The photo is fantastic because the man can fly. / It’s
fantastic because the man is in the air for five minutes.
4
• Organize the class into pairs. Ask students to underline
two things in the box that can fly. Check answers as a
class. In feedback, ask students if they know the names
of other things that can fly.
57a
Unit 5 My things
The ”jetman” in the air
F E AT U R E S 1 Look at the photo and the caption. Where is

the “jetman”? in the air
58 Robots and people
2 75 Read the sentences. Then listen. Are the
What can robots do?
sentences true (T) or false (F)?
60 Our things 1 Yves Rossy is from Switzerland. T F
Unusual things 2 He can fly. T F
3 He’s in the air for nine minutes. T F
62 Technology and me
3 75 Listen again. Work in pairs. Why is the photo
What’s your favorite fantastic?
object?
4 Work in pairs. Underline two things that can fly.
66 What’s your
favorite gadget? birds dogs lions planes
A video about people’s

favorite gadgets
57
5a Robots and people
ROBOTS
AND
PEOPLE
76
The woman on the left is
69-year-old Akiko Nabeshima.
She’s in a supermarket in
Japan. She’s with a robot.
The robot is from Keihanna
Science City near Kyoto. This
robot can see and it can speak.
It can move, but it can’t run. It
can carry things—for example,
Akiko’s basket. Robots are
amazing. They can help people
in their lives.
Reading 3 Circle the correct option to make a

true sentence.
1 Work in pairs. Look at the photo. Find:
Robots can / can’t help people.
two women a robot a child a basket
4 Work in pairs. Write sentences with can
and can’t.
2 Read Robots and people. Underline:
1 four things this robot can do. 1 robots / move ✓
2 one thing this robot can’t do. Robots can move.
2 robots / speak ✓
Grammar can/can’t 3 robots / carry things ✓
4 people / fly ✗
CAN/CAN’T 5 I / speak English ✓
I/You
can see.
He/She/It
can’t run. 5 Pronunciation can/can’t
We/You/They
77Listen and check your sentences
(can’t = cannot)
from Exercise 4. Listen again and repeat.
58
4
5a Robots and people • Read the example with the class. Then ask students to
write sentences with can and can’t for 2–5. Let students
compare their answers in pairs.
Lesson at a glance
• reading: robots and people
ANSWERS
• grammar: can/can’t
• pronunciation: can/can’t 2 Robots can speak. 4 People can’t fly.
• vocabulary: abilities 3 Robots can carry things. 5 I can speak English.
• listening: Tomo the robot
• grammar: can questions and short answers
• speaking: my abilities
Pronunciation can/can’t
5 77
• Tell students they are going to listen to the sentences
Reading from Exercise 4. Play the recording and ask students to
1 check their Exercise 4 answers.
• Tell students to look at the photo. Ask: What can you see? • Play the recording again. Students listen and repeat the
Where are the people? Elicit ideas. sentences.
• Ask students to find the things in the box in the photo—
say each word in turn and ask students to point to the Pronunciation notes
relevant part of the photo. Note that can is usually reduced and weakly stressed in
positive sentences. The strong stress is on the main verb:
ANSWERS Robots can /kən/ speak.
There are two women, one at either side of the photo. Note that can’t is strongly stressed in negative sentences.
There’s a robot in the middle at the front. Its vowel sound is fully pronounced: Robots can’t /kænt/ run.
There’s a child (a young girl) next to the robot.
The robot has a shopping basket. Extra activity
Ask students to draw their own personal robot on a piece
2 76 of paper. Ask them to tell their partners what their robot
• Ask students to read the article and underline what the can or can’t do.
robot can and can’t do. Let students compare answers
Grammar can/can’t
3
• Read the grammar box with the class. Then ask students
to look at the sentence and circle the correct option.

practice.
Please refer to page 166 for Grammar notes on using can.
5a Robots and people 58a

Vocabulary abilities Grammar can questions and short
6 78 answers
• Ask students to read the sentences and look at the 10
photos. Check that students understand all the words. • Read the grammar box with the students (also see
You could mime some of the activities at random and Grammar and Pronunciation notes on page 166). Then ask
ask students to say which actions you are miming. them to write short answers to the questions in Exercise 9.
• Play the recording. Ask students to check (✓) the Elicit the first answer and write it on the board to get
sentences that are true for them. students started. Let students compare answers in pairs.
• Check answers by asking individual students to come
ANSWERS up to the front of the class and write the answers on the
Students’ own answers board (see Teacher Development on page 184).
ANSWERS
Audioscript 78 1 Yes, she can. 3 No, she can’t.
2 Yes, she can.
1 I can cook. 5 I can ride a bike.
2 I can speak English 6 I can swim. Refer students to page 166 for further information and
3 I can play ping-pong. 7 I can sing. practice.
4 I can drive a car. 8 I can play the piano. Please refer to page 166 for Grammar and Pronunciation
7 notes on using can in questions and short answers.
• Ask students to work in pairs and take turns to read the
Extra activity
sentences they checked in Exercise 6. For those they did
not check, ask them to change can to can't and then read Extend this writing activity into a speaking activity. Ask
the sentences. students to work in pairs and use the questions in Exercise
9 to practice asking and answering can questions.
• In feedback, ask students to say can and can’t sentences
about their partner. For example: Jaime can play soccer; Please refer to page 184 for Teacher Development notes on
He can't cook; He can drive a car. giving feedback on written answers.
Extra activity
Mime the activities in the Vocabulary section. Students
Speaking my
must shout out You can swim or You can’t swim 11
depending on how you mime the activity. For example, • Demonstrate the activity by asking a few students Can
swim smoothly to elicit You can swim, and act as if you’re you questions. Once students have gained confidence
drowning to elicit You can’t swim. Then ask students to answering these types of questions, ask for volunteers
work in groups and play the same mime game.
to ask other students their own Can you questions.
• Ask students to work in pairs and talk about their
Listening abilities by asking and answering Can you questions.
8 79
• Ask students to look at the photo of Tomo. Ask: What Extra activity
is it? What can it do? Pre-teach the words kind (a type of Organize a class survey. Ask students to work in pairs to
thing) and robot expert (a person who knows a lot about write five Can you questions. Monitor and check that the
robots). questions are correctly formed and that both students in
• Tell students they are going to listen to a conversation each pair have written down the questions.
about Tomo. Play the recording. Students listen and Students then stand up and walk around the class
circle true (T) or false (F). Check answers as a class. interviewing other classmates and noting their answers.
At the end, in pairs again, students compare their answers
9 86 and prepare a short presentation about people in their
class. For example: Five people can cook and two people
• Play the recording again. Students listen and write
can’t cook; Two people can’t drive.
✓ (can) or ✗ (can’t) next to each question (1–3). Check
answers as a class.
59a Unit 5 My things

Vocabulary abilities
6 78 Listen. Check (✓) the sentences that are true for you.
I can cook. I can speak English. I can play ping-pong. I can drive a car.
I can ride a bike. I can swim. I can sing. I can play the piano.
7 Work in pairs. Read the sentences in 9 79Listen again. What are the answers to
Exercise 6 to your partner. Use can’t for the questions? Write ✓ (can) or ✗ (can’t).
sentences that aren’t true for you. 1 Can Tomo speak Japanese? ✓
I can ride a bike. I can’t drive a car. 2 Can she play the piano? ✓
3 Can she swim? ✗
Listening Grammar can questions and

short answers
CAN QUESTIONS and SHORT ANSWERS
I/you
speak Japanese?
Can he/she/it
swim?
we/you/they
I/you
Yes, can.
he/she/it
No, can’t.
we/you/they
10 Work in pairs. Look at the grammar box.

Write short answers to the questions in
Exercise 9.
8 79 Listen to an interview about a robot.
Are the sentences true (T) or false (F)? Speaking my
1 Tomo is an American robot. T F
2 Tomo is a new kind of robot. T F 11 Work in pairs. Ask and answer questions
3 “Tomo” means “friend.” T F about the abilities in Exercise 6.
Can you cook? Yes, I can. / No, I can’t.
Unit 5 My things 59
5b Our things
Vocabulary possessions 2 Listen and check your answers from
80
Exercise 1. Repeat the words.
1 Look at the pictures. Match the words
(1–8) with the pictures (a–h). 3 Work in pairs. Test your partner. Take turns.
1 a camera 5 a motorcycle Student A: Point to an object.
2 a cat 6 photos Student B: Name the object.
3 glasses 7 a soccer ball
4 a guitar 8 a watch
Our
a
THINGS
b 7 c 6 d 5
g 1
e 8 f 4
h 3
60
Listening
5b Our things 4 81
• Tell students they are going to listen to four people talk
Lesson at a glance about some of the things on page 60. Ask them to look
• vocabulary: possessions at the photos. Play the recording. Students listen and
• listening: interesting things write each person’s possession. Let students compare
• grammar: have/has answers in pairs before checking with the class.
• pronunciation: have/has • Optional step Ask students to look at the audioscript
• grammar: be + adjective on page 185, and teach them any new words (see
• speaking: my things Vocabulary notes).
Vocabulary notes
Vocabulary possessions
1 interesting = if something is interesting, you want to know
about it
• Optional step Start by showing flashcards or images of
different = the opposite of same; not the same as another
the items on this page. Elicit the words from students.
person or thing
• Tell students to look at the photos. Ask them to match astronaut = someone who travels and works in space
the words (1–8) with the photos. Let students compare
same = the opposite of different; exactly like another
answers in pairs.
person or thing
2 80 expensive = costs a lot of money
• Play the recording. Students listen and check their game = an activity that you do for fun that has rules, and
answers to Exercise 1. that you can win or lose
• Play the recording again. Students listen and repeat the
words (see Pronunciation note). In feedback, drill the
words for pronunciation.
Pronunciation note
Note the stress and pronunciation of these words:
guitar /ɡɪˈtɑːr/, camera /ˈkæm(ə)rə/.
3
• Organize the class into pairs. One student points to the
object and the other names it. Take turns.
Extra activity
Play a memory game. Students look at the photos for
thirty seconds and try to memorize all the words. They
then close their books. Count to five. Then tell students
to write down all the words. Find out how many students
remembered all of them. Ask them to open their books
and check that they have written the words correctly.
5b Our things 60a

Refer to page 60a for notes on Exercise 4.
Pronunciation notes
5 81 Have and has are stressed in this recording, so they are
• Ask students to look at the sentences and complete pronounced /hæv/ and /hæz/. Note that in real speech,
what they can. Play the recording again. Students listen have and has are often unstressed and reduced to their
weak forms: /həv/ or /əv/, and /həz/ or /əz/.
and complete the rest of the sentences. Let students
compare answers in pairs.
9b
• If necessary, play the recording again, or play and
pause, to help students hear and complete all the • Model the activity by going over the example and
information. Check answers as a class. describing one of your own possessions. Then elicit
two or three sentences from students.
6 • Have students make sentences about their possessions
• Organize the class into pairs. Ask students to take turns in pairs. Elicit some ideas in feedback.
to make sentences with because. Get students started by
giving them an example sentence (e.g., The soccer ball is EXAMPLE ANSWERS
interesting because it's from a World Cup game.).
I have family photos. They’re old. / I have a new car. It has
• In feedback, elicit sentences from students. Bluetooth. / I have glasses. They’re American.
EXAMPLE ANSWERS Grammar be + adjective

1 The guitar is interesting because it is very old.
10
2 The cat is interesting because its eyes are different
colors.
• Read the sentences in the grammar box to the class
(also see Grammar notes on page 166). Ask students if
3 The watch is interesting because astronauts and pilots
use it.
the adjectives change when describing more than one
thing.
4 The soccer ball is interesting because it’s from a game in
the 2014 World Cup.
practice.
Grammar have/has
Please refer to page 166 for Grammar notes on adjective
7 forms.
• Read the grammar box to the class (also see Grammar
notes on page 166). Then ask students to read the 11
sentences and circle the correct option. Check answers • Ask students to write the words in the correct order to
as a class. make sentences and questions. Elicit the first answer to
get students started. Let students compare answers in
Refer students to page 166 for further information and pairs before checking with the class.
practice.
Please refer to page 166 for Grammar notes on using has Speaking my
and have to express possession.
12
8 • Ask students to work in pairs to describe three
• Ask students to complete the sentences with has or possessions, pets, or family members. You could give
have. Elicit the first answer to get students started. Let them preparation time to think of things to say first.
students compare answers in pairs. • As students speak, monitor closely and note down any
errors you hear. In feedback, write some of the errors on
Please refer to page 166 for Grammar notes on the board, changing some of the elements to make them
full and auxiliary verbs. anonymous. Invite the class to correct them.
Pronunciation have/has Extra activity

9a 82 Organize the class into pairs. Ask students to take some
• Tell students they are going to listen to the completed items out of their bags. Tell them to hold up each item and
sentences from Exercise 8. Play the recording. Students say what they have (e.g., I have a pen, I have glasses,
listen and check their answers. I have a dictionary). As they say things, they return them
to their bags. At the end, students have to remember and
• Play the recording again. Students listen and repeat the tell the class what their partner has (e.g., Jose has a pen,
sentences (see Pronunciation notes). glasses, a dictionary …)

Listening 8 Complete the sentences with has or have.
4 81 Listen to four people. Write their 1 I have a bicycle. It’s new.
possessions. 2 My brother has two cameras.
They’re expensive.
3 My sister has a bag. It’s black.
4 My friends have a car. It’s small.
5 I have two sisters. They
have brown eyes.
9 Pronunciation have/has
person 1 guitar person 2 cat
a 82 Listen and check your sentences
from Exercise 8. Listen again and repeat.
b Work in pairs. Tell your partner about two
of your possessions.
I have a camera. It isn’t new. It’s a Nikon.
watch soccer ball

person 3 person 4
Grammar be + adjective
5 81 Listen again. Complete the BE + ADJECTIVE
descriptions. My cat is beautiful.
1 It has a date on it—1921. It’s very Your children are young.
old . His camera isn’t expensive.
Are these glasses new?
2 He has different colored eyes. One is
green and one is blue . Now look at page 166.
3 Astronauts and pilots wear the
same watch. It’s very expensive . 10 Look at the grammar box. Are adjectives
4 It’s from the 2014 World Cup. the same with singular and plural nouns?
It’s from a game between Portugal and Or are they different? same
Germany .
11 Write the words in order.
6 Work in pairs. Why are the possessions 1 car / our / new / isn’t
interesting? Our car isn’t new.
2 old / is / camera / your / ?
Grammar have/has Is your camera old?
HAVE/HAS 3 beautiful / children / our / are
I/You/We/You/They have Our children are beautiful.
a motorcycle.
glasses.
4 interesting / are / her / photos / very
He/She/It has
Her photos are very interesting.
Now look at page 166. 5 bag / black and white / his / is / ?
Is his bag black and white?
7 Look at the grammar box. Look at the
sentences. Circle the correct option. Speaking my
1 My baseball have / has a signature on it. 12 Work in pairs. Talk about three of your
2 My friends have / has a piano. possessions, animals, or family members.
Unit 5 My things 61
5c Technology and me
Vocabulary technology Critical thinking who said
1 Look at the objects. Number the words it?
(1–6). 4 In the Intelligent travel blog:
a battery 4 a webcam 1 1 Who asks the questions?
a camera 6 an app 5 2 Who answers the questions?
a screen 2 headphones 3
Grammar adjective + noun
a laptop 1
a tablet ADJECTIVE + NOUN
1a This camera is old.
1b It’s an old camera.
2
2a These headphones are great.
2b They’re great headphones.
5 Look at the words in bold in the grammar

3 box. Circle the adjectives and underline
4
the nouns.
a cell phone 6 Look at sentences 1b and 2b in the
grammar box. Is the adjective before or
after the noun? before
6 7 Work in pairs. Read the pairs of sentences.

5 Write one new sentence. Put the adjective
before the noun.
1 I have a bag. It’s nice.
2 Work in pairs. What do you use for each: I have a nice bag.
a cell phone or a laptop? 2 That’s a laptop. It’s fantastic.
3 Jack has a passport. It’s new.
1 talk to people 3 play music 4 I have two TVs. They’re black.
2 take photos 4 send emails 5 We have a map of the world. It’s old.
Reading Speaking my
3 Read the Intelligent travel blog. Work in 8 Work in pairs. Talk about your favorite
pairs. Underline these adjectives. What do piece of technology.
they describe?
What’s your favorite My tablet.
new expensive good piece of technology?
old nice great
62
Reading
5c Technology and me 3 83
• Optional step Ask students to look at the photo on
Lesson at a glance page 63 and say what they can see: a camera,
• vocabulary: technology a computer/laptop, a notebook, headphones, a cell phone,
• reading: travel technology a pencil, a passport, a suitcase, clothes, a wallet, etc.
• critical thinking: who said it? • Ask students to read the blogpost and underline the
• grammar: adjective + noun adjectives listed in the gray box. Have them identify
• speaking: my favorite piece of technology the gadget that each adjective describes. Let students
the class.
Vocabulary technology
1 recording and ask students to read and listen.
• Use realia in your classroom to elicit from students the
• Explain the meaning of trip (a journey in which you go
words the already know.
somewhere and come back again, usually after a few
• Ask students to look at the images and number the days).
words (1–6). Let students compare answers in pairs
before checking with the class. Check that students are
ANSWERS
clear on the meaning of all the words.
new = camera; expensive = laptop; good = battery;
• Drill the words for pronunciation (see Teacher old = phone; nice = camera (the phone camera, not
Development on page 184). the one mentioned earlier in the reading);
great = headphones
Pronunciation note
Note that the strong stress is on the first syllable of all Critical thinking who said it?
these words.
4
Please refer to page 184 for Teacher Development notes on • Ask students to read the blogpost again and think
using repetition drills. about who asked and who answered the questions.
Discuss as a class, and ask follow-up questions. For
2 example: Where is the article from? Who is the article for?
• Ask students to discuss the questions in pairs. Point out
that there are no right or wrong answers. Students talk EXAMPLE ANSWERS
about their own habits and preferences. In feedback,
1 a blogger who writes about technology
elicit different answers from students.
2 a travel writer/journalist/reporter
ANSWERS
You can do all the things with a cell phone—and with a
laptop and tablet, too.
Extra activity
Ask students to talk about their cell phones in pairs. Have
them show each other their cell phones and discuss what
features and apps their phones have. Then have them say
what they can and can’t do on their phone.
5c Technology and me 62a

Speaking my
8
Grammar adjective + noun
• Model the activity first by asking students these
5 questions: What’s your favorite piece of technology? Why?
• Read the sentences in the grammar box to the class. Ask Tell students to use adjectives in their answers, and to
students to find and circle the adjectives and underline follow both the a and b patterns in the grammar box.
the nouns in the sentences in the box. Point out that Elicit a few responses from students to get the class
both the adjectives and nouns are in bold. Do the first started.
sentence with the class to get students started. Check
• Ask students to interview each other in pairs or
answers as a class.
small groups to find out about their favorite pieces of
6 technology. Encourage them to ask follow-up questions,
and to give reasons. Remind students to use adjectives.
• Discuss the question with the class. Ask students what
• As students speak, circulate and correct any errors
the difference is between the a and b sentences (the
with vocabulary, pronunciation, or word order.
positions of the nouns and adjectives change; the verb
be is removed).
Extra activity
Refer students to page 166 for further information and Ask students to write a blog entry about the technology in
practice. their house or office. This task could be set for homework.
Tell students to use the reading as a model. Completed
Please refer to page 166 for Grammar notes on the pieces of work could then be displayed on the classroom
position and form of adjectives. wall for other students to read.
7
• Ask students to read the pairs of sentences. Go over
the example in question 1. Point out that the answer
follows the pattern of the b sentences in the grammar
box. Tell students to write one new sentence for each
pair of sentences. Let students compare their answers in
ANSWERS
2 That’s a fantastic laptop.
3 Jack has a new passport.
4 I have two black TVs.
5 We have an old map of the world.

I N T E L L I G E N T T R AV E L blog
83
This week, we ask a travel writer about the

technology in her travel bag. Here are her
answers.
Tell us about your travel bag. What about your phone?
My travel bag is my “mobile office.” There are I have an old phone. It has a nice
many things in my bag. I have them with me on camera. I can talk to my family at
every trip. It isn’t a small bag! home, and they can see me.
Which things are expensive? What about music?

Well, I have a new camera. It can take hundreds My phone has an app for music,
of photos. And my laptop is expensive, too. It has and I have great headphones. I
a good battery—I can work on planes and trains can listen to music all the time.
with no problems.
Unit 5 My things 63
5d How much is it?
Vocabulary money and prices 5 86 Listen to the conversations again.
Circle the correct price.
1 Work in pairs. Match these countries with
1 $15 $30 $80
their money. Write $ (dollars), € (euros), or
2 $19.50 $65.60 $95.50
£ (pounds).
3 $5.99 $9.99 $99
Australia $ Belgium €
Germany € the US $ 6 Look at the expressions for shopping.
the UK £ Canada $ Who says each expression? Write C
(customer) or S (store clerk).
2 84 Listen and repeat the prices.
a $2.30 d €3.75 SHOPPING
b €13.50 e $17.80 C Excuse me.
c €15.00 f $18.00 S Can I help you?
C I’d like these sunglasses, please.
C How much is this alarm clock?
3 Pronunciation numbers C How much are these memory sticks?
a 85 Listen and circle the correct price. S It’s/They’re $30.
S That’s $19.50, please.
1 $13.00 $30.00 4 $16.00 $60.00 C Can I pay with dollars/cash/a credit
2 $14.00 $40.00 5 $17.00 $70.00 card?
3 $15.00 $50.00 6 $18.00 $80.00
7 Work in pairs. Look at track 86 of the
b 85 Listen again and repeat the prices. audioscript on page 185. Practice the
conversations.
Real life shopping
8 Work in pairs. Take turns to buy a product.
4 86 Listen to three conversations. Match Store clerk: Decide the price.
the conversations (1–3) with the products. Customer: Decide how much you can pay.
There is one extra product.
a wallet a purse
an alarm clock 1 books
a tablet pens
sunglasses 2 memory sticks 3
64
Pronunciation notes
5d How much is it?
Remind students that -teen number words (e.g., thirteen,
fourteen, fifteen) have strong stress on the last syllable.
Lesson at a glance This syllable has a long /iː/ sound.
• vocabulary: money and prices Number words like thirty, forty, fifty have strong stress on
• pronunciation: numbers the first syllable. The last syllable -ty has a shorter /i/ sound.
• real life: shopping
Real life shopping
Vocabulary money and prices 4 86
1 • Tell students they are going to listen to three
• Have students work in pairs. Ask them to match conversations about products. Ask students to look at
the countries with the symbols they use for their the four products and check that they know what they
money: $ (dollars), € (euros), or £ (pounds). are and how to say the words.
• Play the recording. Students listen and match the
Background information conversations with the products. Point out that there
is one extra product that is not in the recording. Check
Australia, Canada, and the United States all use dollars
and cents. There are 100 cents in a dollar. However, note answers as a class.
that these are separate currencies: the Australian dollar
(AUD), the Canadian dollar (CAD), and the US dollar (USD).
5 86
Belgium and Germany are part of the Eurozone. These are • Tell students they are going to listen to the
European Union countries who have adopted the euro conversations again and circle the prices that they hear.
as their common currency. Other Eurozone countries are • Play the recording again. Students listen and circle
Austria, Cyprus, Estonia, Finland, France, Greece, Ireland, the correct price. Let students compare their answers
Italy, Luxembourg, Malta, the Netherlands, Portugal,
in pairs before checking with the class. In feedback,
Slovakia, Slovenia, and Spain. There are 100 cents in a
euro.
write the answers on the board for clarity.
The United Kingdom uses pounds and pence. There are 6
100 pence (or pennies) in one pound.
• Ask students to look at the expressions for shopping
and think about who uses each one. Write C for
2 84
customer or S for store clerk next to the expressions.
• Before playing the recording, elicit how to say the prices
to check what students already know. Please refer to page 166 for Grammar notes on asking
• Play the recording for students to hear how the prices permission and requesting something.
are said. Play the recording again for students to listen
7
and repeat the prices.
• Ask pairs to practice the conversations in track 86 of the
Vocabulary notes audioscript (page 185). Monitor carefully and make sure
they are practicing good intonation when asking the
It’s possible to say prices in different ways. For example, questions. Have them swap roles and repeat.
$12.60 can be said: twelve sixty, twelve dollars sixty, twelve
dollars sixty cents, or twelve dollars and sixty cents. 8
• Organize the class into new pairs and give students
Pronunciation numbers time to prepare before attempting the conversation
(see Teacher Development on page 184). When they are
3a 85
ready, have students practice “buying” products from
• Revise the pronunciation of -teen and -ty number words their partners.
(see Pronunciation notes).
• Monitor students’ role-playing to ensure good
• Play the recording. Students listen and circle the price intonation when asking the questions.
they hear. Students are likely to find this challenging, so
play the recording again if necessary. Let them compare Please refer to page 184 for Teacher Development notes on
answers in pairs before checking with the class. preparing for role plays.
3b 85
• Play the recording again. Students listen and repeat
the prices.
5d How much is it? 64a

3c
5e Can you help me? • Revise the word and. Write on the board: This tablet is
great. Then write these phrases: ____ it’s nice; ____ it’s
expensive. Ask students if they should use and or but to
Lesson at a glance to join the parts of the sentences.
• writing: an email • Point out that it’s expensive is negative, and so it
• writing skill: but contrasts with great. However, it’s nice is positive (like
great), and so it adds information. Therefore: This tablet
Writing an email is great, and it’s nice; This tablet is great, but it's expensive.
1 • Ask students to complete the sentences with and or
• Optional step Ask students to look at the image of the but. Let students compare their answers in pairs before
laptop and elicit key words (e.g., PC, laptop, keyboard, checking with the class.
screen, webcam, battery). 4
• Ask students to read the first email (the original • Ask students to complete the email with seven of the
message, not the reply) and answer the questions. Let eight words from the box. Let students compare their
students compare their answers in pairs before checking answers in pairs before checking with the class.
with the class. Ask follow-up questions about Eliza and
Mike (Who are they? What do they do?). 5
• Ask students to think of one positive and one negative
Vocabulary notes thing about bicycles and motorcycles. Then ask students
PC = personal computer—a large desk computer with a to write a sentence with but to express their ideas.
separate keyboard • After writing their sentences, ask students to work
tablet = a single thin, flat, portable computer with an LCD in pairs and use their sentences (or the ideas in their
touchscreen display sentences) to write a reply to the email in Exercise 4.
laptop = a small, portable personal computer that opens • In feedback, ask students to check their writing for
like a book or folder—sometimes called a notebook
correct spelling, capital letters, and the use of but. Then
ask for volunteers to read out their email replies.
2
• Tell students to read Mike’s reply to Eliza’s email. Ask
students to complete the chart. Let them compare their
EXAMPLE ANSWERS
answers in pairs before checking with the class. Hi,
• In feedback, discuss with the class which item they Thanks for your email! Both bicycles and motorcycles are
great. Bicycles are cheap, but they’re slow. Motorcycles are
prefer.
fast, but they’re expensive. I hope this helps!
Arthur
Writing skill but
3a
Extra activity
• Ask students to underline two sentences with but in
Mike’s reply. Let students compare their answers in For homework, ask students to write you an email to help
pairs before checking with the class. you decide what cell phone to buy. Choose two current
models, one cheaper and one more expensive. Encourage
Please refer to page 166 for Grammar notes on using but. students to do their own research online, and to use but
to present the pros and cons of each model.
3b
• Ask students to read the pairs of sentences. Then have
them join the sentences using the word but. Remind
students to add a comma before but. Check answers
as a class.
ANSWERS
1 This tablet is great, but it’s expensive.
2 The screen isn’t big, but it’s nice.
3 My car is old, but it’s fast.
4 My PC isn’t old, but it’s slow.
5 The dog is small, but it’s loud.
6 The book is old, but it’s interesting.

5e Can you help me?
Writing an email 3 Writing skill but
a Underline two sentences with but in
1 Read the first email below.
Mike’s reply.
1 Who is the email from? Eliza
2 Who is the email to? Mike b Work in pairs. Read the pairs of sentences.
Write one new sentence with but. Add a
2 Read the reply. Complete the chart. comma (,) before but.
Positive + Negative - 1 This tablet is great. It’s expensive.
Tablets can write on the 2 The screen isn’t big. It’s nice.
small
screen 3 My car is old. It’s fast.
Laptops have a touchscreen expensive 4 My PC isn’t old. It’s slow.
have a keyboard 5 The dog is small. It’s loud.
fast 6 The book is old. It’s interesting.
c Complete the sentences with and or but.
1 The wallets are very expensive,
Computer Life Weekly but they’re nice.
2 My laptop is big, and it’s heavy.
Email mike@computerlifeweekly.com
3 Your car is small, but it’s fast.
4 These cameras are old, but
Hi Mike, they’re good.
I’m a student at college. I’d like a 5 Learning English is easy, and it’s
new computer. My PC is old and slow. interesting.
I can buy a laptop or a tablet. I can’t
decide. Can you help me? 4 Complete the email with these words. One
word is extra.
Eliza
bus bicycle can can’t
cheap fast motorcycle slow
Hi Eliza,
Tablets have good screens, but they’re I’m a student at college. The 1 bus
small. You can write on the screen. That’s to college is 2 cheap , but it’s
great. Laptops can have a touchscreen or
3
slow —more than one hour. I can buy a
a keyboard. Good laptops are fast, but
4
bicycle or a 5 motorcycle .
they’re expensive. I hope this helps.
I6 can’t decide. 7 Can you
help me?
Mike
Computer Life screen 5 Work in pairs. Reply to the email in
Exercise 4. Say one positive and one
negative thing about bicycles and
keyboard motorcycles.
Unit 5 My things 65
5f What’s your favorite gadget?
People use their phones

at a concert.
66
What’s your favorite 3
5f • Ask pairs to talk about the gadgets in the box. Which
gadget? ones do they have, and where are they (at home, in the
office, etc.)? Select students to report their partner’s
Before you watch answers to the class.
1
• Optional step Bring in some gadgets to class: a cell EXAMPLE ANSWERS
phone, headphones, a tablet, etc. Elicit what they are I have a cell phone in my pocket.
called individually, and what they’re called collectively I have a laptop at home.
(gadgets). Ask students what gadgets they have. I have a memory stick in my bag.
• Ask students to say what gadgets they can see in the
picture on page 66. Ask students what the people are While you watch
using their gadgets for (to take videos/photos of the
4 5
concert).
• Play the video. Ask the class what Ashley and Clare’s
favorite gadgets are.
Key vocabulary
2a
ANSWERS
Ashley—cell phone; Clare—a coffee machine
bold words (1–4) with the pictures (a–d). Let students
5
class. Remind them that they saw the word office in
Unit 4, and again in Unit 5. • Ask students to discuss in pairs what they remember
about the two gadgets. Elicit some ideas in feedback,
2b 87 but don’t comment.
from Exercise 2a. Play the recording. Students listen EXAMPLE ANSWERS
and repeat the words. Ashley’s phone has a diary and a great camera.
Clare’s coffee machine is basic. It can make ten different
types of coffee.
Audioscript 87
kitchen 6 5
coffee machine • Ask students to watch the video again and circle the
options they hear. Tell them that there may be more
microwave oven than one answer. Let students compare their answers
office in pairs before checking with the class.

Microwave ovens are often just called microwaves.
Note the stress: coffee machine, microwave oven, office.
Beginner level students often find kitchen /ˈkɪtʃən/ hard to
say. Practice the /tʃ/ sound.
5f What’s your favorite gadget? 66a

Videoscript 5 After you watch
8
Narrator What’s your favorite gadget?
• Ask students to read the two texts quickly without
“My favorite gadget is my camera.” worrying about the gaps, and say what each text is
“My favorite gadget is my phone.” about (a phone, a coffee machine).
“My favorite gadget is my laptop.” • Tell students to complete the paragraphs with the
“My favorite gadget is my coffee machine.” words in the box. Let students compare their answers
“My favorite gadget is my memory stick.” in pairs before checking with the class.
“My favorite gadget is my microwave.” 9
Ashley Hi. I’m Ashley. I’m an engineer. My favorite • Give students time to work individually to prepare
gadget is my phone. I’m very busy in my job. ideas and useful phrases. Encourage students to use can
I can organize my day with my phone. It has a diary. and have/has sentences.
So, it’s Monday, nine o’clock or Wednesday, twelve • Organize the class into groups. Ask students to take
o’clock. I have a bad memory, but I have the diary on my turns to describe their favorite gadget to their group.
phone. No problem! • In feedback, ask for a volunteer from each group to tell
And this phone has a great camera. I can take fantastic the class about his or her favorite gadget.
photos and I can send them to my friends or to the
computer in my office. The photos from this phone are Extra activity
really, really good! Ask students to write a description of their favorite
And I can talk to my phone. I can say: “Send this photo to gadget. You could set this task for homework.
John,” or “Send an email to my office,” or “Call home.”
My phone is really important in my job and that’s why it’s
my favorite gadget.
Clare Hi. I’m Clare. I’m a doctor. My favorite gadget is
my coffee machine. It’s new. It’s really great.
Some coffee machines are expensive, but my new machine
is a basic machine and it isn’t expensive.
It’s in my kitchen next to my microwave. I have a lot of
gadgets in my kitchen. I can make a cup of coffee in two
minutes. And it’s fantastic coffee.
I have ten different types of coffee! So I can make different
types of coffee for my friends. It’s great.
Narrator What’s your favorite gadget?
7 5
• Ask students to look at the sentences and recall
who says each thing. They should write A (Ashley)
or C (Clare) in the correct place.
• Play the video again. Students watch the video and
check their answers.

Before you watch 6 5 Watch the video again. Circle the
options (a–c) you hear.
1 Look at the photo on page 66. What
gadgets can you see? cell phones Ashley’s favorite gadget:
a has a diary. c has a camera.
2 Key vocabulary b is expensive.
a Read the sentences. Match the bold words Clare’s favorite gadget:
(1–4) with the pictures (a–d). a is basic. c can make coffee
b is Italian. in two minutes.
1 My kitchen is very small. I can cook in
it, but I can’t eat in it. 7 5 Can you remember who says these
2 I can make great coffee with my new things? Write A (Ashley) or C (Clare).
coffee machine. Then watch the video again and check.
3 I can cook lots of different food in my 1 A is very busy.
microwave oven. 2 C has a new gadget.
4 My office is in the center of town. 3 A can talk to the gadget.
1 4
a b
After you watch
8 Complete the sentences with the words.
camera email friends office
phone photos photos
c 2 d 3 And this phone has a great 1 camera . I
can take fantastic 2 photos and I can send
them to my 3 friends or to the computer
in my 4 office . The 5 photos from this
phone are really, really good! And I can
talk to my 6 phone ! I can say, “Send this
b 87 Listen and repeat the bold words. photo to John.” Or, “Send an 7 email to
my office.” Or, “Call home.”
3 Work in pairs. Tell your partner what
basic coffee expensive friends
gadgets you have and where they are.
kitchen microwave ten
a camera a memory stick Some coffee machines are 8 expensive ,
a coffee machine a microwave oven
but my new machine is a 9 basic
a laptop a cell phone
machine and it isn’t expensive. It’s in my
I have a laptop in my office.
10
kitchen next to my 11 microwave .
I have a lot of gadgets in my kitchen. I
can make a cup of 12 coffee in two
While you watch minutes. And it’s fantastic coffee. I have
13
ten different types of coffee! So I
4 5Watch the video. Work in pairs. can make different types of coffee for my
What are Ashley and Clare’s favorite 14 friends .
gadgets?
9 What’s your favorite gadget? Why?
5 Work in pairs. What can you remember
about the two gadgets?
Unit 5 My things 67
Grammar Vocabulary
1 Work in pairs. Ask and answer questions 5 Circle the correct object (a–c).
about Lynn. Use can. Take turns. 1 You can take photos with a .
a camera b cat c motorcycle
2 You can play music with a .
a soccer ball b guitar c photo
3 You can listen to music with .
a batteries b headphones c a screen
Student A: Choose a tag. Say the price.
Student B: Point to the price tag.
$14.99 $50 $71.40 $13.30
drive a car ✓ speak Spanish ✗

ride a bicycle ✗ speak Japanese ✓ I CAN
play the piano ✓ write in French ✗ talk about possessions
2 ❯❯ MB Work in pairs. Make true sentences talk about technology

about yourself with the abilities in talk about money
Exercise 1.
3 Complete the sentences with have or has.
Real life
1 I have brown eyes. 7 Complete the conversation between a
2 My brother has red hair. customer (C) and a store clerk (S) with
3 My husband and I have a car. these words. One word is extra.
4 Our friends have a nice house. are help here like
5 My friend has glasses. much pay that’s they’re
6 My dad has a new camera.
S: Can I 1 help you?
4 ❯❯ MB Work in pairs. Make true or false C: Yes. How 2 much are these glasses?
sentences with I have + noun and these S: 3 They’re $65. And those ones are $89.
adjectives. Say true or false to your partner. C: OK. I’d 4 like these ones, please.
beautiful expensive fantastic great S: 5 Here you are. 6 That’s $65.
interesting new nice old C: Can I 7 pay with a credit card?
S: Yes, of course.
I have a new car.
False. 8 Work in pairs. Practice the conversation in
Exercise 7. Change the object and the price.
I CAN I CAN
talk about abilities (can) buy things
talk about possessions and features (have)
describe objects (adjective + noun)
68
Unit 5 Review and memory 3
booster • Ask students to complete the sentences with have or
has. Let them compare answers in pairs before checking
with the class.
4
Exercises 2, 4, and 6 are Memory Booster activities. For
more information about these activities and how they • Ask students to tell their partners true or false sentences
benefit students, see page x. with I have + noun, and the adjectives listed. Their
partner must guess whether each sentence is true or
false. Point to the example to get students started.
I can … check boxes • In feedback, elicit a few sample sentences from
As an alternative to asking students to simply check the students, and ask the class to guess.
from 1 to 4 for each language area (1 = not very confident; EXAMPLE ANSWERS
area, refer them to the Workbook and Grammar Summary I have an old guitar. / I have an expensive new car.
exercises for additional practice. I have a beautiful cat. / I have a fantastic book.
Grammar Vocabulary
1 5
• Ask students to work in pairs to ask and answer • Ask students to circle the correct object (a–c). Let them
questions about Lynn using can and the prompts below compare answers in pairs before checking with the class.
the photo. • In feedback, ask students to mime each of the words.
6
ANSWERS
Can Lynn/she drive a car? Yes, she can. • Ask students to work in pairs. Student A reads out a price
and Student B points to the correct price tag. Tell them to
Can she ride a bicycle? No, she can’t.
take turns reading out and guessing the tags.
Can she play the piano? Yes, she can.
Can she speak Spanish? No, she can’t.
ANSWERS
Can she speak Japanese? Yes, she can.
Can she write in French? No, she can’t. $14.99: fourteen (dollars) ninety-nine (cents)
$50: fifty dollars
2 ❯❯ MB $71.40: seventy-one (dollars) forty (cents)
• Ask pairs to make true sentences about themselves $13.30: thirteen (dollars) thirty (cents)
and the abilities in Exercise 1. Tell them to take turns
to say can/can’t sentences. Encourage them to join their Real life
sentences using and or but.
7
• Ask students to complete the conversation with the
EXAMPLE ANSWERS
words in the box. Point out that one word is extra. Let
I can drive a car, but I can’t ride a bicycle. them compare answers in pairs before checking with the
I can speak Japanese, but I can’t speak Spanish. class.
I can play the piano and drive a car.
8
Encourage them to swap roles and repeat the
conversation with different objects and prices.

Unit 6 We love it!
1 Note the use of commas before every set of three digits.
• Ask students to look at the photo and predict the sport. Note the stress on the first syllable: hundred, thousand,
Use the photo to teach the words fans, soccer, soccer million
players, and soccer shirts. Note that the singular form of hundred, thousand,
and million is always used, e.g., five thousand NOT
2 88 five thousands.
• Ask students to look at the numbers and the sentences.
Pre-teach popular (something that many people like)
and prize (a reward that you get for being successful in a Extra activity
sport, competition, or game). Ask students to write down three large numbers of their
• Play the recording. Students listen and circle the correct own and dictate them to a partner, who writes them down.
Have them check that what they have written matches.
options. Let students compare answers in pairs before
checking with the class. With stronger classes, introduce 50 and 500. For example:
350 (three hundred fifty) and 3,500 (three thousand five
• In feedback, say the numbers in the box and get hundred).
students to repeat them (one hundred, one million, one
thousand).
4
Background information • Organize the class into groups of four or five to discuss
the questions.
The Kaizer Chiefs play soccer at Soccer City Stadium in
Soweto, Johannesburg. It’s South Africa’s most successful • In feedback, use this activity as an opportunity to
and most supported club. brainstorm and write on the board sports words.
Both soccer and rugby are popular in South Africa. The
Students are likely to be able to name a number of
soccer World Cup was played in South Africa in 2010. Spain sports. Brainstorming like this allows students to share
beat Holland in the final. their personal knowledge.
In 1995, the Rugby World Cup was hosted by South Africa.
South Africa managed to win the trophy that year by Please refer to page 185 for Teacher Development notes on
beating New Zealand 15–12. personalizing.
Extra activity
Brainstorm words for other sports that involve a ball, e.g.,
tennis, ping-pong, rugby, American football, golf, hockey,
volleyball, handball, basketball, squash.
3
• Give students a moment to read the numbers. Then
read the numbers out to the class, and ask students to
repeat them to practice pronunciation (see Answers,
and the Vocabulary and Pronunciation notes).
• Ask students to take turns saying the numbers to each
other in pairs.
ANSWERS
13,000,000: thirteen million 20,000: twenty thousand
300: three hundred 70,000,000: seventy million
69a
Unit 6 We love it!
Soccer fans in
Soweto, South Africa
F E AT U R E S 1 Look at the photo. What’s the sport? soccer
70 My sport 2 88 Look at these numbers. Say the numbers. Listen

and circle the correct option in sentences 1 and 2.
The triathlon
100 = one hundred 1,000,000 = one million
72 My favorite things 1,000 = one thousand
A profile of a scientist
1 About 270 thousand / million people play soccer.
and a TV presenter
2 Soccer is popular in about two hundred / thousand
74 We love street food countries.
Street food in the 3 Work in pairs. Take turns to say the numbers.
Philippines
13,000,000 300 20,000 70,000,000
78 At the market
A video about people at 4 Work in groups. Answer the questions.
the market 1 Which sports are popular in your country?
2 What sports can you play?
69
6a My sport
Vocabulary sports Reading
a 4 b 2
c 1 d 5
e 3
90
MY SPORT
Hi! My name’s Laura. My sport is the
triathlon—swimming, cycling, and
running. It’s swimming for about one
kilometer, cycling for forty kilometers, and
running for ten kilometers. I like swimming
and cycling, but I don’t like running. My
1 Work in pairs. Match the words (1–5) with best time is three hours and five minutes.
the photos (a–e). It’s not bad, but it’s not very good. The
1 basketball 4 running best Olympic time for women is one hour
2 cycling 5 tennis and fifty-six minutes.
3 swimming
2 89Write the words from Exercise 1. 3 Look at the photo. What’s the sport?
Listen and check. the triathlon
1 Running is a sport in the Olympics. 4 Work in pairs. Read about Laura. Answer
2 Swimming is a sport in water.
the questions.
3 Cycling is a sport with bicycles.
4 Tennis is a sport with a ball for 1 What are the three parts of the
two or four people. triathlon?
5 Basketball is a sport with a ball for 2 How long is each part of the triathlon?
two teams.
70
Reading
6a My sport 3
• Tell students to look at the photo and say what the sport
Lesson at a glance is. Then ask students to quickly read the text until they
• vocabulary: sports find the name of the sport.
• reading: my sport
• grammar: like 4 90
• listening: Do you like sports? • Ask students to read the text and answer the
• grammar: like questions and short answers questions. Let students compare answers in pairs
• pronunciation: do you …? before checking with the class. You may wish to
• speaking: a sports survey explain best (the irregular superlative of the adjective
good—good, better, best).
Vocabulary sports • The reading text is recorded. You could play the
1
• Tell students to look at the photos (a–e) and read the
ANSWERS
names of the sports (1–5). Drill the names of the sports
for pronunciation (see Pronunciation notes). 1 swimming, cycling, and running
2 swimming: about one kilometer; cycling: forty
• Ask students to match the words with the photos in
kilometers; running: ten kilometers
pairs. Check answers as a class.
Pronunciation notes Background information

Note that the strong stress is on the first syllable of all There are many variations on the triathlon, but they
these nouns. usually include swimming, cycling, and running.
The -ing at the end of some of these words is a nasal • An Olympic distance triathlon consists of a 1.5 km swim,
sound which some students may find difficult to a 40 km bike ride, and a 10 km run.
pronounce: e.g., cycling /ˈsaɪklɪŋ/. • A full (or Ironman) distance triathlon consists of a 3.9 km
swim, a 181 km bike ride, and a 42.2 km marathon run.
2 89 Both men and women cover the same distances.
• Ask students to complete the sentences with the sports
from Exercise 1.
• Play the recording. Tell students to listen and check.
• Optional step Play the recording again. Students listen
and repeat the sentences.
Extra activity
Ask students to mime the sports. Their classmates must
guess the sport.
6a My sport 70a
Grammar like Grammar like questions and short
5 answers
• Read the grammar box with the class. Ask students to 11
underline the sentence with like and don’t like in the text • Ask students to look at the grammar box. Ask the question
about Laura. Check answers as a class. and talk them through the way questions are formed.
Refer students to page 168 for further information and Note that does he/she like questions are taught in Unit 6b.
practice. Refer students to page 168 for further information and
Please refer to page 168 for Grammar notes on the practice.
affirmative and negative form of the simple present. Please refer to page 168 for Grammar notes on the
question and short answer forms of the simple present.
6
• Read the example sentence to the class and elicit what 12
the negative form of I like tennis is (I don’t like tennis). • Ask students to complete the like questions and short
• Ask students to write sentences with like or don’t like for answers. Let students compare answers in pairs before
2–5. Let students compare their answers in pairs. checking with the class.
ANSWERS 13 93
2 I like swimming. • Ask students to write like questions using the prompts.
Let students compare answers in pairs. Play the
3 I don’t like soccer.
recording. Students listen and check. In feedback, elicit
4 My friends like sports.
answers to the questions.
5 I don’t like basketball.
ANSWERS
7 91 1 Do people in your family like sports?
• Play the recording. Students listen and check their 2 What sports do you like on TV?
sentences from Exercise 6. 3 Do you like basketball?
• Play the recording again and ask students to listen and 4 Do you like swimming or cycling?
repeat (see Pronunciation note below).
Pronunciation note Pronunciation do you …?

Don’t is stressed and is pronounced /dəʊnt/. However, the
14a 94
/t/ sound is often not pronounced when don’t is followed • Tell students they are going to listen to two questions
by a verb beginning with a consonant sound. from Exercise 9. Play the recording. Students listen
and repeat the questions. Point out that Do you is not
8 strongly stressed. The main stress is on the noun that
carries most meaning (sports, TV, etc.).
• Model the activity. Read a few modified sentences from
Exercise 6 to reflect your own likes and dislikes.
Pronunciation note
• Students then rewrite the sentences so they are true for
them. Ask students to practice saying the sentences to In questions, do you is often reduced to the unstressed
/d(ə)jə/. The intonation rises at the end of the question.
each other in pairs.
14b
Listening
• Students ask and answer the Do you questions from
9 92
Exercise 13. Make sure students use short answers with
• Tell students they are going to listen to a conversation do and don’t in response.
between two people about sports. Play the recording.
Students listen and check (✓) the questions they hear.
Check answers as a class. Speaking my
15
10 92 • Ask students to write three sports they like. Tell
• Play the recording again. Students listen and circle the students to walk around and ask their classmates Do
correct answers to the questions. Check answers as a you like questions about these sports. Write a “scale” of
class. Point out the response I love sports! to the question possible answers on the board: No, I don’t; It’s OK; Yes,
Do you like sports? The speaker uses the word love instead I do; I love it; I really love it!
of like to emphasize that she likes sports a lot. • Monitor students and give feedback on errors at the end
of the activity. Ask students to report their findings.
71a Unit 6 We love it!

Grammar like Grammar like questions and
LIKE short answers
like basketball. LIKE QUESTIONS and SHORT ANSWERS
I/You/We/You/They
don’t like tennis.
Do I/you/we/you/they like tennis?
(don’t = do not)
Now look at page 168. Yes, do.
I/you/we/you/they
No, don’t.
5 Look at the grammar box. Read about Now look at page 168.
Laura again and underline the sentence
with like and don’t like. 11 Look at the grammar box. What’s the
question form of like? Do you like ...?
6 Work in pairs. Write sentences with like
( ) or don’t like ( ). 12 Look at the grammar box again. Complete
1 I / tennis. these questions and short answers.
I like tennis. 1 Do you like swimming?
2 I / swimming. Yes, I do .
3 I / soccer. 2 Do they like cycling?
4 My friends / sports. No, they don’t .
5 I / basketball.
13 93 Work in pairs. Write questions with
7 Listen and check your sentences
91 like. Listen to two conversations and
from Exercise 6. Listen again and repeat. check. What are the answers?
8 Work in pairs. Change the sentences in 1 people in your family / sports?
Exercise 6 so that they are true for you. 2 what sports / you / on TV?
Say the sentences to your partner. 3 you / basketball?
4 you / swimming or cycling?
I don’t like tennis.
14 Pronunciation do you …?
Listening a 94 Listen and repeat the questions.
9 Listen to a conversation about
92 b Work in pairs. Ask and answer the
sports. Check (✓) the questions you hear. questions in Exercise 13.
✓ Do you like sports?
Do your friends like sports? Speaking my
✓ What sports do you like? 15 Work as a class. Write three sports you
10 92Listen to the conversation again. like. Ask your classmates Do you like
Circle the answers to the questions. questions about these sports, and write
the names of the people who like the same
1 Q: Do you like sports? sports as you.
A: I love sports! / No, I don’t.
2 Q: What sports do you like? Bruno, do you like Yes, I do. I love
A: My favorite sports are running and tennis? tennis!
swimming / tennis and soccer.
Unit 6 We love it! 71

6b My favorite things
Vocabulary interests 2 Work in pairs. Write your favorite TV
show, book, movie, and sport.
1 95 Match the words (1–6) with the TV show—The Voice
pictures (a–f). Listen and check.
comedies—movies
about the things in Exercise 2.
1 comedies 4 detective stories
2 fish 5 pop Do you like TV?
Yes, I do.
3 wildlife shows 6 scuba diving
What’s your
a 2 b 4 c 1 The Voice.
favorite TV show?
Reading
animals books movies
4 Read the article about Dr. Hogan.
d 5 e 6 f 3 Underline three interests from Exercise 1.
5 Read the article again. Are the sentences
true (T) or false (F)?
music sports TV 1 Dr. Hogan has two jobs. T F
2 He’s a fisherman. T F
3 He’s from Australia. T F
4 His favorite place is in T F
Botswana.
My favorite things: Dr. Hogan

96
Name: Dr. Zeb Hogan

Place of Birth: Arizona
Current City: Reno, Nevada
Jobs: Professor, University
of Nevada
TV presenter: Monster Fish
72
6b My favorite things
The Voice is a popular reality TV show in the United States.
It involves trying to find a member of the public with a
Lesson at a glance great singing voice. Each week contestants perform and
are judged by a panel of celebrity judges.
• vocabulary: interests
• reading: a profile
• grammar: he/she + like Reading
• pronunciation: likes, doesn’t like
4 96
• speaking: a puzzle
• Lead in by asking students to look at the photo of
Dr. Hogan. Ask: What can you see? Where is the man?
Vocabulary interests What’s his job? What does he like? Point out that Dr. is an
1 95 abbreviation of Doctor (a title that shows someone has
• Ask students to match the words (1–6) with the pictures been given the highest level degree by a university or
(a–f). Let them compare their answers in pairs. college).
• Play the recording. Students listen and check. • Ask students to read the article and underline three
interests. Let students compare answers in pairs before
• In feedback, make sure students understand all the
words (see Vocabulary and Pronunciation notes).
• Play the recording a second time. Students listen and
repeat the sentences to practice pronunciation.
5
• Ask students to read the article again and circle true (T)
It’s a good idea to teach the new words by using or false (F) for each sentence. Let students compare their
examples that students are familiar with. For example: answers in pairs before checking with the class.
detective stories—Sherlock Holmes, Agatha Christie;
comedies—Mr Bean ...
Extra activity
Scuba /ˈskuːbə/ diving is swimming underwater with an
oxygen tank, mask, and flippers. Ask students to rewrite the false sentences in Exercise 5 so
that they are true, e.g.:
Note the strong stress: comedy, detective, wildlife.
2 He isn’t a fisherman. He’s a scientist.
3 He isn’t from Australia. He’s from Arizona.
Extra activity
Ask students to add other examples to each category (e.g.,
horror, jazz, birds, reality TV shows).
Arizona and Nevada are US states—both are hot and dry.
2 The Okavango Delta is a large inland delta in the southern
• Ask pairs to write their own favorites for each category. African country of Botswana. It has large areas of land
Monitor and help with ideas and vocabulary. If possible, that tend to flood, attracting huge numbers of wild
give the English language version of names they think of. animals. It is home to over 70 species of fish.
EXAMPLE ANSWERS
TV show: The Voice, Big Brother, Dancing with the Stars
Book: Harry Potter, War and Peace
Movie: Avatar, Star Wars
Sports: swimming, golf
3
• Ask pairs to ask and answer questions about the things
in Exercise 2. Model the activity first by asking and
answering some questions around the class. Monitor
to make sure students are using the question form and
short answers correctly.
6b My favorite things 72a

Grammar he/she + like Pronunciation likes, doesn’t like
6 10 97
• Read the grammar box with the class. Point out that the • Play the recording. Students listen and repeat. Ensure
third person singular forms of like and do have -s and -es students are using the correct pronunciation of doesn’t
at the end (likes and does). /ˈdʌzənt/.
• Ask students to tell you the negative form of likes, or
ask them to find it in the article. Point out that does not is Extra activity
contracted to doesn’t.
Provide further writing and speaking practice by asking
students to find two things their partner likes and
two things their partner doesn’t like, and to use that
practice. information to write four sentences.
Please refer to page 168 for Grammar notes on the third

person singular forms of the simple present. Speaking my
11
7
• Get students started by asking them questions about the
• Tell students to look at the example question, and elicit chart, e.g. Does Barbara like animals? (Yes, she does.) Does
the extra words needed to form the question from the she like movies? (No, she doesn’t.)
prompts (Does and he or Dr. Hogan).
• Ask pairs to take turns asking and answering questions
• Ask students to write the questions in pairs. Check to determine who their partner chose from the chart.
answers as a class. Model the example with a student.
• As students speak, monitor and note any errors of form
ANSWERS or pronunciation. At the end, write some of the errors
2 Does he like Botswana? on the board and ask students to correct them.
3 Does he like cold places?
4 Does he like coffee? Extra activity
Write several different nouns on the board for practicing
8 Do you like questions. For example: tea, coffee, Chinese
• Have students ask and answer the questions in Exercise food, horror movies, reality TV, basketball, soccer, pop
7 in pairs. Tell them to refer back to the article for music. Try to elicit further suggestions from the class.
information to answer the questions. Divide the class into groups of four. Then split each group
into pairs. Allow pairs three minutes to ask Do you like
• Monitor students’ accuracy as they use the question and
questions using the prompts on the board, to find out as
short answer forms. much information as they can about their partner. They
cannot make notes—tell them that they must remember
ANSWERS what they can.
1 Yes, he does. 3 No, he doesn’t. Within each group, change the pairs. Now, they must ask
2 Yes, he does. 4 Yes, he does. questions using the third person form to find out what
students have already discovered about their previous
partner. For example: Does Emma like basketball? Yes, she
9 does. / No, she doesn’t. / I don’t know. Students take notes
• Ask pairs to write five true sentences about Dr. Hogan. this time and check the answers as a group at the end.
Monitor and offer support as students work.
• In feedback, ask students to read out their sentences to
the class.
EXAMPLE ANSWERS
He likes big fish; He likes the Okavango Delta in Botswana;
He doesn’t like cold places; He likes water and swimming;
He likes scuba diving; He likes coffee; He likes wildlife
shows.

Grammar he/she + like 9 Work in pairs. Write five sentences about
Dr. Hogan. Use likes / doesn’t like.
HE/SHE + LIKE
He likes fish.
likes fish.
He/She
doesn’t like cold places.
10 Pronunciation likes, doesn’t like
Does he/she like coffee? 97Listen to five sentences about
Yes, does. Dr. Hogan. Repeat the sentences.
he/she
No, doesn’t.
(doesn’t = does not)
Speaking my
Now look at page 168. 11 Work in pairs. Look at the chart. Take
turns.
6 Look at the grammar box. What is the Student A: Choose a person.
negative form of likes? doesn’t like Student B: Ask Does she like questions to
discover the person’s identity.
7 Work in pairs. Write questions about
Dr. Hogan. Does she like music?
No, she doesn’t.
1 like / fish?
Does Dr. Hogan like fish? Does she like books?
Yes, she does.
2 like / Botswana?
3 like / cold places? Is it Teresa?
4 like / coffee? Yes!
8 Work in pairs. Ask and answer the

Barbara Diana Stella Teresa

Dr. Hogan likes fish. He loves very big fish.
He isn’t a fisherman. His job is to study fish in ✓ ✓ ✗ ✗
different places around the world—for example,
in the Okavango Delta in Botswana. That’s Dr.
Hogan’s favorite place. He’s from a big city in ✗ ✗ ✓ ✓
Arizona. It’s a very hot, dry place. Dr. Hogan
doesn’t like cold places very much. Does he
like wet places? Well, he likes water! He loves ✗ ✓ ✗ ✓
swimming and scuba diving in his free time. He
also likes wildlife shows on TV, and coffee!
✓ ✗ ✓ ✗
✗ ✓ ✗ ✓
✓ ✗ ✓ ✗
Dr. Hogan catches

a giant ray.

6c We love street food
Vocabulary food Critical thinking what does
1 Match the words with the photos. the writer think?
cheese eggs fruit 6 Read paragraph 1 again. Underline the
meat rice vegetables adjectives, like great and fantastic. What
does the writer think about street food?
a b
Grammar object pronouns

OBJECT PRONOUNS
Subject pronoun Object pronoun
fruit cheese I me
c d
you you
he him
she her
it it
we us
you you
eggs meat
they them
e f
7 Work in pairs. Look at the grammar box.

Circle the object pronouns in the article.
rice vegetables What does each object pronoun mean?
8 Circle the correct option.
2 Listen and check your answers from
98
1 I love vegetables. I have it / them
Exercise 1. Repeat the words.
every day.
3 Work in pairs. Talk about the food 2 The Philippines is a great country.
you like. I love it / them.
3 Can I help me / you?
Reading 4 Where’s your sister? I can’t see
her / you.
4 Read the article. Match the person with 5 This is my favorite cafe. I love her / it.
the favorite food. 6 Your brother is nice. I like her / him.
1 Aimee soup with rice
2 Tala chicken Speaking my
3 Isko spring rolls
9 Work in pairs. Turn to page 157.
5 Match the meals with the correct times.
1 breakfast afternoon
2 dinner morning
3 lunch evening
74
Reading
6c We love street food 4 99
• Optional step Ask students to look at the photo on
Lesson at a glance Student Book page 75. Ask: Where are they? (in a market,
• vocabulary: food on a street) What food can you see? (meat, kebabs) What
• reading: we love street food colors can you see? (red, green, blue, white, yellow,
• critical thinking: what does the writer think? orange, pink, brown, black). Elicit and teach the
• grammar: object pronouns meaning of street food (simple food that is made and
• speaking: food served on the street).
• Ask students to read the article and match each person
with their favorite food. Let students compare answers
Vocabulary food in pairs before checking with the class.
1
• Ask students to match the words with the photos (a–f). recording and ask students to read and listen.
Go over the example and ask the class to name different
types of fruit to get students started. Let students Background information
compare answers in pairs. Note that students will check
answers in Exercise 2 by listening to the recording. The Republic of the Philippines is a country in Southeast
Asia. It is in the western Pacific Ocean, and it consists of
2 98 7,641 islands. Manila is its capital, and Quezon City is its
most populated city.
answers to Exercise 1. Lechon manok is chicken cooked on a rotisserie with
ginger, garlic, and lemongrass.
• Play the recording again. Students listen and repeat
each word (see Vocabulary and Pronunciation notes).
5
Vocabulary and pronunciation notes • Ask students to match the meals with the correct time.
Let students compare answers in pairs before checking
Note the strong stress and pronunciation of vegetables with the class. In feedback, ask what students have for
/ˈvɛdʒtəbəlz/. Also, note that the fourth letter in
each meal.
veg(e)tables is not pronounced.
The words ending in -s or -es are plural nouns. The other Pronunciation note
words that do not end in -s or -es are uncountable nouns.
Note the pronunciation: breakfast /ˈbrekfəst/, lunch /lʌntʃ/,
dinner /ˈdɪnər/.
3
• Ask pairs to talk about what food they like. As revision,
remind students to also use the snack vocabulary from Background information
Unit 4d. Also, encourage students to use complete These are some other words for meals: brunch (a late
sentences when asking and answering questions. For breakfast—a combination of breakfast and lunch); tea
example: Do you like eggs? No, I don’t, but I like cheese. (cake or sandwiches at around 3 or 4 p.m.); and supper
(another word for dinner).
• Optional step Remind students of the “scale” of
responses introduced in Exercise 15 of Unit 6a:
No, I don’t; It’s OK; Yes, I do; I love it; I really love it! Critical thinking what does the writer
think?
Extra activity 6
Ask students to work in pairs to think of other food • Ask students to read paragraph 1 again and underline
words. Start a list of new food words on the board. Invite the adjectives, like great and fantastic. Ask students what
students up to the board to add to the list. the writer thinks about street food.
• After eliciting some answers, point out that all of the
adjectives are positive. The writer therefore probably
really likes street food.
6c We love street food 74a

Speaking my
9
Grammar object pronouns
• Organize the class into new pairs. Tell them to look at
7 page 157 and read the task (see Teacher Development
• Read the grammar box with the class (also see Grammar on page 185).
notes on page 168). Ask students to circle the object
• The pronunciation of some of the words is quite
pronouns in the article in pairs.
unusual (see Pronunciation notes). It’s a good idea to
• Once they have found the pronouns, ask them to drill the words to make sure students can say them all
rewrite the sentences with nouns instead of pronouns correctly.
to highlight what each object pronoun means. Elicit
• Model the activity with a student. Tell the student to
answers from the class.
choose a food item from the page, but tell him or her not
to say which item it is. Ask some yes/no questions and
ANSWERS then guess what the student chose.
Visitors to the Philippines love it, too. = Visitors to the • Have students play the guessing game with their
Philippines love street food, too. partner. As students speak, monitor closely and focus
I have lechon manok chicken for dinner every evening. on errors in the use of object pronouns. In feedback,
I love it! = I love lechon manok chicken! write any errors that you heard on the board and ask
I have champorado for breakfast. … I have it every day. = students to correct them.
I have champorado every day.
My favorite snacks are rice cakes. I love them. = I love rice Pronunciation notes
cakes.
Note the position of the strong stress in the words
avocado /ˌævəˈkɑːdəʊ/ and lemonade /ˌleməˈneɪd/.
Some students may also find the pronunciation of the
practice.
following words challenging: cereal /ˈsɪr.i.əl/, orange juice
/ˈɒrɪndʒ ˌdʒuːs/, pasta /ˈpɑːstə/, soup /suːp/, yogurt /ˈjəʊɡə(r)t/.
Please refer to page 168 for Grammar notes on object
pronouns.
8 giving instructions.
• Ask students to circle the correct object pronoun in each
sentence. Let students compare their answers in pairs
• In feedback, ask students to say what the pronoun
in each sentence refers to (the object noun in the first
sentence).
Extra activity
To help students memorize object pronouns, get them to
test each other. Ask students to work in pairs. Student A
reads out different subject pronouns and Student B must
say from memory the corresponding object pronoun.
Then ask them to swap roles and repeat.
Alternatively, create cards with subject and object
pronouns on them. Students work in pairs or groups
to match the subject pronouns to the correct object
pronouns.

We love
street food 99
The Philippines has great restaurants, Tala (Quezon City)

fantastic cafes, and very good street food. “Bananas are my favorite fruit.
You can buy lots of great food from stalls The food stall near my school
on the street. People in the Philippines love has fantastic banana spring rolls.
street food. Visitors to the Philippines love They’re called turon.”
it, too. It’s cheap, tasty, and interesting.
What are people’s favorite meals? Suzy (Los Angeles)
“Manila has great street food. My
Aimee (Manila) favorite snacks are rice cakes. I
“I have lechon manok chicken for dinner love them.”
every evening. I love it!”
Isko (Manila)
Danilo (Tagaytay) “I have breakfast at home, but
“I have champorado for breakfast. It’s rice I have street food for lunch. My
with chocolate, milk, and sugar. I have it favorite meal is arroz caldo. It’s
every day.” soup with rice.”

6d
?? Section
Let’s play ping-pong
Head
Vocabulary opinion Real life suggestions

adjectives 4 100 Look at the expressions for making
1 Listen to three conversations.
100 and responding to suggestions. Listen to
Match the words (1–4) with the four the conversations again. Check (✓) the
opinion adjectives (a–d). expressions you hear.
1 sports a SUGGESTIONS
2 Felicity Jones c ✓ Let’s watch soccer on TV.
3 fish b ✓ Let’s go to the movie theater this
4 pizza d weekend.
✓ How about pizza?
a boring ✓ That’s a good idea.
b horrible ✓ I love her.
c fantastic ✓ No, thanks.
d great ✓ I’m sorry.
2 Are the adjectives in Exercise 1 positive (+) ✓ I don’t like sports very much.
or negative (-)? Write them in the chart. ✓ OK.
Positive + Negative -
5 Add three ideas to the chart below.
fantastic boring
a burger
great horrible a movie
soccer
go to pasta tonight.
3 Pronunciation intonation Let’s
have tennis tomorrow.
play the park this weekend.
a 101 Listen and repeat the opinions. watch
b Work in pairs. Make a list of four people

or things. Give the list to your partner. Tell
your partner your opinion of the things How about …?
on his or her list.
6 Work in pairs. Take turns to make
Basketball’s boring.
suggestions and respond with opinions.
Bruno Mars is great! 7 Work in groups. Make suggestions and

find an activity for this weekend.
76
Real life suggestions
6d Let’s play ping-pong 4 100
• Ask students to read the expressions in the language
Lesson at a glance box. Elicit the two different ways of making suggestions
• vocabulary: opinion adjectives (Let’s … ; How about …?).
• pronunciation: intonation • Play the recording again. Students listen and check (✓)
• real life: suggestions the expressions they hear.
• Play the recording again and ask students to note the
Vocabulary opinion adjectives intonation patterns. Get students to listen and repeat the
expressions in the box after you. Focus on broadening the
1 100
range of their intonation. Practicing this is important as it
• Check that students understand the four adjectives. Elicit helps to ensure that students’ suggestions sound natural
the words by miming them: boring—yawn and stare and polite.
blankly at a book; horrible—pretend to taste something
and look repulsed; fantastic/great—look at something and 5
react very positively. Point out that the words describe
• Ask students to look at the substitution chart and note
the object, not what the person is feeling.
how we make suggestions using Let’s and How about.
• Tell students they are going to listen to three Point out that Let’s is followed by a base-form verb, and
conversations. Play the recording. Ask students to listen How about is followed by a noun (see Grammar notes on
and match the words (1–4) with the opinion adjectives page 168).
(a–d) used to describe them. Check answers as a class.
• Optional step Focus on the verb + noun collocations
before asking students to complete the chart. You could
Vocabulary notes
call out a variety of nouns and ask students to give
Fantastic and great both mean very good. They are used examples of verbs they go with:
to describe things that give you a very positive feeling. (go to) the beach / the movie theater / the park
Boring and horrible have more specific meanings. Boring (have) lunch / breakfast / dinner / a coffee / a burger
means uninteresting. Things that are horrible make you (invite) your brother / my friends / your family / Peter
feel disgusted, like horrible food or a horrible experience. (play) tennis / soccer / a game / music
It would be unusual to describe sports as horrible. (watch) a movie / TV / a soccer match.
• Tell students to add three more ideas to the chart.
2 Monitor and help with ideas and vocabulary.
• Ask students to complete the chart with the adjectives
from Exercise 1. Check answers as a class. EXAMPLE ANSWERS
watch TV, play basketball, go to a cafe, have lunch
Pronunciation intonation
3a 101 Please refer to page 168 for Grammar notes on suggestions.
• Tell students they are going to listen to the four short
opinion sentences from Exercise 1. Play the recording. 6
Students listen and repeat the opinions. Encourage • Ask pairs to make and respond to suggestions using
students to imitate the expressive intonation used in the the prompts in the chart. Encourage them to use
recording. (see Pronunciation note). the expressions from the language box and opinion
adjectives when responding.
Pronunciation note
7
Notice the strong stress and wide intonation pattern used
• Ask students to think of activities they could do this
when expressing strong feelings:
weekend, such as play a sport or watch a movie.
She’s fantastic. It’s horrible.
Write ideas on the board and introduce any necessary
vocabulary to help students do the activity.
3b • Organize the class into groups, and ask students to take
turns suggesting activities. The other group members
• Ask students to list four well-known people or things.
respond using the expressions in the language box and
Tell students they should not list friends or family
opinion adjectives. Each group has to try to agree on one
members. Give them a minute or two to think of ideas.
weekend activity they could do together.
• Ask pairs to exchange lists and make sentences about
• As students speak, note any errors you hear with their
the people and things. Demonstrate the activity in front
use of the key expressions. At the end, write the errors
of the class. Point out that it’s polite to add I’m sorry in
on the board for students to correct.
front of a negative reply.
6d Let’s play ping-pong 76a

ANSWERS
6e Can we meet on Sunday?
1 We have tickets for the game tomorrow.
2 Yes, I love their music!
Lesson at a glance 3 No, my friend doesn’t like animals.
• writing: short messages 4 That television show is boring.
• writing skill: punctuation and sentence structure 5 Thanks for the book. I love it!
Writing short messages 3c

1 • Ask students to look at the messages in Exercise 1. Have
them circle each subject and underline each verb. Do
• As revision and as a lead-in to the lesson, elicit an the first message as a class to get students started. Let
example of a celebration, a meal, and a sport. students compare their answers in pairs before checking
• Ask students to read the messages (1–3) and match with the class.
them to the three topics (a–c). Let students compare • In feedback, draw a distinction between auxiliary verbs
their answers in pairs before checking with the class. (can, do) and main verbs (come, invite, like, have).
2 3d
• Ask students to read the messages again and match • Ask pairs to write the words in the correct order and
them to the replies. Let students compare their answers add the punctuation and capital letters. Check answers
in pairs before checking with the class. as a class.
Please refer to page 168 for Grammar notes on the uses of ANSWERS
can.
2 Do you like french fries?
3 This movie is great!
Vocabulary notes
4 Does your friend like pizza?
ticket = a piece of paper that shows you have paid to see 5 I don’t like meat very much.
an event
6 His new car is fantastic!
of course = used for saying “yes” in a definite and/or
polite way
until = happening up to a particular point in time and
4
then stopping • Ask pairs to write different replies to each message in
Exercise 1. Elicit example answers from pairs.
Writing skill punctuation and sentence EXAMPLE ANSWERS
structure 1 Yes, of course I can. / Yes! 2 p.m. is great for me.
3a 2 That’s no problem. She’s nice. / No, sorry. You can’t.
• Ask students to look at the messages and replies in 3 Wow! Thanks! / Sorry, I don’t like racing.
Exercises 1 and 2 again and find examples of the
punctuation listed in the box. Find the first as a class to
5
get students started. Let students compare their answers
in pairs before checking with the class. • Organize the class into new pairs. Tell students to write
a message and then pass it to their partner. Encourage
them to write messages like those in Exercise 1 (Can you/
Do you + verb).
punctuation.
• Ask students to read their partner’s message carefully
3b and check the punctuation and capital letters. Then ask
• Ask students to read the sentences and rewrite them them to write and return a reply.
using the correct punctuation and capital letters. Let
students compare their answers in pairs before checking Extra activity
with the class. Note that there could be some variation Ask students to write messages on pieces of paper to pin
depending on degree of emotion, etc. on the notice board. Other students can then pin their
replies below the messages for everyone to read.
Alternatively, have students write real short messages or
emails to each other, or to you. However, be mindful that
students may not wish to share their contact details.

6e Can we meet on Sunday?
Writing short messages
1 Read the messages (1–3). What is each
message about? Write the number of
the message.
a a celebration 2
b a meal 1
c a sport 3
1
Can you come for lunch at 2 p.m. tomorrow?
2
Can I invite my sister to your party?
b Work in pairs. Read the sentences and add
the correct punctuation.
3
Do you like car racing? I have two 1 we have tickets for the game tomorrow
tickets. 2 yes I love their music
3 no my friend doesn’t like animals
2 Match the messages in Exercise 1 with the 4 that television show is boring
replies (a–c). 5 thanks for the book I love it
a 3 c Look at the messages in Exercise 1. Circle
Yes, I love it! Thanks!
the subject and underline the verbs.
1
b 2 Can you come for lunch at 2 p.m. tomorrow?
Yes, of course you can.
c 1
d Work in pairs. Write the words in order.
Sorry, I can’t. I’m at work until 3:30. Add the correct punctuation.
1 meet / we / tonight / can / ?
3 Writing skill punctuation and Can we meet tonight?
sentence structure 2 like / french fries / you / do / ?
3 movie / this / great / is
a Work in pairs. Read the messages and
4 like / your / does / pizza / friend / ?
replies in Exercises 1 and 2. Look for the
5 very much / meat / like / I / don’t
punctuation below.
6 new / his / car / fantastic / is
capital letter ABCD
period . 4 Work in pairs. Write three different replies
comma , to the messages in Exercise 1.
question mark ?
exclamation mark ! 5 Work in pairs. Write a short message.
Give it to your partner. Write a reply to
your partner’s message.

6f At the market
At the Covered Market in Oxford, UK
78
4
6f At the market • Organize the class into pairs, and ask each pair to think
about and write down things they can buy in a market.
Before you watch They should write as many things as they can in 30
seconds.
1
• Optional step Ask your class to say what foods they can
EXAMPLE ANSWERS
see in the photos (1–3).
meat, eggs, milk, cheese, fruit, vegetables, potatoes,
• Ask students to match the words with the photos. Let
tomatoes, fish
students compare answers in pairs before checking with
the class.
While you watch
Vocabulary note 5 6
The mini-stores in a market are called stalls. This word is • Tell students they are going to watch a video about
also used for the small temporary stores in streets, which a market. Tell students to watch the video and check
often appear together to form a market. how many of the things in their list from Exercise 4
are in the video. Play the video. Discuss answers with
2 the class.
• Ask students to discuss in pairs which stalls from
Exercise 1 they like, and which stalls they do not like.
Elicit example answers from students.
Key vocabulary
3a
class.
3b 102
repeat the words.
Audioscript 102
bones
camembert
tomatoes
peaches

Camembert /ˈkæməmber/ is a soft, creamy cow’s milk
cheese from Normandy, France.
Note the stress: tomatoes.
6f At the market 78a

Is this your local market?
9
Jan Szafranski Yes, this is my local market and it’s • Ask students to read the role play instructions. Tell
really great. You can buy a lot of things: fish, meat, fruit, them to work in pairs and decide who is Student A and
vegetables, bread. who is Student B. Give them a few minutes to prepare
Amy Mills Yes, it is. My house is in this street, so this is a list of things to sell (with prices) or a shopping list of
my local market. things to buy.
Richard Lewis Well, yes and no. I’m a teacher and my • Revise the expressions from Units 4d and 5d for buying
school is near this market. things. Write some of the useful phrases that students
Which stalls do you like? have learned on the board. For example: Can I help you?
/ Can I have … / I’d like … / How much is …
Lewis Ah, my favorite stall is this cheese stall. I love
cheese. That’s my favorite—Brie—but I like Camembert, too. • Model the role play with a student. Then ask students to
English cheese is good, but French cheese is … great. I love it. act out the role play with their partner.
Mills This fruit and vegetable stall. These peaches are • As students speak, note errors that you could give
from Spain. That’s fantastic. feedback on at the end.
Szafranski I like the cheese stall. It has cheese from all • You could ask students to swap roles and repeat the role
around the world. play with a new partner.
Tell us what you don’t like.
Szafranski Fish, actually. My wife likes it, but I don’t. Extra activity
It has bones. I don’t like them. And I can’t cook it. No, I Ask students to write five sentences about a market in
don’t like fish very much. their hometown.
Lewis Um, I can’t think. Maybe tomatoes. I don’t like
them very much.
Mills Well, I’m a vegetarian. I don’t like meat. I like
vegetables, rice, pasta, bread ... but meat … no, I don’t like it.
Vocabulary note
local = something that is near you, in your town or
neighborhood
6 6
• Ask students to read the sentences. Play the video
again. Ask students to circle the correct option. Let
students compare their answers in pairs before checking
with the class.
7 6
• Ask students to watch the video again and circle true
(T) or false (F). Let students compare their answers in
8
• Ask pairs to write the name of the person who says each
sentence. You could play the video again if necessary
for students to check.

1 b 2 c 3 a

1 Look at the photos (1–3). Match the words 5 6Watch the video. Work in pairs.
(a–c) with the photos. How many things in your list from
a a cheese stall Exercise 4 are in the video?
b a fish stall 6 6 Watch the video again and circle the
c a fruit and vegetable stall correct option.
2 Work in pairs. Which stalls in Exercise 1 1 Richard Lewis loves English cheese /
do you like? Which stalls do you not like? French cheese / tomatoes.
3 Key vocabulary 2 Jan Szafranski likes the cheese / fish /

fruit and vegetable stall.
a Read the sentences. Match the bold words 3 Amy Mills doesn’t like fruit / meat /
(1–4) with the pictures (a–d).
vegetables.
1 I don’t like fish very much—I don’t like
the bones. 7 6Watch the video again. Are the
2 I love French cheese. Camembert is my sentences true (T) or false (F)?
favorite. 1 Richard teaches near the T F
3 The tomatoes at this fruit and vegetable market.
stall are great. 2 Amy lives near the market. T F
4 I like bananas, but I don’t like peaches. 3 Jan can cook fish. T F
8 What can you remember? Who says these
a 4 b 3 sentences? Write the name of the person.
1 My house is in this street, so this is my
local market. Amy
2 My wife likes it, but I don’t. It has
bones. I don’t like them. Jan
c 1 d 2 3 I’m a vegetarian. Amy
After you watch

9 Work in pairs. Take turns to buy things.
b 102 Listen and repeat the bold words. Student A: You have a stall at the market.
Decide what you sell and the prices.
4 Work in pairs. Write down things that you Student B: Write a list. Does your partner
can buy at a market. sell your items? How much are they?

Grammar Vocabulary
1 Complete the article with the affirmative, 4 Cross out the item that doesn’t belong.
negative, and question forms of like. 1 chocolate soccer tennis
2 action movies comedies pop music
3 movies meat vegetables
4 cycling scuba diving wildlife shows
5 animals basketball fish
1 I like Adele. She’s fantastic / horrible.
2 I don’t like vegetables. They’re great /
horrible.
3 I love running. It’s boring / great.
Jenna is a scuba diver. It’s her job.
She 1 likes it very much. But 6 ❯❯ MB Work in pairs. Make true sentences
2 does she like
cold water? 3 Does she like with the adjectives in Exercise 5.
boats? And what are her interests?
I CAN
Jenna, you are a professional scuba diver. talk about sports
Why?
talk about food
Well, I 4 like swimming, and I love
talk about interests
the ocean.
5 Do you like water? give positive and negative opinions
(adjectives)
Yes. But I 6 don’t like cold water very much.
Is this your boat?
Yes, it is. I have three boats. I 7 like Real life
big boats. They’re fantastic!
7 Read the conversation. Circle the correct
And finally, what are your interests? option.
I8 like sports. And I love action movies.
A: Let’s 1 have pasta / watch TV tonight.
B: That’s a good idea. What’s on?
2 Replace the bold words with object A: A movie with Eddie Redmayne.
pronouns. B: No, thanks. 2 I don’t like him /
He’s fantastic.
1 Read the interview with Jenna.
A: How about Emma Stone? I have her
her
new movie on DVD.
2 Jenna loves the ocean. it
B: 3 No, thanks / OK. Great. I like her a lot.
3 Jenna likes big boats. them
4 Jenna likes Tom Cruise. him 8 Work in pairs. Practice the conversation in
Exercise 7.
questions about the things in Exercise 2. I CAN
give my opinion
I CAN
make and respond to suggestions
talk about likes and dislikes
use object pronouns correctly
80
UNIT 6 Review and memory Vocabulary
booster 4
• Ask students to cross out the item that doesn’t belong in
each group. Let them compare answers in pairs before
Memory Booster activities checking with the class.
Exercises 3 and 6 are Memory Booster activities. For more
information about these activities and how they benefit 5
students, see page x. • Ask students to circle the correct opinion adjective. Let
them compare answers in pairs before checking with
the class.
As an alternative to asking students to simply check the 6 ❯❯ MB
I can boxes, you could ask them to give themselves a score • Ask pairs to make true sentences with the opinion
from 1 to 4 for each language area (1 = not very confident; adjectives in Exercise 5. Encourage them to vary their
4 = very confident). If students score 1 or 2 for a language intonation to express emotion.
ANSWERS
Students’ own ideas
Grammar
1
Real life
• Optional step Ask students to read the article quickly
without worrying about the gaps. Then ask them to 7
answer this question: What type of movies does Jenna like? • Ask students to read the conversation and circle the
(action movies) correct option. Let them compare answers in pairs
• Ask students to complete the article with the correct
forms of like. Let them compare answers in pairs before
Eddie Redmayne is a British actor who won an Oscar for
2 portraying physicist Stephen Hawking in The Theory of
Everything.
• Ask students to replace the bold words in the sentences
with object pronouns. Let them compare answers in Emma Stone is an American actor. She is reportedly the
pairs before checking with the class. highest-paid actress in the world. She won an Oscar for
her part in La La Land.
3 ❯❯ MB
8
• Ask pairs to take turns to ask and answer like questions
about the people and things in Exercise 2.
Ask them to change roles and repeat the conversation,
• Optional step You could then ask students to use the and to change the people, activities, and adjectives in
sentences in Exercise 2 to ask each other questions about the conversation.
their own likes, e.g., Do you like the ocean? Yes, I do. I love
it. / No, I don’t. It’s cold.
EXAMPLE ANSWERS
Does Jenna love the ocean? Yes, she does.
Does Jenna like big boats? Yes, she does.
Does Jenna like Tom Cruise? Yes, she does.
Tom Cruise, is a Hollywood movie star, famous for his roles
in action movies such as Top Gun and Mission Impossible.
6f UNIT 6 Review and memory booster 80a

Unit 7 Daily life
1 Note the stress and pronunciation: summer, winter.
• Optional step Ask students to look at the photo. Unlike days and months, we don’t use capital letters for
Ask: What colors can you see? (yellow, orange, blue, pink, seasons in English.
purple, green) How do the people feel? (good, happy) In British English, fall is called autumn.
Are they happy? (yes) Which country are they in? (India)
• Ask students to read the caption and answer the
Extra activity
questions as a class.
Teach the words for seasons by miming things you do in
different seasons and asking students to shout out the
ANSWERS
season. This will depend on the students’ country and
1 They’re in Kolkata, India. context, but, for example, you could shiver, ski, or put on
2 It’s the Holi festival—the festival of colors. a coat and gloves for “winter,” and you could pretend to
sunbathe for “summer.”
2 103
• Give students a moment to read the sentences and
4
options. • Organize the class into pairs or groups of four or five.
Have students talk about the months that are in each
• Play the recording. Ask students to listen and circle
season. If you have a range of nationalities in your class,
the correct option. Check answers as a class.
mix students from different parts of the world.
Background information • Monitor students’ discussions, and note any
pronunciation errors that students make with the names
The Holi festival is a Hindu festival which is celebrated in of the months or seasons. At the end, drill these words
India and in other countries with large Hindu populations.
with the class.
It commemorates events in Hindu mythology as well as
the start of spring. It is a fun festival in which people light
bonfires, throw colored powder at each other, and have Extra activity
large street celebrations. It takes place on the last full Ask students to think of celebrations in their countries
moon day of the lunar month at the end of the winter that take place in different seasons. For example:
season. This is usually in March, but it is sometimes at the Independence Day is in summer; Christmas is in winter.
end of February.
3 104
• Ask students to read the instructions. Play the recording.
Students listen and repeat the words (see Vocabulary
and Pronunciation notes).
Audioscript 104
spring
summer
fall
winter
81a
Unit 7 Daily life
The festival of colors—the Holi festival—in Kolkata, India
F E AT U R E S 1 Work in pairs. Look at the photo and the caption.

1 Where are the people? 2 What is the celebration?
82 Day and night
Daily routines 2 103 Work in pairs. Listen to information about the
Holi festival. Circle the correct option.
84 Join the club
1 The Holi festival is in December / March.
Free-time activities 2 It’s a celebration of new life / family life.
86 A year in British 3 104 The Holi festival is a celebration of spring.
Columbia, Canada Listen and repeat the words for the four seasons.
Seasons of the year
90 The elephants of
Samburu
A video about elephants spring summer fall winter
in Kenya
4 Work in pairs. Which months are the seasons in
your country?
81
7a Section
?? Day andHead
night
a 5 b 3 2 Match the pictures (a–g) with the
sentences (1–7) in Exercise 1.
3 Work in pairs. Write seven true
or false sentences about your
routines. Read the sentences to
c 4 d 7 e 6 your partner. Find your partner’s
false sentences.
I get up at five o’clock. False.
Reading
f 1 g 2 4 Work in pairs. Look at the photo
and the caption. Where is it? What
kind of class is it?
5 Work in pairs. Read about Chen
Hong’s routine. Is it similar to
yours?
106
Vocabulary routines
DAY
&
My name’s Chen Hong. I live
with my husband and parents
1 Listen and complete the
105
in Shanghai. Every day, I get
sentences with times and places.
AND up at 5:30. I go to an exercise
class. My husband and parents
1 I get up at six o’clock .
2 I have breakfast at six thirty . NIGHT don’t go to the class. After the
class, I have breakfast with my
3 I start work at seven o’clock . friends. I start work at 8:30. At
Chen Hong’s day
4 I have lunch in a cafe . noon, I have lunch. I don’t work
5 I finish work at five forty-five . in the afternoon. In the evening, I make dinner. We eat
home at eight o’clock. Then we watch TV. I go to bed at 10:30.
6 I have dinner at .
7 I go to bed at eleven thirty .
A morning exercise class on the Bund (riverside) in Shanghai
82
Reading
7a Day and night 4
• Ask students to look at the photo and caption and
Lesson at a glance answer the questions in pairs. Check answers as a class.
• vocabulary: routines
• reading: a day in China ANSWERS
• grammar: simple present I/you/we/you/they It’s in Shanghai. It’s an exercise class.
• grammar: prepositions of time
• speaking: my partner and I
5 106
• Ask students to read the article and answer the
Vocabulary routines question in pairs. In feedback, get students to say how
their own routines are similar or different. For example:
1 105 I start work at 8:30 a.m., but I don’t get up at 5:30 a.m.
• Play the recording. Students listen and complete the • The reading text is recorded. You could play the
sentences with times and places. Let students compare recording and ask students to read and listen.
2 ANSWERS
• Ask students to look at the pictures (a–g). Ask: What Students’ own answers
can you see? Where is the man? What does he do? Find out
what students can already say.
• Ask students to match the pictures (a–g) with the
Shanghai, on China’s eastern coast, is one of the most
sentences (1–7) in Exercise 1. Let students compare
populous cities in the world. It is also a global financial
center.
3
• Ask students to write seven true or false sentences
about their personal routines. Have them read their
sentences out to a partner. Their partner has to guess
which sentences are false.
• Model (or extend) this activity by reading out three
or four sentences about yourself. Ask students to say
which ones are false.
Extra activity
Write some unusual jobs on the board. For example:
actor, president, DJ on a breakfast radio show, soccer
player. Each student chooses a job and writes five realistic
sentences about their daily routine. Organize the class
into pairs. Have students read their sentences out to their
partner without saying the job. Their partner has to listen
and guess the job.
7a Day and night 82a

Grammar simple present Grammar prepositions of time
I/you/we/you/they 9
6 • Ask students to look at the pictures and phrases in the
• Read the grammar box with the class. Elicit the negative language box. Ask them to try and explain when we say
form (see Grammar notes on page 170). Be aware that in, at, and on (see Grammar notes on page 170).
the negative form shown here (don’t) is used with • Ask students to underline the prepositions of time in
I/you/we/you/they. The third person singular form the two texts. Let students compare their answers in
doesn’t isn’t taught until Unit 8a. Ask students to circle pairs before checking with the class.
the negative verbs in the text. Let students compare
answers in pairs. Refer students to page 170 for further information and
practice.
ANSWERS Please refer to page 170 for Grammar notes on using
don’t + base form of verb = negative form prepositions of time.
Refer students to page 170 for further information and 10

practice. • Ask students to complete the sentences with the
correct prepositions. Go over the example. Let students
Please refer to page 170 for Grammar notes on the
affirmative and negative forms of simple present verbs.
the class.
7 107
• Tell students to look at the picture. Use the image to Speaking my
pre-teach observatory /əbˈzə(r)vətɔ:ri/. 11
• Ask students to read the text and complete it with the • Demonstrate the activity with a student by saying what
verbs in the correct form. Let students compare their you do at different times of the day, and then eliciting
answers in pairs. what they do. Try to find one thing in common.
• Play the recording of the text. Students listen and check. • Ask student pairs to make sentences and find things
they do at the same time. Have them write sentences
8
with We and report to the class.
• Ask students to write one affirmative and one negative
• If students are struggling to find things that they do at
sentence with the bold verbs and the prompts. Go over
the same time, tell them that they can be more general
the example with the class. Let students compare their
by using in the morning/evening/night. As students talk,
monitor and note any errors with the simple present.
After the activity, write the errors on the board for
ANSWERS students to correct.
2 I go to bed at ten o’clock. I don’t go to bed at
midnight. Extra activity
3 You study English. You don’t study
Spanish. Ask students to think of things that they do at the
following times:
4 My friends have a class at 7:30. They don’t have
a class at 8:30. at 6:30; on Tuesday; in the morning; at night
5 I like burgers. I don’t like fish. Find out who can make the longest list.
Extra activity
Ask students to write five similar pairs of sentences that
are true about themselves. For example: I don’t work
at home. I work in an office. Ask students to share their
sentences with a partner or with the class.
83a Unit 7 Daily life

Grammar simple present I/you/ Grammar prepositions
we/you/they of time
SIMPLE PRESENT I/YOU/WE/YOU/THEY PREPOSITIONS OF TIME
eat at eight o’clock.
I/You/We/You/They
don’t work in the afternoon.
at eight o’clock in the morning
6 Look at the grammar box. What is the negative
form of the simple present? Circle the negative
verbs in Day and night.
7 107 Complete the text about Roberto with these on Tuesday/Tuesdays at night
verbs. Listen and check.
finish get up go not / go
have have start work 9 Look at the expressions in the
grammar box. Underline similar
expressions of time in the texts
A night in Chile Day and night and A night in Chile.
I’m Roberto. I’m married and I 1 have two children. I
2
work in an observatory in Chile. I 3 start work 10 Complete the sentences with the
at nine o’clock at night. I 4 finish work at 2:30 in the correct preposition.
morning and I go home and go to bed. At eight o’clock,
I 5 get up and I 6 have breakfast with my wife 1 They don’t work at night.
and children. They 7 go to school at 8:30. They 2 I don’t go to school in the
8 don't go
to school on Saturdays and Sundays. afternoon.
3 They watch TV in the
evening.
4 We finish lunch at two
o’clock.
5 You work on Saturdays.
Speaking my
11 Work in pairs. Find things you

both do at the same time. You can
8 Work in pairs. Write one affirmative and one use some of these verbs.
negative sentence with the bold verbs.
eat have get up go
1 I work at home / in a store. start study finish
I work at home. I don’t work in a store.
2 I go to bed at ten o’clock / at midnight. I eat at noon.
3 You study English / Spanish. I eat at 12:30.
4 My friends have a class at 7:30 / at 8:30.
5 I like burgers / fish. We don’t eat at the same time.

7b Join the club
Vocabulary hobbies Listening
1 108Match the words (1–8) with the 4 Listen to four people talk about their
109
pictures (a–h). Listen and check. hobbies. Complete the chart.
1 climbing 5 reading What? When? Why?
2 cooking 6 shopping Andy climbing 1 Sundays it’s exciting
3 dancing 7 singing
4 painting 8 walking Tina 2 singing in her free 3
it’s fun
time
a 5 b 2
Naga 4 cooking in the 5
it’s nice
evening
Paul painting 6
Saturdays 7
it’s interesting
5 Match the questions (1–4) with the

110
answers (a–d). Listen and check.
c 3 d 7
1 Do you climb every day? b
2 Do your friends sing? a
3 Do you cook for your friends, too? c
4 Do you paint pictures of people? d
a No, they don’t. They play the guitar and
e 4 f 8 the piano.
b No, we don’t. We climb on Sundays.
c Yes, I do. They love my food!
d Yes, we do.
Grammar simple present

questions I/you/we/you/they
g 1 h 6
SIMPLE PRESENT QUESTIONS
I/YOU/WE/YOU/THEY
Do I/you/we/you/they listen to music?
Yes, do.
I/you/we/you/they
No, don’t.
2 Listen again and repeat the
108
words. 6 Work in pairs. Look at the grammar box.
3 Work in pairs. Add your own hobbies Then practice the questions and answers in
to the list in Exercise 1. Exercise 5.
84
Listening
7b Join the club 4 109
• Ask students to look at the photo and the caption on
Lesson at a glance page 85. Ask: Where is he? What is he doing?
• vocabulary: hobbies • Tell students they are going to listen to four people
• listening: hobbies with friends (Andy, Tina, Naga, and Paul) talk about their hobbies.
• grammar: simple present questions I/you/we/you/they Give students a moment to look at the chart.
• pronunciation: intonation in questions • Play the recording. Students listen and complete the
• speaking: a survey chart. Play the recording a second time if necessary—it
can be challenging to listen and write notes at this level.
Vocabulary hobbies Please refer to page 185 for Teacher Development notes on
1 108 listening and writing.
• Optional step Start by showing flashcards of the
activities on this page. Elicit the words that students 5 110
already know. • Ask students to match the questions (1–4) with the
• Ask students to look at the photos. Ask them to match answers (a–d). Point out that the questions and answers
the words (1–8) with the photos (a–h). Let students are taken from the conversations in Exercise 4. Play the
compare answers in pairs. recording for students to check their answers.
• Play the recording. Students listen and check.
Grammar simple present questions
2 108
I/you/we/you/they
words. Drill the words for pronunciation. 6
• Read the grammar box with the class (also see
Pronunciation notes Grammar notes on page 170). Ask students pairs to
take turns practicing the questions and answers in
The strong stress is on the first syllable of these words. Exercise 5.
Note the silent “b” in climbing: /ˈklaɪmɪŋ/. Note the nasal
sound at the end of the words: /ɪŋ/. Students shouldn’t be Refer students to page 170 for further information and
saying /g/. practice.
Please refer to page 170 for Grammar notes on forming

3
questions.
• Ask student pairs to add their own hobbies to the list in
Exercise 1. In feedback, elicit examples from students.
EXAMPLE ANSWERS
swimming, drawing, jogging, running, cycling, knitting,
gardening, playing tennis/golf/basketball/soccer
Extra activity
Play a memory game. Students look at the photos for
thirty seconds and try to memorize all the words. Tell
students to close their books. Count to five. Then tell
students to write down all eight hobbies. Find out how
many students remembered all of them.
Students could also mime activities for their partner to
guess.
7b Join the club 84a

7 Pronunciation intonation in questions
• Ask students to put the words in order to make 9a 111
questions. Elicit the first answer to get students started. • Play the recording again. Students listen and repeat the
Let students compare answers in pairs before checking questions from Exercise 8.
with the class.
• Ask students to write short answers to the questions. Pronunciation notes
Then ask students to take turns asking and answering
the questions in pairs. In these questions, the strong stress is on the main verb
and on the noun, e.g.: Do you enjoy shopping?
ANSWERS In yes/no questions, the intonation tends to rise at the end.

Make sure students are attempting the rising intonation.
1 Do you climb every Saturday?
Yes, I do. / No, I don't.
2 Do you enjoy doing exercise?
9b
Yes, I do. / No, I don't. • Ask pairs to practice asking and answering the
3 Do you and your friends go walking? questions from Exercise 8.
Yes, we do. / No, we don't. • Model the activity by asking the class one or two of the
4 Do you take photos of your friends? questions and eliciting answers from students.
Yes, I do. / No, I don't.
• As students speak, monitor closely and correct errors of
5 Do your parents listen to music? form and intonation.
Yes, they do. / No, they don't.
6 Do your friends play ping-pong in the evening?
Yes, they do. / No, they don't. Speaking my
10
Vocabulary notes • Ask student pairs to add four more questions to the
list in Exercise 8. Monitor and help with ideas and
You may need to point out verb + noun collocations which
vocabulary.
are new to students here: do exercise, take photos, listen
to music, go walking. With hobbies ending with -ing, we • Ask students to mingle and ask and answer the
often (but not always) use the verb go: go shopping, go questions with their classmates. Set a five-minute time
climbing, go dancing. limit. At the end, ask students to sit with their original
partner and use the names they recorded to form
8 111 sentences like these: Katya and Bruno enjoy shopping.
Jenny and Denise play basketball with their friends.
• Ask students to write questions with the words. Elicit
the first question to get students started. Let students • As students speak, monitor closely and prompt them to
compare answers in pairs. self-correct errors.
answers.
Extra activity
Ask students to write down their findings from Exercise 10
ANSWERS using whole sentences. This could be done for homework.
1 Do you enjoy shopping?

2 Do you read newspapers?
3 Do your friends go dancing?
4 Do you and your friends play basketball?
5 Do you go climbing?
6 Do you and your friends watch TV?

Climbing is a popular hobby.
7 Work in pairs. Put the words in order to 9 Pronunciation intonation in

make questions. Then answer the questions. questions
1 do / you / every Saturday / a 111 Listen again and repeat the
climb / ? questions from Exercise 8.
2 enjoy / you / doing exercise / do / ?
3 you and your friends / do / go walking / ? b Work in pairs. Ask and answer the
4 do / of your friends / you /take photos / ? questions from Exercise 8.
5 your parents / listen to music / do / ?
6 your friends / play ping-pong / Speaking my
in the evening / do / ? 10 Work in pairs. Add four questions about
8 Work in pairs. Write questions with
111 hobbies to the list in Exercise 8. Then
the words. Listen and check. work as a class. Ask questions. Find one
person for each activity.
1 shopping (you / enjoy)
2 newspapers (you / read) Do you enjoy
3 dancing (your friends / go) shopping, Bruno?
4 basketball (you and your friends / play)
Yes, I do.
5 climbing (you / go)
6 TV (you and your friends / watch)

7c A year in British Columbia,
Canada
Vocabulary weather Grammar simple present
1 112 Look at the pictures. Listen and Wh- questions
repeat the words. SIMPLE PRESENT WH- QUESTIONS
What do?
Where I/you go?
Who do we/you/they go with?
Why people go to the beach?
4 3 1 When eat?
cloudy rainy snowy
7 Look at the grammar box. Circle the

Wh- question words in the article.
sunny 2 windy 4 8 Complete the questions with what, where,
2 113 Listen to people from four places. who, why, or when.
Write the numbers (1–4) next to the 1 Where do you go in summer?
weather words in Exercise 1. 2 What do you do in fall?
3 Who do you go cycling with?
3 Work in pairs. Describe the weather for 4 Why do you like winter?
seasons in your country.
Reading Speaking my
9 Work in pairs. What’s your favorite

4 Read the article. Match the paragraphs season? Ask and answer questions. Use
(1–4) with the photos (a–d).
these ideas.
5 Work in pairs. Underline the things • Why / like …? • Where / go?
people do in each season. Do people do • What / do? • Who / go with?
the things in the article in your country? • When / do …?
Why do you like I like to ski.
Critical thinking finding winter?
information
6 Which words tell you about the weather
in British Columbia? Find them in the
passage, and write them below.
Summer: hot, sunny
Fall: cloudy, rainy
Winter: cold, rainy, snowy
Spring: cloudy, rainy, not cold
86
A year in British Columbia, Reading
7c 4 114
Canada
• Ask students to read the article and match the
paragraphs (1–4) with the photos (a–d). Let students
Lesson at a glance compare their answers in pairs before checking with
• vocabulary: weather the class.
• reading: the seasons of the year • The reading text is recorded. You could play the
• critical thinking: finding information recording and ask students to read and listen.
• grammar: simple present Wh- questions
• speaking: activities in different seasons 5
• Ask students to read the article again and underline
the things people do in each season. Let students
Vocabulary weather
compare their answers in pairs. In feedback, use Do you
1 112 questions to discuss whether people in your students’
• Optional step With books closed, show students images countries do the same things described in the article.
representing different kinds of weather. Ask: What can
you see? Elicit any weather words students already Background information
know. You can also revise the pronunciation of the
British Columbia (or BC) is a province in the west of
seasons.
Canada. Its capital is Victoria, but its largest city is
• Play the recording. Students listen and repeat the words Vancouver. It’s famous for its natural beauty and the mild
(see Vocabulary and Pronunciation notes). climate along its coast.
Whistler is a mountain and resort in the Rocky Mountains
Audioscript 112 near Vancouver.
cloudy rainy snowy sunny windy

Note that the stress in these adjectives is on the first
syllable. You could point out that they all derive from
nouns (snow, sun, wind, etc.). Adding the suffix -y is one
way of forming an adjective.
2 113
• Tell students they are going to listen to people from four
places. Play the recording. Students listen and write the
number of the speaker (1–4) next to the weather words
in Exercise 1. Let students compare their answers in
• Point out that when describing the weather, we use
It’s … . For example: It’s rainy; It’s snowy.
3
• Ask student pairs to describe to each other the weather
in each season in their country. If all or most of your
students are from the same country, see the Extra
activity below.
Extra activity
As revision, elicit and write the names of different
countries onto the board. Then ask students to say or
guess what the weather is like in those countries:
I think it’s hot and sunny in Brazil in summer.
I think it’s cold and snowy in Iceland in winter.
7c A year in British Columbia, Canada 86a

Speaking my
9
Critical thinking finding information • Organize the class into pairs. Tell students to think
6 of their favorite season and prepare questions and
• Ask students to find and write down the key words answers using the prompts listed. Tell them to look
in the passage which describe the weather in British back at the text to find sentences they could use to
Columbia. Check answers as a class. describe things they do.
• Ask students to take turns to ask and answer questions
Extra activity 1 with their partner.
There are a few new words in the text and also a lot of • As students speak, monitor closely and note errors you
vocabulary which is recycled from previous lessons. After could give feedback on at the end of the activity.
students have read the text and answered the questions,
check that they remember and fully understand words by
Extra activity 1
using mime or pictures. For example, mime swimming,
cooking, skiing, climbing, and running. Draw simple Set up the speaking task by asking students to interview
pictures on the board to elicit island, river, lake, mountain, you (the teacher) first. Students ask you questions, and you
ocean, beach, and birds. Ask students to name the colors answer them using some of the expressions in this unit.
they see in the four photos.
Extra activity 2
Extra activity 2 Ask students to write a blog entry about one of the
Check that students have remembered the verb + noun seasons in their country. Tell them to include information
collocations in the text by writing verbs on the board: about what people do, and what they personally do. This
go, eat, change, watch, read, cook, stay, meet could be done for homework.
Then ask students, with books closed, to say what nouns

they go with:
go to school / college / the beach
go swimming / skiing / climbing / cycling / running
eat outside, change color, watch TV, read books, cook
food, stay at home, meet friends
Grammar simple present Wh- questions

7
Grammar notes on page 170). Ask students to circle the
Wh- question words in the article. Let students compare

practice.
Please refer to page 170 for Grammar notes on Wh-

question words.
8
• Ask students to complete the questions with what,
where, who, why, or when. Do the first question as a class
to get students started. Let students compare their

114
a 3
A Y E A R I N
B R I T I S H
CO LU M B I A,
C A N A DA
b 2
S U M M E R
Where do people go in summer? 1
Summer is a great time for vacations
here. The weather is hot and sunny.
People go to the beach. They cook
and eat outside. I go to Vancouver
Island with my family. We go
swimming in lakes and rivers.
F A L L
What do people do in fall? 2
In fall, classes start. Children go

c 4 to school. Students go to college.
It’s cloudy and rainy. Trees change
color from green to brown. I think
it’s a beautiful season.
W I N T E R
Where do people go in winter? 3
In winter, it’s cold, rainy, and
snowy, too. A lot of people stay
at home. They watch TV, read
books, and cook winter food.
Winter is my favorite season. I like
winter sports. I go to Whistler. It’s
in the mountains. I go skiing and
d 1
climbing.
S P R I N G
Why do people like spring? 4
In spring, it’s cloudy and rainy, but
it isn’t cold. Flowers open, birds
sing, and trees are green. People
go cycling and running. They meet
friends and they go for walks.

7d
?? Section
What’s Head
the matter?
Vocabulary problems Real life problems

1 115 Look at the pictures and listen. 4 Listen to the conversation. Write
116
Match the expressions you hear (1–5) D (Dad), P (Paul), or A (Anna).
with the pictures (a–e). 1 D is cold and thirsty.
a 4 bored b 1 cold c 5 hungry 2 P is cold and tired.
3 A is bored.
5 Listen again. Complete the mom’s
116
suggestions.
1 Why don’t you have some coffee ?
2 Why don’t you have a sandwich ?
3 Why don’t you go swimming ?
d 3 thirsty e 2 tired
PROBLEMS
What’s the matter?
I’m hungry/thirsty/cold/tired/hot/bored.
It’s cold/hot.
I don’t feel well.
I don’t understand.
Why don’t you have a cup of tea?
expressions from Exercise 1. 6 Pronunciation sentence stress
3 Work in pairs. Tell your partner the Listen to and repeat the three
117
problems in Exercise 1. Take turns. sentences. Which words are stressed?
I’m hungry! 7 Work in pairs. Look at the vocabulary in
Exercise 1 and the expressions for talking
I’m tired! about problems. Take turns to talk about
problems and make suggestions.
88
5 116
7d What’s the matter? • Play the recording again. Students listen and complete
the suggestions. Let students compare their answers in
pairs before checking with the class. In feedback, point
Lesson at a glance
out the meaning, use, and form of What’s the matter?
• vocabulary: problems (see Vocabulary notes).
• real life: problems
• pronunciation: sentence stress
Vocabulary notes
What’s the matter? is a way of asking What’s the problem?
Vocabulary problems In English, we use Why don’t you …? to make suggestions
1 115 or give advice to someone.
• Optional step With books closed, mime some of the Note the form: Why + don’t + you + base form. Although
words (a–e) from the exercise. Ask: How do I feel? Elicit don’t is a negative word, it is used here to make a positive
words that students already know. suggestion.
• Tell students they are going to listen to some people

say how they feel. Play the recording. Students listen Pronunciation sentence stress
and match the expressions they hear (1–5) with the 6 117
pictures (a–e).
• Play the recording. Ask students to listen to and
2 115 repeat the three sentences. Ask students which words
are stressed. Point out that don’t should be stressed
in negative sentences, but not in Why don’t you
expressions from Exercise 1.
suggestions.
Pronunciation notes
ANSWER
Note the more challenging pronunciation of some of
have, sandwich;
these words: thirsty /ˈθərsti/, hungry /ˈhʌŋgri/, tired /ˈtaɪərd/,
bored /bɔːrd/. don’t, feel;
don’t, understand
3
7
• Demonstrate the activity by asking the question around
• Organize the class into pairs. Tell students to look at
the class first: How do you feel? Get a student to ask you
the vocabulary in Exercise 1 and the expressions in the
the question, too.
language box used for talking about problems. Give
• Ask students to work in pairs to take turns telling their them a few moments to prepare things to say.
partner the problems in Exercise 1.
• When students are ready, ask them to take turns to
talk about problems and make suggestions. Monitor
Extra activity
carefully and make sure students are using the
Mime the different adjectives. For example, yawn to give expressions and stressing don’t correctly.
the impression that you are tired. Ask students to say or
ask how you feel: Are you tired?
Extra activity
Organize the class into small groups. Students take turns
to mime and guess different adjectives. There are a number of ways that you could vary this
speaking task.
1 With weaker classes, ask students to work in pairs to
Real life problems write a dialog, then act it out.
4 116 2 With stronger classes, ask them to play different roles
• Tell students that they are going to listen to a family when enacting their conversation, e.g., a mother and
conversation. Play the recording. Students listen and child, a brother and sister, two friends.
match the family members with the problems. Let them 3 Ask students to close their books. Write word prompts
compare their answers in pairs before checking with the on the board to help students improvise their
class. conversations. For example:
Matter?
bored tired cold thirsty hungry
Why don’t you …?
7d What’s the matter? 88a

3
7e Meet our club members • Ask students if they are in a club, organization, or
group of any kind. Elicit some examples, and help
students work out how to write in English the name
Lesson at a glance of the club or organization that they are in. Then tell
• writing: a profile students to prepare notes for their profile. Circulate and
• writing skill: paragraphs help students with ideas and vocabulary.
Writing a profile 4
• Once students have completed their notes, ask them
1 to write three paragraphs to produce their profile.
• Ask students to read Hans’s profile and circle true or Monitor, and offer support and guidance. Do not correct
false for the three sentences. Check answers as a class. errors at this stage. Have students check their own work
for errors in paragraph order, spelling, and punctuation.
Writing skills paragraphs
5
2a
• Ask students to read the profile again and match the • Ask students to exchange profiles with a partner.
paragraphs (1–3) with the topics. Let students compare Tell them to read their partner’s profile carefully and
their answers in pairs before checking with the class. find things that they have in common. Have students
discuss what they have in common, and make a list. In
2b feedback, elicit examples from students.
• Ask students to read Jenna’s profile and number
Extra activity 1
the paragraphs (a–c) in the same order of the topics
in Hans’s profile (1–3). Let students compare their Collect the profiles and put them on the walls of the
answers in pairs before checking with the class. classroom. Students circulate and read each other’s
profiles. Tell them to write a comment at the bottom of
the profiles they read. Alternatively, ask students to find
Extra activity
one thing that they have in common with each profile
Ask some questions to check that students understand the that they read.
content of Jenna’s profile. For example:
Where does she work? (at PLT Engineering)
Extra activity 2
Where does she study? (City College)
For homework, ask students to write a profile about a
Where does she live? (on a busy street in the city)
friend or family member.
What does she like? (sports and photography)
With stronger classes, ask students to close their books and
answer from memory.
2c
• Ask student pairs to organize Luther’s notes into three
paragraphs using Hans’s profile in 2a as a model.
Then, ask them to write the three paragraphs in full. In
feedback, ask students to read out their paragraphs.
EXAMPLE ANSWER
I’m a teacher. I teach engineering at City College.
I’m married and I have two children. We live in a big house
near the college.
On Saturdays, I go for walks and take photos. I like taking
photos of animals.

7e Meet our club members
Writing a profile
1 Read Hans’s profile. Are the sentences PLT Photography club
true (T) or false (F)? Meet our members. Come and join us!
Hans is:
HANS
1 a student. T F
2 married. T F
3 in a photography club. T F
2 Writing skill paragraphs

a Read Hans’s profile again. Write the
number of the paragraph (1–3).
3 interests
1 professional information
2 family/friends 1 I’m an engineer. I work at PLT Engineering.
2 I’m married and I have three children. We
b Read the paragraphs of Jenna's profile
live in a small town near my company.
(a–c). Put them in order (1–3).
3 I like photography. I’m in the PLT
a I live with three friends in the city. We photography club. In winter, we meet on
live in a small house on a busy street. 2 Sundays. We go out and take photos. In
summer, I go on vacation with my family. I
b I like sports and photography. I go to take a lot of photos of my children and the
sports events and take photos. 3 places we go to.
c I’m a student at City College. In the
summer, I work at PLT Engineering. 1
c Work in pairs. Read Luther’s notes. Write
three paragraphs. JENNA
a teacher engineering
my wife and children City College
animals photos
3 Make notes for your own profile. Write

about:
•work/school •family/friends •interests
4 Use your notes to write three paragraphs.
Check the paragraph order, spelling, and
punctuation.
5 Give your profile to your partner. Find
two things you have in common.

7f The elephants of Samburu
An elephant at night in Samburu National Reserve in Kenya
90
Vocabulary notes
7f The elephants of Samburu
jeep = a car that can drive over most types of land
lie down = to rest in a flat position on a bed or couch
Before you watch
1 3
• Ask students to look at the photo and the caption. Elicit • Tell students that they are going to watch a video about
the answer from students. elephants in Kenya. Have students work in pairs to
circle the options they think are correct before watching
ANSWER the video.
It lives in the Samburu National Reserve in Kenya.
While you watch
4 7
• Play the video. Ask students to watch and check their
The Samburu National Reserve is about 104 square
kilometers in size. It is small compared to other Kenyan answers from Exercise 3. Discuss the answers as a class.
wildlife parks, but it is home to a big population of
animals. The Uaso Nyiro River cuts through the reserve
and attracts many animals like cheetahs, lions, elephants,
buffalo, hippos, and Nile crocodiles. There are also over
350 different types of birds at the reserve.
Key vocabulary
2a
bold words (1–5) with the pictures (a–e). Let students
class.
2b 118
repeat the words.
Audioscript 118
jeep bath
lie down trunk
hand
7f The elephants of Samburu 90a

Nick Nichols takes photos of the elephants in their family
7
groups, and of individual elephants, too. Nick takes a lot • Ask students to complete the text with the verbs in the
of photos—about 10,000 in total. box. Let students compare their answers in pairs before
Daniel Lentipo works for Save the Elephants. He can checking with the class.
identify individual elephants in Samburu Reserve.
Daniel teaches Nick how to identify individual elephants. 8
Nick and Daniel follow the elephants for ten hours every • Start by using the prompts to elicit the full questions
day. The elephants drink. They have a bath. They eat. from students. Alternatively, ask students to work in
Elephants are gentle and intelligent. pairs to write the questions.
Nick Nichols Daniel sometimes puts his hand up like • Ask student pairs to take turns to ask and answer the
that when he passes elephants … four questions. In feedback, elicit what students found
Nick explains that Daniel sometimes puts his hand up out about their partner.
to the elephants. The elephants put their trunks up. It’s a
greeting, like “hello.” EXAMPLE ANSWERS
This ten-year-old elephant greets Nick. What are your favorite animals?
The Samburu Reserve is a very good place for these Why do you like them?
elephants. Where do they live?
The elephants greet their family members with their What do they do?
trunks … and by calling. My favorite animals are meerkats.
At night, the elephants lie down to sleep. In the morning, I like them because they are small and funny.
Nick and Daniel get up early and start work again. They live in the southern parts of Africa.
They live in big groups and stand on their back legs a lot!
5 7
• Tell students to read sentences (1–5).
• Play the video again. Ask students to watch and circle
the correct option for each sentence. Let students
compare their answers in pairs before checking with the
class.
6 7
• Ask students to watch the video again and write
their answers in pairs. Check answers as a class. Elicit
different answers from students.
EXAMPLE ANSWERS
1 They drink, have a bath, eat, greet each other, lie down,
and sleep.
2 They get up early, follow the elephants, and take
photographs of the elephants.

Before you watch 5 7Read the sentences. Watch the video
again. Circle the correct option.
1 Work in pairs. Look at the photo and
the caption. Where does this elephant 1 Nick Nichols is a photographer / student.
live? 2 Daniel Lentipo can speak to /
identify individual elephants.
2 Key vocabulary 3 Nick and Daniel follow the elephants
for four / ten hours every day.
a Read the sentences. Match the bold 4 Elephants raise their trunks
words (1–5) with the pictures (a–e). to greet other elephants / when they are thirsty.
1 My friend has a new jeep. It’s fast. 5 Elephants lie down / stand to sleep.
2 I lie down after lunch on Sunday.
6 7 Work in pairs. Watch the video again.
3 Raise your hand if you know the
Write:
answer.
4 I take a bath in the morning. 1 five things the elephants do every day.
5 The elephant has a long trunk.
2 three things Nick and Daniel do every day.
a 3 b 4 c 1
After you watch

7 Complete the text with these verbs.
d 2 e 5
drive follow get up start take walk work
Nick Nichols and Daniel Lentipo 1 work at

the Samburu National Reserve. They 2 get up
early every day. They 3 start work early.
b Listen and repeat the bold
118 They 4 drive a jeep and 5 take photos
words. of the elephants. The elephants 6 walk
3 Work in pairs. The video is about many kilometers every day. Nick and Daniel
elephants in Kenya. Circle the option sometimes 7 follow the elephants from
you think is correct. morning to night. Nick’s photos of sleeping
elephants are very beautiful.
1 Elephants live in family groups /
alone. 8 Work in pairs. Ask and answer questions
2 Elephants like / don’t like water. using these ideas.
3 Elephants eat plants / animals. • What / favorite animals?
• Why / like them?
While you watch • Where / live?
4 Watch the video. Check your
7 • What / do?

Grammar Vocabulary
1 Complete the text with the words below. 4 Complete the adjectives. Write W (weather)
and P (people).
movies dinner food Friday music
1 bor e d P 5 s u nny W
2 cl o u dy W 6 th i rsty P
3 h ungry P 7 t i r e d P
4 sn o wy W 8 w i ndy W

questions with the adjectives from
Exercise 4. Take turns.
What do you do when
I read a book.
you’re bored?
I CAN
David and Yann are brothers. They have
an internet company. From Monday to talk about the weather
1 Friday , they start work at seven talk about problems (adjectives)
o’clock. They finish work in the evening,
and they have 2 dinner at a restaurant. Real life
They like the same 3 food . On
weekends, they don’t do the same thing. 6 Complete the sentences with the words.
David and his friends play 4 music in Then put the sentences in order (1–4) to
a band. Yann and his girlfriend go to the make a conversation.
5 movies . I’m No What’s Why
2 Work in pairs. Write questions. Why don’t you eat this pizza? 3
1 David and Yann / brothers? I'm hungry. 2
2 they / work / in the same place? No , thanks—it’s cold. 4
3 where / they / have dinner? What's the matter? 1
4 they / like / the same food?
5 Yann and his girlfriend / play music? 7 Work in pairs. Use these ideas to practice
similar conversations. Take turns to start.
1 thirsty / cup of coffee
Student A: Ask the questions in Exercise 2.
2 hot / drink some water
3 don’t understand / use a dictionary
I CAN
I CAN
say what people do every day (simple
talk about problems
present)
make suggestions
say when people do things (prepositions of
time)
92
booster 4
• Ask students to first complete the adjectives, and then
write W (weather) or P (people) next to each word. Let
Memory Booster activities them compare answers in pairs before checking with
Exercises 3 and 5 are Memory Booster activities. For more the class.
information about these activities and how they benefit
students, see page x. 5 ❯❯ MB
• Ask pairs to ask and answer questions using the
I can … check boxes adjectives from Exercise 4.
I can boxes, you could ask them to give themselves a score EXAMPLE ANSWERS
from 1 to 4 for each language area (1 = not very confident; What do you do when it’s sunny?
4 = very confident). If students score 1 or 2 for a language I go walking. / I go to the beach.
What do you do when you’re thirsty?
I drink water. / I buy a drink.
What do you do when you’re tired?
Grammar I lie down. / I go to sleep.
What do you do when it’s snowy?
1
I stay at home. / I go skiing!
• Ask students to complete the text with the words in the
box. Let them compare answers in pairs before checking
with the class. Real life
6
2 • Ask students to complete the sentences with the words
• Students write questions about David and Yann, the in the box. Then have them put the sentences in order
brothers in Exercise 1, using the prompts. Point out that (1–4) to make a conversation. Let students compare
they will need to add the verb be or do. Let students answers in pairs before checking with the class.
class. 7
• Ask pairs to use the prompts to have conversations
ANSWERS similar to the one in Exercise 6. You could ask students
1 Are David and Yann brothers? to first act out the conversation in Exercise 6 before
2 Do they work in the same place? moving on to the variations. When they are done, have
3 Where do they have dinner? them switch roles and repeat.
4 Do they like the same food?
5 Do Yann and his girlfriend play music? Extra activity
Ask student pairs to write two more sets of conversation
3 ❯❯ MB prompts, similar to those in Exercise 7. Have them
exchange prompts with another pair to act out.
• Ask student pairs to take turns asking and answering
the questions from Exercise 2.
• For weaker students, allow them to refer to their full,
written questions. For stronger students, tell them to
refer only to the prompts in the Student Book.
ANSWERS
1 Yes, they are.
2 Yes, they do.
3 They have dinner at a restaurant.
4 Yes, they do.
5 No, they don’t.

Unit 8 Work and study
1 hospital = a place where people stay when they are sick,
• Tell students to look at the photo. Ask the question and injured, or in need of care from doctors and nurses
elicit answers. Note the strong stress in these words: offices, hospitals.
Explain that we say work with (people) and work in (a
ANSWER place). Also, point out that the strong stress is on the
first syllable of all these job words except engineer and
He’s at work on a ship.
photographer.
In the chart, the plural is used (in hospitals, schools, etc.)
2 119 but in the extra activity below, students need to use the
• Ask students to read the sentences. Tell them they are singular form (I work in a hospital / I work in a school, etc.)
going to listen to a conversation between two people. because they are talking about one person (themselves).
• Play the recording. Students listen and circle the correct
option. Let students compare answers in pairs before Extra activity
Write four or five of the jobs from the table in a list on
the board, in random order. Elicit from students and add
Vocabulary note to the list some of the other jobs taught in previous units,
ship = a very large boat that is used for carrying people or too. For example: student, climber, astronaut, professor,
things over long distances fisherman.
Organize the class into pairs. One student in each pair
3 turns their back to the board. The students with their back
to the board then ask their partner: What do you do?
• Ask students to look at the chart. Explain inside, outside,
The student facing the board must make sentences about
and hospital, and point out or drill the pronunciation one of the jobs in the list. Their partner guesses the job,
of the more challenging words (see Vocabulary and and the pair moves on to another job in the list. Students
Pronunciation notes). repeat this until they have guessed all the jobs. Write a
• Before starting the task, check that students understand second set of job words on the board, and have students
all the job words by using mime. For example, mime an swap roles and repeat the activity.
artist painting or a doctor using a stethoscope, and ask You could also turn this activity into a contest. Have
students to say which job you are miming. student pairs play against other pairs. The first pair to
guess all the words wins.
• Ask pairs to take turns making true sentences about
the jobs. In feedback, elicit example sentences from
students.
EXAMPLE ANSWERS
Doctors work inside / in hospitals / with people / with children.
Engineers work inside / outside / in offices.
Painters work inside / outside.
Photographers work inside / outside / with people / with
children.
Teachers work inside / in schools / with people / with children.
93a
Unit 8 Work and study
A painter at work
F E AT U R E S 1 Work in pairs. Look at the photo. Where is the man?
94 It’s a great job! 2 119 Listen. Circle the correct option.

The London 1 This man’s job is in an office / outside.
Underground 2 The man paints houses / ships.
96 At school 3 Work in pairs. Make true sentences about these jobs.

Talk about the jobs.
An unusual school
inside.
98 Helping big cats Doctors outside.
Engineers in offices.
An article about a job
Painters work in schools.
with tigers Photographers in hospitals.
Teachers with people.
102 Small ships with children.
A video about some
unusual boats What do teachers do?
Teachers work with
children. They work
in schools.
93
8a It’s a great job!
Reading Grammar simple present he/
1 Work in pairs. Look at the photo and she/it
the caption. Read the sentences. Are the SIMPLE PRESENT HE/SHE/IT
sentences true (T) or false (F)? opens the train doors.
1 The London Underground T F He/She/It watches the people.
doesn’t sell tickets.
has 270 stations.
2 The London Underground is T F Now look at page 172.
also called the Tube.
3 Parts of the London T F 4 Look at the grammar box. Underline ten
Underground aren’t under simple present verbs in the article.
the ground.
5 Complete the sentences about Naveen and
2 Read the article about Naveen and Ryan. Ryan with the correct form of the verbs.
Find these things. 1 Naveen enjoys (enjoy) his job.
1 one job train driver 2 Naveen doesn't answer (not / answer)
2 one train line Circle line people’s questions.
3 one station Baker Street 3 Ryan doesn't drive (not / drive)
a train.
3 Read the article again. Work in pairs and 4 Ryan (check) people’s
checks
answer the questions. tickets.
1 Do Naveen and Ryan like their jobs? 5 Ryan speaks (speak) to many
2 How many stations are on the Circle line? people.
3 Where do people buy tickets?
120
It’s a great job!

Naveen and Ryan love their jobs. They
both work on the Tube.
Naveen is a train driver. He drives a train
on the Circle line. The train stops at 36
stations. Naveen opens and closes the
train doors. He watches the people.
Ryan works at the Baker Street train
station. He doesn’t drive a train. He
checks people’s tickets and he answers One of the London Underground’s 270
their questions. He doesn’t sell tickets— stations. Only 45 percent of the Tube is
people buy them from machines. under the ground.
94
Vocabulary notes
8a It’s a great job!
stop = to no longer do something; the opposite of start
check = to look at something to make sure that it is as it
Lesson at a glance should be
• reading: jobs on the London Underground ticket = a piece of paper that shows you have paid to
• grammar: simple present he/she/it travel on public transportation
• pronunciation: -s and -es verb endings sell = to give something to somebody for some money
• vocabulary: job activities
• speaking and writing: jobs
Grammar simple present he/she/it
4
Reading
• Read the grammar box to the class (see also Grammar
1 notes on page 172). Ask students to underline in the
• With students’ books closed, show students the photo article ten verbs in the third person singular (he/she/
on pages 94 and 95, but not the caption. Ask: What can it) simple present form. Let them compare answers in
you see? (people, a man with a guitar) Where are the pairs.
people? (underground, in a tunnel) • Check answers as a class. In feedback, highlight the
• Tell pairs to look at page 94, but to cover the text and negative form doesn’t. Also, explain that the verbs love
photo. Ask them to read sentences 1–3 and decide if and work in the first paragraph and buy in the last
they are true (T) or false (F). paragraph are simple present verbs, but that they are
• Now tell students to read the caption to check their not third person singular simple present verbs.
predictions. Elicit the correct facts in feedback.
Vocabulary notes practice.
under = a preposition of place meaning below, or covered Please refer to page 172 for Grammar notes on affirmative
by something and negative third person singular simple present forms.
ground = the top surface of the Earth that we walk on
5
2 120 • Go over the example with the class. Then ask students
• Ask students to read the article and find the three to complete the rest of the sentences. Let students
things. Let students compare answers in pairs before compare their answers in pairs before checking with
checking with the class. the class.
3
• Ask students to read the article again and answer the
questions. Let students compare answers in pairs before
ANSWERS
1 yes 2 36 3 from machines
The London Underground, commonly called the Tube, is the
world’s oldest underground railway system. The first line
opened in 1863 with wooden carriages and steam trains.
The Circle Line forms a circle shape around the center of
London.
Baker Street is the street in London where the fictional
character Sherlock Holmes is supposed to have lived.
8a It’s a great job! 94a

6 121 Vocabulary job activities
• Ask students to complete the text about a New York 8
subway worker with the correct simple present form • Ask students to look at the photos and read the
of the verbs in the box. sentences. Check that students understand all the words
• Play the recording. Students listen and check. Show in the sentences. You could mime some of the words
a photograph of a police officer to make sure students (e.g., taking photos, serving food) and ask students to say
understand the job title. which words you are miming.
• Ask students to complete the sentences with the jobs.
Pronunciation -s and -es verb endings Let students compare answers in pairs before checking
7a 122 with the class.
• Tell students they are going to listen to four sentences
about Naveen and Lily. Play the recording. Ask how Vocabulary and pronunciation notes
the s is pronounced in the verb in each sentence. Model Note the strong stress and number of syllables:
the two sounds for students: /z/ in enjoys and goes, and photographer (4), receptionist (4), assistant (3).
/s/ in helps and works. Tell students to cover their ears serve = to give food and drink to someone at a meal
with their hands and try making the two sounds. The sick = not well
/z/ sound should vibrate more in their heads than the
softer /s/ sound.
Extra activity
• Play the recording again for students to listen and
repeat the sentences. Brainstorm other jobs students know and ask students to
write sentences to define these jobs.
7b 123
• Tell students to look at the verbs. The base form of each
verb is on the left, and the third person singular simple Speaking and writing my
present form with -s or -es is on the right. 9
• Play the recording. Students listen and check (✓) the • Demonstrate the activity. Ask Do you questions around
verbs that take on an extra syllable (see Pronunciation the class first. Once students have gained confidence by
notes). Let students compare answers in pairs before answering your questions, ask individuals to ask and
checking with the class. answer Do you questions across the class.
• Play the recording again. Students listen and repeat the • Ask students to prepare questions in their notebooks
verbs. using the prompts in the Student Book. Then ask them
to mingle and ask and answer the questions with other
students.
Audioscript 123
Please refer to page 186 for Teacher Development notes for
answer answers the language learning activity, Find someone who ... .
drive drives
finish finishes
10
• Tell students to work individually to summarize what
watch watches
they found out in Exercise 9 by writing six sentences.
Then ask them to share their sentences in pairs first, and
Pronunciation notes then with the class.
The letter s is pronounced /s/ when it follows an unvoiced
consonant (helps, works, starts, and stops). EXAMPLE ANSWERS
The letter s is pronounced /z/ when it follows a voiced
Martina is a receptionist. She uses a computer at work.
consonant or vowel (goes, enjoys). Vowels are always voiced.
Roberto is a waiter. He doesn’t sell things. He serves food.
The sounds /s/ and /z/ are both produced in a similar way.
Ahmed is a doctor. He doesn’t work alone. He talks to lots
The tongue is pressed gently against the upper palate,
of people.
allowing air through as the sound is made. The difference
is that /z/ is voiced (the voice box vibrates as the sound is
made) while /s/ is unvoiced (a softer, smoother sound).
The verb ending -es is pronounced /ɪz/ in the words
finishes and watches. It forms an extra syllable in most
words, but not in some words (notably, goes and does).
95a Unit 8 Work and study

6 121 Complete the paragraph about a Vocabulary job activities
New York subway worker. Use the correct
form of the verbs. Listen and check. 8 Look at these jobs. Complete the sentences
with the jobs.
not / drive go help
walk watch work
Lily 1 goes to different subway

stations. She doesn't drive a train. She’s a
2
police officer. Lily 3 walks around doctor photographer receptionist

train stations. She 4
helps people with
problems. Sometimes, she 5 works in
a big office. She 6
watches the trains on
computer screens.
7 Pronunciation -s and -es verb endings store clerk taxi driver waiter
a 122 Listen and repeat the sentences 1 A receptionist answers questions.

with these verbs. Is the s like this (S) or 2 A taxi driver drives people around.
these (Z)? 3 A photographer takes photos.
1 enjoys Z 3 helps S 4 A store clerk sells things.
2 goes Z 4 works S 5 A waiter serves food and drink.
6 A doctor helps sick people.
b 123 Look at the verbs. Listen. Check (✓)
the verbs that take on an extra syllable. Speaking and writing my
answer answers
drive drives 9 Imagine you have one of the jobs above.
✓ finish finishes Work as a class and ask questions. Write
✓ watch watches one name for each sentence.
Find a person in your class who …
enjoys his or her job.
works at night.
doesn’t sell things.
talks to people.
doesn’t work alone.
uses a computer.
Do you enjoy your

job, Zoe? Yes, I do.
It’s great!
10 Write six sentences using the names in

Exercise 9.
Zoe enjoys her job.
Unit 8 Work and study 95

8b At school
Vocabulary education 2 Write four sentences with the words in Exercise 1.
Work in pairs. Take turns to read your sentences to
1 Look at the photo. Match four your partner, but don’t say the word. Guess your
of the words with things and partner’s word.
people in the photo. The name of our school is Linford High.
board book classmate The name of our … is Linford High.
classroom college notebook School?
pen pencil school Yes.
student teacher university
1 board
2 teacher
3 student
4 book
Kakenya Ntaiya lives in Kenya. She has her own school.

It’s a school for girls. The girls live at the school.
96
2
8b At school • Go over the example provided with students. Then
elicit one or two example sentences from students to get
them started.
Lesson at a glance
• vocabulary: education • Ask students to write true sentences using the words
• listening: an unusual school from the box in Exercise 1. Ask students to read out
• grammar: simple present questions he/she/it their sentences to a partner, but say “beep” instead
• speaking: things we usually do of the word from the box. Their partner tries to guess
the word. Model one or two sentences to get students
started: Natasha is a "beep" at this school. (student)
Vocabulary education • As students read out sentences, monitor and make sure
1 students are using and saying the words correctly.
• Ask students to look at the photo. Ask: What can you
see? Elicit any vocabulary students already know. EXAMPLE ANSWERS
• Tell students to look at the words in the box and My [classmates] are Ivan, Anna, and Tony.
match four of them to things and people in the photo. Harvard and Princeton are American [universities].
Let students compare their answers in pairs before I write new words in my [notebook].
Background information Vocabulary and pronunciation notes

Kakenya Ntaiya (born 1978) is well known in Kenya as The stress is on the first syllable of all these words except
a social activist who fights for the rights of women. She university.
is the founder and president of the Kakenya Center for Note that in American English, school is used to describe
Excellence, a primary boarding school for girls in the the place where younger people go to study before
Maasai village of Enoosaen. The school was opened college. College or university is a place where people go
in 2009 and is for girls aged ten to fourteen years old. for higher or further education courses, usually to get a
Parents who send their daughters to the school must degree.
agree not to subject that child to forced marriage.
In American English, the words college and university are
Kakenya’s personal story is inspiring. She came from a very often interchangeable.
poor Maasai background but persuaded a tribal elder to
help pay for her education in the US, where she completed
a PhD in Education. She has now returned to Kenya and is
working to change the situation where the education of
girls is considered unimportant and many girls are married
by the age of thirteen.
8b At school 96a
Listening • You could drill the sentences in feedback, focusing on the
weak pronunciation of Does she … ? (see Pronunciation
3
notes). This provides useful preparation for the speaking
• Ask students to look at the photo and caption on task in Exercise 9.
page 96. Tell them to find Kakenya Ntaiya in the photo.
Discuss with students the meaning of her own school. ANSWERS
2 Does she work at the school?
ANSWER
3 Does she work with girls?
Kakenya is in the top right of the photo. She’s the teacher.
4 What does she do?
5 Does she live in the United States?
4 124 6 Where does she live?
• Ask students to read the four questions. Tell students
to listen and number the questions in the correct order. 9
Play the recording. Let students compare answers in
• Have students ask and answer in pairs the questions in
Exercise 8.
5 124 • As students speak, monitor closely and correct form
and pronunciation errors.
• Play the recording again. Tell students to listen and
circle the correct answers to the questions in Exercise 4. • Optional step For stronger students, write prompts
If necessary, play the recording one more time, or play on the board (study, work at, work with, do, live) and ask
and pause to help students hear and complete all the students to form, ask, and answer the questions with
information. Check answers as a class. their books closed.
6 ANSWERS
• Ask students to talk about the school in pairs, and 2 Yes, she does. 5 No, she doesn’t.
to create sentences expressing their views. Open the 3 Yes, she does. 6 She lives in Kenya.
discussion up to the class and elicit ideas. 4 She’s the president of the school.
EXAMPLE ANSWERS 10
I think it’s unusual. The girls are young, but they live at the • Ask students to complete the questions with do or does.
school. Elicit the first answer to get students started. Let students
It’s unusual in Kenya, but not in other countries. Girls compare answers in pairs before checking with the class.
usually go to elementary school in other countries.
• Tell students to ask and answer the questions in pairs.
Grammar simple present questions

Speaking my
he/she/it
11
7
• Organize the class into Student A and Student B pairs.
• Read the grammar box with the class. Ask students Then give students time to read the Exercise 1 and 2
to complete the sentences to make questions. Check instructions on the relevant pages of the Student Book
answers as a class. (Student A: 154, Student B: 156).
Refer students to page 172 for further information and • Students prepare and then ask each other Does
practice. questions about Paolo and Eva in order to complete the
first two columns of their charts. For example:
Please refer to page 172 for Grammar notes on the word Does Paolo watch …? Does he go to …?
does in third person singular simple present questions.
• Next, have students read the instructions for Exercises
Pronunciation notes 3, 4, and 5, and fill in information about themselves in
the chart. Students then complete the “Your partner”
Note that does he/she is weakly stressed in questions column by asking and answering Do you questions: Do
and that the two words run together. However, in short you watch … ? Do you go to … ?
answers, does and doesn’t are strongly stressed.
• As students speak, monitor closely and prompt them to
self-correct errors where possible.
8
• In feedback, ask students if they are similar to Paolo
• Ask students to write questions about Kakenya using
or Eva.
the prompts. Go over the example to get students
started. Let students compare answers in pairs before

Listening 8 Work in pairs. Write questions about
Kakenya with these words.
3 Look at the photo and the information.
1 study at the school?
Find Kakenya Ntaiya in the photo.
Does Kakenya study at the school?
4 Read the questions. Listen to the
124 2 work at the school?
conversation and put the questions in 3 work with girls?
order (1–4). 4 what / do?
2 Does Kakenya work at the school? 5 live in the United States?
Yes, she does. / No, she doesn’t. 6 where / live?
4 Does she teach? 9 Work in pairs. Answer the questions in

Yes, she does. / No, she doesn’t. Exercise 8.
3 What does she do? 1 No, she doesn’t.
She’s the head teacher / president.
10 Work in pairs. Complete the questions with
1 Do the girls live at the school? does or do. Ask and answer the questions.
Yes, they do. / No, they don’t.
1 Do boys study at Kakenya’s
5 Listen again. Circle the correct
124 school?
answers to the questions in Exercise 4. 2 Does your school have a cafe?
3 Do your classmates live near
6 Work in pairs. Is this school unusual? you?
Why or why not? 4 Does the museum open on
Saturdays?
Grammar simple present 5 Does your class start early?
questions he/she/it
SIMPLE PRESENT QUESTIONS HE/SHE/IT
Speaking my
he/she teach? 11 Work in pairs.

Does the school have many Student A: Turn to page 154.
students? Student B: Turn to page 156.
Yes, does.
he/she/it
No, doesn’t.
What do?
does he/she live?
Where
‘s a teacher.
He/She
lives in Kenya.
7 Look at the grammar box. Complete these

sentences to make questions.
1 Does she live in Kenya?
(live)
2 Does he work in a shop?
(work)

8c Helping big cats
Reading Grammar frequency
1 Work in pairs. Match the animal names adverbs
(a–d) with the photos (1–4). FREQUENCY ADVERBS
a leopard c jaguar 0% 100%
b tiger d lion
never sometimes usually often always
1 c 2 a
People sometimes move into forest areas.
Tigers usually kill wild animals.
3 d 4 b 6 Work in pairs. Look at the grammar box.

Does the frequency adverb come before or
after the verb in the sentence? before
7 Work in pairs. Rewrite the sentences with
the adverb in the correct position.
2 Work in pairs. Do you think the sentences
are true (T) or false (F)? 1 People kill tigers. (sometimes)
2 Tigers live in forests. (often)
1 Tigers are wild animals. T F 3 You see wild lions in Brazil. (never)
2 They eat plants. T F 4 I watch nature shows on TV. (always)
3 They live in forests. T F 5 My friends go to the zoo. (often)
3 Read the article and captions on page 99. 6 I give money to charity. (sometimes)
Check your answers from Exercise 2.
Speaking my
4 Read the article again. Complete the
sentences. 8 Make sentences 4–6 in Exercise 7 true for
you. Tell your partner.
1 Tigers can live in both cold and
hot areas. I often watch nature shows on TV.
2 Tigers kill wild and domestic
animals. 9 Work in pairs. Ask follow-up questions to
3 Every night, Saksit checks the the sentences in Exercise 8.
cameras .
What nature shows
4 Every month, Saksit writes a
do you watch?
report .
I watch a show
Critical thinking asking called Earthpulse.
questions
Why don't you watch
5 Work in pairs. Read the article. Write three nature shows?
questions about tigers. Swap questions with
another pair and answer their questions.
I don't enjoy them.
Where do tigers live? They live in Asia.
98
3 125
8c Helping big cats • Ask students to read the article on page 99 and check
their answers from Exercise 2. Let students compare
Lesson at a glance
• reading: a job with tigers
• critical thinking: asking questions
• grammar: frequency adverbs
• speaking: animals 4
• Ask students to read the article again and complete the
sentences (1–4). Let students compare their answers in
Reading pairs before checking with the class.
1
• Optional step With books closed, write wild animals Critical thinking asking questions
on the board. Elicit the meaning of wild (= a wild
5
animal or plant lives or grows on its own in nature
and is not looked after by humans). Spend one minute • Ask students to read the article again and write three
brainstorming the names of wild animals. Write them questions about tigers in pairs. Tell pairs to swap their
on the board. As you write, model the pronunciation. questions with another pair and answer their questions.
Help students with vocabulary and ideas.
• Ask students to work in pairs to match the animals
in the photos (1–4) with the words (a–d). Let students
EXAMPLE ANSWERS
the class. What do tigers eat? They eat other animals.
Why do tigers need our help? Local people move into their
Background information areas and sometimes kill the tigers.
Do tigers live in cold places? Yes, they do. Some tigers live
There are four types of big cats:
in the Himalayas!
Jaguars live in jungles and can be found all the way from
the southern US to northern Argentina.
Lions live largely in sub-Saharan Africa. A few still live in Background information
Asia. For example, one remaining population lives in the Throughout history, tigers have lived in some of the most
Gir Forest National Park in India. populous countries in the world (India, China, and much
Leopards also live largely in sub-Saharan Africa. There are of Southeast Asia). Tigers prefer to live alone. They move
very small populations still living in India, Sri Lanka, China, around a lot, covering large areas of land in their travels.
and Malaysia. Increasing human activity has caused tigers to lose much
Tigers are the largest of the big cats. On land, the only of their habitat. This causes a lot of problems for tigers.
other carnivores (meat-eaters) bigger than tigers are
polar bears and brown bears. Most tigers live in India and
Vocabulary notes
Southeast Asia. The Siberian tiger still survives in remote
parts of Russia and China. kill = to make a person or other living thing die
need = must have because it is necessary
2 report = a written summary or description that gives
• Ask students to read the sentences. Explain the new information about a subject, situation, or event
words carefully. A wild animal or plant lives or grows team = a group of people working together
on its own in nature, and is not looked after by humans.
The opposite of wild is domestic. This word is also in the
reading. A forest is a place with many trees.
• Organize the class into pairs to discuss whether they
think the sentences are true (T) or false (F). Don’t
confirm answers at this stage.
8c Helping big cats 98a

Teacher’s notes continued from page 98a. 9
• Ask students to respond to their partner’s sentences
Grammar frequency adverbs from Exercise 8 by asking follow-up questions. Go
over the example in the speech bubbles, and model the
6
activity with one or two students first.
• Read the grammar box with the class (also see the
Grammar and Pronunciation notes on page 172). • As students speak, monitor and gently correct any
errors with vocabulary, pronunciation, or use of
• To help students understand the concept of frequency frequency adverbs.
adverbs, draw one week of a simple diary on the board.
Mark several activities to represent the frequency
adverbs. For example: for always, mark an activity on
EXAMPLE ANSWERS
every day of the week; for often, mark an activity on five 4 What do you watch on TV? Why don’t you like nature
days. Then make example sentences and write them on shows? Do you like nature?
the board. For example: I always get up at 7 a.m.; I often 5 Does the zoo have giraffes? When do you usually go
go running. there?
6 What does the charity do? Do they give money to
• Ask students to look at the example sentences on the
animal charities?
board and in the grammar box and answer the question.
Refer students to page 172 for further information and Extra activity
practice.
Ask students to write a paragraph describing a few things
Please refer to page 172 for Grammar and Pronunciation that they never/sometimes/usually/often/always do. This
notes on frequency adverbs. could be done for homework.
7
• Ask students to rewrite the sentences with the adverb in
the correct position. Let students compare their answers
ANSWERS
1 People sometimes kill tigers.
2 Tigers often live in forests.
3 You never see wild lions in Brazil.
4 I always watch nature shows on TV.
5 My friends often go to the zoo.
6 I sometimes give money to charity.
Speaking my
8
• Ask students to make sentences 4–6 in Exercise 7
true for them by changing some of the words and
the frequency adverb. Once students have prepared
sentences, have them work in pairs and read their
sentences to their partner. Students can correct each
other’s sentences if necessary at this stage.
EXAMPLE ANSWERS
4 I never watch nature shows on TV.
5 I often go the the zoo with my family.
6 My parents often give money to charity.

125
HELPING BIG CATS

“Big cats” is the name for tigers, lions,
leopards, and jaguars. The “big cats” need
our help.
A tiger in the forest at night

in Sumatra, Indonesia
Tigers live in many

Tigers places in Asia—from
number of wild tigers very cold mountains
in 1900 – 100,000; in the Himalayas to
in 2016 – 3,890 very hot areas. They
usually live in places
without people, but people sometimes move into
forest areas with tigers. Tigers eat other animals.
They usually kill wild animals, but they sometimes
kill domestic animals. Tigers need our help because
local people move into their areas and they
sometimes kill the tigers.
Saksit Simcharoen
Helping tigers works at the Huai Kha
Tigers in Huai Kha Khaeng Wildlife Park
Saksit Simcharoen and his team measure and
Khaeng Wildlife Park in Thailand. The park
put a radio collar on a tiger.
in 1980 – 20; is a very good place for
in 2016 – 90 tigers. Saksit goes into
the forest every night.
He doesn’t see many tigers, but the park has 180
cameras. They take photos of the tigers, and Saksit
checks the cameras. About eight of the tigers in the
park have radio collars. Every month, Saksit writes a
report about the tigers in the area.

8d One moment, please
Real life on the phone a b ✓
1 126 Listen to three phone calls. Who

does the caller want to speak to? Write the
number of the conversation (1–3).
a Mrs. Jackson 3
b Ed Smith 1
c Mr. Watts 2
2 127 Look at the photos. Listen to two works from home on out of the office
conversations again. The callers can’t speak Fridays
to the person. Check (✓) the reasons.
c d
a
3 Look at the expressions below. Who says
them: the caller (C) or the receptionist (R)?
ON THE PHONE
Good morning./Hello. PJ International. R
Can I help you? R
Yes, can I speak to Ed Smith, please? C
Yes, one moment, please. R
I’m sorry. He’s/She’s in a meeting. R
on vacation with a customer
OK. Thank you./Thanks. C
I’ll call back later. C
e f ✓
4 127 Complete conversation 3 with the

expressions above. Listen and check.
R: 1 Good morning . City College.
2
Can I help you ?
C: Yes, 3
can I speak to
Mrs. Jackson, please?
R: 4 I'm sorry .
on leave today in a meeting
She’s out of the office at the moment.
C: OK. Thank you. 5 I'll call 6 Work in pairs. Practice phone calls. Use
back later . Goodbye. the ideas in the photos.
R: Goodbye.
Can I speak to Paul?
5 Pronunciation /s/ and /z/
128 Listen to these words. Is the s like I'm sorry, he's with
this (S) or these (Z)? Listen again and a customer.
repeat the words.
please Z he’s Z yes S
Fridays Z works S thanks S
100
Pronunciation /s/ and /z/
8d One moment, please 5 128
• Start by modeling the soft, unvoiced /s/ sound and the
Lesson at a glance voiced /z/ sound. Remind students that they studied
• real life: on the phone these two sounds in Unit 8a when looking at -s and -es
• pronunciation: /s/ and /z/ verb endings.
• Play the recording. Students listen and write what they
hear (S for the /s/ sound; Z for the /z/ sound). Check
Real life on the phone answers as a class.
1 126
• Draw a phone on the board and ask: What is it? words, focusing on the correct /s/ or /z/ sound.
Brainstorm words connected with phone and call and
write them on the board (see Teacher Development on Pronunciation notes
page 186). For example: a phone call, make a call, a caller,
call a person back, on the phone. Find out if any students The sounds /s/ and /z/ are both produced in the same way.
The tongue is pressed gently against the upper palate,
know what you typically say in English when you
allowing air through as the sound is made. The difference
answer the phone (Hello?). is that /z/ is voiced (the voice box vibrates as the sound is
• Read out the three names on the page so that students made) while /s/ is unvoiced.
are aware how the names are pronounced. Tell students The sound /z/ usually made after other voiced sounds
they are going to listen to three different phone (vowels or voiced consonants such as /d/ or /g/).
conversations. The /s/ sound is usually made after unvoiced sounds (such
• Play the recording. Students listen and write the as /t/ or /k/).
number of the conversation (1–3) next to the names Note that there are exceptions to these rules, such as
(a–c). Let students compare answers in pairs before the word this: the s is pronounced /s/ even though it is
checking with the class. preceded by a voiced vowel sound.
• Ask students whether the people who the callers
want to speak to can take the call (only Mr. Watts in Extra activity
conversation 2 is free to speak with the caller).
Write some tongue twisters on the board for students to
Please refer to page 186 for Teacher Development notes on try:
brainstorming.
Chris works on Fridays and Saturdays.
On Christmas, Miss Wise sits and sings.
2 127
You could ask students to write and practice their own
• Ask students to look at the photos and captions. Use
tongue twisters.
questions to teach new words. For example: What’s the
opposite of out of the office? (in the office) What do people
do in a meeting? (talk, share ideas). 6
• Play the recording. Note that this recording (Track 127) • Organize the class into pairs to practice phone calls.
is a repeat of conversations 1 and 3 from Exercise 1 Tell them to refer to the conversations from Exercise 1
(Track 126). Students check (✓) the reasons why for help (track 126 of the audioscript, page 187).
the caller can’t speak to the person in the two Please refer to page 186 for Teacher Development notes
conversations. on practicing dialogs.
3
• Ask students to look at the expressions in the language
box and write C (for caller) or R (for receptionist) next
to each expression. Let students compare their answers
Please refer to page 172 for Grammar notes on answering
the phone.
4 127
• Ask students to complete conversation 3 from the
recording with the expressions from the language box.
playing the recording and checking as a class.
8d One moment, please 100a

3c
8e My new job • Ask students to read the email quickly without worrying
about the gaps. Ask: Who is it from? (Joana) Who is it to?
(a friend) Where is Joana? (at a school or college)
Lesson at a glance
• Ask students to complete the email with words from
• writing: an email
Exercises 1 and 3b. Have them check their answers for
• writing skill: spelling: double letters
the correct use of double letters. Then check answers as
a class.
Writing an email
1 4
• Ask students to write an email about a new job or
• Optional step Ask students to look at the photograph
course. Students can write about a job or course that
on the page. Ask: What can you see? Where are they? Elicit
they actually do, or invent the information. Write
computers and phones and pre-teach call center.
prompts on the board (What? When? Description?
• Ask students to read and complete the email with Typical day? Colleagues? Classmates?). Also, tell them to
words from the box. You could ask them to do this use Let’s or How about to make a suggestion at the end
individually or in pairs. There is one new word in of the email.
the word box which students are unlikely to know
• Ask students to write their email using the two emails on
(colleagues are people that you work with). However,
page 101 as models. Take the opportunity to circulate and
they should be able to work out where the word should
look at their emails as they write. Note any errors you
be placed and what the meaning is by process of
see, and give feedback on them at the end of the activity.
elimination. Check answers as a class.
Extra activity
Vocabulary notes
Get students to brainstorm words and phrases for work
colleagues = people you work with
and college before writing. Ask: What do you usually do in
boss = person who manages others in a company your job or course? What do you do in the evening and on
Check that students understand job and work by asking: weekends?
Which is a verb and which is a noun? (in the text, work is Elicit as many ideas as possible and write them on the
a verb) board (write reports, send emails, drink coffee, do
homework, etc.). It’s worth investing time in this stage.
2 Preparation helps students produce more complete,
creative writing.
• Ask students to read the email again and answer the
question. Ask students what clues helped them to
answer the question. (The email is informal: it starts 5
with Hi!, and it uses contractions and exclamation • Ask students to check their emails carefully, particularly
marks. Also, the person Joshua is writing to doesn’t for spelling and their use of double letters. Tell them to
know about his job or his office, and is therefore check the layout and punctuation, too.
unlikely to be someone from work). • You could ask students to exchange emails with a
partner to check for errors and make suggestions for
Writing skill spelling: double letters improvements. If you do this, make sure that you
3a organize the class into new pairs for Exercise 6.
• To introduce the idea, write letters on the board and ask:
How many "t"s are there? (two “t”s = double letters).
6
• Ask students to exchange their emails with a new
• Ask students to find words with double letters in the
partner. Tell them to read the email and write a reply.
email. Let students compare their answers in pairs
Extra activity
• You may wish to drill these words to make sure
For homework, ask students to type up and send you their
students are pronouncing double letters correctly.
written work as a real email. Encourage them to spend
Please refer to page 172 for Grammar and Pronunciation time expanding and improving their emails. Treat this task
notes on double letters. as an opportunity for engaging, real-life communication.
Focus on responding naturally in your replies to your
3b students, and not on correcting errors. This way, they will
more likely enjoy reading your reply and experience more
• Ask students to complete the words with either a single
authentic English communication.
or a double letter. Let students compare their answers

8e My new job
Writing an email
1 Read Joshua’s email about his new job in a
call center. Complete the email with seven of
these words.
calls classmates colleagues job
jobs morning office work
Hi!
I have a new 1 job ! It’s great!
I 2
work from Mondays to Fridays.
The 3 office opens at 8 a.m. I usually
arrive at about 7:45 a.m. and I have coffee
with my 4 colleagues . They’re great. We
have a meeting every 5 morning and the
boss gives us our 6 jobs for the day. I
usually make about forty 7
calls every
day. I finish early on Fridays—let’s meet for
lunch. How about next week?
Joshua c Complete the email from a student
with words from Exercises 1 and 3b.
2 Read Joshua’s email again. Who is it to? Hi!
a his boss c his colleague Here I am at my new 1 college !

b his friend It’s good! I have 2 classes every
day except Wednesdays. My
3 Writing skill spelling: double letters courses aren’t 3 difficult . I usually
do about two essays every week. I
a Read the email again. Underline the words often go out with my 4 classmates in
with double letters. the evenings. They’re great. Let’s
usually play tennis one day. How about next
arrive
5
weekend ?
Joana
b Complete the words. Add one or two of
the letters.
4 Write an email to a friend about a
1 ar t ist (t) 6 di ff icult (f) new job or course. Include a
2 busine ss (s) 7 stu d ent (d) suggestion to meet.
3 cla ss es (s) 8 l oo k (o)
4 co ll ege (l) 9 su mm er (m) 5 Check your email. Check the spelling.
5 di ff erent (f) 10 w ee kend (e)
6 Work in pairs. Exchange emails. Reply
to your partner’s email.

8f Small ships
A ship pilot practices on a mini

ship at Port Revel.
102
102a
Videoscript 8
8f Small ships
This is Port Revel in France.
The ships here look like toys, but they are not.
Before you watch
They are mini ships.
1
Arthur de Graauw builds these ships. He uses them to
• Ask students to look at the photo, title, and caption on teach sailors from around the world.
page 102. Elicit answers from students. These ships are the same shape as real ships, but they are
only 1/25th the size.
Background information A 250 meter ship is only 10 meters long here.
Port Revel is located on a man-made lake that was Port Revel gets about 200 students a year. Some students
constructed to mimic real sailing conditions. The lake are ship captains, but most are ship pilots—another kind
is near Grenoble, France, and the wind in the area is of sailor. They want to learn to control big ships.
very mild. It is sheltered by a forest, which means that Port Revel has small waterways. They are the same as
uncontrolled wind effects on ships are reduced to a rivers and oceans in the real world.
minimum. At a scale of 1/25, the lake represents an area
of about 5 by 2 nautical miles. This is large enough for This is a mini Panama Canal.
several models to sail at the same time at normal speeds. The waterways here are difficult. This helps ship pilots
Ship pilots from around the world train at Port Revel. Ship train better.
pilots are experienced sailors who work at busy waterways Brad Taipalus is a ship pilot from Canada. He thinks Port
and harbors. They know these tricky waters well, and help Revel is a great place to practice. He says that he can do
navigate big ships through them. things here that he can’t do with real ships.
Students come to Port Revel from many countries. These
Key vocabulary students are from Russia, Brazil, and Canada. They talk
about their jobs and their ships.
2a Outside, ship pilots practice together.
They pass each other in a narrow waterway.
compare answers in pairs before checking with the class. Pilots also practice controlling the ship in large waves.
Arthur de Graauw loves his job. When he builds a new
2b 129 mini ship, he often asks the captain of the real ship what
he or she thinks.
“When he comes back, we ask him, ‘Is it OK?’, and if he
says with some tears in the eyes ‘It’s my ship,’ then I’m
repeat the words. happy.”
Audioscript 129 4 8
• Ask students to circle the correct option before playing
port waterways the video again.
ship pilot waves • Play the video again. Students check their answers.
Vocabulary notes
port = a place where ships load or unload cargo
waterway = a river or canal that ships and boats travel
through
While you watch

3 8
• Tell students that they are going to watch a video. Tell
them to check their answers from Exercise 1.
EXAMPLE ANSWER
This is Port Revel in France. Ship pilots from around the
world train with mini ships that Arthur de Graauw builds.
8f Small ships 102a

After you watch 7
• Ask pairs to join with another pair. Ask students to tell
5 each other their partner’s answers from Exercise 6.
• Ask students to work from memory and circle the
correct frequency adverb. EXAMPLE ANSWERS
• Let students compare their answers in pairs before Jim is a ship pilot. He works in Panama.
checking with the class. If necessary, play the video again. Jim sails big ships through narrow waterways in the
Panama Canal.
6 Jim likes his job because he loves big ships. He also meets
• Organize the class into pairs and tell students to take many ship captains from around the world.
turns being Student A and Student B. Give students
two minutes to prepare answers to the questions.
Monitor and help with ideas and vocabulary.
• Tell students to ask and answer the questions in the
exercise. Encourage students to use frequency adverbs
in their answers.
EXAMPLE ANSWERS
I build mini ships. I work at Port Revel in France. / I’m a
ship pilot. I work at the Panama Canal.
I usually work on a computer. I measure real ships, and
I design mini ships. / I usually sail big ships through narrow
waterways.
I really love my job. It’s interesting, and Port Revel is
beautiful. / I like my job, but it’s difficult because the
waterways are narrow.

Before you watch 4 Most of Port Revel’s students are
ship builders / ship pilots / engineers.
1 Work in pairs. Look at the photo, title, and 5 The ship pilots in the class are from
caption on page 102. What do you think is Russia, Brazil, and Spain / Cambodia /
happening? Canada.
2 Key vocabulary After you watch

a Read the sentences. Match the bold words 5 How often do these things happen? Circle
(1–4) with the pictures (a–d). the correct frequency adverb.
1 This port has a lot of ships. 1 At Port Revel, people
2 You have to train many years to be a practice on real ships.
ship pilot. a never
3 The waterways are narrow. b sometimes
4 The waves at the beach are very big. 2 Port Revel trains ship pilots.
a 3 b 1 a usually
b always
3 The ship pilots practice
together.
a never
b sometimes
c 4 d 2 4 Arthur de Graauw asks
ship captains to test his mini ships.
a never
b often
6 Work in pairs.
Student A: Imagine you are a ship pilot.
b 129 Listen and repeat the bold words. Student B: Imagine you build mini ships
at Port Revel.
While you watch Ask and answer the questions below. Try
3 8 Watch the video. Check your to use frequency adverbs in your answers.
answers for Exercise 1. • Where do you work?
4 8 Test your memory. Circle the correct • What do you usually do in your job?
option. Watch the video and check your • Do you like your job? Why or why not?
answers. 7 Work in groups. Tell each other your
1 Port Revel is in Italy / Argentina / France. partner’s answers from Exercise 6.
2 Port Revel ships are 10 / 25 / 75 times
smaller than real ships. Nora is a ship pilot.
3 Port Revel gets about 100 / 200 / 300 She works in France.
students every year.

Grammar Vocabulary
1 Work in pairs. Read about Joel. Write six 5 Read the sentences. Write the job.
sentences about him with the bold words.
1 They take photos. photographers
Use he.
2 They drive people. taxi drivers
3 They help sick people. doctors
4 They answer questions
on the phone. receptionists
5 They serve drinks. waiters
6 They sell things to
customers. store clerks
6 ❯❯ MB Match the jobs (1–6) from Exercise 5

with these places (a–f).
a in a store 6 d in a hospital 3
b in an office 4 e in a car 2
c in a cafe 5 f outside 1
7 Complete the words about education.

Hi. I’m Joel. I’m 46. 1 I live in New Mexico. I’m a 1 People: classmate, s t u d e n t ,
truck driver. 2 I have a new job. In my new job, te a c h e r
3
I drive from New Mexico to Texas every week. 2 Places: college, u n i v e r s i t y ,
That’s about 2,400 kilometers. 4 I stop every four sc h o o l ,cl a s s r o o m
hours for a break. 5 I sleep in my truck. 6 In the I CAN
evenings, I meet other drivers at diners.
talk about jobs and job activities
talk about education
2 Rewrite sentences 4, 5, and 6 with these
frequency adverbs.
4 usually 5 often 6 sometimes
Real life
8 Put the phone conversation in order (1–6).
3 Write questions about Joel with these
words. 4 Can I speak to her assistant?
2 Hello. Can I speak to Ms. Becker,
1 What / do?
please?
2 How often / stop?
3 I’m sorry. She’s on vacation.
3 Who / meet?
1 Good morning, Sports Unlimited.
4 ❯❯ MB Work in pairs. Take turns. 6 OK. Thank you.
Student A: Ask the questions in Exercise 3. 5 Yes, one moment please.
9 Work in pairs. Practice the conversation in
I CAN Exercise 8. Change the bold words.
talk about what people do (simple present)
I CAN
say how often people do things (frequency
make phone calls
adverbs)
104
104a
booster • Ask students to work in pairs to take turns to ask and
answer the questions in Exercise 3. Encourage stronger
students to try and answer from memory.
Exercises 4 and 6 are Memory Booster activities. For more ANSWERS
1 He drives a truck.
students, see page x.
2 He stops every four hours.
3 He meets other drivers.
As an alternative to asking students to simply check the Vocabulary
5
4 = very confident). If students score 1 or 2 for a language • Ask students to read the sentences and write the jobs.
area, refer them to the Workbook and Grammar Summary Let students compare answers in pairs before checking
exercises for additional practice. with the class.
• Optional step Ask students to mark the stressed
Grammar syllable in the job words.
1
• Ask students to look at the photo and guess Joel’s job.
6 ❯❯ MB
• Asks students to match the jobs in Exercise 5 (1–6) with
• Ask students to read about Joel and write six sentences
the places (a–f). Let students compare answers in pairs
about him with the bold words and the third person
pronoun he. Let students compare answers in pairs
7
• Ask students to complete the words about education.
ANSWERS
1 He lives in New Mexico. with the class.
2 He has a new job. • In feedback, challenge students by asking them to add
3 He drives from New Mexico to Texas every week. more words to each category.
4 He stops every four hours for a break.
5 He sleeps in his truck. Real life
6 In the evenings, he meets other drivers at diners.
8
• Ask students to put the conversation between a
2 businessman and a receptionist in the correct order. Let
• Ask students to rewrite sentences 4, 5, and 6 in Exercise 1 students compare answers in pairs before checking with
using the frequency adverbs given. Let students compare the class.
• Optional step As a way of checking answers, ask
for a pair of students to volunteer to read out the
ANSWERS conversation in the correct order.
4 I usually stop every four hours for a break.
5 I often sleep in my truck. 9
6 In the evenings, I sometimes meet other drivers at • Ask students to work in pairs to practice the
diners. conversation in Exercise 8. With weaker students, ask
them to simply read out the conversation as it is before
3 they change the bold words to create variations. Refer
• Ask students to write questions about Joel using the students back to page 100 of the Student Book to remind
prompts. Let students compare answers in pairs before them of the reasons why a person may not be able to
checking with the class. speak on the phone.
ANSWERS
1 What does he do?
2 How often does he stop?
3 Who does he meet?

Unit 9 Travel
Opener 4
1 • Write: Where? When? and How? on the board and elicit
questions about travel using the words. Once you have
• Optional step Ask students some questions about
elicited three or four examples, give students a minute
travel to introduce the topic. Ask: How do you go to
to think of other questions they could ask. (How do you
school? How do you travel to work? Where do you go on
travel? Where do you go? When do you travel? Where do you
weekends, and how do you travel there? Where do you go on
go on weekends? Where do you go in the summer?)
vacation, and how do you get there?
• Ask students to ask and answer where, when, and how
• Ask students to look at the photo and caption.
travel questions in pairs. In feedback, ask individuals
Ask: What can you see? Elicit ideas and vocabulary
what they found out about their partner. As students
(e.g., people, a man, a woman, a train, a train station,
speak, check that they are using the correct simple
windows, tickets, passports, passengers, a bag).
present forms.
• Ask students where the people in the photo are. Elicit
the answer from students. EXAMPLE ANSWERS
Where do you go on weekends?
ANSWER
Where do you go for vacation?
They are at the Machu Picchu village train station in Peru.
Where do you go in the summer?
When do you travel by train?
Background information When do you travel by plane?
Macchu Picchu is a fifteenth-century Inca ruin that is How do you usually travel?
high up in the mountains in Peru. This dramatic site How do you travel to work?
is 2,430 meters above sea level. Many international tourists
take the train to the nearby modern town before climbing
up to the historical site. Extra activity
Write the following expressions on the board and ask
students to describe any traveling they do at these times:
2 130
every day; on weekends; every Sunday; in the summer;
• Ask students to look at the pictures and the words.
at Christmas; during school break; on national holidays
Then play the recording. Students listen and match the
speaker (1–4) with the picture. Let students compare
3 130
• Play the recording again. Students listen and answer the
questions. Let students compare their answers in pairs
ANSWERS
1 from Singapore to Bangkok; every week
2 Asia; during his vacations
3 to other US cities; often
4 from Madrid to Mallorca; every summer
105a
Unit 9 Travel
A passenger shows her passport and train ticket

at the Machu Picchu village train station, Peru.
F E AT U R E S 1 Work in pairs. Look at the photo. Where are the

people? They are at the Machu Picchu village train station.
106 Ready to go
2 130 Listen to four people talk about travel. Match
The things we pack
the speakers (1–4) with the pictures.
108 Places to stay 4 2 1 3
Hotels in Cape Town
110 Across a continent by boat by bus by plane by train
A trip across Siberia 3 130 Listen again. Work in pairs. Where do the
114 The people of the people go? When do they go?
reindeer 4 Work in pairs. Ask and answer questions about
A video about the Sami travel with where, when, and how.
people
I usually travel in July. Where do you go?
I go to Moscow and Kiev.
105
9a Ready to go
Vocabulary clothes
1 131 Look at the photos. Listen and repeat the words.
a hat
a pair of boots
a T-shirt
a jacket
a coat
a top
a skirt a pair of jeans
a pair of shoes
a scarf
a shirt a pair of shorts

a dress a pair of pants
a sweater
132
2 Work in pairs. Look at your classmates.
Talk about their clothes. Guess their names. by Kate Renshaw
A white shirt and

black pants.
Ready to go
Ramon? I’m a travel writer. I usually travel
alone. With my passport, money,
and phone, I’m ready. I take a
3 Work in pairs. Talk about your clothes. very small suitcase. But when
What do you usually wear my family comes with me, there
• for work? • on weekends? are lots of bags. For example,
• at college? • on vacation? my sister always has two big
suitcases. In my sister’s suitcases,
I usually wear a dress for work. there are three jackets, lots of
sweaters, seven pairs of pants,
and lots of tops. There are books,
Reading and listening too. She never travels without
books. In my husband’s bag,
4 Read the article by Kate Renshaw. there’s a pair of boots and there
Underline the clothes. are three pairs of shoes! How
many pairs of shoes does one
5 Read the article again. Work in pairs.
man need?
What does Kate take with her? What does
her sister take?
106
• Next, say what one or two students are wearing and ask
9a Ready to go the rest of the class to guess who you are describing.
Be careful to avoid the structure He/She is wearing …
(unless you specifically decide to introduce it) because
Lesson at a glance students haven’t covered the present continuous yet.
• vocabulary: clothes Instead, just use the words for clothes and colors (e.g., A
• reading and listening: things in people’s suitcases red T-shirt/A green dress). This lesson focuses purely on
• grammar: there is/are revising colors and introducing clothes vocabulary.
• pronunciation: there are • Organize the class into pairs. Tell them to take turns
• speaking: things in my suitcase describing clothes and guessing who they belong to.
Vocabulary clothes 3
• Demonstrate the activity by telling students what you
1 131 usually wear for work and on weekends.
• Write: clothes on the board and point to the items you • Ask students to talk about their clothes in pairs. Point
are wearing to try to elicit any words students already out that they should use the simple present as they
know. You can then use flashcards or project images to are talking about what they usually wear, rather than
elicit and drill the rest of the words that are presented what they are wearing at the moment. Tell them to
on the page in Exercise 1. write sentences first if they wish before talking to their
• Ask students to look at the photos and read the words. partner.
• Play the recording. Ask students to listen and repeat the
words (see Vocabulary and Pronunciation notes below, Reading and listening
and the Teacher Development on page 186). 4 132
• Ask students to look at the photo that is next to the
Audioscript 131 reading text. Ask: What can you see? What clothes can
you see? Elicit ideas and vocabulary from the students.
a coat, a top, a jacket, a T-shirt, a pair of boots, a hat, a Pre-teach the difference between the words bag and
skirt, a pair of jeans, a dress, a pair of shoes, a shirt, a pair suitcase.
of pants, a scarf, a pair of shorts, a sweater • Ask students to read the article quickly and underline
the clothes that are mentioned. You could play the
Vocabulary notes recording and ask students to listen and read. Check
A pair of (meaning “two things that go together”) is used answers as a class.
not only with shoes, boots, etc., but also with items of
clothing with two legs (pants, shorts, jeans, etc.). 5
A top is used as a general word to describe many things • Ask pairs to read the article again and find the answers
worn on the top half of the body, including T-shirts, to the questions. Check answers as a class.
blouses or shirts, and sweaters. • Teach the meaning of any new vocabulary. Point out
A Sweater is a warm top made from wool or a similar the title of the lesson—Ready to go—and explain the
material. meaning of ready in the text.
With clothes, there are differences between British and
American English. The British, for example, tend to say ANSWERS
jumper, not sweater. They also say trousers, not pants.
Kate: passport, money, phone, a small suitcase
her sister: three jackets, lots of sweaters, seven pairs of
Pronunciation notes pants, lots of tops, books, two big suitcases
Note that the strong stress tends to fall on the first

syllable: sandals, jacket, sweater. Vocabulary notes
Note the more challenging spelling and pronunciation of
ready = prepared for what is going to happen
shoes /ʃuːz/, scarf /skɑːrf/.
suitcase = a large container with flat sides and a handle
Please refer to page 186 for Teacher Development notes on used for carrying clothes and other things when you travel
difficult sounds. bag = a container made of paper, plastic, or cloth that is
used for carrying things
2 without = the opposite of with
• Introduce this activity by revising colors with your
students. Point to items of clothing around the class and
ask: What color is it? If necessary, write the colors on the
board.
9a Ready to go 106a
6 133 Pronunciation notes
• Tell students they are going to listen to Kate talk about
In natural spoken English, both there’s a and there are
her next trip. Ask them to read the list of items. are reduced. So, there’s a becomes /ðerzə/ and there are
• Drill the words for pronunciation to remind students becomes /ðerə/. There begins with the voiced /ð/ sound.
how to say them.
• Play the recording. Students listen and check (✓) the Please refer to page 186 for Teacher Development notes on
things that are in Kate’s suitcase. Let students compare choral substitute drilling.
9b
Extra activity • Ask students to take turns saying true or false sentences
about the photo in pairs. Model the activity by saying
Write the following on the board:
two or three sentences of your own. Include at least
A vacation in New York one false sentence. Students must say true or false, and
Tell students that they are about to fly to New York. correct the false sentences.
Organize students into groups of three. Tell them that
• As students speak, listen carefully, and correct errors.
they can only take four of the items from Exercise 6 with
them. Which items are in their suitcase? Discuss as a class.
EXAMPLE ANSWERS
There four bags. (False! There are lots of bags.)
Grammar there is/are
There are five people. (False! There are six people.)
7 There’s a cup. (True.)
• Read the grammar box with the students. Then
ask students to circle the correct grammar rules
individually. Let students compare answers in pairs 10
before checking with the class. • Ask students to complete the sentences with there's or
there are. Point out that they need to add extra details to
Refer students to page 174 for further information and some sentences to make them true for them.
practice.
• Monitor while students work, and give support. Then
Please refer to page 174 for Grammar notes on using ask students to share their sentences with the class.
there is/are.
8 Speaking my
• Ask pairs to write sentences using there's and there are, 11

and the list of things in Exercise 6. Elicit a sentence to • Ask students to think about a place they travel to a lot,
demonstrate, e.g., There’s a laptop. and write a list of what they usually take with them.
If students do not travel much, encourage them to use
• In feedback, elicit sentences from students.
their imagination and invent details.
ANSWERS • Ask students to discuss in pairs where they go and what
they take with them. In feedback, ask students to report
There’s a camera. There are some books. what their partners said.
There’s a laptop. There’s a dress.
There are two shirts. There’s a pair of shoes.
EXAMPLE ANSWER
There are shorts. There are some T-shirts.
I always go to Florida for my summer vacation. I usually
go for two weeks, and I take a big suitcase. In my suitcase,
there are usually five or six tops, and there's a pair of shoes.
Extra activity There's also a camera, and there are some books. And of
Ask students to work in groups of three and take turns course, there's always some sunscreen and a sun hat!
making true sentences about what they have in their bags
or what they see in the classroom.
Extra activity
Organize the class into groups of four. Give each group
Pronunciation there are a very different travel destination. For example: Group
9a 134 A—the North Pole; Group B—Mount Everest; Group C—
Hawaii; Group D—the Amazon. Give them five minutes to
• Tell students they are going to listen to four sentences
write a list of things in their suitcase.
from Exercise 8. Tell them to listen and say whether the
word are is stressed (it isn’t). Play the recording. Then, give the rest of the class one minute to guess the
things in a particular group’s list. Students should say
• Play the recording again. Students listen and repeat the There’s a scarf, or There are warm boots, for example. The
sentences. group reports how many items the class guessed correctly.
107a Unit 9 Travel

6 133 Listen to Kate talk about her 7 Look at the grammar box. Then look at
next trip. Check (✓) the things that are in these sentences. Circle the correct option.
her suitcase. 1 We use there’s / there are with singular
a camera some books nouns.
✓ a laptop ✓ a dress 2 We use there’s / there are with plural
✓ two shirts ✓ a pair of shoes nouns.
✓ shorts ✓ some T-shirts 8 Work in pairs. Write sentences with there’s
and there are, and the things in Exercise 6.
Grammar there is/are There are some T-shirts in Kate's suitcase.
THERE IS/ARE 9 Pronunciation there are

There’s a laptop a 134 Listen and repeat the sentences
two shirts in my suitcase. with there are. Is the word are stressed?
There are
some T-shirts
b Work in pairs. Take turns to say true or
(there’s = there is)
false sentences about the photo.
There are three children.
False. There are two children.
10 Complete the sentences with there’s or

there are. Add extra words or numbers so
that the sentences are true for you.
Answers will vary.
1 There's a phone in my bag .
2 There are thirty people in
this class.
3 There are forty desks in
this room.
4 There's a book on my desk.
5 There's a board in this classroom.
Speaking my
11 Work in pairs. Choose a place you travel

to a lot. What do you take with you? Write
a list. Tell your partner where you go and
what you usually have in your suitcase.
Use there’s and there are.
I often go to Ecuador. In my
suitcase, there are usually four
T-shirts. There's a ...
Two families with their bags
on a trip to Santa Cruz Island,
California
Unit 9 Travel 107

9b Places to stay
Vocabulary hotel rooms Listening
1 Look at the photos (1–9). Then listen
135 3 Work in pairs. Look at the photo
and repeat the words. Match the words and below. Who do you think stays in this
the photos. kind of hotel?
bathtub bed chair families business travelers
fridge desk lamp students young couples
shower couch TV
4 136 Listen to Sandra and Lucia plan
their trip to Cape Town. Do they want
a cheap hotel or an expensive hotel?
They want a cheap hotel.
5 136 Listen again. Read Lucia’s

questions and circle the words
she uses.
1 Are there any hotels near the
1 TV 2 bathtub 3 bed airport / beach?
2 Is there a cheap hotel
in the city center / near the airport?
3 Is there a bus / train to the
city center?
4 chair 5 lamp 6 desk
7 couch 8 shower 9 fridge
2 Work in pairs. Which things are always in

a hotel room? Which things are usually in a
hotel room?
There’s always There’s usually
The Cape Grace Hotel,
a bed. a fridge.
Cape Town, South Africa
108
Listening
9b Places to stay 3
• Tell students to look at the photograph at the bottom of
Lesson at a glance pages 108 and 109. Ask them to work in pairs to discuss
• vocabulary: hotel rooms the question. Check that students understand couple
• listening: a trip to Cape Town (two people who are married or who have a romantic
• grammar: there is/are negative and question forms relationship). In feedback, elicit ideas and ask students
• speaking and writing: hotels to give reasons.
EXAMPLE ANSWERS
Vocabulary hotel rooms I think business travelers stay there because it looks
1 135 expensive.
• With books closed, use the IWB or flashcards to
introduce the topic of the lesson. You could project
pictures of hotel rooms and elicit the words for the
items in them. Or you could elicit and drill furniture The Cape Grace Hotel is the long, red-brown and white
words using a set of flashcards. building shown in the photograph which is located along
the edge of the waterfront. It is well known in the area
• Tell students to look at the photos (1–9) and the words and is a five-star luxury hotel.
in the box. Play the recording. Students listen and
repeat the words. They then match the words and the
photos. Play the recording again for students to check 4 136
their answers. • Tell students they are going to listen to two people,
Sandra and Lucia, plan their trip to Cape Town. Tell
Vocabulary and pronunciation notes students to listen and answer the question. Play the
recording. Let students compare their answers in before
TV is short for television and fridge is short for
refrigerator. Note that mini-bar has become an
internationally used term to refer to the small fridge 5 136
that is often found in hotel rooms.
• Tell students to read the questions before listening
Note that the strong stress is on the first syllable of all the
again. Then play the recording again. Students listen
words. Note difficult pronunciations: bathtub /ˈbæθtʌb/,
and circle the correct words. Let students compare their
couch /kɑʊtʃ/, fridge /frɪdʒ/.
Extra activity Background information

Elicit or teach words for other items in the photos, Cape Town is a city on the southern coast of South Africa.
e.g., rug, mirror, cushion, picture. It is famous for its beaches, Table Mountain, Robben Island
(where Nelson Mandela was imprisoned), and its other
2 historical areas.
• Ask students to discuss the questions in pairs. In The Victoria & Alfred Waterfront is a redeveloped harbor
near the center of the city. It has stores, hotels, and
feedback, elicit answers from students.
restaurants. It’s named after Queen Victoria (monarch of
the UK and South Africa from 1837 to 1901) and Prince
EXAMPLE ANSWER Alfred, her second son, who visited Cape Town in 1860.
There’s always a bed, a chair, a desk, and a lamp. There’s
usually a TV and a shower. There's sometimes a bathtub,
a fridge, and a couch.
Vocabulary notes
flight = a journey in a plane
Please refer to page 186 for Teacher Development notes fine = OK, good enough, or acceptable
on organizing pairwork.
9b Places to stay 108a

Grammar there is / are negative and 10
question forms • Tell students to ask and answer their questions from
6 Exercise 9. Go over the example in the speech bubbles
• Read the grammar box with the class (also see to get students started. As students speak, note any
Grammar notes on page 174). Ask students to circle errors with questions, short answers, and the use of any.
the correct options to complete the grammar rules. Write the errors on the board at the end of the activity,
and ask students to correct them.
• In feedback, ask individual students to tell the class
practice.
about their partner’s place.
Please refer to page 174 for Grammar notes on there is/are
negative and question forms. 11
• Ask pairs to write true sentences with the information
7 from Exercise 10. Remind them to use both affirmative
• Ask students to complete the sentences and questions and negative forms. For example, students may write:
with a or any. Elicit the first answer to get students There are some cheap restaurants in Jenny’s city, but there
started. Let students compare answers in pairs before aren’t any good hotels.
checking with the class. • Optional step Ask students to pin their sentences to the
walls, and have students circulate and read what their
Please refer to page 174 for Grammar notes on the use classmates have written.
of people.
12
8 • Organize the class into Student A and Student B pairs.
• Ask students to order the words to make questions and Ask students to turn to their respective pages (Student
negative sentences. Go over the example answer to get A: 154, Student B: 156). Allow students time to read the
students started. Let students compare compare their information carefully. Explain the meaning of cost (the
answers in pairs before checking with the class. amount of money you have to pay to buy something)
and swimming pool (a large structure with water in it
ANSWERS made for people to swim in).
2 There aren’t any chairs in the room. • Tell students to prepare their Is there and Are there
3 Is there a couch in our room? questions. Point out that the last line of the table needs
4 There isn’t an airport near the beach.
a different type of question. Elicit the questions: How
much is it? What’s the cost per night?
5 Is there a train from the airport?
6 Are there any beaches near the hotel? • Ask pairs to take turns to ask and answer questions and
complete the information in their charts. Let students
look at each other’s charts at the end to check their
Extra activity answers.
Provide further writing and speaking practice by asking • As students speak, note any errors of form or
students to write two Is there/Are there questions about pronunciation. After the activity, write the errors on the
the classroom to ask their partner. For example: Are there board and ask students to correct them.
any chairs? (Yes, there are.) Is there a TV? (No, there isn’t.)
• Finally, ask students to discuss which of the three hotels
they want to stay in, and why. In feedback, ask students
Speaking and writing my to give their reasons.
9
Extra activity
• Organize the class into pairs. Ask students to exchange
In groups of four, ask students to describe their bedrooms,
the names of towns or places. If they are from or live in or ask them to imagine the perfect hotel room.
the same town, tell them to choose the names of other
towns that they know well.
• Give students two minutes to prepare questions about
their partner’s place using the prompts in the word box
to help them.
109a Unit 9 Travel

Grammar there is/are 8 Work in pairs. Put the words in order to
make questions and negative sentences.
negative and question forms
1 drinks / are / in the fridge / any /
THERE IS/ARE NEGATIVE and
QUESTION FORMS
there / ?
Are there any drinks in the fridge?
There isn’t a train.
2 in the room / aren’t / chairs / there /
There aren’t any cheap hotels. any / .
Yes, there is. 3 a couch / there / in our room / is / ?
Is there a cheap hotel?
No, there isn’t. 4 near / an airport / there / the beach /
Yes, there are. isn’t / .
Are there any hotels? 5 a train / there / the airport / is /
No, there aren’t.
from / ?
6 there / beaches / near / any /
the hotel / are / ?
6 Look at the grammar box. Then look at
these sentences. Circle the correct option.
1 Use a / any after there isn’t and Is there.
Speaking and writing my
2 Use a / any after there aren’t and Are there. 9 Work in pairs. Tell your partner the name
of your hometown or a place you know.
7 Complete the sentences and questions
Write questions about your partner’s place.
with a or any.
Use Is there a/an, or Are there any.
1 Are there any taxis?
airport
2 Is there a TV?
nice beach
3 There aren’t any trains at night. cheap restaurants in
the city
4 Is there a shower or the town
expensive hotels near
bathtub? the city center
a good hotels
5 Are there any people at the cafe? tourist attractions
10 Work in pairs. Ask and answer your

questions from Exercise 9.
Are there any good hotels
near the city center?
Yes, there are. There are

some four-star hotels and
some five-star hotels.
11 Work in pairs. Write true sentences with

the information from Exercise 10. Use
affirmative and negative forms.
12 Work in pairs.
Student A: Turn to page 154.
Student B: Turn to page 156.
Unit 9 Travel 109

9c Across a continent
Reading 6 Complete the questions with verbs from
Exercise 5. Work in pairs. Ask and answer the
1 Work in pairs. Look at the map and questions.
the photos on page 111. What things
do you think you can see or do on a 1 How often do you travel by train?
trip across Russia? 2 Do you usually buy tickets online?
3 How often do you visit different cities?
2 Read the article on page 111 and 4 Do you often take a bus to work?
check your ideas from Exercise 1.
3 Read the article again. Are the
Grammar imperative forms
sentences true (T) or false (F)? IMPERATIVE FORMS
1 There’s a road from T F Buy your tickets before your trip.
Don’t wait until you get to Moscow.
Moscow to Vladivostok.
(don’t = do not)
2 You can leave the train T F
and visit the cities. Now look at page 174.
3 There are eight towns T F
near Lake Baikal. 7 Look at the grammar box. Are the words in
4 The Trans-Siberian T F bold nouns or verbs? verbs
Highway ends in 8 Give tips to a traveler in Russia. Complete the
Novosibirsk. sentences with the base forms of verbs. Use
verbs from the article on page 111.
Critical thinking who is 1 non-stop in seven days.
Travel
it for? 2 Talk to other passengers.
4 Work in pairs. Where do you think 3 Learn some words in Russian.
the article is from (e.g., a newspaper, a 4 Stay in hotels.
magazine)? Who do you think it is for 5 Visit the big cities.
(e.g., Russians, tourists, tour guides)? 6 Go by the Trans-Siberian Highway.
Vocabulary travel Writing and speaking my
5 Match the verbs with the words. Then 9 Work in pairs. Write five tips for travelers in
check your answers in the article. your country. Think of reasons for the tips.
Don’t travel by bus.
1 buy a bus
2 take by train 10 Work in groups of four. Discuss your tips. Ask
follow-up questions.
3 travel cities
4 visit tickets Don’t travel by bus. Why?
The buses are very slow.
110
9c Across a continent
The Trans-Siberian Railway was built between 1891 and
1916, and is the third longest continuous rail journey in
Lesson at a glance the world.
• reading: a trans-Siberian trip The Trans-Siberian Highway stretches over 11,000
• critical thinking: who is it for? kilometers from St. Petersburg to Vladivostok.
• vocabulary: travel Moscow is the capital of Russia and has a population of
• grammar: imperative forms over 12 million. The city is well known for its architecture,
• writing and speaking: travel tips and many people immediately recognize St. Basil’s
Cathedral with its colorful domes (pictured in the photo
on page 111).
Reading Novosibirsk is the third biggest city in Russia and is located
in the southwestern part of Siberia.
1
Lake Baikal is the largest freshwater lake by volume in the
• Optional step Ask students to look at the photo at the world. It is also the world’s deepest lake.
top of page 111. Ask: Who is he? Where is he? What clothes
UNESCO stands for “United Nations Educational, Scientific
can you see? Elicit tourist/traveler, Russia, hats, jackets, and Cultural Organization.” Part of its work is the
coats. preservation of places of natural or cultural importance.
• Ask students to look at the map, the photos, and the Word Heritage Sites are places that have a lot of historical
captions carefully. Tell students to discuss the question importance, and that are not allowed to be changed or
in pairs. In feedback, elicit ideas from students. damaged.
• Optional step Extend the task by asking: Do you like
traveling by train? Do you like traveling by car? Why? What Vocabulary notes
things can you do on a long train or car trip? Try to elicit
different adjectives: slow, fast, exciting, fun, interesting, almost = near to but slightly less than a particular amount
cheap, expensive. before = a preposition of time showing that something is
earlier than something else
EXAMPLE ANSWERS until = a preposition of time meaning happening up to a
particular point in time
visit places of natural beauty (lakes, ice caves, forests), visit
cities and old buildings, meet people, take photos non-stop = continuously, without stopping
view = the area or place you can see out of a window or
from a particular point
2 137
art gallery = a building where people go to see paintings
• Pre-teach these words: visit (to go to a place for a short
and other art
period of time); passengers (people on a train or other
form of transport); trip (when you travel to a place and
come back again). Then ask students to read the article Critical thinking who is it for?
quickly and find out if it mentions any of their ideas
from Exercise 1. Ask students if they can find the places 4
mentioned in the article on the map. • Ask pairs to discuss where they think the article is from,
• The reading text is recorded. You could play the and they think it is for.
recording and ask students to read and listen. • Elicit ideas and discuss with the class.
EXAMPLE ANSWERS EXAMPLE ANSWERS

You can travel non-stop for seven days; you can look at This article may be from a travel section in a newspaper,
beautiful views; you can visit big cities like Novosibirsk and or from a travel magazine. This article is written for the
towns like Irkutsk or Ulan-Ude; you can take a train or bus independent traveler.
to Lake Baikal
Extra activity
3
Ask students to read the text and find two things about
• Ask students to read the article again and decide
traveling across Russia that they want to do and two
whether the sentences are true (T) or false (F). Let
things that they don’t. Have them discuss their ideas in
students compare their answers in pairs before checking pairs before opening the discussion to the class.
with the class.
9c Across a continent 110a

Writing and speaking my
9
Vocabulary travel
• Ask pairs to prepare their own list of tips for travelers.
5 Provide students with one or two examples for your
• Ask students to match the verbs with the words. country to get students started.
Discuss the example answer to get students started. Let
students compare answers in pairs before checking their EXAMPLE ANSWER
answers in the article.
Take the train. It's cheap and fast, and it goes to all the
6 famous tourist places. Don't take taxis. They're expensive
and slow.
• Ask students to complete the questions with the verbs
from Exercise 5. Check answers as a class. Then have
students ask and answer the questions in pairs. 10
• Organize the class into groups of four. Tell students to
Vocabulary notes take turns to share their tips and reasons. Encourage the
We say go or travel by car / taxi / bus / train / plane. We
other members in the group to ask follow-up questions.
also often use take with forms of public transportation, In feedback, ask groups which tips were the most
e.g., take the bus / train. helpful or interesting. Were there any they disagreed
with? Why?
Extra activity Extra activity 1

Ask students to tell you other words that collocate, or go Ask students to do this task in groups of four. Give them
with, take. Compare take the bus (travel by) with take a a sheet of paper and tell them to make a poster with tips
photo, take your passport, take your family. on it. Have students put their posters up on the wall when
they are ready. Tell two students to stay with the poster,
Grammar imperative forms and have the other two students walk around and look at
the other posters. Students must ask and answer questions
7 about the posters and the tips.
• Read the grammar box with the class (also see Grammar
notes on page 174). Ask students to answer the question.
Extra activity 2
Refer students to page 174 for further information and Tell students to work individually to choose a country they
practice. would like to visit. Ask them to research it on the internet
Please refer to page 174 for Grammar notes on the and write a set of tips for visiting that country. This could
be done for homework.
imperative form.
8
• Ask students to complete the sentences with base form
verbs from the article to make tips. Ask students to try
to remember which verbs were used in the article. Let
their answers in the article on page 111.
Extra activity
Ask students to think of alternative verbs to use in the
sentences in Exercise 8. For example, Drive non-stop,
Speak/Listen to other passengers, Use/Practice some words
in Russian, Sleep/Eat in hotels, See the big cities, Travel by
the Trans-Siberian Highway.
111a Unit 9 Travel

137
Across a continent by train

and by road
Russia is a very big country. It’s 9,000 kilometers
from Moscow to Vladivostok. You can travel by train
and by road.
BY TRAIN: THE TRANS-SIBERIAN RAILWAY or train to Lake Baikal. This is a UNESCO World Heritage
site. Lake Baikal is 636 kilometers long. There are only
Trains leave Moscow almost every day. Buy your four or five towns near it. The lake is a great place for
tickets before your trip—don’t wait until you get to sports activities.
Moscow. There are two kinds of trips:
BY ROAD: THE TRANS-SIBERIAN HIGHWAY
You can travel non-stop in seven days. You sleep and
eat on the train. You can talk to other passengers. Do you like exciting trips? Then go by the Trans-Siberian
You can learn some words in Russian. You can look Highway. Some people drive cars and some people
at beautiful views. travel with Russian drivers.
You can stop and stay in hotels. You can visit the big When you finally get to Vladivostok, you can fly home or
cities. In Novosibirsk—the main city in Siberia— continue your journey—there’s a boat from Vladivostok
there are interesting museums, art galleries, and to Japan every week.
theaters. There’s also a famous opera house. From
the towns of Irkutsk or Ulan-Ude, you can take a bus
Arctic Ocean
Moscow
Volga S I B E R I A
P a c i fi c O c e a n
Novosibirsk Irkutsk
Vladivostok
Ulan-
Ude
0 2000 km
Unit 9 Travel 111

9d At the hotel
3 Listen again. Match the requests
138
(1–4) with the responses (a–d).
1 I have a reservation for two nights. c
2 Can I have your name, please? And a
credit card? d
3 I’d like help with these bags. a
4 Can you tell me the Wi-Fi password? b
a That’s no problem.
b Certainly.
c Of course.
d Here you are.
REQUESTS
I have a reservation for two nights.
I’d like help with these bags.
Can I have your name, please?
Can you call a taxi, please?
Vocabulary hotels Certainly.
Here you are.
1 Complete the sentences with these words. Of course.
That’s no problem.
cafe gift shop parking lot
pool restaurant Wi-Fi
4 Look at the expressions for requests. Work
1 You can have dinner in the restaurant . in pairs. Which question is a request for
2 You can go online with Wi-Fi . information?
3 You can buy gifts in the gift shop .
4 You can have a sandwich at the 5 Pronunciation I’d like, We’d like
cafe . a 139 Listen and repeat the sentences.
5 You can park your car in the parking lot .
6 You can swim in the pool . b Work in pairs. Practice these requests.
Use I’d like or We’d like.
Real life requests a different room
lunch in our room
2 Listen to a conversation between a
138
the key for our room
receptionist and two hotel guests. Write: a taxi to the airport
1 the number of nights
two I’d like a
2 the room number different room. That’s no problem.
137
3 the restaurant opening hours 6 Work in groups of three. Look at track 138
7 a.m. to 11 p.m. of the audioscript on page 187. Practice
4 the Wi-Fi password the conversation.
sunhotel
112
Pronunciation I’d like, We’d like
9d At the hotel 5a 139
• Tell students they are going to listen to requests from
Lesson at a glance the conversation in Exercise 3. Play the recording.
• vocabulary: hotels Students listen and repeat.
• real life: requests
• pronunciation: I’d like, We’d like Pronunciation notes
It’s often difficult for students to say I’d and We'd together
with like. They tend to approximate and drop the /d/
Vocabulary hotels sound, which creates a change in meaning or an error. Ask
1 students to practice saying I’d and We'd in isolation first
• Optional step Lead in by asking students the following before practicing the whole sentences.
questions: How often do you stay at hotels? What do you
5b
do when you are at a hotel? What do you like about hotels?
What do you dislike? What’s your favorite hotel? You could • Have students practice making and responding to
ask these questions in open class, or write them on requests in pairs. Model the activity first by acting out
the board and ask students to discuss them in pairs or one or two mini-dialogs with a student. Encourage
groups. students to be creative and use variations of the ideas in
the box, e.g., I’d like to have dinner in the bar, please. / We’d
• Ask students to complete the sentences with the words
like to have sandwiches in our room at 2 p.m. Also, remind
in the box. Elicit the first answer to get them started.
students of these useful expressions that they learned in
previous units, that they can re-use in this activity: One
checking with the class. Explain the meaning of any
moment please. / I’m sorry.
new words.
Vocabulary notes EXAMPLE ANSWERS

A: Hello. We’d like lunch in our room, please.
gift shop = a shop selling things that people can give as
presents B: Certainly.
Wi-Fi = internet via a wireless local area network A: Hello. We'd like the key for our room, please.
B: Yes, of course.
Real life requests A: Excuse me. Can you call a taxi to the airport, please?
B: That’s no problem.
2 138
• Optional step Ask students to look at the photo. Ask:
Who are the people? What can you see? Elicit and teach Extra activity
and teach receptionist and guest.
Write some other prompts on the board for students to use:
• Tell students they are going to listen to a conversation some sandwiches, a bottle of water, a map of the city.
between a receptionist and two guests at a hotel. Ask
them to read the things they must listen for (1–4). 6
• Play the recording. Students listen and note answers. • Ask groups of three to practice acting out the
Let students compare their answers in pairs before conversation from track 138 of the audioscript (page 187).
checking with the class. • Ask students to close their books and try to practice
the conversation without referring to the audioscript.
3 138
If they find this challenging, allow one student to
• Tell students that they are going to listen again and follow the conversation in the book, while the others
match the requests (1–4) with the responses (a–d). improvise. Then ask them to swap roles and repeat the
• Play the recording again. Let students compare their activity.
answers in pairs before checking with the class. Explain
the meaning of certainly (an expression used for Extra activity
agreement, similar to of course).
Ask students to write and practice their own similar hotel
4 conversation, extending it to include greetings, asking for
information, asking for help, and/or making requests.
• Ask students to look at the expressions in the box. Point
out that the first four are requests, and the last four are
responses to requests. Ask which of the questions is a
request for information (Can I have your name, please?).
Please refer to page 174 for Grammar notes on requests.
9d At the hotel 112a

ANSWERS
9e A great place to visit
Lisbon is a great place to visit because there is a lot to see
and do!
Lesson at a glance Or take a taxi because they aren’t expensive.
• writing: travel advice And go to a Fado show because this Portuguese music is
• writing skill: because very beautiful.
Please refer to page 174 for Grammar notes on using

Writing travel advice because.
1
3b
• Ask students to read the advice and answer the
• Ask students to combine each pair of sentences using
questions (1–6). Let students compare their answers in
because. Let students compare their answers in pairs
• Ask students what they know about Lisbon (It’s in
Portugal; It’s old and historical; It’s a warm city; It’s on the ANSWERS
coast; There are lots of great restaurants).
1 Go in spring because it’s very hot in summer.
2 Travel by bus because it’s cheap.
ANSWERS
3 Choose your hotel in advance because it’s a very popular
1 Lisbon place.
2 There are flights from the United States every day.
3 in cafes and restaurants
4
4 Portuguese cakes
• Ask students to choose a city to write about. Encourage
5 beautiful buildings
them to choose a city they know well (either their home
6 travel around the city by tram / go sightseeing / go to city or a city they have visited).
a Fado show
• Tell students to look at the questions in Exercise 1
and use them to make notes about the place they
Background information have chosen. Monitor and help with ideas.
Lisbon is the capital and largest city of Portugal. It’s a very 5
old city, and it is a popular tourist destination.
• Ask students to use their notes to write travel advice.
Fado /fɑːdʊ/ means ”fate.“ It’s a music genre that can be
Students should include at least one tip that uses the
traced back to the 1820s in Lisbon. It’s a form of music
characterized by sad, regretful tunes and lyrics, often
imperative form and the word because. Monitor and
about the ocean or the life of the poor. help with spelling and vocabulary. Remind students to
write in paragraphs.
2 6
• Ask students to read the advice again and underline • Give students time to read their work carefully to check
the four tips. Let students compare their answers in the spelling, punctuation, and use of verbs. Monitor
pairs before checking with the class. Point out that the and offer help and clarification.
four tips are in the imperative form.
7
Vocabulary note • Ask pairs to exchange their travel advice. Tell them to
tram = a long narrow vehicle that travels along metal
read the advice and use because to introduce reasons for
tracks in the middle of the street, and that is often used as whether their partner’s place is a good place to travel to.
public transportation
Extra activity
Writing skill because Ask students to write their travel advice on posters and to
include pictures to show the city or things to do in the city.
3a This could be done for homework. Students then put their
• Ask students to find three sentences with the word posters on the wall and read each other’s travel advice.
because in the text. Discuss as a class which place sounds the most interesting
• Check answers as a class. Explain the meaning of and why.
because to students (see Grammar notes on page 174).
113a Unit 9 Travel

9e A great place to visit
Writing travel advice b Work in pairs. Rewrite these sentences
with because.
1 Work in pairs. Read the advice on a travel
website. Answer the questions. 1 Go in spring. It’s very hot in summer.
2 Travel by bus. It’s cheap.
1 What’s the name of the city? 3 Choose your hotel in advance. It’s a
2 How can you travel there? very popular place.
3 Where can you eat?
4 What can you eat? 4 Make notes about a place you know. Use
5 What can you see? the questions in Exercise 1.
6 What can you do? 5 Use your notes and write two or three
2 Read the advice again. Underline four tips paragraphs of advice for travelers to the
from Dani. place. Include at least one tip.
3 Writing skill because 6 Check your advice. Check the spelling,

punctuation, and verbs.
a Work in pairs. Find three sentences with
the word because.
7 Work in pairs. Exchange advice. Is your
partner’s place a good place to travel to?
POPULAR PLACES IN EUROPE: LISBON YOUR PHOTOS
YOUR TRAVEL ADVICE
Dani, San Diego.

Date of trip: June 22–29
Lisbon is a great place to visit
because there is a lot to see and
do! There are flights from the
United States every day. There’s
a bus from the airport to the city.
Or take a taxi because they aren’t
expensive. Travel around the city
by tram—they’re great!
There are some beautiful buildings
in Lisbon. There are great cafes
and restaurants on every street,
too. Try the famous Portuguese
cakes—they're fantastic! And
go to a Fado show because this
Portuguese music is very beautiful.
Unit 9 Travel 113

9f The people of the reindeer
A Sami man with his reindeer
114
Key vocabulary
9f The people of the reindeer 4a
Before you watch bold words (1–3) with the pictures (a–c). Let students
1 compare answers in pairs before checking with the
• Ask students to look at the photo and caption on class.
Student Book page 114 and name the animals. 4b 140
Vocabulary note
The plural of reindeer is reindeer (you don’t add s). repeat the words.
2 Audioscript 140
• Ask students to look at the map and answer the
question. cut hard soft
ANSWER
The map shows a part of northern Europe around the
Baltic Sea. This includes Norway, Sweden, Finland, and a
part of Russia. The Arctic Circle cuts across the northern
third of these countries.
3
• Ask students to read the text about the Sami people and
answer the questions. Let students compare answers
in pairs before checking with the class. Ask if students
remember the meaning of tents (a shelter made of cloth
and poles), a word which students first saw in Unit 2a.
ANSWERS
1 Norway, Sweden, Finland, and Russia 2 life
The Sami people are an indigenous Finno-Ugric people
who live in the Arctic area of Sápmi. Today, this area
includes the far northern parts of Norway, Sweden, and
Finland, as well as the Murmansk Oblast (region) of Russia.
Vocabulary note
traditional = relating to or based on very old customs,
beliefs, or stories
9f The people of the reindeer 114a

While you watch Videoscript 9
5 9
The Sami people’s reindeer move in spring. The Sami
• Ask students to read the sentences before watching the people go with them.
video. Explain the meaning of scene (part of a movie or
These are Nils Peder Gaup’s reindeer.
video in which events happen in the same place and
time period). Use mime to teach the word laugh. On the journey, the people live in tents.
• Play the video. Ask students to watch and put the These Sami people have traditional lives.
scenes in order. Let students compare their answers in The children travel with the reindeer, too.
pairs before checking with the class. This snow is hard. After snowy weather, it is soft. Soft snow is
6 9 good for the reindeer.
• Ask students to read sentences 1–6 before they watch Well, that’s all. It’s time to sleep.
the video again. Tell them to choose true or false as they
re-watch the video. Let students compare their answers
After you watch

7
• Ask students to work in pairs to discuss and answer the
question. Then elicit the answers. Play the video again
for students to check their answers.
• Optional step Ask students how they think the man
feels, and why they think he feels that way.
ANSWERS
The snow is hard. After snowy weather, it is soft. Soft snow
is good for the reindeer.
8
• Ask students to complete the sentences in their own
words. Ask students to share ideas in pairs or groups or
elicit ideas in open class.
EXAMPLE ANSWERS
1 Norway, Sweden, Finland, and Russia.
2 with their reindeer.
3 they live in their tents and cook food.
9
• Have a class discussion. Find out what your students
think about the Sami way of life. Encourage them to
give reasons using because.
Extra activity
Ask students to research and write five sentences about
the lives of another indigenous people. This could be done
for homework.
115a Unit 9 Travel

1 Look at the photo on page 114. What are 5 9 These sentences describe scenes in
the animals? reindeer the video. Watch the video and put the
scenes in order (1–6).
2 Work in pairs.
Look at the 6 A man sits with his dog.
3 A man cuts a piece of bread.
map. Which
continent is 1 There’s a person in a tent.
this? Europe 2 A woman works near a house.
5 A young child laughs.
3 Read about the 4 A young couple sits in a room.
Sami people.
Work in pairs. 6 9 Watch the video again. Read
Answer the these sentences about the Sami. Are the
questions. sentences true (T) or false (F)?
1 The Sami people travel with T F
1 Where do they live?
their reindeer in winter.
2 What does eallin mean?
2 When they travel, the Sami T F
The people of the reindeer people live in tents.
The Sami people live in Norway, Sweden, 3 Some young people wear T F
Finland, and Russia. They are the “people traditional clothes.
of the reindeer.” Traditional Sami people 4 The children travel with T F
move from place to place with their the reindeer.
animals. When they travel, they live in 5 Hard snow is good for the T F
tents. Reindeer are very important to the reindeer.
Sami people. In the Sami language, the 6 The Sami people have dogs. T F
word for “a group of reindeer” is eallu and
the word for “life” is eallin. After you watch
4 Key vocabulary 7 Work in pairs. What does the man with
the dog say?
a Read the sentences. Match the bold words
(1–3) with the pictures (a–c). 8 Work in pairs. Complete the sentences
1 Cut the cake in two. c about the Sami people with your own
2 This chair is hard. b words.
3 I like this. It’s soft. a 1 The Sami are from …
2 They travel …
3 On the journey, …
9 Work as a class. Do you think the Sami
way of life is easy or difficult? Why?
a b
Unit 9 Travel 115

Grammar Vocabulary
5 Which clothes are not right? Cross the odd
ones out.
1 In cold weather, I wear A pair of shorts /
a coat / a pair of boots / a hat.
2 In hot weather, I wear a T-shirt /
a pair of shorts / a skirt / a jacket.
3 In the office, I wear a pair of pants /
a hat / a shirt / a pair of shoes.
1 Look at the photo. Complete the 6 ❯❯ MB Work in pairs. Talk about what you
questions with Is there / Are there. wear every day.
1 Is there a map? 7 Put the letters in order to make words for
2 Is there a scarf? things in a hotel room.
3 Are there any books? 1 rihca chair
4 Is there a hat? 2 mlpa lamp
5 Is there a camera? 3 rohswe shower
2 Work in pairs. Ask and answer the 4 huocc couch
questions in Exercise 1. Take turns. I CAN
3 ❯❯ MB Work in pairs. Look at the photo talk about clothes

for ten seconds. Test your memory. talk about hotel rooms
Take turns.
Student A: Read a sentence aloud. Real life
Student B: Say true or false.
8 Complete the hotel requests (1–4). Then
1 There’s a laptop. F match the requests with the responses (a–d).
2 There’s a water bottle. T
1 We’d like a room for tonight. c
3 There are sunglasses. F
2 I’d like help with my bags . d
4 There are boots. T
5 There’s money. 3 Can you tell me the Wi-Fi
T
password ? b
4 Work in pairs. Put the words in order to 4 Can you call a taxi? a
write tips.
a Yes, of course. What time do you want it?
1 early / the / buy / tickets b Here you are. It’s on this card.
2 night / travel / don’t / at c That’s no problem. What are your names?
3 cafes / try / local / the d Certainly, sir. Just one moment.
4 stay / hotel / this / don’t / in
9 Work in pairs. Practice the exchanges in
I CAN Exercise 8.
use there is and there are correctly
I CAN
give tips (imperative forms)
make and respond to requests
talk about traveling
116
booster 5
• Ask students to cross out the clothing that doesn’t suit
the condition or place described in each question. Go
Memory Booster activities over the example to get students started. Check answers
Exercises 3 and 6 are Memory Booster activities. For more as a class.
students, see page x. 6 ❯❯ MB
• Ask students to discuss in pairs what they wear on
weekdays and on weekends. Encourage students to
describe a range of clothing items and also include
As an alternative to asking students to simply check the colors and adverbs of frequency.
EXAMPLE ANSWERS
area, refer them to the Workbook and Grammar Summary I always wear a shirt and black pants to work, but on the
exercises for additional practice. weekends, I usually wear jeans and a white or blue T-shirt.
On vacation, I wear a skirt or a dress, and sometimes a sun
hat.
Grammar
1 7
• Ask students to look at the photo and complete the • Ask students to put the letters in order to make words
questions. Let them compare their answers in pairs for things in a hotel room. Let students compare
before checking with the class. answers in pairs before checking with the class.
2 • Optional step Ask fast-finishing students to write down
• Ask pairs to take turns to ask and answer the questions other words for other things in a hotel room (e.g., desk,
in Exercise 1. Explain that they need to say: Yes, there is/ closet, TV, bed, fridge, bathtub). Ask them to scramble
are or No, there isn’t/aren’t depending on what they can the letters of the words, exchange their list of scrambled
see in the photo on the page. words with a partner, and guess their partner’s words.
ANSWERS Real life

1 Yes, there is. 4 No, there isn’t. 8
2 No, there isn’t. 5 Yes, there is. • Ask students to complete the hotel requests (1–4). Then
3 Yes, there are. ask them to match the requests with the responses
(a–d). Let students compare their answers in pairs
3 ❯❯ MB
• Ask students to study the photo for ten seconds. 9
Then ask pairs to take turns to test each other’s memory. • Ask pairs to practice the requests and responses in
Student A reads out a sentence and Student B says Exercise 8. Encourage students to turn the exchanges
whether it is true or false without looking at the photo. into short conversations by including greetings and
4
• Ask students to put the words in order to write tips.
EXAMPLE ANSWER
with the class. A: Good morning. Can I help you?
B: Hello. We’d like a room for tonight, please.
ANSWERS A: That’s no problem. What are your names?
B: Maria Cisco and Pietro Delana.
1 Buy the tickets early.
A: Can you spell Cisco?
2 Don’t travel at night.
B: C–I–S–C–O.
3 Try the local cafes.
A: Thank you.
4 Don’t stay in this hotel.

Unit 10 Famous people
Opener 3 143
1 141 • Play the recording. Students listen and check their
answers to Exercise 2. In feedback, ask students if they
• Ask students to look at the photo and read the caption,
know the people in the list.
and write down five words about the man in the photo.
This could be based on what they know (e.g., Formula
1, Brazilian, great, fast, dead) or what they guess (e.g.,
sportsman, driver, etc.). You may also wish to teach the Nelson Mandela was a South African freedom fighter who
word helmet (a hard hat that you wear to protect your later became president.
head). John Lennon was a singer-songwriter and one of the
• Tell them they are going to listen to a short description Beatles, the famous band from the 1960s. He was living in
New York when he was murdered.
of Ayrton Senna. Play the recording. Students listen and
write his job and nationality. Discuss as a class. Isabel Allende is a famous Chilean novelist.
Malala Yousafzai is a Pakistani activist for female
education. After surviving an assassination attempt in
ANSWERS
2012, she moved to Europe for medical treatment and to
Ayrton Senna was a Formula 1 racing driver from Brazil. campaign for women’s rights. She became the youngest
ever Nobel Peace Prize winner in 2014.
4
Ayrton Senna is widely regarded as one of the greatest
• Ask students to think of and write five important years
Formula 1 drivers of all time. He died in an accident while
leading the 1994 San Marino Grand Prix for the Williams in a list.
motor racing team. • Organize the class into pairs. If you have a range of
nationalities in your class, mix students from different
2 142 parts of the world. Tell students to take turns to dictate
their dates to their partner.
• Give students a moment to read the years and names.
• When all the years have been dictated, tell students to
• Play the recording. Ask students to listen and repeat the
compare their list with their partner’s to check that they
years (see Background information).
have written the years correctly. They can also discuss
• Ask students to match the years with the people. why each year is important.
Discuss the answers as a class, but do not confirm or
correct students’ guesses. They will check their answers Extra activity
in Exercise 3.
Play Bingo with your class. Draw a 2x3 Bingo chart on the
board.
Ask students to copy the chart into their notebooks and
There are a number of ways to say years. With the years up fill it in with six years from 1950 to 1970. Call out years
to 1999, the first two figures form a number and the last from this range in random order, and cross the years out
two figures form a number. For example: 1999 = nineteen below as you say them:
ninety-nine. From 2000 onwards, years are pronounced
like ordinary numbers. 1950 1951 1952 1953 1954 1955 1956
1957 1958 1959 1960 1961 1962 1963
1996 – nineteen ninety-six 1964 1965 1966 1967 1968 1969 1970
1806 – eighteen oh six Students have to cross out the years they hear in their own
2000 – two thousand charts. The first student to cross out all the years and shout
2003 – two thousand three “Bingo” wins the game. Ask this student to read out all
the years in his or her grid to check that they have crossed
2017 – two thousand seventeen
out the correct years, and to check pronunciation.
For years after 2009, people sometimes read the first two
If you have time, play the game again using different
digits as one number and the last two digits as another
periods (e.g., 1970–1990, 1990–2010).
number. For example: 2017 = twenty seventeen.
With years, we use the preposition in: in 1950, in 1926, etc.
117a
Unit 10 Famous people
Ayrton Senna
in 1994
F E AT U R E S 1 141 Work in pairs. Look at the photo of Ayrton

Senna. Do you know his job and nationality? Listen
118 Famous firsts and check.
Firsts in exploration
2 142 Listen and repeat the years. Match the years
120 People I remember with the people.

Who was important 1879–1955 Ayrton Senna
when you were young? 1918–2013 John Lennon
1940–1980 Isabel Allende
122 The first 1942–present Malala Yousafzai
1960–1994 Albert Einstein
Americans
1997–present Nelson Mandela
The first people in the
American continents 3 143 Listen and check your answers from Exercise 2.
126 The space race 4 Work in pairs. Choose and write five important
A video about the years in a list. Dictate these years to your partner.
history of space Then compare your lists.
exploration
117
10a Famous firsts
Reading 3 Look at the grammar box. Underline the past
forms of be in the paragraphs (1–4). Then match
1 Work in pairs. Look at the photos below. the paragraphs with four people in the quiz.
What do the people have in common?
1
She was born in 1939. She was in a team of
2 144 Read the Explorers quiz below. Japanese mountaineers. They were all women.
Complete the sentences with the names.
Listen and check. 2
He was born in 1480. He was Portuguese,
but he was an explorer for the Spanish king
Grammar be: was/were Carlos I.
BE: WAS/WERE
3
an explorer. She was born in the United States on
I/He/She/It was
Russian. September 29th, 1955. She was the leader
You/We/You/They were from Russia. of an expedition to the South Pole in 1993. All
the people on the expedition were women.
4
He was from Norway and he was born on
July 16th, 1872. His parents were rich. His
father was a sea captain.
Explorers
2 4 Do you know these famous explorers?
Match their names with the expeditions.
• The first around-the-world expedition was
from 1519 to 1522. The expedition captain
was Ferdinand Magellan .
• The first successful South Pole expedition

was in 1911. The expedition leader was
Roald Amundsen .
Ferdinand Magellan Yuri Gagarin Roald Amundsen • The first man in space was
1 3 Yuri Gagarin . The first woman in
space was Valentina Tereshkova . They
were both from Russia.
• The first woman at the top of Everest was

Junko Tabei on May 16th, 1975.
• The first woman at the North Pole was

Ann Bancroft on May 1st, 1986.
Junko Tabei Ann Bancroft Valentina Tereshkova
118
Vocabulary notes
10a Famous firsts
successful = getting the result that you want
leader = someone in control of a group
Lesson at a glance space = the whole of the universe outside the Earth’s
• reading: firsts in exploration atmosphere
• grammar: be: was/were
• pronunciation: was/were weak forms
• vocabulary: dates
Grammar be: was/were
• speaking: dates and events 3
Grammar notes on page 176).
Reading
• Optional step Pre-teach was born, mountaineer, and king.
1
• Ask students to read the texts (1–4) and underline the
• Ask students to look at the photos at the bottom of the
past forms of be. Let students compare answers in pairs.
page and discuss the question in pairs. Elicit answers
from students. • Then tell students to work in pairs to match the texts
with four people from the quiz. Check answers as a
ANSWERS class.
The people are/were all explorers. They were firsts—the
first people to explore different places.
practice.
Please refer to page 176 for Grammar notes on the past
2 144
forms of be.
• Explain that the text next to the photos is a quiz. Ask
students to read the quiz and complete the sentences
with the names of the explorers. Let students compare
answers in pairs.
• Play the recording. Students listen to the recording and
check their answers.
Ferdinand Magellan (1480–1521), the famous Portuguese
explorer, was actually killed in the Philippines in 1521
while attempting to sail around the world, but his crew
completed the voyage. They were the first people to sail
around the world.
Roald Amundsen (1872–1928) was a Norwegian polar
explorer who led an expedition to the South Pole in 1911
and an expedition to the North Pole in 1926.
Yuri Gagarin (1934–1968) was a Soviet astronaut. He
became the first man in space when his Vostok spacecraft
orbited the earth in 1961. He became a hero of the Soviet
Union, but died a few years later when flying a jet.
Valentina Tereshkova was born in Russia in 1937. She was
the first woman to fly in space when she piloted Vostok 6
in 1963. Before she was an astronaut, she was an assembly
line worker in a textile factory.
Junko Tabei (1939–2016), from Japan, was the first woman
to reach the summit of Mount Everest, and the first
woman to ascend all "Seven Summits"—she climbed the
highest peak on every continent.
Ann Bancroft (born 1955) was the first woman to reach
the North Pole by foot and sled. She was also the first
woman to make it to both the North and South Poles, and
to ski across Greenland.
10a Famous firsts 118a

4 8 146
• Ask students to circle the correct option. Let students • Ask students to look at the dates in Exercise 7 again.
compare their answers in pairs before checking with the Play the recording. Ask students to listen and repeat the
class. ordinal numbers. Play the recording again if necessary.
Pause after numbers that are more difficult for students,
5 and drill the pronunciation (e.g., fourth /fɔːrθ/, fifth /
• Ask students to read the paragraphs and name the two fɪfθ/, sixth /sɪksθ/, eighth /eɪtθ/, twelfth /twelfθ/).
explorers. Then ask them to complete the paragraphs Please refer to page 176 for Grammar and Pronunciation
with was or were. Let them compare their answers in notes on saying ordinal numbers.
9 147
Vocabulary notes
• Tell students that they are going to listen to the full
farmer = someone who owns or works on a farm dates from the chart in Exercise 7. Ask students to listen
pilot = someone who flies an aircraft to the recording and repeat the dates.
space rocket = a tube-shaped vehicle that flies to space Please refer to page 176 for Grammar notes on how to
factory worker = someone who works in a factory write dates.
(a building where things are made using machines)
10
Pronunciation was/were weak forms • Organize the class into pairs to practice saying the dates
and events from the chart in Exercise 7.
6a 145
• Tell students they are going to hear three sentences • As students speak, monitor closely and correct errors in
from Exercise 5. Play the recording. Ask them to pay form and pronunciation of dates and ordinal numbers.
attention to the pronunciation of was/were. 11 148
• Explain the weak forms of was and were. Play the • Play the recording. Students listen and repeat the
recording again. Ask students to repeat the sentences. ordinal numbers.
Pronunciation notes
The words was and were have weak pronunciations in
Speaking my
affirmative sentences. They are pronounced with the 12
schwa sound: was = /wəz/, and were = /wə/. The “r” at the • Ask students to work in pairs to write and say three
end of were is often not pronounced.
important dates in their country. In feedback, ask
students to say their dates and why they are important.
6b
• Ask students to write three similar sentences about EXAMPLE ANSWERS
Valentina Tereshkova. They can look back at Exercise 5
Students own answers.
for ideas.
• Ask students to read out their sentences to their partner
13
using the weak pronunciation of was and were.
• Optional step Write an important date from your past
on the board (e.g., the date you were born) and say: It’s
EXAMPLE ANSWERS
an important day to me. It’s my birthday.
She was born in Russia. / She was born in 1937. / She was
• Give students time to write down three important dates
the first woman in space. / Her parents were from Belarus.
/ Tereshkova and Gagarin were famous all over the world. from their past. Tell them not to worry if the dates are
not accurate. Prompt students by writing ideas on
the board: new car, new job, wedding day, first day
Vocabulary dates at college, last day at school, English exam, favorite
7 vacation, etc.
• Ask students to complete the chart in pairs using dates • Ask students to work in pairs. Student A gives the three
from the Explorers quiz. Check answers as a class. written dates to Student B. Student B says each date and
• Explain that 1st is short for first, and 16th is short for Student A says why it is important. Have students swap
sixteenth, etc. Explain that we use ordinal numbers like roles and repeat.
these to say dates and the order of things. • As students speak, note any errors with dates and
ordinals. In feedback, write errors on the board and ask
Please refer to page 176 for Grammar notes on ordinal
students to correct them.
numbers.
119a Unit 10 Famous people

4 Circle the correct option. 8 146 Look at the chart again.
1 I was / were born in Kuala Lumpur. Listen and repeat the ordinal
2 My parents was / were born in Texas. numbers.
3 My father was / were born in 1970. 9 147 Listen and repeat the
5 Complete the paragraphs with was and were. dates.
May first, 1986.
Yuri Gagarin 1 was born in 1934. His parents
2
were farmers. From 1955 to 1961, he 3 was
a pilot. The first space rockets 4 were small and so
the first people in space 5 were small, too. Gagarin
10 Work in pairs. Look at the
6
was a small man—1.57 meters tall. chart in Exercise 7. Take turns.
Valentina Tereshkova 7 was born in Central Russia Student A: Say a date.
in 1937. Her parents 8 were from Belarus. She Student B: Say the event.
9
was a factory worker.
May 1st, 1986.
After their trips into space in 1961 and 1963, Gagarin
and Tereshkova 10 were famous all over the world.
The first woman at
the North Pole.
6 Pronunciation was/were weak forms
11 148Say these ordinal
a 145 Listen and repeat three sentences from
numbers. Listen and check.
Exercise 5.
21st 22nd 23rd 24th
b Work in pairs. Write three was/were sentences about 25th 26th 27th 28th
Valentina Tereshkova. Read them to your partner. 29th 30th 31st
Vocabulary dates Speaking my

7 Look at the chart below. Complete the dates
with information from the Explorers quiz.
12 Work in pairs. What are three
important dates in your
Important dates in exploration country?
first woman at the July 4th is Independence Day.
May 1st, 1986 North Pole
2nd
November 3rd, 1957 Sputnik II into space
13 Work in pairs. Write three
important dates from your
October 4th, 1957 Sputnik I into space
past. Show them to your
5th / 6th / 7th / 8th /
9th / 10th / 11th partner. Take turns.
April 12th, 1961 first man in space
Student A: Say your partner’s
December 13th, 1972 last man on the moon
dates.
Student B: Say why the dates
first people at the
December 14th, 1911 are important.
South Pole
15th
September 1st, 1990.
May 16th, 1975 first woman at the top of Everest
17th / 18th / 19th
It was my first
July 20th, 1969 first men on the moon
day at school.
Unit 10 Famous people 119

10b People I remember
Listening 4 149 Listen again. Circle
the correct answer to the
1 Work in pairs. Who was your best friend when you interviewer’s questions.
were young? Is he or she your best friend now?
1 Was he on TV?
2 Work in pairs. Read the information about the Yes, he was. / No, he wasn’t.
radio show. Answer the questions. 2 Were the shows only
1 When’s the show on the radio? March 13th at 7:30 p.m. for children?
2 What’s the show about? important people Yes, they were. / No, they weren’t.
3 Who’s on the show today? Joe, Aneta, and Olga 3 Were you good at English?
Yes, I was. / No, I wasn’t.
3 149 Listen to Joe and Aneta. Complete the
sentences with these words. 5 Work in pairs. What were you
good at in school? Ask and
a writer animals Frankenstein meerkats answer questions.
on TV reading
Were you good at
1 Joe loves animals . English in school?
2 David Attenborough was on TV .
3 Joe’s favorite show was about meerkats . Yes, I was.
4 Aneta loves reading .
5 Mary Shelley was a writer .
6 Frankenstein was by Mary Shelley. People I remember
Radio 6, 7:30 p.m., March 13th
On today’s show, we remember
people who were important to us
when we were young. We talk to Joe,
David Attenborough and Aneta, and Olga about a TV star, a
some meerkats writer, and an Olympic champion.
120
4 149
10b People I remember • Play the recording again. Students listen and circle
the correct answer to the interviewer’s questions. Let
Lesson at a glance
the class.
• listening: people we remember
• grammar: be: was/were negative and question forms
• vocabulary: describing people
• speaking: people in my past Sir David Attenborough (born 1926) is a well-known TV
presenter and naturalist from the UK. For many years, he
has presented wildlife documentaries. One of his most
Listening notable natural history documentary series is the Life
1 series.
• Optional step Model the activity by briefly describing Mary Wollstonecraft Shelley (1797–1851) was an English
your best friend from childhood. Explain the meaning novelist, best known for her novel Frankenstein (1818).
She was the wife of the Romantic poet and philosopher
of best friend (the one friend you like most or are closest
Percy Bysshe Shelley. Her father was the political
to). You could bring in a photo to show the class and philosopher William Godwin, and her mother was
encourage students to ask you questions about your philosopher and feminist Mary Wollstonecraft.
friend.
• Ask students to work in pairs. Have them take turns to 5
say who their best friend was.
• Optional step Write school subjects on the board and
elicit subject names: art, music, science, English, Spanish,
EXAMPLE ANSWER math, PE, IT, history, geography, etc.
My best friend at school was a girl called Emma. She was • Ask two students to read out the exchange in speech
the same age as me and we were in the same class. I don’t bubbles. Then ask students to work in pairs and take
see her often now because she lives in Australia, but when
turns to ask and answer Were you good at …? questions
she comes back to visit, we have coffee together.
about subjects. You could model the activity first with
one or two students to get them started.
2
• Ask students to read the information about the radio
show People I remember. Tell them to answer the
questions (1–3). Let students compare answers in pairs
ANSWERS
1 at 7:30 p.m. on March 13th
2 people who were important to us when we were young
3 Joe, Aneta, and Olga
3 149
• Optional step Ask students to name the person in the
photo and say what they know or can guess about him
(it’s British wildlife broadcaster David Attenborough).
• Ask students to look at the sentences (1–6) and the
words in the box. Point out that meerkats are the animals
in the photo on the page.
• Tell students they are going to listen to an interviewer
talk to Joe and Aneta. Play the recording. Students
listen and complete the sentences with the words. Let
the class.
10b People I remember 120a

Grammar be: was/were negative Please refer to page 187 for Teacher Development notes on
giving feedback on controlled speaking activities.
and question forms
6
Vocabulary describing people
Grammar notes on page 176). Ask students to say what 10
the negative and question forms of was and were are. • Organize the class into new pairs. Tell students to
look at the words in bold in the five sentences, and to
ANSWERS think of a person for each word. Examples of famous
people are given, but encourage students to name
Negative forms: wasn’t (was not) and weren’t (were not)
their classmates for sentences 2 to 5. In feedback, elicit
Question forms: Was I/he/she/it …? Were you/we/you/
examples and reasons. Ask: What type of words are they?
they …?
(adjectives).
• Optional step Drill the words to practice pronunciation.
Get students to make sentences to practice saying the
practice.
words: Meryl Streep is a famous actor; Mr Bean’s a funny
Please refer to page 176 for Grammar notes on the person.
irregular verb be.
EXAMPLE ANSWERS
7 150
1 Scarlett Johansson / Jennifer Lawrence / Anne Hathaway
• Optional step Ask students if they recognize the man in
2 Students' own friends / Conan O'Brien / Ellen DeGeneres
the photo at the bottom of the page. Ask: Who is the man?
Is he famous? Where is he? What does he have? (Michael 3 Students’ own friends
Johnson, an athlete; yes; at a sports event; an American 4 Students’ own friends
flag). Point out that the simple present tense is used to talk 5 Students’ own friends
about photos, even if they show a past event, because we
are describing the image we see in the present moment.
• Ask students to complete the interview with the correct
funny = something or someone that makes you laugh
forms of be. Go over the example answer to get students
started. Let students compare answers in pairs. Play the Note the strong stress: famous, popular, interesting
recording for students to check their answers.
using examples to teach new words.
Michael Duane Johnson (born 1967) is an American
sprinter who held several world records during the 1990s. Speaking my
He won many medals during his career, including Olympic 11
gold medals for both the 400-meter and the 200-meter • Lead in by asking students who was important to them
races in Atlanta in 1996.
when they were young and why. Then ask students to
write three names on three separate pieces of paper.
8
At this stage, you could revise useful key words: boss,
• Ask students to complete the questions with was or neighbor, uncle, grandmother, best friend, etc.
were. Let students compare answers in pairs before
checking with the class. • Ask students to prepare answers to the questions
individually. Monitor and help with ideas and
9 vocabulary.
• Ask students to work in pairs and take turns to ask
12
and answer the completed questions in Exercise 8.
• Organize the class into groups of four or five. Students
• As students speak, monitor and prompt them to place their pieces of paper face down in a pile and
self-correct mistakes. The aim here is accuracy (see shuffle them. Students take turns to turn over a sheet
Teacher Development on page 187). and interview the person who wrote the name on the
paper. They should use the questions in Exercise 11,
EXAMPLE ANSWERS but encourage students to come up with their own
A: When you were young, were your parents famous? follow-up questions as well.
B: No, they weren’t. But my friend’s father was. He was a • As students speak, monitor closely and prompt
writer. What about you? Were your parents famous? students to self-correct errors.
B: Were you happy at school?
A: Yes, I was. My friends were great, and the lessons were
fun.

Grammar be: was/were 8 Complete the questions with was or were.
negative and question forms 1 Were you born in this country?
2 Were your parents famous?
BE: WAS/WERE NEGATIVE and QUESTION
FORMS
3 Were you happy at school?
4 Were your teachers at school nice?
I/He/She/It wasn’t on TV.
You/We/You/They weren’t famous.
5 Was your school good?
Was I/he/she/it on TV? 9 Work in pairs. Ask and answer the

Were you/we/you/they famous? questions in Exercise 8.
Yes, I/he/she/it was.
No, I/he/she/it wasn’t. Vocabulary describing
Yes,
No,
you/we/you/they
you/we/you/they
were.
weren’t.
people
Now look at page 176. 10 Work in pairs. Look at the bold words
below. Think of a person you both know
6 Work in pairs. Look at the grammar box. for each word.
What are the negative and question forms 1 A famous actor Meryl Streep
of was and were? 2 A funny person Mr. Bean
3 A popular person who has lots of
7 Complete the interview with Olga
150
friends
with was, were, wasn’t, or weren’t. Listen
4 A nice person who helps other people
and check.
5 An interesting person who has lots
I: Olga, who 1 was important to of ideas
you when you were young?
O: I remember Michael Johnson. He was a Speaking my
great athlete.
I: 2
Was he an Olympic champion? 11 Work in groups. Who was important to
O: Yes, he 3
was . Four times. The you when you were young? Write three
last time was in 2000. names. Think about the answers to these
I: 4 Were the 2000 Olympic Games questions.
in Beijing? • Who was he/she?
O: No, they 5 weren’t . They were in • Why was he/she important to you?
Sydney.
I: 6 you good at sports in 12 Work in groups. Take turns. Read out
Were
school? your names from Exercise 11. Ask and
O: No, I 7 wasn’t . answer questions about the names.
Who was
Monika Gomes?
She was my first teacher.

She was funny and nice.

10c The first Americans
Reading 6 Look at the grammar box. Work in pairs.
What are the base forms of the verbs?
1 Work in pairs. Do you think these What letter do we add to make the simple
sentences are true (T) or false (F)? past form?
1 The Inca Empire was in T F
7 Work in pairs. Complete the sentences.
North America.
2 The Maya people were from T F lived was born died
Central America.
3 The Aztecs were from Peru. T F 1 Albert Einstein was born in Germany
4 The Apache people were from T F in 1879. He died in 1955.
South America. 2 Isabel Allende was born in Peru
in 1940. She lived in Chile for
2 Read the first paragraph of The first many years.
Americans. Check your answers from 3 Malala Yousafzai was born in
Exercise 1. Pakistan in 1997.
3 Read the rest of the article. Underline:
1 one thing the Incas were famous for.
2 two things the Maya people were
famous for.
3 two Aztec words we use in English.
4 a famous Apache. Albert Einstein Isabel Allende Malala Yousafzai
4 Can you remember? Complete the Critical thinking making a
sentences. Then check your answers in the
article. timeline
1 There are 23 countries in 8 Work in pairs. Look at Exercise 2 on page
North, Central, and South America. 117. Write the information about the six
2 The Inca roads were on the west people’s lives on a timeline.
coast of South America. 1879: Albert Einstein
3 The Mayan “one” was a dot . was born.
1918: Nelson Mandela
5 Work in pairs. Who were important
was born
leaders in your country’s history?
Speaking my
Grammar regular simple 9 Work in pairs. Choose four famous
past verbs people. Find out when and where they
REGULAR SIMPLE PAST VERBS were born, lived, and died. Why were
I/You
they famous?
lived in Central America.
He/She/It 10 Work with a new partner. Take turns. Give
died in 1903.
We/You/They
details of your famous people. Can you
Now look at page 176. guess your partner’s people?
122
10c The first Americans
The Inca Empire began in the highlands of Peru in the
thirteenth century. At its height, it covered much of the
Lesson at a glance Andean region, including Peru and parts of Ecuador,
Bolivia, and Chile.
• reading: the first people in the American continents
• grammar: regular simple past verbs Tupac Amaru (1545–1572) was the last indigenous
monarch of the Inca people. He was killed by the Spanish
• critical thinking: making a timeline
in the central square of the city of Cuzco, in what is now
• speaking: who was he/she?
Peru. With his death, the Inca Empire came to an end.
The Mayan Civilization lasted 1,500 years and, at its height
Reading in the ninth century, stretched across southern Mexico and
1 much of what is now Central America. The Mayans resisted
Spanish conquest and retained their independence until
• Use a map to pre-teach North, South, and Central the end of the seventeenth century.
America. Ask students what they know about the
The Aztec Empire was centered on what is now Mexico
people who were in the Americas before Europeans
City. Tenochtitlan was the largest city in the Pre-Columbian
arrived. Pre-teach the word empire (a number of Americas, and its ruins are in the historic center of Mexico
countries ruled by one person or government). City. The Aztecs were war-like people who controlled
• Ask students to read and discuss the sentences in pairs, vast parts of Mesoamerica between the fourteenth and
and decide whether they are true (T) or false (F). In sixteenth centuries.
feedback, ask students for their answers, but do not say Moctezuma II was the last Aztec ruler. He was killed
if they are correct or wrong. Students will check their by Hernan Cortez and his men during the conquest of
answers in Exercise 2. Mesoamerica by the Spanish in 1520.
The Apache /əˈpætʃi:/, Navajo /ˈnɑ:vəhəʊ/, and Sioux /su:/
Background information are Native Americans. Traditionally, they hunted buffalo
and lived nomadic lives in the southern Great Plains. This
North America is made up of Greenland, Canada, USA, included areas in what is now Arizona, New Mexico, Texas,
Mexico, and a number of Caribbean countries. Colorado, and northern Mexico.
Central America consists of seven countries: Belize, Costa Geronimo, the grandson of an Apache chief called Mako,
Rica, El Salvador, Guatemala, Honduras, Nicaragua, and carried out numerous raids against American and Mexican
Panama. towns after his mother, wife, and children were killed by
South America is made up of twelve countries: Colombia, the Mexicans in 1858. He surrendered to US forces in 1886
Bolivia, Argentina, Chile, Peru, Uruguay, Brazil, Paraguay, and died a prisoner of war.
Venezuela, Guyana, Suriname, and Ecuador.
In Canada, pre-European people are called the First 3
Nations. In the USA, they are called Native Americans. • Ask students to read the rest of the article and underline
the information. Let students compare their answers in
2 151 pairs before checking with the class.
• Ask students to read the first paragraph of the article
and check their answers to Exercise 1. Let students 4
compare their answers in pairs before checking with the • Ask students to complete the sentences from memory.
class. Let students compare their answers in pairs before
• The reading text is recorded. You could play the looking back at the article to find the answers. Check
recording and ask students to read and listen. answers as a class.
10c The first Americans 122a

Teacher’s notes continued from page 122a. Critical thinking making a timeline
8
5 • Ask pairs to look at Exercise 2 on page 117 and write the
• Optional step Model this activity by naming an information about the six people’s lives on a timeline.
important leader from your country’s past, and Look at the example with students to get them started.
explaining why the leader was important. If you have When they are done, draw a blank timeline on the
internet access in class, you could give students a few board, and ask students where to place the events of the
minutes to research information before beginning the six people’s lives.
activity. Tell students that they should only choose past
leaders, not leaders who are currently active.
Speaking my
• Organize the class into pairs or small groups. Students
tell each other about the leaders. Monitor students 9
carefully, and prompt them to self-correct any errors • Organize the class into pairs. Tell students to think
you hear. of four famous people from the past, and find out
information about them. Ask students to do some
online research to prepare or use their general
Grammar regular simple past verbs
knowledge.
6
• Read the grammar box with the class (also see 10
Grammar notes on page 176). Tell students to answer • Have students find new partners. Ask them to take turns
the questions. Let them compare their answers in pairs to describe their famous people without using names.
before checking with the class. Their partner must guess who the famous person is.
As students speak, monitor closely and note errors you
ANSWERS could give feedback on at the end of the activity.
1 live, die 2 d • In feedback, ask for volunteers to describe one of their
famous people to the class. Have the class guess who
that person is. Ask students to correct any errors in
form or pronunciation they hear.
practice.
Please refer to page 176 for Grammar notes on forming
regular past verbs.
7
• Ask pairs to look at the photos and complete the
sentences with the words in the box. Let students
Refer to page 117a for background information on Isabel
Allende and Malala Yousafzai.
Albert Einstein (1879–1955) was one of the most brilliant
physicists of the twentieth century. He developed the
theories of special and general relativity. He was born in
Germany, but lived in the US from 1933.

151
THE FIRST AMERICANS
Geronimo: Apache hero

June 16th, 1829–February 17th, 1909
There are now twenty-three countries and

twenty-three nationalities in North, Central, and
South America. In the past, there were different
groups of people in America. The Inca people
lived in a large area of South America. The Maya
people lived in Central America. And people in
Mexico were part of the Aztec Empire. In North
America, the Apache, the Navajo, the Sioux, and
other Native American groups lived in different
areas.
The Inca Empire was famous for its roads.
There were roads on the west coast of South
America, from the north to the south. The Maya
people were famous for their writing and math
systems. In Mayan math, a dot was “one” and
a bar was “five.” The capital city of the Aztecs
was Tenochtitlan. Mexico City is in the same
place. The words chocolate and tomato were
Aztec words.
Famous rulers in South America were
Tupac Amaru, an Inca ruler, and Moctezuma, an
Aztec ruler. One famous Apache was Geronimo,
but he wasn’t a ruler. Geronimo was born on
June 16th, 1829. When he was a young man,
there was a war between the US government
and Native Americans. Geronimo was a war
hero. He died in 1909.

10d I’m sorry
Vocabulary activities Real life apologizing
1 Look at the photos. Match the words (1–6) 2 152Listen to three conversations. Write
with the photos (a–f). the number of the conversation (1–3) next
At nine o’clock yesterday morning, I was … to the places.
1 on a train 4 in traffic a in a cafe 3
2 at home 5 not well b in a classroom 1
3 busy 6 on the phone c in an office 2
a 6 b 1 3 152 Look at the expressions for
apologizing. Listen for these expressions
in the conversations.
APOLOGIZING
I’m (very) sorry. We weren’t at home.
I’m sorry I’m late. It’s OK.
The train was late. That’s OK.
I was (very) busy. Don’t worry.
c 3 d 5 4 Pronunciation sentence stress

a Listen and repeat these sentences.
153
Underline the word with the main stress.
1 I’m sorry I’m late.
2 The train was late.
3 I was very busy.
4 We weren’t at home.
b Work in pairs. Look at track 152 of the
audioscript on page 188. Practice the
e 4 f 2 conversations. Pay attention to sentence
stress.
5 Work in pairs. Practice the expressions
for apologizing. Use the vocabulary in
Exercise 1.
Hello.
Hi. I’m sorry I’m
late. I was in traffic.
124
Pronunciation sentence stress
10d I’m sorry 4a 153
Lesson at a glance sentences 1–4. Tell them to underline the word with the
• vocabulary: activities main stress in each sentence.
• real life: apologizing
• pronunciation: sentence stress Pronunciation notes
Note that even though each sentence mainly stresses one
word, the strong stress within that word is still found in
Vocabulary activities one syllable (e.g., sorry and very).
1 Was and were are usually unstressed (and reduced to /wəz/
• Optional step Ask students to look at the photos and /wə/) in affirmative sentences. Wasn’t and weren’t are
without looking at the words. Ask: What can you see? usually stressed in negative sentences.
Where are they? Elicit words that students already know.
• Ask students to look at the photos and match the 4b
words (1–6) with the photos (a–f). Let students compare • Organize the class into pairs to practice the three
answers in pairs before checking with the class. Explain conversations from Exercise 3. Tell them to pay
the meaning of busy (having a lot of things to do) and attention to getting the stress right when they practice.
not well (sick). • Optional step Ask students to first underline the words
they should stress in the Track 152 audioscript on page 188.
Real life apologizing
5
2 152
• Ask students to practice their own conversations using
• Optional step Explain the meaning of apologize (to
the expressions for apologizing and the vocabulary
say that you are sorry). Ask students to read the three
from Exercise 1. With weaker classes, ask them to write
options (a–c). Ask: When do you say sorry in a cafe / a
out their new conversations first before practicing. With
classroom / an office? Elicit ideas.
stronger classes, ask them to improvise.
• Tell the students they are going to listen to three
• Monitor carefully and make sure students are using the
conversations in three different places. Play the
expressions and sentence stress correctly.
recording. Students listen and match the conversations
with the places. Let students compare answers in pairs
Extra activity
Ask the class to stand up. Tell them that you are going
3 152 to announce different situations, and that students must
• Tell students to look at the expressions for apologizing. mingle and say “sorry.” Then say: It’s Anna and Gemma’s
Play the recording again. Tell students to listen out party, and you’re late (use the names of two students
for the expressions in the box. After the recording, in the class). Students seek out Anna and Gemma and
apologize to them. Then say: Alain and Gerard have a
ask students which expressions they heard. Play the
meeting, and you’re late. Students look for and apologize
recording again if necessary.
to Alain and Gerard. Continue the activity with different
• In feedback, explain the meaning of worry (to feel ideas: late for movie night, can't make it to a birthday
nervous and upset because you keep thinking about a party, etc.
problem).
Vocabulary notes practicing the conversations in the audioscript.
Note that the expressions in the box fall into three categories:
1 saying sorry: I’m (very) sorry; I’m sorry I’m late.
2 giving reasons: The train was late; I was (very) busy;
We weren’t at home.
3 accepting apologies: It’s OK; That’s OK; Don’t worry.
10d I’m sorry 124a

4
10e Sorry! • Ask students to read the two situations. Elicit some
useful phrases to get them started. Ask students for their
bosses' names, and how to say them using Ms. or Mr.
Lesson at a glance
• Tell students to write the two emails on two separate
• writing: an email
pieces of paper—this will be helpful in Exercise 5.
• writing skill: expressions in emails
Circulate and help students with ideas and vocabulary.
• Remind students to check that they have used the
Writing an email expressions for starting and ending emails correctly.
1
• Explain the meaning of sympathy (a feeling of kindness 5
and understanding that you have for someone who is • Once students have written their emails, ask them to
experiencing something unpleasant) and delay (when exchange their emails with two different classmates.
something happens later or more slowly than you Make sure each student receives two emails.
expected). Ask students to read the emails and decide if • Ask students to read each email carefully and write a
they are apologies (A) or expressions of sympathy (S). Let short reply below the original email. Alternatively, get
students compare their answers in pairs before checking students to write and send actual emails to each other
with the class. (have them copy you in their emails).
2 EXAMPLE ANSWERS
• Explain the meaning of attach (to send something with 1 Dear Mr. Smith,
an email). Ask students to read the emails again and I’m very sorry I wasn’t at the meeting yesterday.
answer the questions. Let them compare their answers My train was late. Did I miss anything important?
in pairs before checking with the class. Best regards,
Anna
Writing skills expressions in emails
Dear Anna,
3a That’s OK. Don’t worry. It wasn't an important meeting.
• Ask students to read the emails in Exercise 1 again and But please talk to Peter about the information he
find expressions to complete the chart. Let students needs.
compare their answers in pairs before checking with Best regards,
the class. Joe
2 Dear Sue,
3b I’m sorry you were in hospital last weekend. Are you
• Ask students to discuss the question in pairs before better now? Hope to see you soon.
opening the discussion up to the class. Answers will Best wishes,
vary depending on culture and how familiar one is with Simon
the email recipient.
Hi Simon,
Background information Thanks. I’m much better now. How are you?
Love,
In the US, business emails are often less formal than in
Sue
other cultures. Titles with last names are common (e.g.,
Mr. Jones, Ms. Smith), but so are first names when writing
to clients, superiors, and colleagues. Extra activity
We use Dear and Best regards in formal emails. Best wishes For homework, ask students to write an email to you
and All the best may be used in work emails, but they are in which they apologize for something (e.g., not doing
more informal. All the best is particularly informal. homework, being late, talking in class). Point out that
We use Hi with friends, and we use Love with family and the apology can be for something that happened, or for
close friends. something imagined.
Ms. is now the standard title for women in emails. Unlike
Miss and Mrs., it does not say whether the woman is
married or single. We use the title Mr. for men.
3c
• Ask students to complete the emails with expressions
from the chart in Exercise 3a. Let students compare their

10e Sorry!
Writing an email 3 Writing skill expressions in emails
1 Read the emails (1–3). Which two are a Look at the emails. Complete the chart
apologies (A)? Which one expresses with expressions for starting and ending
sympathy (S)? Write your answers on the emails.
emails below. Starting an email Ending an email
2 Read the emails again. Answer the Dear … (W) All the best (F)
questions. Hi (F) Love (F)
1 Where was Marc yesterday? at work Best wishes (F)
2 Who was sick last week? Victoria
Best regards (W)
3 What information does Ms. Braun
need? prices b Work in pairs. Which expressions are
1 A best for: friends and family (F); work or
Hi Jen,
business emails (W)?
I’m very sorry about yesterday. I was
very busy at work. I had meetings all c Complete the emails with appropriate
day. See you tonight? expressions from Exercise 3a.
Love,
1 Dear Mr. Bruni,
Marc
I’m very sorry I wasn’t in the office
yesterday. I hope to see you on your
2 S next visit.
Dear Victoria,
2 Best regards ,
I’m sorry you weren’t well last week.
Are you better now? Hope to see you Carlos Morales
tomorrow!
Best wishes,
3 Hi Fran,
Simone
I was sick on Saturday. I’m sorry I wasn’t
at your party. Was it fun? I hope so.
3 A
Dear Ms. Braun, 4 Best wishes , (All the best / Love)
I apologize for the delay in this reply. Jack
I attach the information about our
prices.
Best regards,
4 Write two emails. Check your expressions.
Andres Pires
1 You missed a meeting because your
train was late. Apologize to your boss.
2 Your friend was in the hospital last
weekend. Express sympathy.
5 Exchange emails with two classmates.
Write replies to each other.

10f The space race
The first American

in space
126
Videoscript 10
10f The space race
“We choose to go to the moon in this decade …”
Before you watch In 1962, US President John F. Kennedy said those famous
words. Less than seven years later, the United States space
1 program sent a man to the moon.
• Ask students to discuss and answer the questions in
In the 1950s and 1960s, there was a race between the
pairs. Tell students that they will check their answers
United States and the Soviet Union. This race was called
later, when the watch the video. Ask students if they
the space race.
know anything else about the space race.
In October 1957, the Soviet Union sent Sputnik to space.
Key vocabulary This was the first man-made satellite.
2a On April 12th, 1961, the Russians sent the first man into
space. His name was Yuri Gagarin.
bold words (1–4) with the pictures (a–d). Let students On May 5th, 1961, astronaut Alan Shepard became the
compare answers in pairs before checking with the first American in space. And in 1962, John Glenn flew
class. around Earth—in space—three times.
Next, the Americans tried to put a man on the moon.
2b 154 This was called the Apollo program.
• Tell students that they are going to hear the bold words The Apollo program was not easy. In 1967, there was a
from Exercise 2a. Play the recording. Students listen and fire on Apollo 1. These three astronauts died in the fire.
repeat the words. But on July 20th, 1969, two astronauts from Apollo 11
walked on the moon. Neil Armstrong was the first man
Audioscript 154 on the moon, and Buzz Aldrin was the second.
“One small step for man, one giant leap for mankind.”
satellite moon
Earth astronauts After the Apollo missions, the were many more successful
space missions. There were also unsuccessful ones. Two
space shuttles were lost. Challenger in 1986 and Columbia
While you watch
in 2003.
3 10
But today, the space program is still strong. NASA
• Play the video. Ask students to watch and check their continues to build new technologies and explore space,
answers from Exercise 1. just like it did in the 1960s, in the time of the space race.
10f The space race 126a

4 10 After you watch
• Ask students to read the sentences before watching the 6
video again. Ask them if they can remember any of the • Ask students to read the sentences and complete them
years. Play the video again, and ask students to write with was, wasn’t, were, or weren’t. Let students compare
the years as they watch the video. Check answers as a answers in pairs before checking with the class.
class.
• Optional step If necessary, play the video again to help
5 10 students complete the sentences.
• Ask students to read the questions in pairs and answer
what they can from memory before watching the video 7
again. • Organize the class into small groups and get each
student to write down five important events that
• Play the video again. Ask students to watch and check
happened in the last ten years. Ask students to ask and
their answers. Discuss as a class.
answer the four questions about the events in their
groups. Circulate and help students with ideas and
ANSWERS vocabulary.
1 The US President in 1962 was John F. Kennedy.
2 The first man in space was Yuri Gagarin.
3 Alan Shepard was the first American in space.
4 Challenger and Columbia were space shuttles.

1 Work in pairs. What do you know about 3 10 Watch the video. Check your
the space race? Answer these questions. answers in Exercise 1.
1 The space race was between _____. 4 10 Watch the video again. Write the
a the Soviet Union and the US years.
b Germany and the Soviet Union
1 In 19 57 , the Soviet Union sent Sputnik
c the US and China
to space.
2 When did the space race start? 2 In 19 61 , the Russians sent the first
a the 1930s man into space.
b the 1950s 3 In 19 62 , John Glenn flew around Earth
c the 1970s three times.
3 Who was the first person to walk on 4 In 19 67 , there was a fire on Apollo 1.
the moon? 5 In 19 69 , Neil Armstrong walked on
a Buzz Aldrin the moon.
b Neil Armstrong 5 10Work in pairs. What do you
c Michael Collins remember? Watch the video and check
your answers.
2 Key vocabulary
1 Who was the US president in 1962?
a Read the sentences. Match the bold words 2 Who was the first man in space?
(1–4) with the pictures (a–d). 3 Who was Alan Shepard?
1 Sputnik was a Soviet satellite. 4 What were Challenger and Columbia?
2 Earth is a big, blue planet.
3 The moon was big and bright last night. After you watch
4 Neil Armstrong and Buzz Aldrin were
astronauts. 6 Complete the sentences with was, wasn’t,
were, or weren’t.
a 4 b 1 1 Sputnik wasn’t part of the United
States’ space program.
2 The first man in space wasn’t Alan
Shepard.
3 There was a fire on Apollo 1.
4 The first men on the moon weren’t
Russian.
c 2 d 3
5 Neil Armstrong and Buzz Aldrin
were on Apollo 11.
7 Work in groups. Write five important
events in the last ten years. Ask and
answer questions about the events.
• What happened?
b 154 Listen and repeat the bold words. • When was it?
• Where were you?
• Why was the event important?

Grammar Vocabulary
1 Complete the article with was or were. 5 Complete the dates in the sentences with
in or on.
1 I was born on June 3rd.
2 My sister was born in 1987.
3 My baby was born on a Friday.
4 My brother was born in June, 1995.
1 My sister is always funny / famous.
2 When I was a child, I wasn’t good /
interesting at math.
3 That band is famous / nice here.
Sam Sunderland 1 was the winner of the 7 ❯❯ MB Work in pairs. When were you last:
2017 Dakar Rally. He 2 was the winner
of the motorcycle group, and the first British at home in traffic on a train
racer to win. Sam 3 was born in 1989. busy not well on the phone
His first win in a motorcycle race 4 was in
2010. The winners of the car group in 2017 I CAN
5
were Stéphane Peterhansel and say dates
Jean-Paul Cottret from France. They describe people (adjectives)
6 were also winners in 2016. talk about activities
2 Work in pairs. Put the words in order to Real life

make questions.
8 Put the conversation in order.
1 was / the / who / Dakar Rally / first 1 Hello, Carolyn.
British winner / of the / ?
4 The boss was looking for you.
2 Sam Sunderland / when / born / was / ?
3 I was at home. Why?
3 the winners / who / in 2017 / of the car
7 Yes, thanks.
group / were / ?
5 Oh! I’m sorry. I was sick.
3 ❯❯ MB Work in pairs. Take turns. 2 Hi. Where were you this morning?
Student A: Ask the questions in Exercise 2. 6 That’s OK. Are you better now?
9 Work in pairs. Practice the conversation in
4 ❯❯ MB Work in pairs. How many famous Exercise 8.
people can you name who: I CAN
1 lived in your city? 2 died last year? make and accept apologies
I CAN
talk about the past (was/were)
use lived and died correctly (simple past)
128
booster • Ask students to work in pairs to answer the questions.
Tell students to use complete sentences.
Memory Booster activities ANSWERS

Exercises 3, 4, and 7 are Memory Booster activities. For Students’ own ideas
Vocabulary
I can … check boxes 5
• Ask students to complete the sentences with in or on.
4 = very confident). If students score 1 or 2 for a language 6
area, refer them to the Workbook and Grammar Summary • Ask students to circle the correct option. Check answers
exercises for additional practice. as a class.
Grammar Extra activity

1 Ask students to use the adjectives to write five true
sentences about their family members and friends.
• Optional step Ask students to look at the photo. Ask:
Who is this man? What’s his job? Is he famous? Encourage
7 ❯❯ MB
students to guess if they don’t know. Tell them to read
the article to check their ideas. • Ask pairs to use the phrases in the box to talk about the
last time they did something or were in a place.
• Ask students to complete the article with was or were.
with the class.
EXAMPLE ANSWERS
I was at home at seven o’clock this morning.
Vocabulary note I wasn’t well last weekend.
The last time I was on a train was in 2016. I was on
winner = someone who wins or comes first in a race or
vacation.
competition
2
Real life
• Ask students to work in pairs and put the words in
order to make questions. Check answers as a class. 8
• Ask students to put the sentences in order to make
ANSWERS a conversation. Ask for two volunteers to read the
conversation out to the class in the correct order so that
1 Who was the first British winner of the Dakar Rally? students can check their answers.
2 When was Sam Sunderland born?
3 Who were the winners of the car group in 2017? 9
• Ask students to practice the conversation in Exercise 8
3 ❯❯ MB in pairs. Have them switch roles when they are done.
• Ask students to work in pairs and take turns to ask Encourage students to improvise slightly different
and answer the questions in Exercise 2. Students must versions of the conversation by changing the time
answer the questions without looking at the article in expressions and the expressions for apologizing.
Exercise 1.
ANSWERS
1 Sam Sunderland was the first British winner of the
Dakar Rally.
2 He was born in 1989.
3 Stéphane Peterhansel and Jean-Paul Cottret from
France were the winners of the car group in 2017.

Unit 11 True stories
Opener 3 155
1 • Tell students to read the sentences (1–3) before
listening again. Explain the meaning of document (a
• Ask students to look at the photo and ask: What can you
piece of paper or a set of papers that contain official
see? Where is the man? What does he have in front of him?
information) and library (a place where there are books
Encourage students to speculate, but do not confirm or
and documents that you can look at or borrow). Play
deny ideas.
the recording again. Students listen and complete the
• Ask students to read the three possible captions for the sentences. Let them compare answers in pairs before
photo and choose the best one. checking with the class.
2 155 4
• Tell students they are going to listen to a short recording • Ask the class if anybody has any old books at home.
about the place in the photo. Play the recording. Ask Ask students to describe their old books, and ask
students to listen and check their ideas and their answer follow-up questions if necessary to help students.
to the question in Exercise 1.
• Optional step Tell the class about an old book you
have, but do not say its name. See if students can guess
Background information what the book is called.
Timbuktu is in the country of Mali. It is a city of 50,000
people built near an oasis in the Sahara. Between the EXAMPLE ANSWER
twelfth and sixteenth centuries (its golden age), it was
an important trading city on the trans-Saharan caravan I have an old book at home. It's called To Kill a
routes. In the fifteenth century, an active book trade Mockingbird. It's my father's. It was from his school library.
between Timbuktu and other parts of the Islamic world He borrowed it, but he forgot to return it!
meant that thousands of manuscripts were written there.
129a
Unit 11 True stories
F E AT U R E S 1 Work in pairs. Look at the photo. Which do you

think is the best caption for the photo?
130 Ötzi the Iceman
a A man in Timbuktu reads the newspaper.
The body in the ice b A man in Timbuktu reads old documents.
c A man in Timbuktu writes a letter to his son.
132 Life stories
A woman from New 2 155 Listen and check your answer from Exercise 1.
Orleans 3 155 Listen again and complete the sentences.
134 A problem in 1 Timbuktu was a center of learning for hundreds
Madagascar of years.
An adventure story 2 Many of the books and documents were in
libraries and family homes .
138 True stories? 3 Some books are four hundred years old.
A video about 4 Do you have any old books? Tell the class.
childhood memories
129
11a Ötzi the Iceman
Reading 156
1 Read Ötzi the Iceman. Work in pairs.

Ötzi the
Iceman
Answer the questions.
1 Who found Ötzi?
2 Where was the body?
3 What was Ötzi carrying? In September, 1991,
4 What questions did investigators have? two German tourists
were on vacation in
2 Read the article again. Find the past forms the Austrian Alps.
of the verbs (1–6) in the article. Write the
They went for a walk
past forms next to the base forms.
and they saw a body
1 be was/were in the ice. The body
2 come came was very old—it
3 go went wasn’t the body of a
4 have had climber. There was a knife and some arrows
with the body. The police came and they took
5 see saw
the body to the University of Innsbruck in
6 take took Austria.
Grammar irregular simple The police had many questions about the
body. Was it a man or a woman? Where was
past verbs he or she from? How old was the body? But
IRREGULAR SIMPLE PAST VERBS this wasn’t a police investigation. It was a
scientific investigation.
I/You
went for a walk.
He/She/It
saw a body.
We/You/They
Listening
5 157 Listen to more information about
3 Look at the grammar box. Then look at the investigation. Complete the sentences.
this sentence. Circle the correct option.
1 Ötzi lived about 5,000 years ago.
Irregular simple past verbs end / don’t end 2 Ötzi was about 45 years old
with -ed. when he died.
4 Complete the sentences with these 6 157 Listen again. Match the two parts
irregular simple past verbs. of the sentences.
had saw took went 1 The scientists at the University of
Innsbruck started b
1 Last summer, we went to Italy. 2 They called him Ötzi because a
2 We saw some beautiful buildings. 3 The scientists finished c
3 We took lots of photos.
a the body was in the Ötztal mountains.
4 We had a great time.
b their investigation.
c their report about Ötzi.
130
Grammar irregular simple past verbs
11a Ötzi the Iceman 3
• Optional step Before asking students to look at the
Lesson at a glance grammar box, briefly revise how regular simple past
• reading: a body in the ice verbs are formed. Give some examples that students
• grammar: irregular simple past verbs already know (lived, died, worked) and elicit that they all
• listening: the investigation of the discovery end with -ed. Tell students they are now going to look at
• pronunciation: -ed regular simple past verbs irregular forms.
• speaking: true or false? • Read the grammar box with the class (also see
Grammar notes on page 178). Ask students to circle
the correct option to complete the grammar rule. Check
Reading answers as a class.
1 156 Please refer to page 178 for Grammar notes on irregular
• Optional step Ask students to look at the title of the simple past verbs.
article, the map on page 130, and the photos on page
131, and say what they think the article is about (see 4
Teacher Development on page 187). • Ask students to complete the sentences with the
• Tell students to read questions 1–4. Explain the meaning irregular past forms in the box. Let students compare
of body (the physical structure of a person or animal, answers in pairs before checking with the class.
including the head, arms, and legs), investigation (the
process of trying to find out how or why something Extra activity
happened), and investigator (the person who does an
Find out what students know. Ask them to tell you any
investigation). other irregular past forms they have come across in their
• Ask students to read the article and answer the studies. They already know was and were. Some students
questions. Let students compare answers in pairs before will probably be able to tell you others. This is a good
checking with the class. opportunity to encourage peer teaching.
recording and ask students to read and listen. Listening
5 157
ANSWERS • Ask students to read the sentences carefully and predict
1 two German tourists who were on vacation in the the missing information before listening.
Austrian Alps • Tell students they are going to listen to information
2 in the ice about the investigation of the body. Play the recording.
3 a knife and some arrows Students listen and complete the sentences. Let students
4 Was it a man or a woman? Where was he or she from? compare answers in pairs before checking with the
How old was the body? class.
Background information Vocabulary note

arrow = a weapon in the form of a thin straight stick with
Ötzi the Iceman (pronounced /ˈətsi/) is a natural mummy of
a sharp point at one end and feathers at the other, that is
a man who lived in about 3,300 BC. He is Europe’s oldest
usually shot with a bow
natural human mummy. Today, his body and the artifacts
found with him can be seen in the South Tyrol Museum of
Archaeology in Bolzano, Italy. 6 157
• Ask students to read and try to match the two parts of
the sentences. Then play the recording again so that
predicting content.
students can check their answers.
2
• Ask students to read the article again and find the past
forms of the verbs (1–6). Note, but do not tell students,
that the past forms are irregular—they do not have -ed
endings. Have students write the past forms next to the
base forms. Let them compare answers in pairs before
11a Ötzi the Iceman 130a

7
Speaking my
• Remind students that they studied regular simple past
verbs (ending with -ed) in Unit 10c (see Grammar notes 10
on page 176). • Model the activity first. Say three sentences about you
and your family, making sure one of them is false. Ask
• Ask students to underline five regular simple past verbs
students to guess which sentence is false.
in Exercises 5 and 6 and write down the base forms of
these verbs. Let students compare their answers in pairs • Tell students to write true and false sentences with
before checking with the class. simple past verbs about themselves and their family
members. Monitor and help with ideas and check that
8 students are using past forms correctly.
• Ask students to complete the sentences with the simple • Organize the class into pairs or small groups. Students
past form of the verbs. Go over the example. Let take turns to read out their sentences and guess which
students compare their answers in pairs before checking ones are false.
with the class. Ask which simple past verb is irregular
(was).
EXAMPLE ANSWERS
My brother called me on the phone last night.
Pronunciation -ed regular simple past verbs
My sister studied history in New York.
9a 158 I finished all my homework last night.
• Ask students to look at the list of base and past forms I lived on a boat when I was a child.
and try to work out which of the past forms take on an I started my first job on April 1st, 2017.
extra syllable.
• Play the recording. Students listen and check their 11
answers. Explain why the two past forms have an extra
• Organize the class into pairs to retell the story using
syllable (see Pronunciation notes).
the verbs (1–8). If you have a weaker class, you could
Pronunciation notes also write the following nouns on the board to support
them: Austrian Alps, ice, body, police, scientists.
The -ed ending in regular verbs is only pronounced /ɪd/
when it follows a /t/ or a /d/ sound at the end of a verb • As you monitor, note any errors that students make with
(e.g., waited, started, ended). Students at this level often past forms. Then, at the end of the activity, write the
overuse the /ɪd/ sound and incorrectly add it to the end errors on the board and ask students to correct them.
of other verbs (e.g., walk-ed, finish-ed). Listen out for this • Optional step Once students have told the story, ask
and gently correct them if you hear this error. them to write it down using their own words. Then
For verbs that end with a voiced consonant sound or a ask them to compare their version of the story with the
vowel sound (which are always voiced), the -ed ending is original texts.
pronounced /d/ (e.g., killed and lived, because /l/ and /v/
are voiced consonants).
Extra activity
For verbs that end with an unvoiced consonant sound, the
-ed ending is pronounced /t/ (e.g., walked and finished, Write on the board: Last weekend, I … Then elicit and
because /k/ and /ʃ/ are unvoiced consonants). write on the board ten regular and irregular past forms
(went, had, took, found, etc.). Ask for volunteers to use
the verbs to tell the story of something they did last
Extra activity weekend. Encourage them to use their imagination.
Write some other verbs that students know on the board

(e.g., travel, visit, arrive, like, enjoy, talk). Ask them to say
the past forms of these verbs, and think about whether
they end with a /t/, /d/, or /ɪd/ sound.
9b 159
• Tell students they are going to listen to and repeat the
regular simple past sentences from Exercise 8. Play the
recording. Students repeat the sentences. Make sure
students use the correct sound for each -ed verb ending.
131a Unit 11 True stories

The Iceman at the South Tyrol Museum The Iceman’s knife
of Archaeology in Bolzano, Italy
The Iceman’s arrows
7 Underline five regular simple past verbs in Exercises b Listen and repeat the
159
5 and 6. What are the base forms of these verbs? regular simple past sentences
live, die, start, call, finish from Exercise 8.
8 Complete the sentences. Use the simple past form Speaking my

of the verb.
10 Tell your partner true and false
1 My friend walked (walk) across the sentences about your family.
Alps in 2016. Use simple past verbs. Can your
2 I started (start) my course last year. partner guess the false sentences?
3 Our vacation ended (end) last
Sunday. My parents walked to
4 We watched (watch) a great movie the South Pole in 2012.
last week.
5 My mother (be) on a plane I think
was
that’s false!
with Meryl Streep.
9 Pronunciation -ed regular simple past verbs 11 Read the article and track 157
of the audioscript on page 188.
a 158 Listen to the base and simple past forms of
Work in pairs. Tell the story of
these verbs. Check (✓) the verbs that take on an
Ötzi with these verbs. Take turns
extra syllable.
with each sentence.
call called
1 went 5 started
finish finished
2 saw 6 called
kill killed
3 came 7 finished
✓ end ended
4 took 8 killed
✓ start started
Unit 11 True stories 131

11b Life stories
Vocabulary life events 4 Work in pairs. Read about Caroline Gerdes.
Answer the questions.
1 Complete the paragraph with the
life events in the box. 1 Where was she born?
2 What does she write about?
lived studied
met my husband was born Caroline Gerdes is a
started work went to school journalist. She was born
I1 was born in Japan in in New Orleans, and she
1987. I grew up in a village with studied there, too. She
my family. We 2 lived writes about the “life
in a small house. My sister and I story” of her city. She talks
3
went to school in our village. to people about their
When I was eighteen, I went to lives and their history.
California and 4 studied She writes about the life
mathematics at college. I 5 and the culture of New
started work when I was Orleans—Mardi Gras, the
twenty-three. My first job was in story of jazz music, and
an office. I 6 met my husband at other things.
work.
2 Write true sentences about you Listening
with the life events in Exercise 1. 5 160 Listen to an interview with Dinah, also from
3 Work in pairs. Read your New Orleans. Check (✓) the life events from
sentences to your partner. What Exercise 1 that you hear.
do you have in common? ✓ was born ✓ studied at college
✓ lived started work
✓ went to school met her husband
Mardi Gras in New Orleans
132
EXAMPLE ANSWERS
11b Life stories
We both studied French at school.
Hans and I both went to schools in big cities.
Lesson at a glance Marta met her best friend at school. I met my best friend
• vocabulary: life events at school, too.
• listening: a woman from New Orleans
• grammar: simple past negative and question forms
• pronunciation: did you …? Listening
• speaking: last week and last year 4
• Ask students to read the text about Caroline Gerdes and
answer the questions. Let students compare answers in
Vocabulary life events
1
• Optional step Start by writing three years on the board ANSWERS
that are important in your life (e.g., year you were born,
1 New Orleans
started school, started work). Tell students to guess why
the years are important in your life. 2 the life and culture in New Orleans
• Ask students to complete the paragraph with the life

events in the box. Elicit the first answer to get students 5 160
started. Let students compare answers in pairs before • Optional step Ask students to look at the photo and
checking with the class. caption at the bottom of page 132. Ask: Where are they?
• In feedback, elicit the base forms and write them on the What can you see? What is Mardi Gras? Elicit ideas.
board (live, meet, start, study, be, go). Ask: Which ones are • Remind students of the six life events in the box in
regular? (live, start, study). Exercise 1.
• Tell students they are going to listen to an interview with
2 a woman called Dinah, who is also from New Orleans.
• Ask students to write true sentences about themselves Play the recording. Students listen and check (✓) the life
with the life events in Exercise 1. Model this by writing events they hear. Let students compare answers in pairs
two true sentences about yourself on the board. Tell before checking with the class.
students they can change met my husband to met my wife/
fiance/best friend, etc. Background information
New Orleans is located in southeastern Louisiana, along
EXAMPLE ANSWERS the Mississippi River. It is famous for its French Creole
I lived in Madrid when I was a child. architecture, its unique cuisine, its musical heritage, its
I met my best friend at college. festivals, and its French Quarter (its historic center).
I started work last year. Mardi Gras (‘‘Fat Tuesday’’ in French) is an annual carnival
I studied history when I was in college. event which takes place over a number of days. It's filled
with music, costumes, parades, and dancing.
I was born in 1999.
I went to school in Hanoi.
3
• Ask students to read their sentences from Exercise 2 to
each other in pairs. In feedback, ask students to report
what they have in common with their partner.
11b Life stories 132a

6 160 Pronunciation did you …?
• Play the recording again. Students listen and put the 11a 161
questions in order (1–4). Let students compare answers
questions in Exercise 10 (see Pronunciation notes).
7
Pronunciation notes
• Ask students to work in pairs. Tell them to try to
remember Dinah’s answer to the questions in Exercise 6. Students should listen out for the rising intonation at the
In feedback, elicit ideas from students and write them on end of each question, and for the strong stress placed on
the verb following did you (e.g., study, meet). You could
the board.
also point out that when spoken quickly in conversation,
• Ask students to check their answers by looking at track Did you is often pronounced as /dɪdʒə/.
160 of the audioscript on pages 188 and 189.
11b
ANSWERS • Model the activity by asking two or three questions
1. Yes, I did. from Exercise 10 in open class. Focus on demonstrating
2. I wanted to be an artist. natural pronunciation and intonation.
3. No, actually, I didn’t study art! • Organize the class into pairs to practice asking and
4. Music is part of the story of my city. answering the questions from Exercise 10.
• As students speak, monitor closely, and correct errors
of form and intonation.
Grammar simple past negative
and question forms
8 Speaking my
• Read the grammar box with the class (see also 12

Grammar notes on page 178). Ask students to complete • Organize the class into pairs to prepare questions about
the grammar rules by circling the correct option. last week or last year. Help with ideas and vocabulary.
Refer students to page 178 for further information and 13
practice.
• Tell students they are going to find out who did the
Please refer to page 178 for Grammar notes on simple past things in Exercise 12. Ask students to mingle and ask
negative and question forms. and answer the questions they wrote. Set a five-minute
time limit. At the end, ask students to sit with their
9 original partner and share the information they found
• Ask pairs to put the words in order to make negative out (e.g., Anna took a vacation last year; Carlos went to a
sentences and questions. Go over the example to get concert last week).
students started. Check answers as a class. • As students speak, monitor closely, and prompt them to
self-correct errors.
ANSWERS • Follow up by having students write sentences about
2 Did you go to college? people in the class. Let students compare sentences in
3 We didn’t meet at work. pairs. Ask a few students to read out their sentences for
the class to listen to and correct.
4 Joseph didn’t study history.
5 Did they live in Brazil?
Extra activity
6 Did Asha start work last year?
Write Last year's vacation on the board, and elicit
vocabulary around the topic (e.g., stay in a hotel, meet
10 161 friends, swim in the ocean, lie in the sun, walk in the
• Ask students to complete the questions with Did you mountains, sleep on the beach, go dancing, take photos,
and the verbs in the box. Let students compare answers buy souvenirs). Elicit as many phrases as you can, and help
with a partner. Play the recording for students to check with new vocabulary when necessary. Then ask students to
their answers. work in small groups to interview each other about their
real or imagined vacations.

6 Listen to the interview again. Put
160 10 Complete the questions with Did
161
the questions in order (1–4). you and these verbs. Then listen and check.
3 Did you study art in college? take live meet start study
1 Did you live there when you were a
child? 1 Did you study English in school?
4 Why did you decide to be a musician? 2 Did you meet your best friend at
2 What did you want to be when you school?
were a child? 3 Did you live in a big city when
you were young?
7 Work in pairs. Test your memory. What 4 Did you start work this year?
were Dinah’s answers to the questions in 5 a vacation last year?
Did you take
Exercise 6?
11 Pronunciation did you …?
Grammar simple past
a Listen and repeat the questions
161
negative and question forms from Exercise 10.
SIMPLE PAST NEGATIVE and
QUESTION FORMS b Work in pairs. Ask and answer the
I/You
He/She/It didn’t study art. Did you study
We/You/They English in school? Yes, I did.
I/you
Did he/she/it live there?
we/you/they No, I didn’t.
I/you
Yes, did.
he/she/it
No,
we/you/they
didn’t.
Speaking my
Now look at page 178. 12 Work in pairs. Write questions about last
week or last year.
8 Look at the grammar box. Then look at
1 visit a museum
these sentences. Circle the correct option.
Did you visit a museum last year?
1 We use the base / simple past form of the 2 take a vacation
verb after did in questions. Did you take a vacation last week/year?
2 We use the base / simple past form of the 3 pass your English exam
verb after didn’t. Did you pass your English exam last week/year?
4 go to a concert
9 Work in pairs. Put the words in order to
make a question or a negative sentence. Did you go to a concert last week/year?
1 didn’t / in school / English / study / 13 Who did the things in Exercise 12? Work
I/. as a class. Walk around. Ask and answer
I didn’t study English in school. questions, and write sentences.
2 go / college / you / did / to / ?
3 at work / meet / didn’t / we / . Did you visit a
4 history / study / didn’t / Joseph / . museum last Yes, I did. I went
year? with two friends.
5 Brazil / live / in / they / did / ?
6 start / Asha / work / did / last year / ?
Lidia visited a museum last year.

11c A problem in Madagascar
Reading 6 Complete the questions about Neil Shea
with the correct Wh- word.
1 Work in pairs. Look at the photos. Which
things do you think these adjectives Why What When Who
describe?
1 When did he go to Madagascar?
beautiful dangerous fantastic 2 Why did he go to the hospital?
interesting unusual 3 Who did he talk to in the the hospital?
4 What did she say?
2 Work in pairs. Read the article and
answer the questions. 7 Work in pairs. Ask and answer the
1 Where did Neil Shea go?
2 Who did he go with? 8 Word focus get
3 Why did he go to the tsingy?
4 What did they see? a Look at the sentence from the article. Circle the
sentence (1–4) with the same meaning of get.
3 Read the last paragraph of the article
We got there after five days.
again. Put the events in order (1–4).
2 Neil Shea went to the hospital. 1 Did you get my message?
4 The nurse asked him a question. 2 I got a ticket for the plane to Cairo.
1 Neil Shea fell and cut his leg. 3 Can you get a bus from the airport?
3 The nurse cleaned his leg. 4 I got home on Friday.
b What does got mean in each sentence? Use
Critical thinking the these words.
writer’s purpose
received arrived bought took
4 Work in pairs. Read the passage again.
Why do you think the author wrote this 1 I got these clothes at the shopping mall.
article (e.g., to teach people)? Is there more bought
than one reason? Who is the article for? 2 We missed the train, so we got a taxi.
took
Grammar simple past Wh- 3 He got there at nine o’clock. arrived
4 We got an email from our friends.
questions received
SIMPLE PAST WH- QUESTIONS
What do? Speaking my
Where go?
When did
I/you/he/she/it
get there? 9 Work in pairs. Ask and answer Wh-
we/you/they
Why go? questions about a day from last week. Find
Who meet? one thing you both did.
What
I had toast and
did you
5 Look at the grammar box. Then look at coffee.
have for
the questions in Exercise 2. Underline
breakfast?
the question words.
134
Vocabulary notes
11c A problem in Madagascar
sharp = able to cut things, like a knife or scissors
guide = someone who knows the local area, and who
Lesson at a glance shows people where to go and gives them information
• Reading: an adventure story fall = to move quickly down toward the ground from a
• critical thinking: the writer's purpose standing position, usually by accident
• grammar: simple past Wh- questions
• word focus: get
Extra activity
• speaking: one day last week
Life 1 actively recycles language previously taught in the
course. Ask students about the words below. Elicit the
Reading meaning and see if students can remember the contexts
1 in which they saw the words earlier in the course.
• Optional step Start by reading out the adjectives in the amazing = in Unit 2f, describing animals; also in Unit 5a,
box to model and drill the pronunciation and strong describing robots
stress (see Pronunciation note). You could ask students dirty = in the Unit 4 opener, describing cities
to count the syllables in each word: beautiful (three), clean = in Unit 4e, describing hotel rooms
dangerous (three), fantastic (three), interesting (three), clothes = in Unit 9a, vocabulary section
unusual (four). cut = in Unit 9f, when they saw a Sami man cutting bread
• Ask students to work in pairs to think of things in
the photo that the adjectives describe. Elicit ideas in
feedback.
Critical thinking the writer's purpose
4
EXAMPLE ANSWERS • Ask students to read the article again and discuss in
pairs why the author wrote the article and who it was
The mountains and rocks: beautiful, dangerous, unusual
written for. In feedback, elicit ideas from students.
The lemur: interesting, unusual
The plants: unusual, interesting
EXAMPLE ANSWERS
I think that he wants to inform people about the plants
Pronunciation note and animals in Madagascar. They don't live in other places,
Note that the strong stress in these words is on the first so we need to protect them. The article is not for scientists.
syllable, except for fantastic and unusual. It is interesting and easy to understand, so I think it's for
anyone who is interested in nature.
2 162
• Ask students to read the article and answer the Background information
questions in pairs. Check answers as a class.
The Republic of Madagascar is a large island country in
• The reading text is recorded. You could play the the Indian Ocean, off the southeastern coast of Africa. It
recording and ask students to read and listen. split from India about 90 million years ago and its animals
and plants have evolved in isolation. 22 million people live
3 there. It is a very poor country, dependent on ecotourism
• Ask students to read the last paragraph of the article and agriculture.
again and put the events in order (1–4). Let them Lemurs are a type of primitive primate that evolved
compare their answers in pairs before checking with the successfully on the island of Madagascar in the absence of
class. competition from monkeys. There are nearly 100 types of
lemurs.
• Optional step Ask students to underline the simple
past verbs in sentences 1 to 4. Then ask them to tell you
the base form for each verb (went = go; asked = ask; cut = Extra activity
cut; fell = fall; cleaned = clean). Teach the meaning of fell
Ask students to read the text again and make a list of
and sharp (see Vocabulary notes and the extra activity). irregular past forms (went, was, got, cut, saw, fell, were).
Ask them to say what their base forms are (go, is, get, cut,
see, fall, are).
11c A problem in Madagascar 134a

Vocabulary notes
Get has many meanings. In the sentences in 8a, get means:
Grammar simple past Wh- questions 1 receive (my message)
5 2 bought (a ticket)
• Read the grammar box with the class (also see Grammar
3 take / board / travel on (a bus)
notes on page 178). Students look at Exercise 2 and
4 reached / arrived (home)
underline the question words. Check answers as a class.
The word get and the verbs used above have this in
Refer students to page 178 for further information and common: they all express change.
practice. 1 and 2 express a change of possession: I got a message
Please refer to page 178 for Grammar notes on simple past / a ticket / a present
Wh- questions. 3 and 4 express a change of position: I got home / out /
up / on a bus
6 Additionally, get can also express a change of state: I got
• Ask students to work individually to complete the old / better / married
questions with the correct Wh- word. Discuss the first
example answer with students to get them started. Let 8b
students compare their answers in pairs before checking • Ask students which word in the box can replace got in
with the class. each sentence. Let students compare their answers in
7
• Ask students to ask and answer the questions in
Exercise 6 in pairs. Tell them to first scan the article to Speaking my
find answers if necessary. In feedback, ask students to 9
ask and answer the questions across the class. • Tell students to choose a particular day from last week
and prepare Wh- questions to ask someone about that
ANSWERS day.
1 He went in March. • Ask students to work in pairs and take turns to ask
2 He fell on a rock and cut his leg. and answer the questions. As students speak, monitor
3 He talked to a nurse. closely and note errors you could give feedback on at
4 She said, “Why did you go to the tsingy? Madagascans the end of the activity.
don’t go to the tsingy because it’s dangerous.”
Extra activity
Word focus get Set up the speaking task by asking students to interview
you (the teacher) first. Students prepare and ask questions,
8a and you answer. Model complete answers and offer
• Tell students to read the sentences (1–4) and circle the follow-up information or details. For example:
one with the same meaning of get as the sentence from A: What did you watch on TV?
the article. Check answers as a class. B: I saw a great movie called Downsizing. It was about
• Ask students to say what get means in the other very small people living in very small houses. It was very
sentences (see Vocabulary notes). interesting.

The rocks in the tsingy
are very sharp.
A PROBLEM IN
Madagascar By Neil Shea
162
We walked through the tsingy. The rocks cut our
Madagascar is a fantastic place. About
clothes and our shoes. It was very dangerous, but
ninety percent of the animals and plants
we saw hundreds of animals and plants. We saw
there live only in Madagascar. There are
beautiful birds and unusual white lemurs with red
some very unusual animals and plants in
eyes. They didn’t have any problems on the tsingy
Madagascar’s Tsingy de Bemaraha National
rocks!
Park, but it’s a dangerous place. The
rocks—the tsingy—in the park are very Then, one afternoon, I fell on a rock. I cut my leg.
sharp. The word tsingy means “you can’t The cut was very bad and very dirty. We were a
walk here” in the Malagasy language. long way from a town. After two days, I got to
a hospital. The nurse cleaned my leg. She asked
I went to Madagascar in March. It was the end me a question. “Why did you go to the tsingy?
of the rainy season. I was with a scientist and Madagascans don’t go to the tsingy because it’s
a photographer. We wanted to find some new dangerous.” It’s true. The tsingy is dangerous, but
animals and plants. We traveled to the park with it’s also amazing.
our guide. We got there after five days.
Plants growing in the tsingy This lemur lives only in Madagascar.

11d
?? Section
Did you have a good time?
Head
Real life talking about 6 Work in pairs. Say one thing you did
using each of the time expressions in
the past Exercise 5.
1 Work in pairs. Look at the photo. What I had a nice meal on Friday.
can you see?
2 163 Listen to three conversations. Write TALKING ABOUT THE PAST
the number of the conversation (1–3). Did you have a good vacation last year?
The people … Did you have a good time in Sydney last week?
Did you have a nice meal last night?
a had a meal. 3
Why not?
b were in Sydney. 1 There was a shark in the water!
c didn’t take a vacation. 2 We didn’t go swimming.
It was delicious.
3 163 Listen again and answer the
questions for each conversation (1–3).
7 Work in pairs. Look at track 163 of the
1 Did they go swimming? No, they didn’t. audioscript on page 189. Practice the
2 Did they stay home? Yes, they did. conversations.
3 Did they pay for the meal? No, they didn’t.
8 Work in pairs. Choose an event and a time
4 Pronunciation didn’t expression. Ask and answer questions
about the event. Say something you didn’t
a 164 Listen to three sentences from the
do, and give a reason.
conversations. Notice how the t in didn’t
isn’t stressed. a day at the beach last month
a vacation last night
b 164 Listen and repeat the sentences. a meal last week
a party on Saturday
Vocabulary time expressions a trip yesterday
5 163 Listen to the three conversations Hi. Did you have a good day
again. Check (✓) the expressions you hear. at the beach yesterday?
on Friday last weekend Yes, I did. But I didn’t

✓ last night yesterday go in the water.
✓ last week ✓ last year Why not?
It was very cold!
136
Vocabulary time expressions
11d Did you have a good time? 5 163
• Ask students to listen to the three conversations again
Lesson at a glance and check (✓) the expressions they hear.
• real life: talking about the past • Optional step Drill the time expressions to allow
• pronunciation: didn’t students to practice the pronunciation (see Teacher
• vocabulary: time expressions Development on page 187).
Vocabulary notes
Real life talking about the past Note that with days of the week, you can say on Friday or last
1 Friday. With months, you can say in January or last January.
• Ask students to look at the photos in pairs and say what
they can see. In feedback, elicit answers and use the Please refer to page 187 for Teacher Development notes
photo to teach the word shark. on noticing stress.
EXAMPLE ANSWER 6
I can see an island with a beach, and the sea. There are • Lead in to this task by asking students: What did you do
trees on the island. The sea is blue, and it looks warm. on Friday / last night / last week? Elicit sentences and
There's a shark in the water. write some prompts on the board, if necessary.
• Then divide the class into pairs to think of and
2 163 exchange simple past sentences using each of the time
• Tell students they are going to listen to three different expressions in Exercise 5.
conversations. Ask them to read the three options (a–c) EXAMPLE ANSWERS
before listening.
I played tennis on Friday.
• Play the recording. Students listen and write the My brother and I went to a restaurant last night.
number of the conversation (1–3) next to each option.
I walked to work last week.
Last weekend, I went to London.
checking with the class. Elicit that paid is the irregular
simple past form of pay. Yesterday, I had a coffee with a friend.
I went on vacation to Greece last year.
3 163
• Play the recording again. Tell students to listen and 7
answer the questions. Point out that question 1 relates to • Ask pairs to practice the conversations from track 163
conversation 1, question 2 to conversation 2, and so on. Let of the audioscript on page 189. Tell them to take turns
students compare their answers in pairs before checking to play different roles.
with the class.
8
Pronunciation didn’t • Organize the class into new pairs. Start by reading
the example conversation in speech bubbles. Then tell
4a 164
students to work in pairs to use the prompts to create
• Tell students they are going to listen to three sentences conversations of their own. Encourage them to add
from the conversations. Play the recording. Students details and ask follow-up questions.
listen and note the pronunciation of the t in didn’t.
• As students speak, note errors and examples of good
Pronunciation note phrases used by students in their exchanges to give
feedback on after the activity.
Although the word didn’t is stressed in negative sentences,
the letter t in didn’t is often not stressed. Extra activity
Write the following on the board:
4b 164
Where did you go last weekend?
sentences, paying attention to the pronunciation of didn’t. What did you do?
Who did you go with?
Extra activity Have students ask each other the questions in pairs, but
ask them to imagine they are a famous person. Encourage
Ask students to write down three things that they didn’t
them to invent details about where they went, who they
do yesterday (but wanted to do). For example, I didn’t
saw, etc. In feedback, ask individuals to tell the class about
have a coffee. I didn’t go to bed before 11 o’clock.
their partner’s ‘‘famous’’ weekend.
11d Did you have a good time? 136a

4c
11e Childhood memories • Ask students to work individually to combine each pair
of sentences using When. Remind students to include a
comma between the clauses. Let students compare their
Lesson at a glance answers in pairs before checking with the class.
• writing: a life story
• writing skill: when
ANSWERS
1 When my parents were young, they lived in India.
Writing a life story 2 When I was a child, I had lots of toys.
1 3 When I was three years old, my sister was born.
• Organize the class into pairs to discuss the questions.
In feedback, elicit examples of life stories that students 5
have read, and share your own examples, too. • Ask students to answer the questions in Exercise 3, but
2 about themselves. Give a few example answers about
yourself to get students started.
• Optional step Ask students to describe Tyler from the
photograph (e.g., He’s a young man. I think he’s about • In feedback, write toys, family, and school on the board.
twenty years old. He has brown hair, a red shirt, and a white Elicit ideas for each category, e.g., a doll / a toy train; lived
T-shirt.) with my mom and dad / my sister was born in 1997; liked
school; finished school when I was eighteen.
• Ask students to read about Tyler and match the topics
(1–3) to the paragraphs (A–C). Explain the meaning of 6
toy (an object that a child can play with, especially a • Ask students to use their notes to write three paragraphs
small model of a real thing such as a car or an animal). about their childhood memories. As students write,
Let students compare their answers in pairs before monitor and be ready to help with ideas or vocabulary.
checking with the class. Check that students are using when correctly.
3 7
• Ask students to read the text about Tyler again and • Ask students to check their own work carefully, and
answer the questions. Let students compare their to look for mistakes in spelling, punctuation, and verb
answers in pairs before checking with the class. forms.
• Teach the meaning of helicopter by asking a volunteer
to draw one on the board. 8
• Ask students to exchange their writing with a partner.
ANSWERS Students read their partner’s life story and ask
1 July 15th, 1995
2 his brother, his parents, and his grandfather • In feedback, ask students to say what interesting or
3 a red helicopter surprising facts they found out about their partner.
4 No, he didn't.
Extra activity
Find a way of publishing or displaying the life stories
Writing skill when students write. They could pin them up on the classroom
4a notice board so that everybody can read them. You could
put them together in a scrapbook entitled Our Life Stories,
• Ask students to complete the sentence from paragraph which could be kept in class for students to read. Or you
B of the text. Check answers as a class. could get students to post their life stories online on a
school or class website.
4b
• Ask students to find three more sentences that use When
(see Grammar notes on page 178). Let students compare
Please refer to page 178 for Grammar notes on using When

with the simple past.

11e Childhood memories
Writing a life story
1 Work in pairs. Do you like to read the life
stories of famous people? Who?
2 Read about Tyler. Which paragraphs (A–C)
give information about these things?
1 toys B 2 family A 3 school C
3 Work in pairs. Read about Tyler again and
answer the questions.
1 When was Tyler born?
2 Who did he live with?
3 What was his favorite toy?
4 Did he like school?
4 Writing skill when

a Complete the sentence from the text.
When I was seven, my favorite toy was a
red helicopter.
b Underline three more sentences with When in MY CHILDHOOD

the text. MEMORIES Tyler
c Work in pairs. Combine the sentences using
When. Don’t forget the comma.
A IJuly
was born in Kansas City on
15th, 1995. When I was a
1 My parents were young. They lived in
child, I lived with my brother, my
India.
parents, and my grandfather.
2 I was a child. I had lots of toys.
My grandfather was funny and
3 I was three years old. My sister was born.
interesting. He died in 2010.
5 Make notes about your childhood. Answer the
questions from Exercise 3, but about yourself.
B When I was seven, my favorite toy
was a red helicopter. I got it from
my grandfather. When my friends
6 Use your notes to write three paragraphs saw my helicopter, they wanted it.
about your childhood memories. Include a
sentence with When. C Ievery
went to school with my brother
day. We were in the same
7 Check your spelling, punctuation, and verbs. class because we’re twins. I didn’t
like school very much. When I was
8 Work in pairs. Exchange paragraphs. Ask sixteen, I left school and I started
your partner questions about his or her my first job the next day. That
childhood. was the end of my childhood.

11f True stories?
Fireworks in the
night sky
138
Videoscript 11.1
11f True stories?
Part 1
Amanda
Before you watch Well, when I was about ten or eleven years old, we had a
1 math test at school. I was really bad at math. So I hid in a
• Ask students to look at the photo and caption on closet in the classroom and I didn’t do the test.
Student Book page 138 and answer the question. …?
• In feedback, ask students if they know about Bonfire No. The teacher didn’t know I was in the closet. My
Night (or Guy Fawkes Night) in the UK. friends knew, but they didn’t say anything.
Rosa
ANSWER Oh, let me think … I went to hospital in an ice cream truck
There are fireworks in the night sky. I think this is a once. I was on my bicycle and I fell off. I cut my leg really
celebration. badly. I mean, there was a lot of blood! An ice cream truck
stopped to help me. There were no cell phones to call an
ambulance. So the ice cream truck took me to hospital.
Background information …?
Bonfire Night (or Guy Fawkes Night) is held on November About five minutes. I ate an ice cream on the way.
5th every year in the UK. The photo is of people watching
fireworks on Bonfire Night. On this day, there is usually a Jack
bonfire (a big fire that people gather around), fireworks, OK. So once, I started a fire in my friend’s house. It was
food, and a parade. in November and we had a box of fireworks. My friend’s
On November 5th, 1605, a man named Guy Fawkes parents weren’t at home. We opened the box of fireworks
was arrested for trying to kill the king. There was a and I lit one. Suddenly, the curtains were on fire.
celebration, and people continued to celebrate his arrest …?
every year. Today, the original significance of the festival is
My friend threw a bucket of water on the curtains.
downplayed. Bonfire Night is now simply a family event.
Key vocabulary
2a
2b 165
repeat the words.
Audioscript 165
ambulance curtains
bucket test
Pronunciation note
Note the stress: ambulance, bucket, curtains.
3
• Ask students to work in pairs. Tell them to take turns
to say and write the base form of the simple past verbs.
11f True stories? 138a

4 11.1 7
• Tell students they are going to watch a video in which • Ask students to work in pairs to discuss what they
there are three stories. One of them involves fireworks. remember about the stories and answer the questions.
• Play Part 1 of the video. Ask students to match the Check answers as a class.
groups of verbs with the stories. Let students compare 8
• Ask students to work in pairs to take turns telling the
5 11.1 stories in their own words. You could support students
• Point out that we do not hear the interviewer’s questions by writing key words or phrases from the stories on the
in the video. Ask students to read questions a–c carefully. board before they speak.
Play Part 1 again. Ask students to watch and match each • Optional step Tell your own story or ask students to
question to the correct story. Let students compare their tell their own stories to the class. Ask the other students
answers in pairs before checking with the class. to guess if the stories are true.
6 11.2
• Point out the title of the video, and explain that not all
the stories are true. Ask students to guess which ones
are not.
• Tell students they are going to watch Part 2 of the video.
Play the video and ask them to check their answers.
ANSWERS
Story 2 is true. Stories 1 and 3 are false.
Videoscript 11.2
Part 2
Amanda No, my story wasn’t true.
Rosa Yes, my story was true.
Jack No, my story wasn’t true.

1 Work in pairs. Look at the photo and the 4 11.1 Watch Part 1 of the video. Match
caption on page 138. What is happening? the groups of verbs with the stories (1–3).
3 started, had, opened, lit, threw
2 Key vocabulary
1 had, hid, knew, say
a Read the sentences. Match the bold words 2 went, fell, cut, stopped, took, ate
(1–4) with the pictures (a–d).
5 Watch Part 1 of the video again.
11.1
1 An ambulance took my brother to We don’t hear the interviewer’s questions.
hospital. Write the number of the story (1–3) next to
2 We can carry water in a bucket. the question.
3 We have new curtains in the living
a Did the teacher find you? 1
room.
b What happened? What did
4 I passed my English test!
you do? 3
a 2 b 4 c How long was the ride? 2
6 Work in pairs. Do you think

11.2
the stories are true or false? Watch
Part 2 of the video and check.
After you watch

c 1 d 3 7 Work in pairs. What can you remember?
1 Was the person in the closet a boy or
a girl?
a girl
2 How did the person in story 2 cut
her leg?
She fell off her bike.
3 Work in pairs. What are the base forms of 3 What month was it in story 3?
these simple past verbs? November
1 ate 6 knew 11 stopped
eat know stop 8 Work in pairs. Choose one of the stories.
2 cut 7 lit 12 threw Try to tell the story.
cut light throw
When Amanda was
3 fell 8 opened 13 took about ten or eleven,
fall open take she had a math test.
4 had 9 said 14 went
have say go She was very
5 hid 10 started 15 passed bad at math,
hide start pass so she ...

Grammar Vocabulary
1 Complete the blog post with the simple 4 Read about David’s day. Complete the
past forms of the verbs. sentences with seven of these verbs.
bought cleaned cut drove fell
found met paid sent took
Yesterday, I 1 bought lunch for my friend.

I 2 found twenty dollars outside my
house. I 3 sent a text to my friend Alex.
We 4 met at my house and we
5
drove to a cafe together. I 6 paid for
lunch with the twenty dollars. Alex
7
took a photo of our meal.
5 ❯❯ MB Work in pairs. Write true sentences
about you. Use the verbs from Exercise 4
Last month, I was with a group of people on a boat.
We 1 were (be) in Alaska. Justin Hofman, a scuba
and these time expressions:
diver, 2 was (be) in the water. He Last night/weekend/week/month/year
3
had (have) a camera. He 4 took (take)
Read your sentences to each other. Did
pictures and 5 sent (send) them to us up on the
boat. There was a video and an audio connection,
you do the same things?
too. Justin 6 talked (talk) about the animals and I CAN
plants he 7 saw (see), and we 8 asked (ask) say when people did things
him questions. It was a great experience!
Posted by Carly
Real life
2 Work in pairs. Read Carly’s answers. Write 6 Read the conversation between two
the questions. colleagues. Circle the best option.
1 No, I didn’t go into the water. A: Did you have 1 a good day at the beach /
2 Yes, I had a great time. a nice meal / a good vacation last night?
3 I went with my friends. B: No, I didn’t.
A: Oh? Why not?
3 ❯❯ MB Work in pairs. You were on the
B: The food was delicious, but my friend
boat in the photo. Ask and answer 2
missed the plane / saw a shark in the water /
questions with these words.
cut her hand with her knife!
1 Where / go? 3 What / see?
2 When / arrive? 4 Why / go? 7 Work in pairs. Practice the conversation in
Exercise 6.
I CAN
I CAN
talk about the past (regular and irregular
simple past verbs) give reasons for events in the past
ask and answer questions about the past
(question words)
140
booster 4
• Ask students to complete the sentences with seven of
the simple past verbs from the box. Let them compare
Memory Booster activities answers in pairs before checking with the class.
Exercises 3 and 5 are Memory Booster activities. For more
information about these activities and how they benefit 5 ❯❯ MB
students, see page x. • Ask students to write true sentences about themselves
using the verbs from Exercise 4 and the time
expressions. Have them read their sentences to each
other to see if they did the same things.
EXAMPLE ANSWERS
4 = very confident). If students score 1 or 2 for a language I bought pasta for dinner last night.
area, refer them to the Workbook and Grammar Summary Last weekend, I cleaned my car.
exercises for additional practice. I cut my finger last week.
Last month, I drove to the beach with my friends.
Grammar Last year, I fell down and cut my leg very badly.
1 I found ten dollars in the train last night.
• Ask students to complete the text with the simple past I met my parents for dinner last week.
form of the verbs in parentheses. Let them compare I paid a hundred dollars for a new phone last weekend.
answers in pairs before checking with the class. I sent a long email to my cousin last month.
I took a photo of a bear in Alaska last year.
2
• Ask students to read Carly’s answers and write the
questions. Let them compare answers in pairs before Real life
checking with the class. 6
• Ask students to circle the correct options to complete
ANSWERS the conversation. Let them compare answers in pairs
1 Did you go into the water? before checking with the class.
2 Did you have a great time?
7
3 Who did you go with?
• Ask students to work in pairs. Tell them to practice the
conversation in Exercise 6. Have students change roles
3 ❯❯ MB and repeat the conversation again. Encourage faster
• Tell students to imagine they were on the boat in the students to change the script slightly and practice their
photo. Ask them to work in pairs and take turns to ask new conversations.
and answer questions from the prompts.
ANSWERS
1 Where did you go?
2 When did you arrive?
3 What did you see?
4 Why did you go?
EXAMPLE ANSWERS
1 We went to different places in Alaska.
2 We arrived on a Saturday afternoon in June.
3 We saw lots of beautiful animals and plants.
4 I went because I wanted to do something different.

Unit 12 The weekend
Opener 4
1 • Organize the class into pairs. If you have a range of
nationalities in your class, mix students from different
• Ask students to look at the photo and read the caption.
parts of the world.
Explain that days off are the days of the week you don’t
have to work (see Background Information). • Optional step Revise the frequency adverbs from Unit
8c. Write them on the board: never, sometimes, usually,
• Ask students to work in pairs to discuss the question. In
often, always. Ask for an example sentence for each of
feedback, try and elicit different answers from students
them from students, e.g., I sometimes go the beach with
and ask what they work as. Students with different jobs
my family.
may have different days off.
• Ask students to prepare a few sentences to describe
their typical weekend activities.
EXAMPLE ANSWERS
• When students are ready, ask them to share ideas
Students’ own answers.
with their partner and find out how similar or different
their weekends are.
Riyadh is the capital of Saudi Arabia. In Europe and North
Extra activity
America, the days off work are usually Saturday and Sunday, Broaden students’ vocabulary by eliciting other activities
but in Saudi Arabia, the days off are Friday and Saturday. that people do on weekends. Students could use
expressions that were taught in earlier units (stay at home,
2 go shopping, play tennis, etc.), or they could come up with
their own ideas. Write these activities on the board as
• Give students a moment to read the activities. verb/noun collocations.
• Ask students to decide whether people do these activities
at home (H), outside the home (O), or both (B). Let
students compare answers in pairs before discussing
with the class.
3 166
between three friends. Play the recording. Students
listen and circle the activities the speakers talk about.
Let students compare answers in pairs before checking
with the class.
141a
Unit 12 The weekend
Friends having lunch in Riyadh, Saudi Arabia
F E AT U R E S 1 Work in pairs. Look at the photo of friends on their

day off work. What are your days off?
142 At home
2 Look at these weekend activities. Do people do
A family in Indonesia
these at home (H), outside (O), or both (B)?
144 Next weekend H cook a meal B meet friends
Weekend activities B meet family O play soccer
O go shopping H play video games
146 A different kind of O go out for a meal O watch a concert
weekend
Helping people on 3 166 Listen to three friends. Circle the activities in
weekends Exercise 2 that they talk about.
4 Work in pairs. How often do you do the weekend
150 A day in the life of
activities in Exercise 2? Is your weekend similar or
a lighthouse keeper different to your partner’s?
A video about a man’s
I often play video games on weekends.
daily routine Me too.
141
12a At home
Vocabulary rooms in a house Listening
1 Match the things (1–5) with the rooms. 5 Work in pairs. Look at the photos
(1–5) of a family at home in
bathroom bedroom dining room
Indonesia. Which rooms from
kitchen living room
Exercise 1 can you see?
1 a stove, a fridge kitchen 6 169Match the sentences (a–e)
2 a chair, a table dining room with the photos (1–5). Listen and
3 an armchair, a couch living room check.
4 a bed, a wardrobe bedroom
5 a bathtub, a shower, a They’re washing their
a toilet bathroom motorcycles.
b She’s making lunch.
2 Listen and check your answers from
167 c He’s playing a video game with
Exercise 1. his son.
3 168 Listen and repeat the words for the rooms. d He’s bathing his daughter.
e They’re drinking coffee.
4 Work in pairs. Tell your partner one thing about
each room in your home. 7 Listen again. Say who the
169
sentences in Exercise 6 are about.
We don’t have a dining My kitchen is
very small. She’s making lunch. Ayu’s mother
room. We eat in the kitchen.
1 b
HOME LIFE
PHOTO PROJECT
This is Ayu’s home and family in Sumatra,
Indonesia. It’s a Saturday morning.
3 e 4 c
142
EXAMPLE ANSWERS
12a At home
I have a shower and a bathtub in my bathroom.
In my kitchen, there’s a stove, a fridge, and a table.
Lesson at a glance There’s a big window in my bedroom. I can see the garden.
• vocabulary: rooms in a house My living room is small. In it, there’s a couch, a small table,
• listening: a family in Indonesia a lamp, and a TV.
• grammar: present continuous I don’t use my dining room. It has lots of boxes in it!
• grammar: present continuous questions and short answers
• speaking: my photos
Extra activity
Have a class quiz to revise vocabulary and question words.
Vocabulary rooms in a house Divide the class into teams. Ask questions like: What do
1 you put food in? What do you put clothes in? Where do
• Optional step With books closed, draw a simple image you eat? Where do you shower? When do you use the
of a house on the board. Then draw a simple 2D plan dining room? The team that answers first gets a point.
showing different rooms. Say room and point to each room
to pre-teach the word. Find out if students already know Listening
the names of any rooms in the house. You could then start 5
to elicit objects which may go in each room.
• Read the introduction to the Home Life Photo Project.
• Ask students to match the rooms with the objects that are Ask: What is the photo project about? What day is it?
usually found in them. Remind students that they saw Explain the word project (a planned piece of work with a
many of the words in the hotel room vocabulary section clear aim, usually done by a group or an organization).
of Unit 9b. Let students compare their answers in pairs.
• Ask students to identify the rooms. Discuss as a class.
For each photo, ask: What are they doing? Does this room
Vocabulary note
look like the one in your house?
stove = a big piece of kitchen equipment used for cooking
ANSWERS
2 167 1 kitchen 2 bathroom 3 dining room
• Play the recording. Students listen and check their 4 living room 5 outside
3 168 Background information

• Play the recording. Students listen and repeat the words Sumatra is an island in western Indonesia. It is the sixth
for the rooms. largest island in the world. It has over 50 million people.
Audioscript 168 6 169

• Ask students to match the sentences with the photos.
1 kitchen 4 bedroom
Let students compare their answers in pairs.
2 dining room 5 bathroom
3 living room about the photos. Play the recording. Students listen
and check their answers. In feedback, ask students
Pronunciation notes which is their favorite photo, and why.
Note the pronunciation: fridge /frɪdʒ/, wardrobe
/ˈwɔːrdrəʊb/ 7 169
Note that the stress is on the first syllable of all the words. • Play the recording again. Then ask students who each
sentence in Exercise 6 is about. Let students listen again
to check their answers.
4
• Model the activity by reading the speech bubbles and ANSWERS
describing the rooms in your house.
a Ayu’s brother and his friend
• Ask pairs to describe their own rooms to each other. As b Ayu’s mother
students speak, monitor and correct errors of form or
c Amir’s brother and his son
pronunciation.
d Ayu’s husband (Amir) and his daughter
e Ayu’s father and his friend
12a At home 142a

8
ANSWERS
• Read the grammar box with the class (see also
1 Is she cooking? Yes, she is.
Grammar notes on page 180). Then ask students to look
back at the sentences in Exercise 6. Ask which auxiliary 2 What’s the baby looking at? She’s looking at the camera.
verb we use to form the present continuous. 3 Are they eating? No, they aren’t.
4 What are they doing? They’re playing a
• Optional step Ask students to underline the different
video game.
examples of the auxiliary verb be in the sentences.
5 What are they washing? They’re washing their
Refer students to page 180 for further information and motorcycles.
practice.
13
Please refer to page 180 for Grammar notes on the present • Ask students to look at the photo at the bottom of page
continuous. 157. Ask some questions to establish the situation:
Where are the family? (in a living room/dining room)
9 How many people are there? (nine—four young children
• Optional step Revise the possessive ’s. Tell students and five adults).
that Ayu’s mother means the mother of Ayu. • Organize the class into Student A and Student B pairs.
• Ask students to complete the sentences describing the Ask them to look at the information and write questions
photos. Let students compare their answers in pairs using their respective prompts.
• Ask students to ask and answer questions in pairs.
10 Monitor as students speak and note errors. Provide
feedback on errors at the end of the activity.
• Ask pairs to write negative present continuous
sentences using the prompts. Go over the example with • Optional step You could ask fast-finishing pairs to take
the class. Monitor and check that students are using the turns to point out colors, items of clothing, and objects
negative form correctly. that they can see in the photo.
ANSWERS ANSWERS
2 Amir isn’t smiling at the camera. Student A
3 Ayu’s father and his friend aren’t standing. 1 Are the children watching TV? Yes, they are.
4 Amir’s brother isn’t watching TV. 2 Is the man sitting on a chair? Yes, he is.
5 Ayu’s brother isn’t washing a car. 3 Are the people in the kitchen talking? No, they aren’t.
Student B
Extra activity 1 Is the boy lying on the couch? No, he isn’t.
2 Are the girls sitting on the floor? No, they aren’t.
Ask students to correct the negative sentences using
pronouns: She’s cooking. / He’s smiling at his daughter. / 3 Are the women on the couch eating? No, they aren’t.
They’re sitting. / He’s playing a video game. / He’s washing
his motorcycle.
Speaking my
11 14
• Read the grammar box with the class. Ask students to • Demonstrate the activity by showing some of your own
circle the correct question form (see Grammar notes on photos. Describe what the people in them are doing.
page 180). Check answers as a class. • Organize students into groups and tell them to take turns
to show each other photos and ask and answer questions.
Refer students to page 180 for further information and Note that some students may feel uncomfortable sharing
practice. photos with classmates. You could provide photos of
random people for these students to use.
Please refer to page 180 for Grammar notes on present
continuous question forms. • Monitor and check that students are using the present
continuous correctly. Note errors and provide feedback
12 on the errors after the activity.
• Ask students to prepare questions using the prompts.
Elicit the first question to get students started. Check
answers as a class.
• Organize the class into pairs. Tell students to take turns
to ask and answer the questions.
143a Unit 12 The weekend

Grammar present 10 Work in pairs. Look at the photos again
and write true sentences. Use the negative
continuous form.
PRESENT CONTINUOUS
1 Ayu’s mother / eat
I am (not) Ayu’s mother isn’t eating.
talking.
You/We/You/They are (not) cooking. 2 Amir / smile at the camera
making lunch. 3 Ayu’s father and his friend / stand
He/She/It is (not)
4 Amir’s brother / watch TV
5 Ayu’s brother / wash a car
8 Look at the grammar box. Then look at the PRESENT CONTINUOUS QUESTIONS and
sentences in Exercise 6. Which auxiliary SHORT ANSWERS
verb do we use to make the present Am I
reading?
continuous? be (am/is/are) (What) Are you/we/you/they
doing?
Is he/she/it
9 Complete the sentences about the photos. Yes, I am. No, I’m not.
1 Ayu’s mother is cooking . (cook) Yes, you/we/you/they are.
No, you/we/you/they aren’t.
2 Amir and his daughter are smiling .
Yes, she/he/it is. No, she/he/it isn’t.
(smile)
3 Ayu’s father and his friend are drinking Now look at page 180.
(drink) coffee.
4 Amir’s brother is playing (play) a 11 Look at the grammar box. Circle the
video game with his son. correct question form (a–c).
5 Ayu’s brother is wearing (wear) an a Are you play?
orange T-shirt. b He is playing?
2 d c Are they playing?
12 Work in pairs. Write questions about the
photos. Ask and answer the questions.
Photo 1: she / cook?
Photo 2: what / the baby / look at?
Photo 3: they / eat?
Photo 4: what / they / do?
Photo 5: what / they / wash?
13 Work in pairs. Turn to page 157.

5 a
Speaking my
14 Work in groups. Show some of your

photos. Ask and answer questions.
Who’s that? That’s my cousin.

What’s he doing? He’s singing.
Unit 12 The weekend 143

12b Next weekend
a b c
Reading Grammar present

1 Look at the information about three continuous for the future
events. Complete the chart. PRESENT CONTINUOUS FOR THE FUTURE
What? Where? When? What are you doing next weekend?
I’m going for a walk with my sister on
a a sale a shop Saturday Saturday.
I’m going to a concert in the evening.
b a talk Natural Sunday 3 Look at the grammar box. Are the

Science
Museum sentences about now (N) or a time in the
future (F)? F
c a concert City Hall Sunday 4 170 Work in pairs. Use the present
continuous tense. Complete the
conversation about the talk by Helen
Smith in Exercise 1. Then listen and check.
A: What / you / do / next weekend?
2 Read the messages between two friends,
B: I’m not sure. My brother / come over /
Alex and Lauren. Which event (a–c) in
tomorrow.
Exercise 1 are they talking about? c
A: he / stay the weekend?
Monday B: Yes, he is. We / go out / for dinner /
Saturday evening.
A What are you doing next weekend? A: Helen Smith / give a talk /
Do you want to meet on Saturday? Sunday afternoon. Do you want
L to come?
Sorry, I can’t. I’m going for a walk
B: Yes, that’s a great idea.
with my sister on Saturday.
A 5 Work in pairs. Practice the conversation in
How about Sunday? I’m going to
Exercise 4.
a concert in the evening at City Hall.
L
Sure. Send me the details.
144
4 170
12b Next weekend • Tell the class to look at the second advertisement in
Exercise 1. Ask questions about the event: What is it?
Lesson at a glance (a talk); When is it? (Sunday, February 2nd); Where is it?
• reading: next weekend
(the Natural Science Museum); Who is giving the talk?
• grammar: present continuous for the future
(Helen Smith).
• pronunciation: going and doing • Lead in to Exercise 4 by asking students to read the
• speaking: next weekend conversation quickly without worrying about the
answers.
Reading • Then ask students to complete the conversation in pairs
by writing present continuous sentences with future
1 time expressions, using the prompts provided.
• Ask students to look at the images (a–c) at the top of
the page. Ask: What are these? (ads/posters); Where
answers.
do you see images like these? (on a store window, on a
noticeboard, in a newspaper, on a flyer).
ANSWERS
• Tell students to read the information in the advertisements
and complete the chart with words they can see in the 1 What are you doing next weekend?
images. Let students compare answers in pairs before 2 My brother is coming over tomorrow.
checking with the class. 3 Is he staying the weekend?
4 We’re going out for dinner on Saturday evening.
2 5 Helen Smith is giving a talk on Sunday afternoon.
• Ask students to read the messages and answer the
question. In feedback, ask students what words in the 5
messages gave them the answer.
It may be easier for students to refer to the track 170
Grammar present continuous
audioscript on page 189 of the Student Book. Monitor
for the future closely as students practice, and note any errors in form
3 or pronunciation. Give feedback on the errors after the
• Read the grammar box with the class (also see Grammar activity.
notes on page 180). Discuss the question as a class.
Elicit that we know that the sentences refer to the future
because they all have future time expressions.
• Optional step Revise the form of the present continuous
(am/is/are + -ing). Elicit other future time expressions
that could be used with the present continuous (next
week, tomorrow afternoon, on Tuesday, etc.).

practice.
Please refer to page 180 for Grammar notes on present

continuous for the future.
12b Next weekend 144a

Pronunciation going and doing Speaking my
6a 171
8
• Tell students they are going to listen to four sentences.
• Ask students to copy and complete the schedules in
Play the recording. Students listen and note the
their notebooks. Model the activity first by writing
additional /w/ sound between go and ing, and between
Saturday morning, afternoon, and evening on the board.
do and ing (see Pronunciation notes).
Write some examples of activities you are planning, and
elicit a few more examples from the class (e.g., playing
Pronunciation notes basketball, going shopping, meeting friends).
When we say the words doing and going, we use the
intrusive or additional /w/ sound to link the vowel sounds. 9
This makes the words easier to say: /ˈgəʊ_w_ɪŋ/ and • Organize the class into pairs. Students take turns to
/ˈduː_w_ɪŋ/. invite their partner to do activities together. Go over the
exchange in speech bubbles to get students started. Tell
6b 171 students that they should change their plans and agree
• Play the recording again. Students listen and repeat, to do at least one thing together. Monitor carefully and
paying close attention to their pronunciation of the correct errors of form and intonation. In feedback, ask
linking /w/ sound in going and doing. students what they agreed to do together with their
partner.
7
• Ask students to look at the chart and write true
sentences using the prompts. Go over the example to
get students started. Let students compare answers in
ANSWERS
2 Aisha is making a cake on Saturday afternoon.
3 Aisha isn’t playing tennis on Sunday afternoon.
4 Bernardo isn’t meeting friends on Saturday afternoon.
5 Bernardo is watching TV on Sunday afternoon.
6 Che and Dan are going for a walk on Saturday morning.
7 Che and Dan are playing soccer on Sunday morning.
8 Che and Dan aren’t visiting Che’s parents on Sunday
morning.

6 Pronunciation going and doing Speaking my
a 171 Listen to four sentences. Pay attention to 8 Make plans for next weekend. Write
the /w/ sound in going and doing. activities for these times.
b 171 Listen again and repeat the sentences.
Saturday
7 Work in pairs. Look at the information about
people’s activities for next weekend. Write true MORNING
sentences with these words. Use affirmative and
AFTERNOON
negative forms.
EVENING
1 Aisha / shopping / Sunday morning
Aisha isn’t going shopping on Sunday morning.
2 Aisha / a cake / Saturday afternoon Sunday
3 Aisha / tennis / Sunday afternoon
MORNING
4 Bernardo / friends / Saturday afternoon
5 Bernardo / TV / Sunday afternoon AFTERNOON
6 Che and Dan / walk / Saturday morning
EVENING
7 Che and Dan / soccer / Sunday morning
8 Che and Dan / Che’s parents / Sunday
morning
9 Work in pairs. Take turns to invite
Saturday Sunday your partner to do activities with you.
a.m. go shopping play tennis
Aisha Do you want
p.m. make a cake
to go shopping Sorry, I’m
a.m. meet friends
Bernardo on Saturday playing soccer.
p.m. watch TV
morning? What about the
Che and a.m. go for a walk play soccer
Dan p.m. visit Che’s parents afternoon?
Saturday afternoon
in a cafe in Paris

12c A different kind of weekend
Reading Grammar tense review
1 Work in pairs. Look at the photos and TENSE REVIEW
answer the questions. 1 Joel Connor works in an office in Kansas.
2 The community started a project.
1 What do you think the people are 3 Joel is working with Jill and Scott Eller.
doing? 4 Next weekend, Joel is moving to a different
2 Do you think there is anything project.
unusual about them?
2 Read A different kind of weekend and check 5 Work in pairs. Look at the grammar box.
Underline the verbs in the sentences. Do
your answers for Exercise 1.
they describe the past, present, or future?
1 present 2 past 3 present 4 future
Critical thinking finding 6 Complete the answers with the correct
main ideas forms of the verbs.
3 Work in pairs. Circle the main idea of the 1 Sam goes (go) to work every
article. day.
2 Last year, Ian moved (move) to a
a Tornadoes damage homes in Kansas. new house.
b We can help people in our free time. 3 Next week, we are helping (help) our
c Joel Connor is an unusual person. friend fix his car.
Underline sentences in the article that
7 Match the questions (1–3) with the answers
show the main idea.
(a–c). Then write P (past), PR (present), or
F (future) next to the answers.
Grammar prepositions of 1 What are you doing? c
place 2 What did you do last weekend? b
PREPOSITIONS OF PLACE 3 What are you doing over the
weekend? a
a I’m going to a concert on Saturday. F
b I visited my cousin in Boston. P
behind between on under
c I’m making lunch. PR
Speaking my
4 Look at the grammar box. Read the
sentences and look at the photos. Write S 8 Work in groups. Plan a special weekend for
(small photo) or L (large photo). a person you all know. Then tell the class.
1 There are four people on the roof. L Next weekend, we are taking Esther
2 The house is behind the woman in the shopping. After that, …
green top. S
3 The green board is between two blue
boards. L
4 The blue board is under the woman’s
hand. L
146
Vocabulary notes
12c A different kind of weekend
board = a long, thin, and flat piece of wood
builder = someone whose job it is to repair and build
Lesson at a glance houses
• reading: helping people on weekends tornado = a very strong wind that spins or goes quickly
• critical thinking: finding main ideas around in circles
• grammar: prepositions of place hit = to suddenly affect something in a bad way
• grammar: tense review community = the people who live in an area
• speaking: a special weekend
dream = something that you really want, or have always
wanted
Reading resistant = not harmed or affected by something
1
• Ask students to look at the photos on Student Book Extra activity
page 147. Ask: What can you see? Elicit ideas.
Ask students to find nouns that collocate with these verbs
• Ask students to discuss the questions in pairs. In from the article: build (a house/home); help (people); start
feedback, elicit ideas, but do not confirm or correct them. (a project); make (friends).
EXAMPLE ANSWERS Grammar prepositions of place

1 They are building or repairing a house.
4
2 Students’ own ideas
• Optional step Remind students that they first studied
prepositions of place in Unit 4a: on, next to, opposite, and
2 172 near. Elicit and write these prepositions on the board
• Ask students to read the article and check their ideas and ask students to give an example sentences for each.
from Exercise 1. Let students compare their answers • Read the grammar box with the class. It’s a good idea
in pairs before checking with the class. Explain the to use realia to physically demonstrate the meaning of
meaning of the difficult words in the article (see these prepositions. For example, take two small boxes
Vocabulary notes). and a small object such as a cell phone. Put the phone
• The reading text is recorded. You could play the behind a box and say: behind … the phone is behind the
recording and ask students to read and listen. box. Then put the phone between the two boxes and say:
between … the phone is between the two boxes, and so on.
ANSWERS • Ask students to read the sentences and write S (small
1 They are building a house. photo) or L (large photo) according to which photo
2 They aren’t professional builders. the sentence is describing. Let students compare their
Background information Refer students to page 180 for further information and
Greensburg is a city of about 800 people in the south of practice.
Kansas, a US state in the Midwest. In May 2007, 95 percent
of Greensburg was destroyed by a powerful tornado. It Extra activity
has since been rebuilt to strict environmental standards as
Ask students to say where different objects are in the
a green city.
classroom using the prepositions of place in the grammar
box, and those from Unit 4a.
Critical thinking: finding main ideas
3
• Ask students to find the main idea of the article in pairs.
Elicit the answer from the class. Explain that main ideas
are often found in the first and last paragraphs.
12c A different kind of weekend 146a

Speaking my
8
Grammar tense review
• Organize the class into groups of four or five. Tell
5 students to think of a person to plan a special weekend
• Read the grammar box with the class (also see Grammar for. You could ask them to plan a weekend for a student
notes on page 180). Ask students to underline the verbs in their group or in another group, or they could plan
in sentences 1–4. Then, as a class, ask whether each weekend for you, the teacher.
sentence is asking about the past, present, or future.
• Read the example sentence in the speech bubble to the
Please refer to page 180 for Grammar notes on the class. Ask students what tense is used, and whether the
different tenses in Exercise 5. sentence describes the past, present, or future.
• Give the groups five minutes to plan their weekend.
6 Then ask a spokesperson from each group to present
• Ask students to complete the sentences with the correct their plan. Note how well students use the present
form of the verbs in parentheses. Let students compare continuous form and future time expressions, and offer
their answers in pairs before checking with the class. feedback on any errors at the end.
7 Extra activity
• Ask students to match the questions (1–3) with the Write the following on the board:
answers (a–c). Then tell them to write P (past), PR It’s Mike’s 40th birthday next Tuesday.
(present), or F (future) next to the answers. Let students It’s Jo and Frank’s silver wedding anniversary next
compare their answers in pairs before checking with the Saturday. (25 years)
class. It’s Helen’s bachelorette party this Friday. (a pre-wedding
party with friends)
Extra activity Jack’s coming back home from the Olympics with a gold
Write the following phrases on the board: medal tomorrow.
at the moment right now Ask students to plan these celebrations in groups.
next Tuesday tomorrow
last Friday two weeks ago
every weekend on Mondays
Ask students to work in pairs to decide which tenses are
usually used with each phrase. Then ask students to write
true sentences using the phrases. For example:
At the moment, I’m sitting in class.
Next Tuesday, I’m playing tennis with Mark.
I went to the movies last Friday.

A different kind of weekend
172
Joel Connor works in an office in Kansas. His job
is a typical nine-to-five, Monday-to-Friday job. On
weekends, he does something different. He helps
people build houses for free. Every weekend,
there’s a new project. This weekend, Joel is helping
Jill and Scott Eller. You can see him in the photo.
He’s moving a large blue board. All of the people in
the photo are “weekend builders.”
These “weekend builders” are from the small town
of Greensburg in Kansas. A year ago, a tornado
hit their town. After the tornado, the community
started a project to build new homes. The goal is to
build a total of thirty homes.
Joel says, “I heard about the tornado and the
new project. I knew some people in Greensburg. I
wanted to help.” Joel is working with Jill and Scott
Eller to build their dream house. They’re making
the house tornado-resistant—that’s why it has an
unusual shape.
The Ellers’ house is now almost ready. Next
weekend, Joel is moving to a different project. Why
does he do this on weekends? “I have time, I can
help people, I make friends, and it’s fun! So
why not?”

12d Would you like to come?
Vocabulary times and places 5 Pronunciation would you …?
1 Look at the expressions for times and a 174 Listen to four would you like
places. Underline the prepositions. questions. Pay attention to the /dʒ/
sound in would you.
1 next week / month / year / Friday /
b 174 Listen again and repeat the
2 tomorrow morning / night / questions.
3 on the table /
c Work in pairs. Make offers and invitations
with would you like.
4 on Tuesday morning / afternoon /
to watch a movie a cup of coffee
5 in the morning / afternoon / to play soccer a seat
6 in town / to join us for lunch a glass of water
7 at our house /
8 at eight o’clock / 6 Work in new pairs. Take turns to make
offers for each situation. How many offers
2 Work in pairs. Add one more time or can you make?
place to each expression in Exercise 1.
Your partner is …
Real life offers and • cold • thirsty
invitations • hungry • tired
Would you like my jacket?
3 173Listen to a conversation between No, thanks.
Brad, Samira, and Kris.
Would you like a hat?
1 Who’s moving house? Brad
2 When’s he/she moving? Monday
3 What’s happening in the old house on
Sunday? lunch
4 173Listen to the conversation again.

Look at the expressions below. Listen for
the expressions in the conversation.
OFFERS AND INVITATIONS
Would you like a drink?
Would you like to come?
Do you want to have lunch?
I’d like to come.
I’d like a cup of tea.
Sorry, I can’t make it.
Yes, please.
148
Pronunciation would you …?
12d Would you like to come? 5a 174
• Tell students they are going to listen to four questions
Lesson at a glance with Would you like. Play the recording. Ask students to
• vocabulary: times and places listen for the /dʒ/ sound in would you.
• real life: offers and invitations
• pronunciation: would you …? Pronunciation notes
Note that in Would you like, would and you run together
in natural speech: /ˈwʊdʒə/. The you is also frequently
Vocabulary times and places reduced to a schwa sound. The main stress in the phrase is
1 on the word like. The noun or the verb that completes the
• Ask students to look at the expressions and underline offer or invitation is also stressed: Would you like a drink?
the prepositions. Tell them not to worry about / Would you like to come?
completing the gaps as they will do this in Exercise 2.
Check answers as a class. 5b 174
• Play the recording again. Ask students to listen and
2 repeat the questions. Tell them to focus on saying would
• Elicit one or two examples to get students started. Ask you naturally with the /dʒ/ sound.
students to work in pairs to think of other examples to add
to each expression in Exercise 1. Check answers as a class. 5c
• Ask students to practice in pairs making and
EXAMPLE ANSWERS responding to offers and invitations with would you like
and the prompts in the box. As students speak, monitor
1 Wednesday / Christmas / summer closely and correct errors of form and pronunciation.
2 afternoon / evening
3 the desk / the floor / the couch EXAMPLE ANSWERS
4 evening A: Would you like to watch a movie?
5 evening / day(time) B: Sorry, I can’t make it.
6 the city / the park
A: Would you like a cup of coffee?
7 work / school / the hospital
B: Yes, please.
8 noon / midnight
A: Would you like a glass of water?
B: No, thanks. But I’d like a cup of tea!
Real life offers and invitations
3 173 6
• Tell students they are going to listen to a conversation • Organize the class into new pairs. Ask students to take
between three people: Brad, Samira, and Kris. Ask them turns to make and respond to offers for each situation.
to read the questions before they listen. Encourage students to make as many different offers
• Play the recording. Students listen and write the as possible for each situation, using all the different
answers. Check answers as a class. expressions taught. With weaker classes, ask them to
write out their offers and invitations first. With stronger
4 173 classes, ask them to improvise.
• Ask students to look at the expressions used for offers • Monitor carefully. Make sure students are using the
and invitations in the language box. Play the recording expressions correctly, and that they are pronouncing
again. Tell students to listen for the expressions in the would you naturally.
box. As a class, decide which of the three questions in
the box are offers, and which are invitations. Extra activity
Suggest other situations:
Vocabulary notes
Your partner is lost / sick / angry / scared.
Using would makes an offer or invitation more polite.
I can’t make it. = I can’t come to an event.
12d Would you like to come? 148a

5
12e Thank you! • Ask students to read and check their own notes
carefully. Have them pay particular attention to the use
and spelling of verb forms.
Lesson at a glance
• writing: a thank you note 6
• writing skill: spelling: verb endings • Once students have checked their notes, ask them to
exchange notes with a partner.
Writing a thank you note • Tell students to read their partner’s note carefully
1 and ask or write a follow-up question about the
information in the note.
• Ask students to look at the photo and answer the
question. Elicit ideas.
EXAMPLE ANSWERS
ANSWER (A note to a friend who sent you some photos)
There’s a problem with the car / the engine of the car. Dear Matt,
Thank you for the photos. They’re fantastic! I enjoyed the
weekend away and it’s lovely to have these memories.
2 Gerry looks very funny in that hat—I’m buying him
• Ask students to read the note and the pairs of sentences another one on Tuesday!
(a–c), and decide which pair of sentences completes the Yours,
note. Let students compare their answers in pairs before Ian
(Follow up question: Are you taking a photo of that hat,
too? I’d like to see it!)
Writing skills spelling: verb endings
3a (A note to friends who cooked you a meal)
• Ask students to read the note again and underline the Dear Sue and Joe,
two verbs. Then ask them to write the base form of the Thank you for the meal. It was a lovely evening and the
verbs. Let students compare their answers in pairs to food was great. We ate so much! We’re having a barbecue
next week. Please come.
explore how the spelling changes before checking with
the class (see Grammar notes on page 180). In feedback, Speak soon!
ask for volunteers to explain the spelling change. Can Best wishes,
students think of other verbs that change their spelling Simon and Harriet
this way? (come, make, etc.)
(Follow up question: We’d like to come! Are you having
Please refer to page 180 for Grammar notes on -ing verb the barbecue on Saturday or Sunday?)
endings.
Extra activity
3b
For homework, ask students to write a thank you note to a
• Ask students to complete the chart with the correct
real person who has done something for them recently.
spelling of the verbs in their different forms. Elicit the
spelling of the different forms of the word come to get
students started. Let students compare answers in pairs
4
• Ask students to read the four situations and choose one.
Then tell students that they have to write a thank you
note for that situation. Elicit phrases students could use
in their thank you notes, and encourage students to use
different tense forms in their notes. Ask them to write
their note on a separate piece of paper, as this will help
in Exercise 6. Circulate and help students with ideas
and vocabulary.

12e Thank you!
Writing a thank you note
1 Work in pairs. Look at the photo. What’s
the problem? Their car broke down.
2 Read the note. A part of the note (...) is
missing. Read the pairs of sentences (a–c).
Circle the pair that completes the note.
Dear Lili,
Thank you for a fantastic weekend! We
had a great time. On the way home,
something happened. … We’re using
Dad’s car this week—he’s taking the train
to work. Speak to you soon.
Best wishes,
Bibia and Mark
a Our plane was late! So we stayed in a

hotel for the night.
b We went on the wrong road! We got
home at midnight!
c We had a problem with the car! So I
called my parents to help us.
3 Writing skill spelling: verb endings

a Work in pairs. Underline the two verbs
4 Choose one of these sentences. Write a
below in the note. Write their base forms.
thank you note to a friend. Include one of
What's the spelling change?
the adjectives.
1 using use 2 taking take
• A friend sent you some photos.
b Complete the chart. • You had a meal at a friend’s house.
• A friend gave you some books.
Present Simple Simple
continuous present past
• You stayed with a friend for the
(he/she/it) weekend.
come coming comes came amazing beautiful fantastic
do doing does did great interesting nice
drive driving drives drove
5 Check your note. Check the simple past
make making makes made
verbs.
see seeing sees saw
study studying studies studied 6 Work in pairs. Exchange notes. Ask a
follow-up question about your partner’s
swim swimming swims swam
note.

12f A day in the life of a
lighthouse keeper
The lighthouse at Cabo

Polonio in Uruguay
150
102a
3b 175
12f A day in the life of a • Tell students that they are going to hear the bold words
lighthouse keeper from Exercise 3a. Play the recording. Students listen and
repeat the words.
Before you watch
1 Audioscript 175
• Ask students to look at the photo on Student Book stew mate tools
page 150 and discuss the question. In feedback, ask
students to share their answers with the class, and Background information
discuss what else students know about lighthouses.
Mate /mɑːteɪ/ is a traditional drink in some countries in
South America, especially in Argentina, Paraguay, Uruguay,
ANSWER and Brazil. It contains mateine (a form of caffeine).
Lighthouses are found on the coast, near parts of the sea
that are dangerous for ships. 4
• Ask students to think about the daily routine of a
2 lighthouse keeper in pairs. In feedback, ask students to
• Ask students to read and complete the text about the share their ideas with the class.
lighthouse in the photo with the words in the box. Let
students compare answers in pairs before checking While you watch
with the class. 5 12
• Tell students they are going to watch a video about
Key vocabulary the lighthouse and its keeper. Ask them to complete
3a the activities with the words in the box. Let students
• Ask students to read the sentences and match the compare answers in pairs before checking with the class.
bold words (1–3) with the pictures (a–c). Let students • Note that this particular video does not include any
compare answers in pairs before checking with the voiceover—it is purely visual.
class.
12f A day in the life of a lighthouse keeper 150a

6 12 EXAMPLE ANSWERS
• Play the video again. Ask students to put the activities
When did you start work here?
in Exercise 5 in order (1–7) while they watch. Let
What do you do every day?
with the class. Do you like your job?
How long do you stay at the lighthouse?
Do people visit you there?
After you watch
7 9
• Ask students to prepare commentary for the video in • Organize the class into new pairs. Have students ask
pairs. Tell them to follow the four steps listed. Point and answer the questions they prepared in Exercise
out that students will probably have to use both the 8. Ask students to treat the activity like an interview.
simple present and the present continuous tenses in The questions and answers should flow like a natural
their commentary. Monitor and help with ideas and dialog.
vocabulary.
• Play the video (without sound) on loop in the EXAMPLE ANSWERS
background while students prepare. When they are
ready, have them practice their commentary with each I started work at the lighthouse four months ago.
other. In feedback, ask for volunteers to read out their I clean the lighthouse, and I check that everything is
commentary to the class while the video plays. working. I repair any equipment that’s broken. I also
watch to make sure there are no boats or ships in trouble.
Yes, I do, but I can’t see my family and friends very often.
EXAMPLE ANSWER I don’t like that.
It’s a cold and cloudy day. This is Alejandro Blanco. He’s a I usually stay here for a month and then I go home for two
lighthouse keeper. Every day, Alejandro cleans and repairs his weeks. I’m going home this weekend. After that, I come
equipment. He prepares meals, too. Here he is in the kitchen. back again.
He’s cutting some meat to cook for lunch. It looks delicious …
People don’t visit me very often. But sometimes, my
children come and stay with me for a few days.
8
• Ask students to work in pairs and write down three
questions they would like to ask the lighthouse keeper.
Go over the examples in speech bubbles to get students
started.

1 Work in pairs. Look at the photo on 5 12 Watch the video. Complete the
page 150. Where do we usually see activities with these words.
lighthouses?
clothes a machine outside
2 Complete the paragraph about Cabo 2 cleaning a machine
Polonio with these words. 3 cleaning stairs
coast lighthouse people road 4 cutting meat
5 making mate
Cabo Polonio is a small village on the 1 repairing things
east 1 coast of Uruguay. It’s not 7 sitting outside
easy to get to Cabo Polonio. The main 6 washing clothes
2 road is seven kilometers away.
There are about 95 3 people in the 6 12 Watch the video again. Number the
village and there is a tall 4 lighthouse . It activities in Exercise 5 in order (1–7).
was built in 1881.
After you watch
3 Key vocabulary 7 Work in pairs. Write the commentary for
a Read the sentences. Match the bold words the video. Follow these steps:
(1–3) with the pictures (a–c). 1 Describe the weather.
1 We often eat stew in winter. It's a cloudy day.
2 Mate is a popular South American 2 Introduce the lighthouse keeper. Give
drink. him a name.
3 I use tools a lot in my job. 3 Describe the activities from Exercise 5
and add your own ideas.
a 3 b 1
4 Try reading your commentary while
the video plays. Take turns.
8 Work in pairs. What would you like to
ask the lighthouse keeper? Write three
questions.
c 2 When did you become a
lighthouse keeper?
Do you like your job?
9 Work in pairs. Imagine you are the

b 175 Listen and repeat the bold words. lighthouse keeper. Answer your questions
from Exercise 8. Take turns.
4 Work in pairs. The person who works in
a lighthouse is called a lighthouse keeper.
What do you think he or she does?

Grammar I CAN
talk about now (present continuous)
1 Work in pairs. Look at the photo of a bus
talk about the future (present continuous
stop in Santiago, Chile. Match the words with future time expressions)
(1–4) with the people (a–d). Then write
sentences with the present continuous.
Vocabulary
1 make / a phone call
2 wear / a brown jacket 4 ❯❯ MB Work in pairs. Where do people do
3 carry / some books these things? Ask and answer questions
4 talk / to her friend about rooms with these words.
1 make meals 4 watch TV
2 sleep 5 eat
3 take a shower 6 read
5 ❯❯ MB Work in pairs. Tell your partner
about the things you usually do on
weekends. Do you do similar things?
I CAN
a 3 c 2
talk about rooms in a house
talk about weekend activities
d 1
b 4
Real life
6 Match the offers and invitations (1–4) with
2 Complete the paragraph about the photo the responses (a–d).
with the present continuous. 1 Would you like a drink? c
It’s Friday evening in Santiago. People 2 Are you hungry? Do you want a
1
are standing (stand) at a bus stop. There’s sandwich? d
a bus. Its doors 2 are opening (open), 3 Do you want to meet on Sunday? a
but the people 3 aren't getting (not get) 4 Would you like to watch a movie
on the bus. They 4 are waiting (wait) for tomorrow? b
different buses. a OK, sure. I’m free on Sunday.
Some of them 5 are going (go) home. b Sorry, I can’t make it tomorrow.
They 6 are thinking (think) about the c Yes, please. I’d like a glass of water.
weekend. Some 7 aren't going (not go) d No, thanks. I ate a burger just now.
home. They 8 are taking (take) the bus
to work. 7 Work in pairs. Practice the exchanges in
Exercise 6. Change the responses.
questions with the present continuous. I CAN
make and respond to offers and invitations
1 you / go to the concert / Tuesday?
2 where / you / go / tomorrow?
3 you / meet friends / this weekend?
152
104a
booster 4 ❯❯ MB
• Ask students to work in pairs to ask and answers
questions about rooms using the words in 1–6.
Exercises 3, 4, and 5 are Memory Booster activities. For EXAMPLE ANSWERS
benefit students, see page x. 1 Where do people make meals? In the kitchen.
2 Where do people sleep? In the bedroom.
3 Where do people take a shower? In the bathroom.
I can … check boxes 4 Where do people watch TV? In the living room.
As an alternative to asking students to simply check the 5 Where do people eat? In the dining room.
I can boxes, you could ask them to give themselves a score 6 Where do people read? In the living room.
area, refer them to the Workbook and Grammar Summary 5 ❯❯ MB
exercises for additional practice. • Ask pairs to make sentences about what they usually
do on weekends. Encourage them to ask each other
Grammar follow-up questions and develop a conversation, and to
try and find things they both do.
1
• Tell students to work individually to match the words
EXAMPLE ANSWERS
(1–4) with the people (a–d) in the photo. Then ask them
to write sentences in pairs using the present continuous. A: On Friday night, I usually watch TV. Then on Saturday,
I go shopping and have dinner with my wife. What do
you usually do?
B: I usually go to bed early on Fridays. Then I play soccer
ANSWERS on Saturday morning. What do you do on Sundays?
1 She’s making a phone call. A: Well, sometimes I read the news. Or I visit my parents.
2 He’s wearing a brown jacket.
3 She’s carrying some books.
Real life
4 She’s talking to her friend.
6
• Ask students to match the offers and invitations
2
(1–4) with the responses (a–d) to make four separate
• Ask students to complete the paragraph with the exchanges. Let them compare answers in pairs before
present continuous form of the verbs in parentheses. checking with the class.
with the class. 7
• Ask students to work in pairs to practice the four
3 ❯❯ MB
exchanges in Exercise 6. Encourage students to
• Ask students to form present continuous questions in change or add on to the responses, and to develop the
pairs using the prompts. Then have them take turns to exchanges into longer conversations.
ask and answer the questions.
EXAMPLE ANSWERS
EXAMPLE ANSWERS
A: Would you like a drink?
1 Are you going to the concert on Tuesday?
B: Yes, please. I’d like a cup of coffee.
Yes, I am. / No, I’m not.
A: Sorry, I don’t have coffee. Would you like a cup of tea?
2 Where are you going tomorrow?
B: Yes, please—tea’s fantastic! Thank you.
I’m going to the movies in the afternoon.
3 Are you meeting friends this weekend?
Yes, I am. We’re playing basketball.

UNIT 2b, Exercise 13, page 25 UNIT 4b, Exercise 8, page 49
Student A Student A
1 Look at the photo. You are on vacation in 1 Look at the information about photo A.
Oman. Look at the sentences (1–5) and Answer your partner’s questions.
choose from the options. Then have a
A
telephone conversation with Student B.
Answer his or her questions.
The Paranel Observatory

• Atacama desert in Chile.
• Open on Saturdays.
• It’s big. It’s in the James Bond movie
Quantum of Solace.
2 Look at photo B. Ask your partner the
1 I’m in Oman. questions in the grammar box on page 49.
2 It’s hot / cold.
B
3 I’m OK / happy.
4 The beach is nice / beautiful.
5 My hotel is nice / OK.
2 Your friend (Student B) is on vacation.
Prepare questions with these words.
Then have a telephone conversation with
Student B. Ask the questions.
1 where? Where are you?
2 cold? Is it cold?
3 OK? Are you OK?
4 city beautiful? Is the city beautiful?
5 hotel nice? Is the hotel nice?
Communication Activities 153

UNIT 8b, Exercise 11, page 97
Student A
1 Look at the information. Ask

questions about Paulo to
complete the chart.
Does Paulo watch Your
videos online? Paulo Eva You partner
watch videos ✗ ✓
2 Answer your partner’s online? on TV
questions about Eva. go to classes in ✓ ✓
the evenings?
3 Complete the information ✓
✗
for “You.” drink coffee?
tea
4 Answer your partner’s do homework ✓ ✗
on weekends? after school
questions.
have lunch at ✗ ✗
5 Ask your partner questions home? at school at work
and complete the information meet friends ✓ ✗
for “Your partner.” after class? on Sundays
Do you watch
videos online?
6 Are you or your partner

similar to Paulo or Eva?

Student A
Ask your partner about the
Seaview Mountain Sun
Sun Hotel. Then look at
Hotel Hotel Hotel
the information about the
free Wi-Fi? ✓ ✓ ✓
Mountain Hotel. Answer your
a parking lot? ✓ ✓ ✓
partner’s questions. Decide
a restaurant? ✓ ✗ ✓
which of the three hotels
you want to stay in. rooms with a fridge? ✓ ✗ ✗
a swimming pool? ✓ ✗ ✗
buses to the city center? ✗ ✓ ✓
cost per night $145 $90 $110
154 Communication Activities

UNIT 2b, Exercise 13, page 25 UNIT 4b, Exercise 8, page 49
Student B Student B
1 Your friend (Student A) is on vacation. 1 Look at photo A. Ask your partner the
Prepare questions with these words. questions in the grammar box on page 49.
Then have a telephone conversation with
A
Student A. Ask the questions.
1 where? Where are you?
2 hot? Is it hot?
3 OK? Are you OK?
4 beach beautiful? Is the beach beautiful?
5 hotel nice? Is the hotel nice?
2 Look at the photo. You are on vacation
in New York. Look at the sentences (1–5)
and choose from the options. Then have
a telephone conversation with Student A.
Answer his or her questions.
2 Look at the information about photo B.

Answer your partner’s questions.
B
1 I’m in New York.

2 It’s hot / cold.
3 I’m OK / happy.
4 The city is nice / beautiful. The Taj Mahal
5 My hotel is nice / OK. • Agra in India.
• Open every day except Fridays.
• It’s beautiful. It’s a UNESCO World
Heritage Site.

Student B
1 Look at the information.

Answer your partner’s
questions about Paulo.
2 Ask questions about Eva to Your
complete the chart. Paulo Eva You partner
watch videos ✗ ✓
Does Eva watch
online? on TV
videos online?
go to classes in ✓ ✓
the evenings?
3 Complete the information ✗ ✓
drink coffee?
for “You.” tea
do homework ✓ ✗
4 Ask your partner questions on weekends? after school
and complete the information
have lunch at ✗ ✗
for “Your partner.” home? at school at work
Do you watch meet friends ✓ ✗
videos online? after class? on Sundays
5 Answer your partner’s

questions.
6 Are you or your partner
similar to Paulo or Eva?

Student B
Look at the information about Seaview Mountain Sun
Hotel Hotel Hotel
the Sun Hotel. Answer your
partner’s questions. Then ask free Wi-Fi? ✓ ✓ ✓
about the Mountain Hotel. a parking lot? ✓ ✓ ✓
Decide which of the three a restaurant? ✓ ✗ ✓
hotels you want to stay in. rooms with a fridge? ✓ ✗ ✗
a swimming pool? ✓ ✗ ✗
buses to the city center? ✗ ✓ ✓
cost per night $145 $90 $110
156 Communication Activities

UNIT 6c, Exercise 9, page 74
Student A
Look at the photos and choose an item. Answer your
partner’s questions. You can answer yes or no. Repeat
with two or three more items. Take turns.
Student B
avocado cereal cheese
Look at the photos. Ask questions to find out your
partner’s item. You can ask questions with yes or no
answers. Repeat with two or three more items. Take
turns.
Can you have it for breakfast / lunch / dinner?
lemonade milk orange juice
Is it a fruit / vegetable / snack?
Is it a food / drink?
Is it red / white / brown? Is it hot / cold? pasta soup yogurt
UNIT 12a, Exercise 13, page 143

Student A Student B
Look at the photo of Ayu’s family in the Look at the photo of Ayu’s family in the
living room. Write questions. Then ask and living room. Write questions. Then ask and
answer the questions with your partner. answer the questions with your partner.
1 children / watch TV? 1 boy / lie on the couch?
2 man / sit on a chair? 2 girls / sit on the floor?
3 people in the kitchen / talk? 3 women on the couch / eat?
Are the children watching TV?

Is the man sitting on a chair?
Are the people in the kitchen talking?
Is the boy lying on the couch?
Are the girls sitting on the floor?
Are the women on the couch eating?

GRAMMAR SUMMARY UNIT 1
Spoken English Possessive adjectives
Grammar and pronunciation notes Grammar notes

In spoken English, I am and you are are almost always My and your are possessive adjectives. They go before a
contracted (or shortened) to I’m and you’re. For this noun and describe who owns it.
reason, it’s important to teach the contracted form with We use my or your for all nouns. Their forms do not change
the apostrophe, which represents the omitted a in am and according to the gender of what’s referred to (e.g., my
are. We only tend to give am and are their full value when wife, my husband, my children). This isn’t the case in some
we are emphasizing or contradicting: No! I am Katya! other languages. Different forms are used when referring
Note the pronunciation: I’m /aɪm/ and you’re /jʊr/. to different genders (e.g., in French, three forms of me are
used: ma, mon, mes).
Cities, countries, and nationalities
Imperative form
Grammar notes
Grammar notes
Cities, countries, and nationalities are proper nouns so
they always start with a capital letter. Note that we use the imperative form when giving
In English, most countries need no article (a, an, or classroom instructions (Sit, Do, Look). In English, the
the). However, some countries use the because they are imperative looks the same as the base form. Students will
described as a set of states, islands, kingdoms, etc. For be taught the imperative form in Unit 9.
example: the United States (the US), the United Kingdom
(the UK), the United Arab Emirates (the UAE).
There are three main endings for nationalities: -(i)an, -ish
and -ese. Ask students to find examples of these endings
in the chart. Some nationalities are irregular: France—
French, Switzerland—Swiss, the Netherlands—Dutch.
He's, she's, and it's
Grammar and pronunciation notes

In spoken English, he is, she is, and it is are almost always
contracted (or shortened) to he’s, she’s, and it’s. We only
tend to use the full form is when we are emphasizing or
contradicting. For this reason, it is important to teach the
contracted forms with the apostrophe.
Most English nouns have no gender. As a result, the
pronouns he and she are only used to refer to people
(however note the exception that she is often used to
refer to boats and ships).
The pronoun it is used to refer to singular places, things,
ideas, animals, etc.
Note the pronunciation: he’s /hi:z/, she’s /ʃi:z/, and it’s /ɪts/.
158
Exercises
1 Write I’m or You’re. 4 Write sentences with He’s, She’s, and It’s.
1 Hello. I’m 2 1 Jack / from London
Jack. He’s from London.
2 George / Canadian
He’s Canadian.
3 Katya / Russian
She’s Russian.
4 Chicago / in the United States
Hello. I’m It’s in the United States.
Hi. I’m your teacher. 5 Jessica / from Toronto
Susana. You’re in my She’s from Toronto.
class. 6 Cairo / in Egypt
2 Write I’m or You’re. It’s in Egypt.
1 george: I’m George. 5 Write am, are, and is.
teresa: Hi, George.
1 Hi! I am Elena.
2 carola: Hi, George.
2 Paul is a doctor.
george: Hello! You’re Carola!
3 He is from Hong Kong.
3 teresa: Hello.
4 It is in China.
otto: Hi! I’m Otto Hampel.
5 You are American.
3 Write He, She, or It.
6 Put the words in order to make sentences.
1 2 Use contractions if possible.
1 is / the United States / it / from
It’s from the United States.
2 Mexico / is / Elisabeth / from
Elisabeth is from Mexico.
She ’s Italian. It ’s a chair. 3 Spanish / is / the teacher
3 4
The teacher is Spanish.
4 is / Brazilian / he
He’s Brazilian.
5 in / New York / am / I
I’m in New York.
7 Complete the sentences with my and your.
He ’s from It ’s an
Egypt. English book. 1 My name’s Ludmilla. I’m from Russia.
5 6
2 Hello! I’m Tomas. You’re my teacher.
Your name’s Mr. Jones.
3 Hi. I’m Juan. What’s your name?
4 A: My cell phone number is 555 836 736.
B: Thanks.
5 A: Ben, what’s your home number?
He ’s She ’s from B: It’s 555 497 268.
American. Mexico.
Grammar Summary 159

In Plural nouns
Grammar notes Grammar notes

In English, we use in to say where someone or something Plurals are usually formed by adding -s.
is located. It is one of several prepositions of place. Add -es when a noun ends with -ch, -sh, -s or -x (beaches,
We use in with cities, countries, continents, rooms, dishes, buses, boxes, etc.).
buildings, and some forms of transportation (we say in a When a noun ends with -y, change y to i and add -es
car/taxi/van, but on a bike/boat/bus/train). (countries, babies, etc.).
We also use in to say the language used for something
(e.g., The movie is in English or The exam is in Spanish).
Capital letters
Other prepositions of place will be taught in Units 4 and 12.
Grammar notes
We are and they are Initial capital letters are used in proper nouns. These are
the names we give to many things, including: people,
Grammar notes books, movies, organizations, countries, cities, states,
In spoken English, we are and they are are almost always roads, streets, etc.
contracted to we’re and they’re. We only tend to use the
full form when we are emphasizing or contradicting, e.g.,
Yes! We are French! For this reason, it’s important to teach
and encourage the use of the contracted forms.
Negative forms of be
Grammar notes
In spoken English, the negative forms of be are almost
always contracted. We only tend to use the full forms
(am not, is not, and are not) when we are emphasizing
or contradicting.
Note that am not is shortened to ‘m not, whereas is not
and are not are shortened to isn’t and aren’t. It’s also
possible, but less common, to say he's not/she's not/it's not,
as well as they're not/we're not. However, it is wrong to say
I amn't.
Questions with the verb be
Grammar notes
In English, questions with the verb be are formed by
inverting or swapping the position of the subject and the
verb, and by adding a question mark:
Statement: Question:
You are French. Are you French?
He is OK. Is he OK?
When answering, the speaker shortens the answer because
it’s unnecessary to repeat the information in the question:
Question: Short answer:
Are you French? Yes, I am (French).
Is it cold? No, it isn’t (cold).
In English, the word you can be both singular or plural:
Are you English? Yes, I am. (one person)
Are you from Germany? No, we aren’t.
(two or more people)
160
Exercises 4 Rewrite the sentences as questions.
1 Sydney is in Australia.
1 Complete the sentences with We or They. Is Sydney in Australia?
1 2
We ’re 2 You’re from Egypt.
They ’re
in Paris. Are you from Egypt?
taxis.
3 London is cold.
Is London cold?
4 We’re in a hotel.
Are we in a hotel?
5 Katya is an artist.
Is Katya an artist?
They ’re We ’re
3 4
Spanish.
5 Write questions with the correct form
in London.
of be. Then write two answers for each
question with yes and no.
1 Simon / from Bolivia?
Is Simon from Bolivia?
Yes, he is. No, he isn’t.
2 you / on vacation?
Are you on vacation?
Yes, I am. No, I’m not.
2 Complete the sentences. 3 your hotel / nice?
1 This is Jack. This is Bill. They are Is your hotel nice?
Canadian. Yes, it is. No, it isn’t.
2 France and Spain are in Europe. 4 Susana and Gina / in Paris?
3 Bruno and Paola are from Italy. They’re Are Susana and Gina in Paris?
Italian. Yes, they are. No, they aren’t.
4 I’m with my teacher. We ’re in a 6 Write a or an.
classroom.
5 I’m from Japan. My friend is from 1 I’m a student.
Japan. We’re Japanese. 2 Sonia is a doctor.
3 Malta is an island in the
3 Rewrite the sentences with the verb in the Mediterranean Sea.
negative form. 4 This is a book.
1 Jack’s a student. 7 Write the plural of these nouns.
Jack isn’t a student.
2 We are Spanish. 1 a lake lakes
We aren’t Spanish. 2 a country countries
3 The city is in Europe. 3 a beach beaches
The city isn’t in Europe. 4 a vacation vacations
4 I’m happy. 5 an island islands
I’m not happy. 6 an address addresses
5 Susana and Gina are from Tunisia. 7 a photo photos
Susana and Gina aren’t from Tunisia. 8 a boat boats
Grammar Summary 161

Third person possessive adjectives Contraction of is and the possessive ’s
Grammar and pronunciation notes Grammar notes (p. 37, Exercise 7)

His and her are third person singular possessive adjectives. Note that for the sake of clarity, the full form be has been
His (like he) refers to a male “possessor.” Her (like she) used in the example sentence and answer key. However,
refers to a female “possessor.” the contracted form can also be used: Ana’s Nuno’s sister.
Its is also a third person singular possessive adjective. Its is This is potentially confusing for students as the first ’s is
used when an animal, object, or country, etc., “possesses” the short form of is and the second is the possessive ’s. If
something. There is no apostrophe in the possessive students use or mention the short form of is, make sure
adjective its. they are aware of the difference in meaning and use,
which will be taught in Exercises 9 and 10.
Their is the third person plural possessive adjective. Our is
the first person plural possessive adjective. In English, their
and our do not change according to the genders of the Using ’s for has
possessors. This is not the case in some other languages.
In English, possessive adjectives are the same for both Grammar notes
singular and plural nouns. We say their book and their Although students haven’t been taught has and have,
books, NOT theirs books. note that has can also (sometimes) be reduced to ’s (She’s
Note the pronunciation: our /ˈaʊ(ə)r/ and their /ðer/. finished her homework = She has finished her homework).
Using be when talking about age Irregular plurals
Grammar and pronunciation notes Grammar notes

Point out that when we talk about someone’s age in While most plurals forms are regular, many are irregular.
English, we use the verb be, e.g., She’s twelve years old; For example: foot/feet, tooth/teeth, goose/geese, mouse/
I’m twenty-seven; They are fifteen. mice. Nouns that end with the -f sound are also irregular:
shelf/shelves, wolf/wolves, knife/knives, life/lives. Some
nouns are the same whether they are singular or plural:
Are sheep/sheep, deer/deer, etc.
Grammar notes
Using contractions
Eyes are plural. Therefore, we use the verb are with eyes.
In English the word hair, when used as a collective noun
Grammar notes
(someone's head of hair), is uncountable. Therefore, we
use the verb is with hair. English contractions are formed by blending two
words together, of which at least one is a grammatical
item (auxiliary verb, pronoun, negative particle, etc.).
Possessive ’s and s’ Contractions involve elision, or the dropping of one or
more sounds. An apostrophe is used to represent the
Grammar notes missing sound(s) or letter(s).
We use the possessive ’s to show possession or ownership You may need to revise the rules of contractions with the
in English. You add ’s to the end of the noun which verb be. Remind students that in spoken English, be is
“possesses” the noun that follows, e.g., This is Alan’s pen often abbreviated after the subject pronoun (I’m, you’re,
(the pen belongs to Alan). she’s, he’s, it’s, we’re, they’re).
In this level, it's best to keep things simple by only With negatives, be and not are abbreviated to I’m not,
providing examples involving singular possessors. However, she/he/it isn’t, and you/we/they aren’t (she’s/he’s/it’s not
note that the position of the apostrophe changes for and you’re/we’re/they’re not are also possible, but less
singular and plural possessors: My sister’s car = a car that common).
belongs to one sister; My sisters’ car = a car that belongs to
Question words are also abbreviated with is (Who’s,
more than one sister.
What’s, etc.), but not usually with am or are (Where am I?
Who are they?).
162
Exercises 4 Put the words in order. Write sentences
with the possessive ’s.
1 Circle the correct option. 1 hair / Carlo / is / black
1 This is a photo of my brother in her / his Carlo’s hair is black.
car. 2 bag / old / Joana / is
2 My husband is Russian. His / My name Joana’s bag is old.
is Boris. 3 car / the teacher / is / new
3 We are happy. It’s his / our daughter’s The teacher’s car is new.
wedding. 4 blue / are / eyes / Frieda
4 Hi, Zara. Is this her / your mother? Frieda’s eyes are blue.
5 My friends are in Spain. It’s his / their 5 they / children / Nam / are
vacation. They are Nam’s children.
6 Michael and David / friends / are / Kim
2 Complete the sentences with these words.
Michael and David are Kim’s friends.
he her his it its she their they
5 Write is or ’s in the correct place.
1 A: Robert’s address is 25 Smith Road. 1 Who this?
B: What’s his phone number? Who is this?
2 A: Dani and Harry are brothers. 2 My hair black.
B: What’s their last name? My hair is black.
3 Sonia is my friend. She ’s a teacher. 3 How old your best friend?
4 A: What’s your name? How old is your best friend?
B: It ’s Paulo. 4 David friends are Oscar and Paul.
5 A: My son’s called Riz. David’s friends are Oscar and Paul.
B: How old is he ? 5 Sandra tall.
6 We’re from an island. Its name is Sandra is tall.
Skye. 6 Our teacher name is Andrew.
7 Venus and Serena are tennis players. Our teacher’s name is Andrew.
Are they sisters?
8 Look at Anna in her car. 6 Complete the singular and plural nouns.
1 How old are the women in the
3 Write sentences.
photo?
1 James / Oscar / father 2 Who are the people at the wedding?
James is Oscar’s father. 3 This child is three years old.
2 John and James / Elena / sons 4 Who is the person in your car?
John and James are Elena’s sons. 5 James and Eliza are my children .
3 Lisa and Marga / John / daughters 6 Our teacher is a man .
Lisa and Marga are John’s daughters.
4 Lisa / Marga / sister
Lisa is Marga’s sister.
5 James / Harry / son
James is Harry’s son.
Grammar Summary 163

Next to and near At
Grammar notes Grammar and pronunciation notes

Make sure that students are clear about the difference We use at to say the time: at 5 o’clock, at midnight.
between next to (by the side of) and near (in the vicinity, We use at to specify location: at home, at work, at school.
but with no direction specified). Use realia and the Note that we don’t use the in these expressions, but in
diagrams in the grammar box to explain this. other expressions, we do (at the airport, at the hotel, etc.).
Students are often unsure whether to use in or at. At this
Demonstrative pronouns level, it’s best to just teach fixed expressions rather than
give rules, but the short answer is that we use at when we
Grammar notes want to say where we are (I’m at school; I’m at the airport)
and in when we want to emphasize that we are inside a
We use this to refer to a singular person or thing which
place (I’m in the airport, so come inside).
is close to the speaker. We use that to refer to a singular
person or thing which is further away. The word at is often unstressed in natural speech: /ət/.
These is the plural of this, and those is the plural of that.
Adjectives
Inverting be in questions
Grammar notes
Grammar notes Note that adjectives in English do not change according
to whether they are describing singular or plural nouns:
Note that after question words, the verb be inverts (it
The houses are big, NOT The houses are bigs.
swaps position with the subject): What is it? NOT What
it is?
164
Exercises 3 Circle the correct option.
1 Look at the picture of Oxford Street. Write Are these / those These / Those
yes or no. 1
your keys? 2 buildings are old.
1 Is the Science Museum next to the
bank?
no
2 Is the park on Oxford Street?
yes
3 Is the Science Museum opposite Are these / those
the park? dictionaries? These / Those are
3 my children.
no 4
4 Are the three people near the Science
Museum?
yes
5 Is the cafe next to the parking lot?
no
6 Is the Tourist Information Center These / Those
aren’t maps of Are these /
opposite the bank? 5
Paris. 6 those lions?
yes
2 Look at the picture of Oxford Street.
Complete the sentences.
1 The bank is next to the cafe.
2 The bank is opposite the Tourist
Information Center.
3 The three people are near the 4 Put the words in order to make questions.
park. 1 is / building / what / that / ?
4 The parking lot is opposite Green’s What is that building?
Hostel. 2 is / open / the museum / when / ?
5 The Science Museum is next to the When is the museum open?
parking lot. 3 your friends / are / where / today / ?
6 The bank is on Oxford Street. Where are your friends today?
4 is / why / the cafe / popular / ?
Why is the cafe popular?
Grammar Summary 165

Can Position and form of adjectives

We use can to express a general ability, and can’t to In English, adjectives go before the noun. We use a comma
express a lack of ability. when using more than one adjective, e.g., small, expensive
Can and can’t are modal verbs. They are followed by base cameras or big, new cameras.
form verbs. They don’t change, regardless of which subject
pronoun they are used with: he can, NOT he cans. Asking permission and requesting something
Can’t is short for cannot, but the long form is rarely used.
Grammar notes
Can questions and short answers Note that English uses Can I …? when asking permission
to do something. Both May I …? and Could I …? are also
Grammar and pronunciation notes possible. They are more polite, but less common.
I’d like … is the best and most common way of requesting
Can is a modal auxiliary verb so it inverts with the subject
or asking for something. I want … is considered too direct
noun or pronoun when making questions:
and rude in English. Make sure students are pronouncing
He can swim. Can he swim?
I’d /aɪd/ and not saying I like.
In questions, can is weakly stressed, but in short answers,
Salespeople tend to say It’s five dollars when asked how
both can and can’t are strongly stressed.
much something is, but That’s five dollars when adding
everything together and asking for money at the end of
Has and have the conversation.
Grammar notes
But
We use have and has to express possession. Note that
have got and has got are also used to express possession, Grammar notes
especially in British English.
We use the conjunction or linking word but to join two
We use has with the third person singular (he, she, it). clauses and show that there is a contrast between them.
A comma should be placed before but when it joins two
Full and auxiliary verbs long clauses.
Grammar notes
Note that when expressing possession, has and have are
not reduced to ‘s or ‘ve because they are full verbs. They
are only reduced when they are auxiliary verbs (I’ve got ...,
He’s finished ..., etc.).
Adjective forms
Grammar notes
Remind students that in English, adjectives do not change
their form according to whether the noun is singular or
plural, e.g., his camera is big and his cameras are big, NOT
his cameras are bigs.
166
Exercises 4 Complete the sentences with have or has.
1 I have two cameras.
1 Circle the correct option. 2 My brother has a mountain bike.
1 Babies can / can’t run. 3 My friends have four
2 Children can / can’t see. children—they’re all boys.
3 Babies can / can’t move. 4 We have a piano.
4 Cars can / can’t fly. 5 My city has three parks.
5 Children can / can’t run. 6 My sister has a job. She’s a teacher.
6 Animals can / can’t speak.
5 Write at least eight sentences with these
2 Put the words in order to make sentences words and be. Answers will vary.
and questions.
The buildings expensive
1 play / piano / you / can / the / ? My camera new
Can you play the piano? Your car popular
2 car / drive / can’t / I / a / . The museum red
I can’t drive a car. The people tall
My sister young
3 friends / my / cook / can’t / .
My friends can’t cook. The buildings are tall.
4 baby / walk / your / can / ? The buildings are new / tall / red.
Can your baby walk? My camera is expensive / new / red.
5 can’t / robot / swim / this / . Your car is expensive / new / red.
This robot can’t swim. The museum is new / popular.
6 speak / my / Spanish / can / brother/. The people are popular / tall / young.
My brother can speak Spanish. My sister is popular / tall / young.
3 Write questions and answers.
1 he / sing ✓
Can he sing?
6 Put the words in order to make sentences.
Yes, he can. 1 is / camera / this / Japanese / a
2 you / drive a car ✓ This is a Japanese camera.
Can you drive a car? 2 fantastic / phone / my / a / memory /
Yes, I can. has
3 they / play ping-pong ✗ My phone has a fantastic memory.
Can they play ping-pong? 3 phone / you / great / on / your /
No, they can’t. music / have
4 she / cook ✗ You have great music on your phone.
Can she cook? 4 city / Venice / beautiful / a / is
No, she can’t. Venice is a beautiful city.
5 they / speak English ✓ 5 blue / a / my / has / sister / car
Can they speak English? My sister has a blue car.
Yes, they can. 6 is / Jack’s / man / an / grandfather /
6 it / swim ✗ old
Can it swim? Jack’s grandfather is an old man.
No, it can’t.
Grammar Summary 167

Simple present affirmative and negative forms Object pronouns

Here, students are introduced to the affirmative and An object pronoun replaces a noun when it is an object
negative forms of the simple present for the first time via in a sentence. The object is the noun (or pronoun) that
the verb like. receives the action of the verb.
We use the base form of like with the singular pronouns I We often replace nouns with object pronouns to avoid
and you, and with the plural pronouns they, you, and we. repetition when we already know what is being referred to.
With the third person singular pronouns he, she, and it,
we add an s to like to form likes. The third person singular Suggestions
verb form is taught to students later in Unit 6b.
To make negative simple present verbs, we add the Grammar notes
negative forms of the auxiliary verb do before the word
We use Let’s with the base form of the verb (Let’s play
like: don’t like or doesn’t like (students learn doesn’t in
tennis) to make suggestions. We can also use the structure
Unit 6b).
How about + noun (How about tennis?). Be aware that
Watch out for common errors such as I am like … and They How about …? can also be used with the -ing form of the
not like … as students get to grips with these forms. verb (How about playing tennis?), but that this slightly
more advanced form is not taught in this lesson.
Simple present questions and short answers English tends to use have rather than eat with food when
talking about meals (Let’s have pizza; Let’s have lunch).
Grammar notes
Here, students are introduced to the question and short Can
answer forms of the simple present for the first time.
When asking yes/no questions with plural nouns or with Grammar notes (p. 77, Exercises 1 and 2)
the pronouns I, you, we, and they, we use the auxiliary The short messages in Exercises 1 and 2 make use of the
verb Do, followed by the subject noun or pronoun, and modal verb can. Note the functional uses of can:
then the base form of the verb. For example: Do you like
Can you come for lunch? = an invitation
golf?
Can we meet at 8? = a suggestion
In short answers, the auxiliary verb is used, and not the
main verb (Yes, I do; No, I don’t). Can I invite my sister? = a request
Watch out for common errors such as You like golf? and Of course you can. = giving permission / agreeing to a
Yes, I like. as students learn these forms. request
Sorry, I can’t. = refusing an invitation
Simple present third person singular forms
Punctuation
Grammar notes
Here, students are introduced to the affirmative, negative, Grammar notes
and question forms of the simple present in the third We use capital letters at the start of a sentence.
person singular for the first time.
We use periods at the end of a sentence.
After he, she, and it, we add an s to the basic form of the
We use commas when there is a pause in the sentence
verb (like becomes likes). To make the negative, we use
(e.g., Yes, of course).
the negative form of does (doesn’t), and change likes back
to like (e.g., He doesn’t like ...). We use question marks at the end of questions, and
exclamation marks to show emotions like surprise or
When asking yes/no questions with he, she, or it, we use
excitement.
the auxiliary verb Does, followed by the pronoun, and
then the base form of the verb. For example: Does he like
golf?
Watch out for common errors such as He like … and
He doesn’t likes … as students learn these forms. Be
aware that assimilating the third person s form can be
challenging, so students are likely to make mistakes.
168
Exercises 4 Write sentences with the correct form of
like.
1 Write sentences with the correct form of 1 Toni / music
like.
Toni likes music.
1 I / basketball 2 Ahmed / detective stories
I don’t like basketball. Ahmed doesn’t like detective stories.
2 we / baseball 3 Elena / animals
We like baseball. Elena likes animals.
3 they / tennis 4 Kim / cold places
They like tennis. Kim doesn’t like cold places.
4 you / swimming 5 Tanya / beaches
You don’t like swimming. Tanya likes beaches.
5 I / London 6 Nuno / fish
I like London. Nuno doesn’t like fish.
6 they / coffee
They don’t like coffee.
5 Four of these sentences have a missing
word: does or doesn’t. Rewrite the four
2 Write questions with the words. Then sentences with the missing word.
write answers to the questions.
1 Nam likes New York. ✓
1 Formula 1 / they ✓
Do they like Formula 1? 2 Joanna like movies.
Yes, they do. Joanna doesn’t like movies.
2 soccer / you ✗ 3 your teacher like music?
Do you like soccer? Does your teacher like music?
No, I don’t. 4 Stefan like swimming.
3 animals / you ✓ Stefan doesn’t like swimming.
Do you like animals? 5 Elise like sports?
Yes, I do. Does Elise like sports?
4 the beach / they ✗ 6 Krishnan likes wildlife shows. ✓
Do they like the beach?
No, they don’t.
6 Look at the underlined nouns. Complete
3 Rewrite the sentences in the form given in the sentences with an object pronoun.
parentheses.
1 I like wildlife shows, but my friend
1 I like motorcycles. (negative) doesn’t like them .
I don’t like motorcycles. 2 We can’t see you. Can you see us ?
2 Your friends like cats. (question) 3 She’s a popular writer, but I don’t like
Do your friends like cats? her .
3 You don’t like cities. (affirmative) 4 A: Do you like pop music?
You like cities. B: Yes, I love it .
4 We don’t like running. (affirmative) 5 Matt Damon is fantastic in the Bourne
We like running. movies. I love him .
5 We like soccer. (negative) 6 I have a cat. It loves me .
We don’t like soccer.
Grammar Summary 169

Affirmative and negative forms of simple present Forming questions
verbs
Grammar notes
Grammar notes In English, we form questions with I/you/we/you/they in
In Unit 6, students were introduced to the simple present the following way:
for the first time with the verb like. Now, students revise auxiliary verb do + subject + base form
the affirmative and negative form of the simple present
Do you study English?
using different verbs.
In short answers, we use do or don’t and omit the main
As students have learned, there is no change to the verb
verb, e.g., Yes, I do. / No, I don’t. Watch out for errors such
form when it is used with the the singular pronouns I and
as You study English? and Yes, I study.
you, or with the plural pronouns they, you, and we. We
use the base form of the verb.
To make the negative, we add the negative form of the Wh- question words
auxiliary verb do (don’t) before the base form of the main
verb. For example: Don’t go ... , Don’t do ... , Don’t eat ... Grammar notes
Watch out for common errors such as I am live and They In English, we use the following Wh- question words:
not have as students get to grips with these forms. What (to ask about things, activities, events, etc.)
Note that the negative form don’t is strongly stressed in Where (to ask about places)
sentences. Do not is almost always shortened to don’t in
Who (to ask about people)
spoken English.
Why (to ask for a reason)
When (to ask about time)
Prepositions of time
We use the following order in -Wh questions:
Grammar notes Question word + auxiliary verb + I/you/we/they + verb
We use the preposition at to say a specific time: at Where do you go?
5 o’clock, at noon, at midnight. We also use at in the Note that there are other question words: Which (to ask
expression at night. about choice and alternatives), How (to ask about way,
We use in to describe different parts of the day: in the manner, or form), and Whose (to ask about possession).
morning, in the afternoon, in the evening. These are not taught in this lesson.
We use on to talk about a day of the week (on Monday, on
Tuesday) or a day every week (on Mondays, on Tuesdays).
170
Exercises 4 Write questions with the words. Then
write answers to the questions.
1 Rewrite the sentences in the form given in 1 every week (you / climb) ✓
parentheses.
Do you climb every week?
1 I have breakfast at seven o’clock. Yes, we do.
(negative) 2 soccer (they / play) ✗
I don’t have breakfast at seven o’clock. Do they play soccer?
2 You don’t watch TV in the evening. No, they don’t.
(affirmative) 3 cakes (you / make) ✓
You watch TV in the evening. Do you make cakes?
3 My friends start work at nine o’clock. Yes, I do.
(negative) 4 in a band (your friends / sing) ✓
My friends don’t start work at nine o’clock. Do your friends sing in a band?
4 I don’t have classes on Fridays. Yes, they do.
(affirmative) 5 shopping (you / enjoy) ✓
I have classes on Fridays. Do you enjoy shopping?
5 We finish class at eight o’clock. (negative) Yes, I do.
We don’t finish class at eight o’clock.
6 They go to bed at midnight. (negative) 5 Write sentences and questions with the
words in parentheses.
They don’t go to bed at midnight.
1 you / painting / ? (like)
2 Write sentences with these verbs. Do you like painting?
not eat not get up have 2 My friends / German / . (not speak)
study watch My friends don’t speak German.
3 you / to music / ? (listen)
1 I / TV Do you listen to music?
I watch TV. 4 We / the guitar / . (not play)
2 you / English We don’t play the guitar.
You study English. 5 they / dinner every evening / ? (cook)
3 they / lunch in a cafe Do they cook dinner every evening?
They have lunch in a cafe.
4 my friends / meat 6 Put the words in order to make questions.
My friends don’t eat meat. 1 to the beach / do / go / when / you / ?
5 I / at eight o’clock When do you go to the beach?
I don’t get up at eight o’clock. 2 do / they / what / at the beach / do / ?
3 Circle the correct preposition. What do they do at the beach?
3 with / do / you / who / sing / ?
1 We don’t go to class at / on Saturdays Who do you sing with?
and Sundays. 4 go / swimming / where / they / do / ?
2 They eat cereal in / on the morning. Where do they go swimming?
3 I don’t drink coffee at / in the evening. 5 you / like / why / do / running / ?
4 I finish work at / in seven o’clock. Why do you like running?
5 You sleep at / in night.
Grammar Summary 171

Affirmative and negative third person singular Answering the phone
simple present forms
Grammar notes
Grammar notes When English speakers answer the phone, they say Hello
Here, students revisit the third person singular (he, she, it) or Hi. In formal situations, they say Good morning, Good
affirmative and negative forms of the simple present, but afternoon, and Good evening.
with different verbs. Note the use of Can I …? to ask for permission. Both May
After he, she, and it, we add -s (e.g., starts) or -es I …? (more polite) and Could I …? (more tentative) are
(e.g., finishes) to the verb. We add -es after -sh, -ch, -s, -z, alternative expressions.
and -x. We also add -es to the common verbs go and do. I’ll call back later means “I will call again at a later time.”
To make the negative, English adds the negative form of Here, I’ll is used to make an offer or promise.
the auxiliary verb does before the base form of the verb.
Compare the he/she/it forms with the I/you/we/they forms, Double letters
which students have already seen.
Watch out for common errors such as He start and She Grammar and pronunciation notes
doesn’t starts as students get used to these forms.
English often has double letters in words. Unfortunately,
the rules for double letters are fairly complex. At this
Third person singular simple present questions: does level, it’s best to treat the occurrence of double letters as
something that simply needs to be noticed and learned on
Grammar notes a word by word basis.
Double consonants often have an effect on the
In third person singular questions, the auxiliary verb do
pronunciation of the vowel sound that precedes them.
changes to does. The main verb takes the base form (go,
For example, diner (someone who is eating a meal at a
work, etc.), not the third person singular form. Note the
restaurant) is pronounced /ˈdaɪnər/, but dinner (the meal
word order in questions:
we eat in the evening) is pronounced /ˈdɪnər/.
Question word + auxiliary verb + subject + verb
Generally, when consonants are doubled, only one is
What does she do? pronounced. So, in dinner and summer, the speaker only
Watch out for errors of form, e.g., What she does? Does makes one /n/ or /m/ sound. This may confuse speakers
she gives lectures? of some nationalities. Italians, for example, are used to
making two sounds when doubling consonants.
Frequency adverbs
Grammar and pronunciation notes

We use frequency adverbs to say how often we do things.
Frequency adverbs generally go between the subject and
the main verb (She never goes …). However, note that
we can use sometimes at the start or end of a sentence:
Sometimes, she eats with friends. / She eats with friends
sometimes. Also, note that frequency adverbs generally go
after the verb be and after auxiliary verbs: She is usually
late. / She doesn’t often go out.
Note the challenging pronunciation of usually /ˈjuːʒuəli/,
and the silent /t/ in often /ˈɔːfən/ (although some native
speakers choose to pronounce it).
172
Exercises 4 Write questions with the words in
parentheses.
1 Complete the sentences with the correct 1 Simon / Arabic? (understand)
form of the verbs in parentheses.
Does Simon understand Arabic?
1 Jack works (work) in a hospital. 2 Anne / German? (speak)
2 Ryan serves (serve) customers Does Anne speak German?
in a cafe. 3 Lin / near you? (live)
3 The bus doesn’t stop (not / stop) near Does Lin live near you?
my house. 4 Boris / in the evening? (study)
4 This button opens (open) the Does Boris study in the evening?
doors. 5 your friend / English? (teach)
5 Kristen doesn’t walk (not / walk) to Does your friend teach English?
work every day.
5 Read the sentences. Then write questions
2 Complete the paragraph with the correct with the words in parentheses.
form of these verbs.
1 Carl doesn’t finish work at eight
buy get go have play o’clock. (nine o’clock?)
use watch work not work sell Does he finish work at nine o’clock?
2 Jon doesn’t work in an office. (where?)
Alain Bofill 1 works in the city. He Where does Jon work?
2
uses a computer all day. He 3 Julia doesn’t goes to bed late. (early?)
3
buys / sells and sells / buys
4
Does Julia go to bed early?
money—dollars, pounds, and euros. He 4 My brother doesn’t read novels. (what?)
5
goes home on the subway. He What does your brother read?
6
gets home at nine o’clock in the 5 My sister doesn’t like tea. (coffee?)
evening. He 7
has dinner and he Does your sister like coffee?
8
watches TV. He doesn’t work on
9
Saturdays—he 10 plays golf with his 6 Put the words in order to make sentences.
friends. 1 coffee / have / usually / I
3 Rewrite the sentences in the form given in I usually have coffee.
parentheses. 2 travels / colleague / my / in her job /
often
1 Your friend lives near a beach. (negative) My colleague often travels in her job.
Your friend doesn’t live near a beach. 3 homework / never / our / gives /
2 Ahmed doesn’t drive to work. teacher / us
(affirmative) Our teacher never gives us homework.
Ahmed drives to work. 4 studies / my / at home / friend /
3 My sister enjoys her job. (negative) sometimes
My sister doesn’t enjoy her job. My friend sometimes studies at home.
4 The office opens on Sundays. (negative) 5 always / I / at night / read
The office doesn’t open on Sundays. I always read at night.
5 He doesn’t watch videos at work. 6 my / brother / late / always / works
(affirmative) My brother always works late.
He watches videos at work.
Grammar Summary 173

There is/are Imperative form

Here, there is a pronoun which is used for introducing The imperative form in English uses the base form of the
a statement about someone or something that exists verb. In sentences that use the imperative form, there is no
(There’s a movie theater) or happens (There’s a party). subject or subject pronoun: Ride a bicycle. NOT You ride a
We use there’s (there is) when it is followed by singular or bicycle. The negative imperative form is Don’t + base form:
uncountable nouns. We use there are when it is followed Don’t ride a bicycle.
by plural countable nouns.
Note that we say There are some shoes, but There’s a pair Requests
of shoes (because the word pair is singular).
Grammar notes
There is/are negative and question forms We use Can I/you …? when we ask for information or
when we want somebody to do something for us.
Grammar notes We say Here you are when we give something to
We use there isn’t a/an when talking about singular nouns. somebody.
We use there aren’t any when talking about plural nouns. I’d/We’d like are polite ways of asking for something.
We use any with plural nouns in questions and negative I’d = I would.
forms.
Note the inversion to make a question: Because
There’s a train. Is there a train?
There are some trains. Are there any trains? Grammar notes
The word because usually goes in the middle of a sentence
People and joins two clauses. It is used to give reasons.
Grammar notes
People is the irregular plural form of the word person.
Note that in some languages,the word for people is
uncountable. Make sure that students are aware that in
English, it should be treated as a countable plural noun:
There are some people.
There are seven people.
There aren’t any people.
Are there any people?
174
Exercises 3 Write questions with the words. Then
look at the picture in Exercise 2 again and
1 Write a or some in the correct place. write answers to the questions.
1 There are pens in my bag. 1 a map
There are some pens in my bag. Is there a map? Yes, there is.
2 There’s tablet on my desk. 2 a phone
There’s a tablet on my desk. Is there a phone? No, there isn’t.
3 There are shirts in my suitcase. 3 pens
There are some shirts in my suitcase. Are there any pens? No, there aren’t.
4 There are people on this plane. 4 a passport
There are some people on this plane. Is there a passport? Yes, there is.
5 There’s scarf in my hand. 5 keys
There’s a scarf in my hand. Are there any keys? Yes, there are.
2 Look at the picture. Write sentences with 4 Complete the conversation with the
the words. correct forms of there is/are.
A: Let’s go to Loch Ness for the New Year.
B: 1 Is there an airport near Loch Ness?
A: Yes, 2 there is .
B: 3 Are there any flights from here?
A: 4 There are flights Mondays to
Fridays, but 5 there aren’t any flights on
weekends.
B: OK. Let’s go there on Friday.
5 Write a or any in the correct place.
1 Are there chairs in the room?
Are there any chairs in the room?
2 There aren’t bottles in the fridge.
There aren’t any bottles in the fridge.
3 Is there shower in the hotel room?
Is there a shower in the hotel room?
4 There isn’t train station in this town.
There isn’t a train station in this town.
1 a map
There’s a map. 6 Read the instructions from a tour guide.
2 keys Circle the best option.
There are some keys. 1 Don’t forget / Forget your passports.
3 books 2 Don’t arrive / Arrive at the airport on
There are some books. time.
4 a camera 3 Don’t give / Give me your cell phone
There is a camera. numbers, please.
5 a passport 4 Don’t wait / Wait a moment, please.
There is a passport.
Grammar Summary 175

Past forms of be Be

The verb be is irregular. Was and were are the past forms The verb be is sometimes an auxiliary verb (He was
of am/is and are, and are used to describe permanent and found … ; He isn’t playing …) and sometimes a linking
temporary states in the past: He was an explorer; She was verb, which is a verb that joins the subject of a sentence
born in 1955. to the complement (He was world champion; He wasn’t
Was/were are used to talk about facts that happened in on TV).
the past. They can be used with time expressions such as in It is irregular, and it conjugates differently from other
1955 and in 1480. verbs in English. As a result, it is important to make sure
When we talk about when things happened, we don’t use students are confident when manipulating these forms
articles with years: I was born in (no article) 1979. before moving on to did and didn’t and regular past
forms. Otherwise, they may get confused about which
forms to use.
Ordinal numbers Note that with short answers, we just use the linking verb.
Instead of just saying Yes I was, students may make the
Grammar notes mistake of saying, for example, Yes, I was happy or Yes, I
Ordinal numbers are so-called because they tell us the happy.
order of events. They are also used to say dates.
First, second, and third are the ordinal numbers for one, Regular past verbs
two, and three. After third, ordinal numbers are formed
with number + -th. Also, we say twenty-first, twenty- Grammar notes
second, and twenty-third, NOT twenty-oneth, etc.
We form the regular past form by adding -d or -ed to the
We use last at the end of a sequence of things, e.g., The
verb.
last man on the moon. It means the final one, and it’s not
an ordinal number. If a verb ends with e, then only d needs to be added (lived,
died, etc.). Otherwise, -ed is needed (watched, listened,
etc.).
Saying ordinal numbers If a verb ends with a consonant + y (study, carry, etc.), the
y changes to i, and -ed is added (studied, carried). Note,
Grammar and pronunciation notes however, that if it ends vowel + y, there is no change to
In ordinal numbers, th is pronounced /θ/ and is unvoiced. the y (stayed, played).
Ordinal numbers are often preceded by the article the (He Watch out for common spelling errors: studyed, plaied,
was the first person in space). etc.
Note that this grammar focus is a brief introduction to the
Dates simple past, which will be taught more fully in Unit 11.
Grammar notes
Note that in American English, the month goes first and
then the day. For example, 9/22 is September 22nd.
176
Exercises 4 Complete the sentences with was, wasn’t,
were, and weren’t.
1 Put the words in order to make sentences. 1 A: Was Sesame Street your favorite
1 was / the first / Neil Armstrong / TV show?
on the moon / person B: No, it wasn’t .
Neil Armstrong was the first person on 2 A: Who were your best friends at
the moon. school?
2 was / Ayrton Senna / racing driver / a B: They were Angela and Lia.
Ayrton Senna was a racing driver. 3 My mother was the first woman in
our family with a college degree.
3 parents / born / my / in Zurich / were 4 A: Were your teachers at school nice?
My parents were born in Zurich. B: Yes, they were .
5 A: Were the first Olympic Games in
4 and Magellan / Drake / leaders / were / Athens?
expedition B: No, they weren’t . They were in
Drake and Magellan were expedition leaders. Olympia.
5 musician / a / John Lennon / was 5 Read the answers. Then write was or were
questions.
John Lennon was a musician.
1 John Lennon wasn’t born in
Manchester.
2 Complete the paragraph with was or were. Was John Lennon born in Manchester?
Sally Ride 1 was the first American 2 Victoria wasn’t the first British queen.
woman in space. She 2 was born Was Victoria the first British queen?
in 1951. Her parents 3 were from 3 Sal’s sister wasn’t born in 2001.
California. Her first space flight 4 was Was Sal’s sister born in 2001?
in 1983. She 5 was the writer of five 4 Nina’s grandparents weren’t from
books for children. They 6 were about Hong Kong.
space and science. Were Nina’s grandparents from Hong Kong?
5 Olga’s uncle was famous.
3 Rewrite the sentences in the form given in
Was Olga’s uncle famous?
parentheses.
6 Teo’s parents weren’t born in Europe.
1 Joe’s favorite teacher was Mr. Lee. Were Teo’s parents born in Europe?
(question)
Was Joe’s favorite teacher Mr. Lee? 6 Write the simple past form of the verbs.
2 I wasn’t at home yesterday. (affirmative) 1 My grandfather died (die) in 2006.
I was at home yesterday. 2 I lived (live) in Rome from 2014 to
3 Tran’s parents weren’t TV presenters. 2017.
(question) 3 My mother studied (study) science in
Were Tran’s parents TV presenters? college.
4 David Attenborough’s TV shows were 4 James worked (work) in a cafe in 2016.
about sports. (negative) 5 We visited (visit) Florida last summer.
David Attenborough’s TV shows weren’t about sports.
5 Were they good students at school?
(negative)
They weren’t good students at school.
Grammar Summary 177

Irregular simple past verbs Simple past Wh- questions

Many of the most common verbs in English take on Open-ended Wh- questions in the simple past follow this
irregular past forms. Often, the change in form involves a structure:
change in sound as well (get–got, take–took, find–found, question word + did + subject + verb in base form
have–had, etc.).
What did you do ?
Sometimes, the past form is very unlike the present form
Students first studied question words in Unit 7c. Elicit or
(be–was, go–went). There is no easy way to learn these
remind them of the meanings:
forms. Students must simply memorize them.
What (to ask about things, activities, events, etc.)
Where (to ask about places)
Simple past negative and question forms
When (to ask about time)
Grammar notes Why (to ask for a reason)
This is the simple past negative form: Who (to ask about people)
subject + didn’t + verb in base form Note that there are other question words: Which (to ask
about choice and alternatives), How (to ask about way,
Note that in the negative, the main verb in the simple past
manner, or form), and Whose (to ask about possession).
reverts to the base form. Watch out for errors such as They
didn’t left and He not went.
This is the simple past question form: Using When with the simple past
Did + subject + verb in base form
Grammar notes
Again, the main verb reverts to the base form. Watch out
for errors such as Did you walked? Went she home? When can mean at or during the time that. We use it with
the simple past because it helps refer back to a specific
Short answer forms use the auxiliary (e.g., Yes, I did / No,
time in the past. It is a linking word or conjunction that
I didn’t). Students are often tempted to use the main verb
joins two clauses. When a sentence starts with When,
instead: Yes, I walked.
there is a comma between each clause.
Note that when the subject is the same in both clauses, we
change the noun to a pronoun to avoid repetition: When
my sister was twelve, she won an art competition.
178
Exercises 4 Rewrite the sentences in the form given in
parentheses.
1 Complete the sentences with the simple 1 I didn’t go to college. (affirmative)
past form of the verbs.
I went to college.
1 We took (take) a lot of photos on 2 We ate burgers yesterday. (negative)
our vacation. We didn’t eat burgers yesterday.
2 The tourists went (go) to all the 3 Shakespeare wrote a lot of plays.
popular places. (question)
3 I had (have) lunch with my friends Did Shakespeare write a lot of plays?
yesterday. 4 I lived with my grandparents when I
4 We saw (see) a great movie last was a child. (negative)
week. I didn’t live with my grandparents when I was a child.
5 I made (make) dinner for my family 5 Tony didn’t meet his wife at work.
last night. (affirmative)
6 My father left (leave) school when Tony met his wife at work.
he was fourteen.
5 Complete the interview with a travel writer.
2 Write sentences about things that Q: 1 Did you travel (you / travel) a lot
happened yesterday with the simple past
last year?
form of the verbs.
A: Yes, I 2 did . I went to
buy come drive make speak three continents.
Q: Wow! 3 Did you go (you / go)
1 my friends / to my house to South America?
My friends came to my house. A: Yes, I did. I went with a friend. We
2 I / lunch in my kitchen visited Ecuador, Peru, and Chile, but
I made lunch in my kitchen. we 4 didn’t have (not / have)
3 we / to the mall time to go to Argentina.
We drove to the mall. Q: 5
Did you write (you / write) a
4 my parents / their plane tickets book about your trip?
My parents bought their plane tickets. A: No, I 6 didn’t , but I wrote
5 I / to my sister on Skype a blog and I made some videos about it.
I spoke to my sister on Skype.
6 Write Wh- questions for these answers. Use
3 Complete the text with the simple past the correct form of the underlined verbs.
form of the verbs.
1 We met lots of interesting people.
Last weekend, we 1 went (go) for a Who did you meet?
walk in the mountains. We 2 started 2 They went to Cancun in Mexico.
(start) early in the morning. We 3 walked Where did they go?
(walk) for two hours. Then we 4 had 3 She saw some beautiful buildings.
(have) a snack. We 5 found (find) a bag What did she see?
on the walk. We 6 finished (finish) our 4 We arrived at the hotel at night.
walk and we 7 took (take) the bag to When did you arrive at the hotel?
the police station. The police 8 found 5 I went there because I like the food.
(find) a lot of money in the bag. Why did you go there?
Grammar Summary 179

Present continuous Tense review
Grammar notes Grammar notes (p. 146, Exercise 5)

We use the present continuous to say what is happening works = simple present, which is used to describe
now. something that is always true, or a routine
In English, we form the present continuous with the started = simple past, which is used to describe a finished
auxiliary verb be and the -ing form (or present participle) past state or action
of the main verb. is working = present continuous, which is used to describe
Remind your students that the auxiliary be is usually an action happening now
contracted in spoken English (I’m sitting, she’s going, we’re is moving + Next weekend = present continuous for the
standing), and that in the negative form, not is usually future, which is used to describe a future arrangement
contracted (She isn’t going, We aren’t standing), but not
when used with am (I’m not sitting).
-ing verb endings
Present continuous question forms Grammar notes

The present participle is usually formed by adding -ing
Grammar notes
to the base form of the main verb. However, note these
Present continuous questions forms are made by inverting exceptions:
the subject and be: Verbs such as sit, run, and get become sitting, running, and
Question word + be + subject + verb in -ing form getting (the last consonant repeats in most verbs that end
What is she doing? consonant + vowel + consonant).
Are they playing? Verbs that end with e, such as come and live, lose the e and
become coming and living.
Verbs that end with -ie, such as lie and die, replace the -ie
Present continuous for the future with -y and become lying and dying.
Grammar notes
In English, we sometimes use the present continuous to
talk about arrangements that we have already made for
the future. This is sometimes described as the “diary”
future because it’s generally used to talk about things you
could put in your diary. In order for us to use the present
continuous with a future meaning, we need to add a
future time expression: Tomorrow, Next weekend, In June,
etc.
180
Exercises
1 Look at the picture of the classroom.
Complete the sentences with the correct
form of the verbs in parentheses.
1 The teacher is talking (talk) to Leon.
2 Leon is listening (listen) to the teacher.
3 Amy and Roy are writing (write).
4 Paula is reading (read).
5 The students at the back are watching
(watch) a video.
6 Olga is looking (look) out the window.
4 Rewrite the sentences in the form given in
2 Write the sentences in Exercise 1 in the parentheses.
negative form.
1 They’re making lunch. (question)
1 The teacher isn’t talking to Leon. Are they making lunch?
2 Leon isn’t listening to the teacher. 2 He’s reading the newspaper. (negative)
3 Amy and Roy aren’t writing. He isn’t reading the newspaper.
4 Paula isn’t reading. 3 We aren’t washing the car. (affirmative)
5 The students at the back aren’t watching a video. We’re washing the car.
6 Olga isn’t looking out the window. 4 You aren’t eating. (question)
3 Write questions with these words. Write Are you eating?
short answers. 5 Is she sitting on the floor? (negative)
She isn’t sitting on the floor.
1 you / listen / to me ✓
Are you listening to me? 5 Read the sentences. Do they refer to now
Yes, I am. (N) or the future (F)?
2 Jenni / make coffee ✓ 1 I’m playing tennis on Sunday. F
Is Jenni making coffee? 2 We aren’t listening to the radio. N
Yes, she is. 3 My friends are coming this weekend. F
3 the movie / start ✗ 4 Is your family having dinner together
Is the movie starting? tonight? F
No, it isn’t. 5 What are you doing in June? F
4 the children / play soccer ✓ 6 My sister is staying with us. N
Are the children playing soccer?
Yes, they are. 6 Read the sentences about things in a
5 you / watch this TV show ✗ living room. Circle the correct option.
Are you watching this TV show? 1 The couch is between / under the door
No, I’m not. and the window.
6 David / wash his car ✗ 2 There’s a cabinet between / behind the
Is David washing his car? couch.
No, he isn’t. 3 The clock is between / on two windows.
4 There are some flowers behind / on
the desk.
5 There’s a rug on / under the table.
Grammar Summary 181

TEACHER DEVELOPMENT UNIT 1
Unit 1
Teaching beginners At this level, students should work in pairs first for initial
accuracy practice. This builds confidence as students learn
Beginners know little or no English. They have had
to produce the language correctly. After this, ask students
very few (if any) English language lessons. This presents
to work in small groups, or get everybody to walk around
challenges. It also offers a great opportunity to establish
and practice the new language as they mingle with other
good practices in the classroom. Here are a few
students.
suggestions from three experienced teachers:
Teachers at the beginner level need to think in terms of Reading and listening
visuals and mimes. It’s a good idea to build up a set of
flashcards or pictures that you can use to teach words or set Most reading texts in Life 1 are recorded. This gives you
up situations. Alternatively, use your interactive whiteboard the opportunity to allow students to listen and read at the
to show visuals. You don’t need to speak to explain words same time. It ensures that all students are reading at the
or to set up activities. Mime words or use a picture. Act out same speed, and it allows them to hear how words are
or model an activity so that students can see what you want pronounced and see how they are written.
them to do. Grade the language and limit your talking time.
Mike, Oxford Drilling from verbal prompts
It’s important to make lessons varied at the the beginner If students find it difficult to say the three sentences
level. Plan lessons that incorporate a bit of listening, a bit needed to do Exercise 7, give them controlled repetition
of reading, some basic grammar, some writing, and some work using prompts. For example, say:
speaking. Activities should be short and you should try Kira is from Paris. (students repeat)
to vary interaction, too, so mix up the pairs and organize
Haruko. (students say: Haruko is from Tokyo.)
groupwork and mingles.
Ana. (students say: Ana is from Madrid.)
Irving, Berlin
Then say:
In monolingual classrooms, many beginner-level students It’s in France. (students repeat)
will expect a course in which the teacher translates words
Japan. (students say: It’s in Japan.)
and grammar into L1. They will, of course, use L1 to speak
to each other, and will ask you questions in their L1. Brazil. (students say: It’s in Brazil.)
The problem with this is that the classroom can quickly And so on, until you feel students are confident.
become one in which English is rarely spoken. I have two
suggestions to avoid this: Pre-teaching key vocabulary
1 Start your lesson in English and make it clear that you In Life 1, students get to watch engaging, real world
are only going to speak English in the class. You could videos from National Geographic and other sources.
leave five minutes at the end of each class for students They get to hear speech delivered at a natural speed,
to ask questions in their L1 about new words or and are inevitably exposed to new vocabulary. This is
homework. rewarding, but it can also be challenging, so students will
2 Pretend that you don’t speak the students’ language. If need support. For this reason, every video lesson in Life 1
you are a native English speaker, that’s easy. But even features its own vocabulary section.
if you aren’t, you can still do it. I’m Russian, but I once The vocabulary section prepares students to watch the
told a beginner class that my name was Alice and that video in four important ways:
I didn’t speak Russian. They believed me for months!
1 It enables students to immediately engage with the
As a result, they worked much harder to say things in
video without being distracted by unfamiliar words.
English because it was the only way to communicate
with me. As the course progressed, they also took pride 2 It gives some context and helps students know what
in explaining aspects of Russian life to me, in English! content to expect in the video.
Olga, Moscow 3 It helps students recognize how new words are
pronounced so that they can identify and understand
them in context.
Using a variety of interaction styles 4 It motivates students to learn the words, as they know
It is important to vary interaction styles in beginner-level the words will be immediately relevant.
classrooms. Encourage students to work with a variety
of partners, and give them opportunities for the sort of
simple, repetitive practice beginners need. Saying Hello,
how are you? ten times to one partner is dull, but saying it
to everyone in class is fun and real. It builds relationships,
and livens the classroom atmosphere.
182
TEACHER DEVELOPMENT UNITS 2–3
Unit 2 Unit 3
Using visuals Live listening
Life 1 includes many beautiful and engaging National In the classroom, beginner-level students hear pre-
Geographic photos. Make full use of these exciting visuals prepared recordings in English, but they rarely get to hear
with your students. Here are some ideas: people using real English in natural situations. Here are
1 Vocabulary work: Use the images to elicit words ways to introduce live (or real) listening:
students may already know, or to pre-teach new 1 Talk about yourself. Students usually enjoy finding out
vocabulary (see teacher’s notes, Exercise 2, page 21a). about your family, likes and dislikes, hobbies, etc. This
2 Grammar work: Use the images to recycle recently gives you the opportunity to make the content current
learned language from previous lessons. For example, and relevant to your students.
ask: Is it the US? (No, it isn’t.) Is it a city? (No, it isn’t.) 2 Get students to interview you. Allow them to prepare
3 Create interest: Encourage students to predict the topic questions in pairs. Tell them that you will only answer
of the lesson from the photo. Use the image to set the correctly formed questions.
context for the reading or listening task, so students are 3 Ask English-speaking friends to talk about their lives
more engaged when reading and listening. and answer questions in your classroom or online.
Realia Teaching new words

Use realia in the classroom. Realia means real objects, like Use a variety of methods, both visual and verbal, to teach
photos, souvenirs, posters, brochures, books, belongings, the meaning of new words. Here are four techniques:
and other everyday items. They can help bring new 1 Ask students to match words to pictures (this works well
language to life and add interest to the lesson. At the for tangible things, like hair and eyes in Exercise 1)
beginner level especially, realia can help to clarify the
2 Ask students to match words to synonyms or antonyms
meaning of new words immediately. It can also make new
(Hi and Hello are synonyms; the adjectives old/young
language more personal and memorable.
and tall/short in Exercise 1 are antonyms)
3 Ask students to rank or categorize words (order the
Using phonetic script numbers 1–10, or organize according to color, etc.)
It’s never too early to introduce phonetic script to your 4 Ask students to personalize the words (ask questions
students. The Life series makes use of the International like Which words describe you?)
Phonetic Alphabet (IPA). Use the example of the word
kangaroo /ˌkæŋɡəˈruː/, and point out the following
features: Backchaining when drilling
• The small vertical line ˈ is used to mark the strong stress Some long words are challenging. For example, the word
in a word. Congratulations has five syllables. The strong stress is
on the fourth syllable, but there is secondary stress on
• The symbol ə is used to show a weak, unstressed
the second. The first and last syllables are reduced to /ə/
“schwa” sound.
sounds. There are difficult consonant clusters (/ɡr/, /tʃ/, and
• The symbol ː is used to show a long vowel sound. /nz/), and the hard to say /ʃ/ sound. You can help students
Encourage students to learn and use phonetic script. Here by “backchaining” when drilling the pronunciation.
are some ideas: Backchaining involves breaking the word into smaller
1 When writing new words on the board, use phonetic portions, starting with the end portion, and building up to
script to note any difficult sounds in the word. the whole word from there. For example, write the word
Con-gra-tu-la-tions on the board and follow these steps:
2 Encourage students to use phonetic script in their
notebooks to record the pronunciation of words with 1 Point to “tions” and say: /ʃənz/. Students repeat, more
difficult sounds. than once if necessary.
3 When students use learner dictionaries to check 2 Point to “lations” and say: /leɪʃənz/ using a high
words, encourage them to note and copy the phonetic intonation for ”la” and falling intonation for ”tions.”
transcripts of the words. Students repeat, more than once if necessary.
3 Point to “tulations” and say: /tʃəˈleɪʃənz/. Students
repeat, more than once if necessary.
4 Sweep your hand along the whole word and say:
/kənˌɡrætʃəˈleɪʃənz/. Students repeat several times.
5 Finally, prompt the class and then individuals to read
the complete word without giving a model to repeat.
183
Unit 4 Unit 5
Testing before you teach Giving feedback on written answers
It’s often a good idea to test before you teach. Using Students often write answers that can range from true or
a simple activity, find out how much students already false to whole sentences. Giving useful feedback on these
know about a language point you want to introduce. written answers is important. Here are some tips:
This enables you to find out how much they know, what 1 Show the correct answers using the IWB or other
mistakes they make, and what you need to concentrate classroom technology, so students can quickly compare
on when teaching. It also allows you to revise existing the correct answers with what they have written.
elements of language (in this case, numbers).
2 Ask students to come up to the board and write their
Here is an idea for this lesson: answers. This encourages students to take collective
Bring into the class a wall clock or a simple cardboard clock responsibility for correcting their answers.
with movable hands. Move the hands to show different
times (e.g., twelve o’clock, half past six, quarter to eight).
Ask students: What time is it? Find out how well or badly Using repetition drills
students can say the time, but don’t correct at this stage. Repetition drills help students practice pronunciation and
Use it as an opportunity to find out what students know word stress. Students first repeat a word as a class. They
before the lesson, and to let students hear the question then repeat the word individually after a model. Here are
What time is it? in context. some tips:
1 After the class repeats a word chorally, choose a few
Giving feedback on errors students to pronounce the word individually. Correct
errors firmly by modeling the pronunciation again.
When students are doing a speaking activity where the
emphasis is on fluency, it’s best not to interrupt students 2 Use fingers to show stress. Hold up a finger for each
while they are speaking by correcting them. Instead, listen syllable of a word. Point to each finger as you say each
carefully, and note errors so that you can give feedback syllable. Point forcefully for the stressed syllable.
at the end of the activity. This promotes fluency while 3 Write the phonetic script of challenging words on the
also addressing accuracy in a supportive way. Follow these board. Have students record it in their notebooks.
steps:
1 While students are speaking in pairs or groups, listen
Preparing for role plays
and write errors you hear in a notebook. You could carry
the notebook with you as you listen, or leave it on your Role plays help students practice new language in a natural
desk and return to it when you want to note things. way. Preparation maximizes the usefulness of role plays:
2 Listen for errors of form, meaning, and pronunciation 1 Beginners prefer starting with scripts. Ask students
as you monitor. It can be a good idea to focus mainly, to write and practice a script in pairs. When they are
or even exclusively, on the language areas that students confident, have them cover the script and improvise.
have studied in the lesson or in recent lessons. 2 Write prompts on the board (e.g., Can I, I’d like).
3 At the end of the activity, write on the board five or six Students can refer to the prompts as they speak.
short sentences by students with errors in them. Keep
them anonymous by changing them slightly, and ensure
that they are from a range of students in the class.
4 Ask students to work in pairs or groups to identify the
errors, correct them, and rewrite the sentences.
184
TEACHER DEVELOPMENTExercises
UNITS 6–7
1 Complete the exchanges with the simple present
Unit 6 Unit 7
or present continuous form of the verbs.
Personalizing 1 A: They
Listening and writing (have) really
Personalizing new language makes it more relatable, good seafood here. It’s what I usually
It can be challenging to listen and write things down at
useful, and memorable. Think of ways of getting students (eat) when I
the same time, particularly at this level. Here are some
to personalize topics and new language. Here are some tips: (come) here.
ideas: B: Oh, I’m vegetarian. I (not /
1 Prepare carefully. For Exercise 4 (page 84), give students
1 Encourage students to talk about their own experiences eat) seafood.
time to look at the chart and predict the type of
or opinions on a topic. 2 A: Oh, missing.
information no! It Tell them to copy (rain) again!
the chart into
2 Ask students to write and share their own sentences theirB: Yeah, I’m
notebooks. afraid
This gives it
them more space to(rain) write,a lot
about a topic. For example, get them to write a simple here the
which makes at this
tasktime
easieroftoyear.
do.
email or text message. 3 A:the
2 Break Youtask down into parts, (work) at the
and give university,
clear
3 Get students to use new language in meaningful right?
instructions. Ask students to listen for the missing
sentences based on their personal knowledge or information withoutyes.
B: Normally, writing.
But IAs soon as the recording
(not /
experiences. In this lesson, for example, ask them to write ends, tellwork)
them there
to write
at what they remember
the moment. I in the
and say the population of their own town and country. chart.
(take) a year off. I (write) a
3 Get feedback
book,from students.
actually. I’m For example,
about halfway ask through.
them to
check answers in pairs and tell you what they didn’t
Giving instructions 2 hear or aren’t
Complete thesure of.
sentences with the simple present or
Instructing beginner-level students effectively can be 4 Be ready to
present play the recording
continuous form ofagain so they can check
the verbs.
a challenge in the English language classroom. This is answers and complete their charts. If necessary, play
particularly true if you have a variety of nationalities and 1 pause
and I at the more (not / remember)
challenging parts, ormy first
after day
each
cannot use the students’ L1, or if you choose to avoid of school.
speaker.
L1 in the classroom. Here are three basic guidelines for 2 We (prefer) the blue hats to the
instructing effectively: red ones.
1 Whenever possible, instruct by showing rather than 3 Kate isn’t sure about going to the conference,
telling. If students have to fill in a blank or write a but she (think) about it.
sentence, show an example on the board instead of 4 They’re in the kitchen. They
telling them what to do. If students need to work in (have) lunch.
pairs to ask questions, model a conversation with a
volunteer student in front of the class so that students
5 Ben (not / realize) what he
can see what they are expected to do. (need) to do.
6 I (think) this jacket
2 Break down complex instructions into simple stages. For
example, instruct the preparation stage and let students
(belong) to Lauren.
do the preparation. Then instruct the next stage. Don’t
give all your instructions at once.
3 Choose the correct options to complete this excerpt
from a book about the world’s cultures.
3 Ask students to recap the instructions or give an
example. Immediately after you have told or shown The word “culture” 1 comes from / is coming from
students what to do, ask one or two students to the Latin “colere," which 2 means / is meaning
demonstrate the task or give an example sentence. to cultivate and grow. Culture 3 is / is being the
This will show you whether your instructions were
characteristics, knowledge, and behavior of a
understood. It also serves as a further example to those
students who may still not be clear.
particular group of people. This 4 includes /
is including language, religion, cuisine, social
habits, music, and arts. Today, cultural diversity
across the planet 5 increases / is increasing faster
than ever. This is because people 6 move / are
moving more easily and freely around the planet.
At the same time, and as a result, more and more
people, especially the younger generation, 7 feel /
are feeling that they 8 don’t belong / aren’t belonging to
a particular culture.
185
Unit 8 Unit 9
Find someone who … Difficult sounds
Find someone who … is a sociable, dynamic activity that Use phonetic script to point out difficult sounds:
students usually enjoy. Learners use question forms to
1 When writing words on the board, write difficult
get information about their classmates. It can be used
phonemes above the words in a different color. For
to practice vocabulary, activate background knowledge,
or review tenses. It’s also a great “getting to know you” example, write /dʒ/ above the j in jeans.
activity. Here are some tips for using this activity: 2 When working with a set of words (e.g., Exercise 1),
1 Give students prompts: Provide or elicit prompts that write key phonemes on the board and ask students to
students can use to form questions. Give students match them to words (e.g., match /ʃ/ with shoes).
preparation time to form their questions.
2 Model the activity: Use the prompts yourself, and ask Choral substitute drilling
questions around the class. Students get to hear the
correct question forms and learn the aim of the game: Choral (or whole-class) substitute drilling is a great way to
to find someone who answers yes. focus on difficult areas of form and phonology, especially
at the beginner level. Here are some steps you can follow:
3 Set a goal and a realistic time limit: For example, give
the class five minutes to find one person who answers 1 Write some words on the board (e.g., there are two
yes to each question. sweaters, three jackets). Model a sentence. Say: There
are two sweaters. Ask students to repeat as a class.
4 Make extra rules: For example, students must find a
different person for each question. 2 Point to a new word. Get the class to say a sentence
with There are and the word. Have them repeat it until
5 Join in: By joining in, you can effectively monitor
you are happy with their pronunciation and stress.
how students are getting on, and you can model and
improve the way they are asking questions. 3 Repeat the process using other prompts.
4 Ask individuals to make sentences from the prompts.
Correct errors firmly. Accuracy is key in these drills.
Brainstorming
Brainstorming is a good way to introduce the topic and
access students’ vocabulary. Here are some tips: Organizing pairwork
1 Write a key topic word or heading on the board, or use Life 1 encourages interaction in pairs and groups. It’s
a visual or piece of realia to introduce the topic. important to vary these interactions. Here are some tips:
2 Ask for words and phrases. Encourage collocations, not 1 Encourage students to speak to different people to
just one-word answers (e.g., make a call). keeps interactions dynamic. Use instructions like: Find a
3 Ask students to come up to the board and write the partner you didn’t speak to in the last lesson, or Find a
words themselves. Alternatively, put students in groups partner who has been to the same place as you.
to write lists of words on paper together. 2 Change pairs when the task is creative or productive.
4 After brainstorming, check that students understand Students prefer familiar partners when discussing
all the words. Correct or improve any ideas that are not grammar or vocabulary, or when checking answers.
quite right, and add other words or phrases you want to 3 When doing a speaking activity, ask students to prepare
teach. with one partner, but do the activity with another.
Practicing dialogs
There are several ways to practice dialogs like the phone
conversations in this lesson:
1 Get students to practice reading the conversations in
the audioscript first. Then tell them to close their books
and try to remember or improvise the dialogs.
2 Write prompts on the board to help students (e.g.,
morning, help you, sorry, meeting, back later, bye).
3 Provide different information, and ask students
to practice new dialogs using this information
(e.g., Mr. Brown, Lever Industrial, on vacation).
186
TEACHER DEVELOPMENTExercises
UNITS 10–11
1 Complete the exchanges with the simple present
Unit 10 Unit 11 continuous form of the verbs.
or present
Giving feedback on controlled speaking 1 A: They

Predicting content (have) really
activities good seafood here. It’s what I usually
Encouraging students to predict the content of a text
(eat) when I
At lower levels, controlled speaking activities are useful before they read activates what students may already
in building students’ confidence. This is how to effectively
(come) here.
know about a topic. It helps them create context.
correct students during these activities: A littleB:
bit Oh, I’m vegetarian.
of context I
can aid comprehension of the(not /
1 Model the activity first with correct form and good
eat) seafood.
text significantly. Here are five ideas for encouraging
pronunciation. Then, as students speak, monitor for 2 A: Oh, no! It
prediction: (rain) again!
inaccuracies. Briefly model again so that students 1 Ask students to use the photos on the page to(rain)
B: Yeah, I’m afraid it guessa lot
immediately recognize their mistakes. what the here
textatis this
about,time of year.
or what vocabulary they expect
2 Get students to self-correct. Use facial expressions to 3 text
the A: You
to contain. Then use the (work) at the
pictures university,
to elicit and
show something wasn’t right. This makes students think pre-teach key words in the text.
right?
and try the phrase again. You can also use gestures, like B: Normally,
2 Encourage studentsyes. But predictions
to make I (not /
using other
pointing over your shoulder to show “past.” visual clues
work)on the page,
there suchmoment.
at the as maps, Icharts, or data.
3 Encourage peer correction. Ask students to listen for (take)toalook
3 Tell students yearatoff.
theIlayout and design(write) a
of the text
specific mistakes their partner makes. Give them a sign book,
and predict whatactually.
type ofI’mtextabout halfway
it is (e.g., a webthrough.
page, a
to use when they hear a mistake, like a raised finger. newspaper article, an advertisement, or a letter).
Their partner can self-correct when the finger is raised. 2 Complete
4 Ask studentsthe sentences
to make with the
predictions simple
based on thepresent
title. or
present
This couldcontinuous form
reveal not just theof thebut
topic verbs.
also the type
Using examples to teach new words of text or the point of view of the writer. If the title is
1 I (not / remember) my first day
brief, you could ask students to expand it into a longer
In Exercise 10, students think of examples to test their of school.
sentence, e.g., Ötzi the Iceman was an explorer in
understanding of new words. Here are other ways: 2 We/ Ötzi the Iceman (prefer)
Austria the blue hats to the
is in a museum.
1 Ask students to match the words with magazine photos, red ones.
5 Write on the board the first line of the first paragraph,
or the names of fictitious characters. 3 first
the Kateline
isn’t sure about
of every goingortoselected
paragraph, the conference,
words
2 Write descriptions on the board for students to match frombuttheshe
text. Ask students to(think)
use theseabout it.
to predict
the words to. For example: Sue always buys gifts for her 4 content
the They’reofinthethetext.
kitchen. Theychallenging task,
For a more
friends (nice); Everyone knows Joe (famous). give (have)
them tenlunch.
words or short phrases, and ask them to
predict
5 Benwhich five of those(not words appear in
/ realize) the text
what he and
which do not. (need) to do.
Practicing the conversations in the
audioscript 6 I (think) this jacket
Noticing stress (belong) to Lauren.
Here are four ways to get students to practice
conversations they have listened to using the audioscript: 3
Help students
Choose thetocorrect
notice stress by asking
options them tothis
to complete mark the
excerpt
stress on the key words or phrases you are teaching. Ask
1 Ask students to study the text and focus on what from a book about the world’s cultures.
you are teaching. For example, ask students to mark them to underline the stressed syllable, or put a dot over it:
strongly stressed words. The word
on Friday “culture” 1 comes from / is coming from
yesterday
2 Ask students to practice reading the conversation. Then
the model
As you Latin “colere," whichsignal
and drill words, means
2
the/ stress
is meaning
by using
have them remember or improvise the dialogue. to cultivate and grow. Culture
your fingers. For example, when modelingisyesterday,
3
is / being thehold
3 Ask students to change some of the words and expressions
characteristics,
up three knowledge,
fingers of your left hand and behavior
and tap of a to
on or point
in the audioscript to extend and vary their practice. theparticular
first finger group of people.
with your right handThis includes
to signal
4
/
the stressed
syllable as you say
is including the first syllable
language, yes.
religion, cuisine, social
4 Have one student read the audioscript while the other
student remembers or improvises. habits, music, and arts. Today, cultural diversity
across the planet 5 increases / is increasing faster
than ever. This is because people 6 move / are
moving more easily and freely around the planet.
At the same time, and as a result, more and more
people, especially the younger generation, 7 feel /
are feeling that they 8 don’t belong / aren’t belonging to
a particular culture.
187
Workbook: answer key
Unit 1 1c (page 8)
1a (pages 4 and 5) 1
1 morning 2 afternoon 3 evening 4 night
1 2
Bb Dd Ff Hh Jj Ll Nn Pp Rr Tt Vv Xx Zz 1 are you, And you 2 See you
3 3
2I 3J 4H 5K 6S 7Q 8W Boris: 3 Lisa: 1 Nasser: 2
4 4
2P 3N 4Y 5W Lisa — Mexico — Merida
Nasser — Egypt — London
5a Boris — Germany — New York
2 chair 3 book 4 desk 5 window 6 board
5
5b Lisa — 55 018 375
1 listen 2 look 3 read 4 repeat 5 say 6 write Nasser — 203 903 7529
Boris — 707 839 116
6
I’m 6
1 your 2 My 3 My 4 your 5 My
7
1 I’m 2 I’m 3 you’re 7
2 Joana is from Madrid.
8 4 He’s from South Africa.
1I 2 You, I 3 I, I 4 you 6 This phone call is from Boris.
1b (pages 6 and 7) 1d (page 9)
1 1
2 Canada 3 Mexico 4 United Kingdom 5 Russia 1 pencil 2 computer 3 classroom 4 bag 5 notebook
6 Italy 7 Spain 8 Brazil 6 pen 7 table 8 phone
2a 2
2 Egypt 3 Brazilian 4 Canadian 5 Italy 1 What’s 2 late 3 understand 4 Open, page, repeat
6 Mexico 7 Vietnamese 5 down 6 spell 7 home
3 1e (page 10)
a nine b three c eight d five e two f seven
1a
4
2 I’m from the United States.
2 He’s Brazilian. 3 Paula is from the United Kingdom.
3 It’s British. 4 Argentina is in South America.
4 She’s Vietnamese. 5 Alex Robson is a doctor.
5 It’s Italian. 6 Hanoi is in Vietnam.
6 He’s Egyptian.
1b
5
a city — New York
1 is 2 He’s 3 He’s 4 is 5 is a country — Brazil
a language — French
6 a name — Robert Smith
1 I’m 2 I’m 3 is 4 She’s 5 She’s a nationality — Canadian
6 I’m 7 It’s
2b & 2c
1 What’s your name? d My name’s Chris Cavendish.
2 Can you spell that? c Yes. C–A–V–E–N–D–I–S–H.
3 How are you? a I’m fine.
4 What’s your phone number? b It’s 917 555 2294.
188 Workbook: answer key

3 4
First name — Gabriela 2 No, it isn’t. 3 No, it isn’t. 4 Yes, it is. 5 No, it isn’t.
Last name — Santos
Nationality — Brazilian 5
Job — writer 2✓ 3? 4? 5✓ 6? 7✓ 8?
Learning skills / Check! (page 11) 6
2 Are John and Jane in Rome?
1 3 She’s on the beach.
classroom objects: board, book, chair, computer, pen, pencil 4 Paul and Meera are in Santiago.
nationalites: American, British, Egyptian, Japanese, South 5 Is your name Andy?
African, Spanish 6 You’re OK.
numbers: eight, five, four, nine, one, seven, six, ten, three, two 7 Is it cold in London today?
8 They’re tourists.
3
1 student 2 two 3 phone 4 six 5 American 6 photo 2c (page 16)
1
Unit 2 1 black 2 orange 3 brown 4 red 5 blue 6 green
7 white 8 yellow 9 pink
1a 2a 3 an 4a 5 an 6 an
1
2 lake 3 city 4 island 5 beach 6 mountain 3
1 What’s this color in English?
2 2 Are you in a hotel?
1 Saturday 2 Wednesday 3 Tuesday 4 Friday 3 Are they in Tokyo?
5 Thursday 6 Monday 7 Sunday 1b 2a 3c
3 4
a6 b2 c5 1 in 2 cold 3 city 4 white 5 blue
4 5
2 They’re 3 They’re 4 We’re 5 We’re 6 They’re 1 buses 2 tents 3 cars 4 cities 5 offices 6 photos
5b 6
2 They’re 3 They’re 4 We’re 5 They’re 6 We’re 1 friends 2 island 3 countries 4 Mountains 5 hotel
6 beaches
6
2 aren’t 3 isn’t 4 aren’t 5 aren’t 2d (page 17)
8 1
1 Wednesday 2 my 3 They’re 4 aren’t 5 vacation
1 a, d 2 b, e 3 c, f
2b (pages 14 and 15) 2
1 Where; Chicago
1 2 What; 27 Front Street
2 twenty-four 3 forty-seven 4 sixty-three 5 seventy-six 3 Is; mross@gmail.com
6 eighty-one 4 What; LE61 DGM
2 3
Berlin — 33° C Address: 17 North Street
Paris — 30° C City: Dallas
Rio de Janeiro — 37° C State: Texas
Sydney — 18° C Email address: julia21@gmail.com
Toronto — 29° C Phone number: 214-555-8099
3 5
2 twenty-two 3 twenty-one 4 thirty-six 5 seventeen email — 2 hotel — 2 island — 2 lake — 1
6 thirty-one mountain — 2 number — 2 student — 2 teacher — 2
telephone — 3
Workbook: answer key 189

2e (page 18) 6
1 What 2 Who 3 When 4 How 5 Where
1a
1 10 Downing Street, London — c 3b (pages 22 and 23)
2 221b Baker Street, London — d
3 350 Fifth Avenue, New York — a
4 1600 Pennsylvania Avenue, Washington — b 1
2 old 3 tall 4 young 5 hair 6 short
1b
President Hotel 2
338 Dane Street 2 Max is my brother’s friend.
Chicago, USA 3 Who’s Anne’s teacher?
60611 4 What’s Moira’s phone number?
5 Is this Jerry’s car?
1c 6 Are you Lisa’s best friend?
First name — David 7 What’s David’s last name?
Surname — Smith
Address — 64 Mill Road 3
City — Toronto 2 Kate’s husband is Kenji.
Zip code — M5E 1W5 3 Stan’s hair is red.
Country — Canada 4 Jane’s dad isn’t old.
5 Carola and Marin are Bill’s best friends.
2 6 Rosa’s sister is tall.
Title — Mrs.
First name — Diana 4
Last name — Black 2 It’s Eva’s bag.
Address — 26 Hill Street 3 They’re Ahmed’s pencils.
City — Los Angeles 4 It’s Felipe’s computer.
Zip Code — 90017 5 They’re Sun-hee’s pens.
Email address — d.black@gmail.com 6 It’s Isobel’s phone.
1C 2P 3P 4C 5C 6P
1
1b 2c 3a 4d 7
1 are you
5 2 is your husband
Five and seven are numbers. 3 are your parents
Cuba and Tahiti are islands. 4 is your daughter
Chicago and London are cities.
Brown and green are colors. 8
1 twenty-nine
2 twenty-eight
Unit 3 3 father: sixty-five; mother: fifty-nine
4 seven

2 Kate’s husband 3 Kate’s daughter
4 Kate’s mother
1
1 son 2 mother 3 sister 4 father 5 brother 6 daughter 10a
1 Where are your parents from?
2 2 What’s your mother’s name?
1 brother 2 sister 3 mother 4 father 3 What’s your phone number?
4 What’s your teacher’s last name?
3 5 Where’s your teacher from?
1 husband 2 daughter 3 sons 4 parents 6 Who’s your best friend?
4 3c (page 24)
2 brother, sister 3 husband, wife 4 mother, daughter
5 1
1 Her, Her 2 Our, Its 3 His 4 Their, Their, their 1 March 2 May 3 September 4 October
5 Her, her 6 His, His

2 3
1 April, June, September, November 1 artist 2 actress 3 athlete 4 singer
2 January, March, May, July, August, October, December
4
4 1 wedding 2 family 3 women 4 brothers 5 celebration
1 children — I 2 countries — R 3 families — R 4 men — I 6 person
5 people — I 6 women — I
5 Unit 4
1 British 2 countries 3 young 4 age 5 five 6 old
6 4a (pages 28 and 29)

2 My friends are on vacation in Korea.
3 Is your English class on Monday? 1
4 In this photo, we’re on a beach in Thailand.
5 The number is on the key. 1 bank 2 cafe 3 park 4 movie theater 5 market
6 Bye. See you on Friday! 6 museum 7 parking lot 8 bus station 9 train station
10 information center
3d (page 25) 2
1 bank 2 movie theater 3 park 4 parking lot
1
1 a wedding 2 a new year 3 a new baby 4 a birthday 3a
1k 2k 3s 4s
2
1 Happy Birthday! 2 Here’s a gift for you. 4
3 Congratulations! 4 Happy New Year! 1 Kent Street 2 Norfolk Street 3 Kent Street
4 Norfolk Street
4
1 c, a, b 2 b, c, a 5
1 Express Cafe — b
3e (page 26) 2 bus station — d
3 market — c
4 bank — a
1
1✓ 2✓ 3✓ 4✗ 5✓ 6✗ 6
2 The bus station is on Norfolk Street.
2 3 The bank is next to the information center.
1 are not 2 he is 3 I am 4 is not 5 they are 6 we are 4 The market is opposite the museum.
7 what is 8 when is 9 who is 10 you are 5 The market is near Express Cafe.
3 7
1 What’s his address? 1 The movie theater is next to the bus station.
2 It isn’t their car. / It’s not their car. 2 The museum is on Kent Street.
4 They’re students. 3 The bank is near the movie theater.
6 What’s your sister’s name? 4 The cafe is not near the bank.
4 4b (pages 30 and 31)

To Sandra
Happy Birthday!
Best wishes from Laura and George 1
1 this, these 2 that, those
5
To Nicole and Jeff 2b
Congratulations on your new son! 1 The bank is open today.
Love, 2 This is a map of New York.
Alex 3 That’s the famous river.
4 They’re on vacation in Rome.
2 guidebook 3 schedule 4 Excuse me 5 map
1 6 open 7 train
1 classmates 2 old 3 eyes 4 son 5 gift 6 men

4 2 No, thanks.
1 The Old Market 2 Main Street, Alston, UK 3 no 3 Can I have a coffee, please?
4 Large.
5 5 Can I help you?
6 Anything else?
1 What is this building?
7 OK. Seven dollars, please.
2 Where are we?
3 When is the market open?
4 Why is this building famous? 4e (page 34)
6 1
on a street 2 Our hotel is near the old city and the sea.
3 The Grand Bazaar is old and famous.
7 4 The coffee’s great and the food is delicious.
a Where is that? 5 The people are nice and friendly.
b When is it open? 6 The Topkapi Palace Museum is great and the Hagia Sophia
c Is it open today? Museum is beautiful.
d Is it on the map?
e What’s the name of this street? 2
1b 2a 3f 4c 5d 6e
8 1 It’s hot and sunny here.
1 What’s the name of this street? 2 The museum is closed on Sunday and Monday.
2 Where is that? 3 The park and the station are on Cambridge Street.
3 Is it on the map? 4 The town is beautiful and its center is famous.
4 Is it open today? 5 The coffee and the cakes are great.
5 When is it open? 6 The train station is old and beautiful.
4c (page 32) 3
1 Hello 2 in 3 near 4 and 5 is 6 here
7 great 8 you
1
2 It’s ten fifteen.
3 It’s twelve thirty.
Learning skills / Check! (page 35)
4 It’s five twenty.
2
2 1 here 2 this 3 name 4 near 5 open 6 time
2 It’s eleven thirty. 7 please 8 help
3 It’s nine fifteen.
4 It’s two forty-five. E Y P L E A S E E
5 It’s four o’clock.
6 It’s ten twenty. T L N N E B X Q Y
3 H Q A T P C O G T
1 Tuesdays
2 nine in the morning, eight in the evening I W M H L V P W N
3 Monday, Friday, nine o’clock, three thirty
S H E L P M E G E
4
1 in 2 at 3 at 4 in O R W J S K N P A
O Y I J D O S L R
5
1 Addis Ababa 2 London 3 6 p.m. I U O Q H E R E V
6 T I M E V L T A I
b traditional Ethiopian time c East Africa Time
4d (page 33) Unit 5

1
5a (pages 36 and 37)
1 coffee 2 tea 3 fruit juice 4 water 5 sandwich
6 apple 7 banana
1
2 1 can 2 can’t 3 can’t 4 can 5 can 6 can
1 Two teas, please.

2b 4
1 can 2 can’t 3 can’t 4 can 5 can 6 can’t 1 battery 2 camera 3 screen 4 webcam 5 headphones
6 tablet
3
1 play 2 drive 3 play 4 sing 5 cook 6 ride 5
7 swim 8 speak 2 These are gray glasses.
3 You have a white car.
4 4 My friend has a new tablet.
2 Can you drive a car? 5 My phone has great apps.
3 Can your father play ping-pong? 6 I have a small bag.
4 Can your sister sing?
5 Can your mother cook? 6
6 Can you ride a bike? 2 What’s the capital of France?
7 Can your brother swim? 3 Is that a map of the city?
8 Can your friends speak English? 4 This is a photo of my family.
5 I’m from the United States of America.
5
1 I can’t 2 I can 3 he can’t 4 she can’t 5 she can 5d (page 41)
6 I can 7 he can’t 8 they can
1
5b (pages 38 and 39) 2£ 3$ 4₩ 5¥
1 2
1 camera 2 cat 3 soccer ball 4 glasses 5 guitar 1 $30.00 2 $14.50 3 $16.60 4 $17.85
6 motorcycle 7 photos 8 watch
4
2 1 nineteen dollars 2 ninety-five dollars 3 yes
1F 2T 3T 4F
5
3 1 Can I help you?
2 Alvaro has a guitar and photos. 2 How much are these speakers?
3 Linzi and Jay have a motorcycle and a watch. 3 And how much is this clock?
4 Boris has a guitar and a watch. 4 Can I pay with a card?
4 5e (page 42)
1 have 2 has 3 have 4 has 5 have 6 has
6 1a
Adjectives: beautiful, expensive, famous, fantastic, friendly, 1 but 2 but 3 and
good, great, interesting, new, nice, old, small, young 4 and 5 but 6 and
Nouns: baseball, family, invention, office, photo, robot,
supermarket 1b
2 My computer is new, but it is slow.
7 3 This phone is old, but it’s good.
2 expensive 3 happy 4 friendly 5 young 6 friendly 4 This store is big, but it isn’t very good.
5 I can ride a motorcycle, but I can’t drive a car.
8 6 She can speak Russian, but she can’t write in Russian.
1a 2b 3a 4b 5b 2
phone, laptop, computer
5c (page 40)
3
1 1d 2b 3a 4c
c
4
2 Example answer:
1T 2T 3F 4T 5F Hi Pablo,
Laptops are cheap, but they are big and heavy. New phones
3 are small and light, but they are expensive.
1 has 2 big 3 small 4 isn’t 5 can’t 6 poor I hope this helps!
Mike

1 birds 2 music 3 TV shows 4 action movies
1 5 swimming 6 books
1 piano 2 swim 3 (alarm) clock
3
4 1 jazz 2 reality shows 3 Sherlock Holmes
1 robot 2 piano 3 bike 4 glasses 5 euro 6 tennis
4
5 reality shows, comedies, detective stories
tablet animals, wildlife shows, action movies, sports
5
Unit 6 2 He likes reality shows.
3 He likes comedies.
4 He likes detective stories.
6a (pages 44 and 45) 5 He doesn’t like animals.
6 He doesn’t like wildlife shows.
7 He doesn’t like action movies.
1 8 He doesn’t like sports.
1 tennis 2 basketball 3 swimming 4 running 5 cycling
6
2 2 Andrew’s friend doesn’t like jazz.
2 We don’t like soccer. 3 Does Emile like scuba diving?
3 We don’t like cycling. 4 Emile doesn’t like novels.
4 We like tennis. 5 Frances doesn’t like pop music.
5 We don’t like basketball. 6 Does Frances like tennis?
6 We like swimming.
8b
3 1 a lot 2 very much
2 Do they like soccer? No, they don’t.
3 Do they like cycling? No, they don’t. 8c
4 Do they like tennis? Yes, they do. 1 Andrew likes jazz a lot.
5 Do they like basketball? No, they don’t. 2 He doesn’t like pop music very much.
6 Do they like swimming? Yes, they do. 3 I don’t like tea very much.
4 We like sports a lot.
6 5 My friend doesn’t like TV very much.
2 nine million 3 seven thousand
4 twenty-five million 5 thirteen thousand
6 eighty-eight thousand
6c (page 48)
7 1
2 200 3 10,000 4 65,000,000 5 210,000,000 cheese, chocolate, eggs, fish, fruit, meat, pasta, rice, salad,
vegetables
8a
1b What time is it? It’s ten o’clock. 2
2e Is it hot in your city today? No, it’s cold. 1 international 2 four 3 the United Kingdom / Great
3a What’s your favorite place? California. I love it. Britain
4c What day is it? It’s Monday.
5d Hello. Who is this? Hi, it’s Susan. 3
c
8b
1 What time is it? 4
2 How much is it? 1c 2b 3a
3 What day is it?
4 Is it hot? 5
5 Do you like it? 1 it 2 him 3 them 4 her 5 you 6 me
6b (pages 46 and 47) 6d (page 49)

1 1
1 books 2 swimming 3 action movies 4 music
5 TV shows 6 birds 1 2 3 4

2 5
1 horrible 2 great 3 fantastic 4 boring
B I H T F U I F O J X
5
1 play 2 don’t like 3 like 4 watch 5 love 6 have L C H E E S E L O Y P
7 don’t like O E P N Q E P L Q Q E
6e (page 50) E Y A N A R O O D S K
E T P I W L W K I A A
1a
1 A: Is this movie good? T B A S K E T B A L L
2 B: I think it’s good.
3 B: Yes, I do. She’s fantastic. I O S A U G A F A A R
V I T R I G S L X D I
1b
2 No, I can’t come tonight. S S A M D S G L E E F
3 Do you like tennis?
4 Yes, we love Italian food! D E T N R U N N I N G
5 Let’s go to the movie theater.
6 That’s a great idea. I love pizza! V E G E T A B L E S W
1c
2 Can you send me a message? Unit 7
3 Do they like meat?
4 She doesn’t like fish very much.
5 Do your friends like pasta? 7a (pages 52 and 53)
6 They have English class at 5:30.
1
2
2 lunch 3 dinner 4 work
2 it 3 They 4 them 5 They 6 We
2
3
a fall b spring c summer d winter
Example answers:
1 Yes, let’s meet at the cafe in the afternoon. 3
2 I’m sorry. I don’t like basketball very much.
3 I’m not at home, but I have my cell phone with me. You can 1d 2b 3c 4a
call me now.
4 I love Johnny Depp! Can we watch Murder on the Orient 4
Express? finish work 5:30 ✓
go to bed 11:00 ✓
2 They don’t have breakfast at five thirty.
1 They have breakfast at six thirty.
You can find out all this information from a dictionary. 3 They don’t start work at seven thirty.
They start work at seven o’clock.
3 4 They don’t have lunch at eleven o’clock.
1 women 2 No—it’s bicycle. 3 a special day or They have lunch at one o’clock.
celebration 4 /təˈnaɪt/ 5 horrible 6 an adjective 5 They don’t finish work at five thirty.
They finish work at three thirty.
4
1 digital 7
2 It can be a verb or a noun. 1 at 2 on 3 at 4 at 5 in 6 on
3 A mouse is a small, furry animal. Its plural is mice.
4 /endʒɪˈnɪər/; engineer 7b (pages 54 and 55)
1
1 climbing 2 cooking 3 dancing 4 painting 5 shopping
6 singing

2 3a
Answers will vary: 1 feel 2 like 3 magazine 4 bed 5 tea 6 dictionary
1 cooking, painting, singing
2 shopping, dancing 7e (page 58)
3 climbing, painting, singing
3 1
1T 2T 3F a Pacific Technical College b married c teacher
d cycling e Saturdays f two children
4
1c 2e 3d 4b 5a 2
1 a, c 2 b, f 3 d, e
5
2 Do you live in Zanzibar? 3
3 Do you make videos? 1
4 Do you have a YouTube channel? c I’m a teacher.
5 Do you like the culture of Zanzibar? a I work at Pacific Technical College.
6 Do you enjoy the Zanzibar International Film Festival? 2
b I’m married.
6 h I have two children—a boy and a girl.
1 Do you understand Kiswahili?
2 Do your friends make videos? 3
3 Do we have an internet connection? e We meet on Saturdays.
4 Do your friends go to festivals? d We go cycling in the mountains.
5 Do they enjoy singing?
6 Do you listen to music? 4
Example answers:
7 1 I speak Japanese.
1 Yes, I do. / No, I don’t. 2 Today is Tuesday.
2 Yes, they do. / No, they don’t. 3 This month is June.
3 Yes, we do. / No, we don’t. 4 My favorite season is fall.
4 Yes, they do. / No, they don’t. 5 I study at the Escola Oficial d’Idiomes.
5 Yes, they do. / No, they don’t.
6 Yes, I do. / No, I don’t. Learning skills / Check! (page 59)
7c (page 56) 3
Across: 2 Indian 4 Holi 5 fall 6 winter 7 singing
1 Down: 1 Canada 2 islands 3 dhow
1 cloudy 2 rainy 3 snowy 4 sunny 5 windy
2 Unit 8
2 eat 3 watch 4 stay 5 read 6 cook 7 play 8 take
4 8a (pages 60 and 61)

1 What 2 When 3 Where 4 Who 5 Why
1
5 2 in 3 in 4 with 5 in 6 with 7 in 8 in
1 outside 2 beach 3 cycling/skiing 4 cycling/skiing
5 work 3
1T 2F 3F
7d (page 57)
4
1 1 works 2 doesn’t write 3 doesn’t like 4 gets up
1 I’m 2 Are you / Is it 3 I’m / It’s 4 Are you 5 doesn’t know
2 5
1 I don’t feel well 2 enjoys 3 doesn’t sell 4 doesn’t write 5 doesn’t watch
2 Why don’t you 6 walks
3 Are you OK
4 I’m thirsty 6a
5 I don’t like tea 1 works 2 gets up 3 start 4 watch
6 I don’t understand 5 finishes 6 goes
7 Here you are

7 7
1 doctor 2 waiter 3 photographer 4 taxi driver 2 the teacher 3 the board 4 a book 5 a classmate
5 receptionist 6 store clerk 6 a notebook 7 a pen
8a 8c (page 64)
1 Pauline checks papers.
2 Amelia doesn’t use a computer.
3 Lisa answers questions on the phone. 1
4 Kris doesn’t work alone. scientists in a “sleep laboratory”
5 Jamal doesn’t work in an office.
2
8b 1a 2c 3e 4b 5d
1 Pauline doesn’t check papers.
2 Amelia uses a computer. 3
3 Lisa doesn’t answer questions on the phone. 1 I usually sleep for eight hours.
4 Kris works alone. 2 Scientists often study people.
5 Jamal works in an office. 3 Police officers sometimes work for twelve hours.
4 I never work at home.
8b (pages 62 and 63)
4
2 Do you exercise every week?
1 3 We meet every month.
1 teacher 2 board 3 student 4 pencil 5 book 6 pen 4 I call my mother every evening.
A classroom in a university 5 Does he work every night?
2 8d (page 65)
1 2 3
1
1 Can I help you 4 Can I help you
college 2 Can I speak to 5 can I speak to
3 one moment 6 I’m sorry
4 5 6 7 I’ll call back later
4a
university calls—Z, colors—Z, drives—Z, experiments—S, has—Z,
laboratories—S, nurse—S, wakes—S
7 8 9 8e (page 66)
classroom 1a
1 boss 2 college 3 different 4 difficult 5 dinner
6 engineer 7 finish 8 meeting 9 summer 10 tourist
3 11 usually 12 weekend
2 Does Tarik live in the capital? The words finish and tourist don’t have double letters.
3 Does Zahid like his school?
4 Does the school open every day? 1b
5 Does Majed study English? 1 engineer 2 college 3 dinner 4 usually
6 Does Tarik have classes in English?
2a
5 1 time 2 place
1 No, he doesn’t.
2 No, he doesn’t. 2b
3 Yes, he does. 3 night 4 the morning 5 school 6 Italy
4 No, it doesn’t.
5 Yes, he does. 3
6 No, he doesn’t. 1 a restaurant 2 a waiter 3 usually tourists
4 pizza or pasta 5 in the evening
6 6 get up late 7 on Mondays
1 do, do 2 works 3 Does, do
4 doesn’t 5 Do, enjoy 6 do 7 has 8 helps 4
boss, difficult, noon, usually

5 3
Example answer: 2 Is there a DVD player in the Club room?
Hi Craig, 3 Are there any magazines in the Executive room?
Yes, I’m in Italy. I have a new job, too. I work in a call center. 4 Is there a basket of fruit in the Superior room?
It’s boring, but it isn’t difficult. I start work at nine o’clock, 5 Are there any drinks in the Executive room?
and I finish work at six o’clock. Let’s talk later at eight o’clock.
Oscar 4
1 Yes, there is. 2 Yes, there is. 3 No, there aren’t.
Learning skills / Check! (page 67) 4 No, there isn’t. 5 No, there aren’t.
5
2 2 There aren’t any drinks in the Executive room.
1 breakfast 2 receptionist 3 cats 4 lunch 5 dinner 3 There isn’t a DVD player in the Superior room.
6 eight thirty 7 movie 8 bed 4 There isn’t a basket of fruit in the Executive room.
5 There aren’t any magazines in the Superior room.
Unit 9 6
1 Are there any 2 there are 3 there’s 4 Is there
5 there isn’t 6 there’s 7 Is there 8 there is
9a (pages 68 and 69) 9 there aren’t any
1 7a
1 a hat 2 a scarf 3 a jacket 4 a sweater 5 a pair of jeans A: Let’s go to Key West for the New Year.
A: Yes, there are. There are flights from Monday to Friday.
2 A: It’s popular in the winter—from December to February,
1 a T-shirt 2 a pair of boots 3 a shirt there are lots of flights.
4 a coat 5 a pair of pants 6 a pair of shoes A: And there’s a bus from the airport to the hotel.
3 7b
pyramids — Mexico 1T 2T
a castle — Edinburgh
stores — Tokyo 9c (page 72)
beaches — Indonesia
old buildings — Russia 1
4 1a 2b 3b 4b 5a
1 365 2 yes 3 Indonesia 2
5 1T 2T 3F 4F 5F
1 There are 2 There is / There’s 3 There are 4 There are 3
5 There are
1b 2a 3d 4c 5e
8
4
1 There are four shirts in my suitcase.
2 They’re red and white. 1 Can I take two suitcases on the plane?
3 There are two pairs of pants. 2 Can I take photos in the plane?
4 They’re old. 3 Can I take a bus to the airport?
5 There are three sweaters.
6 They’re new. 5
1 Start 2 Don’t drive 3 Don’t stay 4 Visit
9d (page 73)
1
1 closet 2 lamp 3 bed 4 chair 5 desk 6 TV 1
7 fridge 8 bathtub not in the picture: 9 couch 10 shower 1 restaurant 2 Wi-Fi 3 swimming pool 4 parking lot
5 gift shop 6 cafe
2
Executive 2
1b 2c 3c
3
1 Here you are. 2 Yes, of course. 3 That’s no problem.

9e (page 74) 3
2 4th 3 12th 4 18th 5 22nd 6 31st
1a 5
2 You can swim every day because the beach is next to the hotel.
b second c third d fourth e fifth f tenth g twenty-first
3 Stay in bed and breakfasts because they’re cheap.
4 Don’t go in the winter because it’s very cold.
5 There are a lot of hotels because it’s a popular place.
6
6 Don’t take a bus because they aren’t comfortable. 1 Marie Skłodowska Curie 4 Professor / Scientist
2 November 7th, 1867 5 woman winner of a Nobel Prize
1b 3 Poland 6 scientist, French
1d 2c 3a 4b 5e
7
2 1 October 2 scientist 3 Sweden 4 parents 5 engineer
6 brothers 7 rich
1b 2a 3c 4d
3 8
1 was 2 were 3 was 4 were 5 was
Example answer:
Legoland is a great place for families. There are a lot of
attractions! Don’t go in August because there are a lot of
9
people at that time. Wait for January or February. Don’t look 2 He was born in Scotland.
for hotels. Stay at the hotel in the park. The rooms are great, 3 He was an engineer and an inventor.
and it’s near all the attractions! And don’t miss the children’s 4 He was the inventor of the television.
train because it’s great for young children! 5 His parents were from Scotland.
6 His children were born in England.
Learning skills / check! (page 75) 11a
1 John Logie Baird was born in 1888.
1 2 Sally Ride was born on May 26th, 1951.
take a photo, take a suitcase 3 Alfred Nobel was born on October 21st, 1833.
travel by bus, travel to Africa 4 Mao Zedong was born in 1893.
2 11b
Example answers: 1 years 2 dates
go: to school, to work, home, to the beach, to bed, to class,
to Africa, into the forest, swimming, for walks, out 12a
have: classes, a meeting, some water, breakfast, have lunch there was, there were
3 12b
1 Peru 2 Russia 3 636 kilometers 1 was 2 were 3 were 4 were 5 were
4 the Trans-Siberian Railway 5 Lisbon 6 Mexico
7 yes 10b (pages 78 and 79)
4
1 coat 2 shoes 3 pants 4 hat 5 sweater 6 dress 1
1 famous 2 interesting 3 good 4 great 5 nice
5
clothes 2
1 boring 2 terrible 3 bad 4 unhappy
3
Unit 10 1F 2T 3F 4T 5F 6F
10a (pages 76 and 77) 4

2 His parents weren’t rich.
3 His first job wasn’t in a movie.
1 4 His first movie roles weren’t big.
2 1991 3 1836 4 2005 5 1492 6 1770 5 He wasn’t a happy child.
2 5
2 two thousand 3 eighteen seventy-five Example answers:
4 twenty fifteen / two thousand fifteen 5 seventeen fifty 2 My parents weren’t actors.
6 two thousand eight 3 My grandparents weren’t famous.
4 My brother wasn’t a student in the US.
5 I wasn’t on a TV show in 1997.

6 2
1 Was your school big? Answers will vary:
2 Were you good at science? 1 Hi
3 Were the teachers friendly? 2 Best wishes / Best regards
4 Were the lessons interesting? 3 Dear
5 Was your best friend in your class? 4 Best regards
6 Were your classmates nice? 5 Hi
6 Love / Best wishes / All the best
7 7 Hi
2 No, I wasn’t. 8 All the best / Best wishes
3 No, they weren’t.
4 Yes, they were. 3
5 Yes, she was. 1d 2a 3b 4c
6 Yes, they were.
4
10c (page 80) Example answers:
1 Hi Ali,
I’m very sorry, but I don’t know your new phone number.
1 Can you send it to me?
1 an Aztec leader All the best,
2 Mexico Jim
3 Moctezuma / Montezuma 2 Dear Ms. Brown,
I’m very sorry, but I can’t come to the conference in June.
2 It’s a very busy time in the office.
1F 2T 3T 4T Best regards,
Junko Tanaka
3 3 Dear Mr. Panjabi,
1 lived 2 died 3 was born 4 died 5 was born, lived I apologize for the delay in my reply to your email. Here is
the information.
4a Best regards,
1 Where were your parents from? Luisa Torres
2 When was your father born? 4 Hi Gina,
3 What was your grandmother’s name? I’m sorry you aren’t well. I hope you feel better soon.
4 Who was your best friend at school? Love,
Tomas
5
1 first 2 last 3 first 4 last 5 last 6 first 7 last Learning skills / Check! (page 83)
10d (page 81) 1

1d 2a 3b 4c 5f 6h 7i 8g 9e
1
a4 b5 c3 d2 e1 f6 4
1 Apache 2 Russia 3 Japanese 4 Portugal 5 South
2 6 Norway 7 Maya
b I was at home.
c I was in traffic. 5
d I was on the phone. history
e I wasn’t well.
f I was busy.
Unit 11
3
1 I was at home
2 I wasn’t well 11a (pages 84 and 85)
3 Don’t worry
4 I’m sorry I’m late 1
5 There was a lot of traffic
a4 b7 c1 d5 e3 f6 g8 h2
6 That’s OK
2
10e (page 82) 2 finished — R 3 went — I 4 found — I 5 called — R
6 took — I
1
1A 2A 3S 4A 3
1 I took a bus to town.

2 I went to work. 2
3 We had a bad evening. a4 b1 c3 d5 e2 f6
4 A man found a snail in his food.
Speaker: the waiter 3
4 1 Who did Borge Ousland travel with?
2 When did they go to the North Pole?
1 called 2 died 3 discovered 4 finished 5 lived 3 What did the polar bear eat?
6 started 7 studied 8 walked 4 Where did Mike Horn fall?
5 Why did Mike Horn fall?
5 6 Why did Borge Ousland start a fire?
1 lived 2 started 3 died 4 studied 5 walked
6 finished 4
1 Mike Horn 2 in 2006 3 their boat 4 into the sea
7 5 because the ice broke 6 to dry Horn’s clothes
2 were 3 studied 4 died 5 was 6 had 7 discovered
8 lived 5
1 North 2 email 3 gifts 4 home
11d (page 89)
1
1 He went to Oxford University. 1
2 He worked as an actor and a TV writer. conversation 1: a 1 b4 c2 d5 e3 f6
3 He made his first travel program in 1980. conversation 2: a 5 b1 c4 d3 e2 f6
4 He started his diary in 1969. conversation 3: a 6 b1 c3 d5 e4 f2
5 Thirty years of his life are in the three books.
3
2
a7 b1 c6 d5 e8 f3 g4 h2
2 met 3 made 4 found 5 changed 6 went
7 wrote 8 followed 9 started 10 published
11 prepared 12 remembered 11e (page 90)
3 2
2 He didn’t make a movie in 1980. 1 When I was five, my brother was born.
He made a TV show in 1980. 2 When I was at school, I learned a lot of English.
3 He didn’t write Around the World in Eighty Days. 3 When I was in middle school, I played soccer and
Jules Verne wrote Around the World in Eighty Days. basketball.
4 He didn’t travel to the South Pole in 1999. 4 When my parents were children, they lived in Mexico.
He traveled to the South Pole in 1991. 5 When I was a child, my favorite food was pizza.
5 He didn’t go around the Pacific Ocean in two months.
He went around the Pacific Ocean in ten months. 3
6 He didn’t walk across the Sahara Desert in 2005. Example answers:
He walked across the Sahara Desert in 2001.
a
4 When I was ten, I lived in a small town near the capital. I
2 Did your wife go on your trips? lived with my mom, dad, and brother. My parents worked in
3 Did you meet interesting people? a supermarket.
4 Did your children read your diaries? When I was eleven, I met my best friend, Denise. We were
5 Did you write a book last year? in the chess club at school, and we both liked sports. We
watched a lot of sports shows on TV.
6 I enjoyed school a lot. I really liked math and English. My
2 she didn’t 3 I did 4 they did 5 I did favorite teacher was Ms. Jones, my math teacher. She was
very nice.
7 b
1 was 2 lived 3 went 4 finished 5 studied 6 started When I was thirteen, I lived on a farm with my mom, dad,
7 met 8 Michelle Obama and grandfather. My parents worked on the farm. They grew
vegetables.
11c (page 88) My best friends were Billy, Andrew, and Sam. We liked
soccer, and we played soccer a lot after school. We also
enjoyed horse riding.
1 I studied at a small school. I liked science. When I was
1 Borge Ousland and Mike Horn 2 sledges fourteen, my science teacher asked me to join the science
3 a polar bear club. It was fun, but I left after one year.

Learning skills / Check! (page 91) 5 No, I’m not.
6 We’re playing a video game.
7 I’m coming to your house!
1
cut — cut, do — did, eat — ate, fall — fell, get — got, go — 12b (pages 94 and 95)
went, have — had, hide — hid, know — knew, leave — left,
meet — met, see — saw, take — took, throw — threw
1
3 2 play 3 go out 4 meet 5 go 6 read
1 Ötzi 2 Italy 3 knife 4 New Orleans 5 Madagascar
6 very sharp 7 animal 8 Jules Verne 9 Sahara 2
10 polar bear 2 Adela and Naomi are meeting friends on Saturday
evening.
3 Mike is visiting (his) family this weekend.
Unit 12 4 Rowan is reading the newspaper.
5 Leila is going out for a meal with colleagues tomorrow.
6 Joe and Sue are going shopping with their children on
12a (pages 92 and 93) Saturday.
3
1 1N 4N
1 bathroom 2 bedroom 3 kitchen 4 dining room 2 F (on Saturday evening) 5 F (tomorrow)
5 living room 3 F (this weekend) 6 F (on Saturday)
2 4
2 I eat lunch in the dining room. 1 working 2 taking the bus to Chicago
3 I cook in the kitchen. 3 going to a concert 4 meeting friends 5 coming back from
4 I sleep in my/the bedroom. Chicago 6 going shopping 7 having
5 I shower in the bathroom.
5
3 1 tomorrow evening 2 tomorrow 3 next year
1 Kolkata, India 2 the living room 3 eight 4 on Monday
4 6
1 The man is sitting on a chair. 2 Rosa is taking the bus to Chicago on Saturday morning.
2 The children are sitting on the floor. 3 She’s going to a concert on Saturday evening.
3 The boy is looking at the camera. 4 She’s meeting friends on Sunday.
4 The girl is standing near a small table. 5 She’s coming back from Chicago on Monday evening.
5 The girl is wearing a dress. 6 Carla is going shopping on Saturday.
7 She’s having lunch with her sister on Sunday afternoon.
6
2 Are the children watching TV? 7a
No, they aren’t. 1 What are you doing this weekend?
3 Is the man reading a book? 2 Are you going shopping tomorrow?
No, he isn’t. 3 What are your friends doing tonight?
4 Are the boys sitting? 4 Where are you going on Sunday?
Yes, they are.
5 Is the girl making tea?
No, she isn’t.
12c (page 96)
6 Are the boys wearing shorts?
Yes, they are. 1
1b 2a
7
1 Are they making lunch? 2
2 He isn’t reading the newspaper. 1 She goes to the country.
3 You’re watching TV. 2 She goes with friends.
4 We aren’t washing the car. 3 He went canoeing.
5 Are you eating? 4 He’s going mountain climbing.
6 She isn’t sitting on the floor.
8 3
1 What are you doing? 1 behind 2 under 3 on 4 between
2 I’m watching TV.
3 What are you watching? 4
4 Are you watching TV? 1 ’s meeting 2 went 3 read 4 ’re going 5 goes

5a
1 What are you doing?
2 What do you usually do on weekends?
3 What did you do last weekend?
4 What are you doing next weekend?
12d (page 97)
1
1 next 2 in 3 at 4 tomorrow 5 in 6 on 7 at 8 on
2
1 Would you 2 Do you 3 I can’t 4 Do you 5 I’d
6 Would you
12e (page 98)
1
1 Francesca, Dani
2 Dani, Francesca
2a
1 put 2 come
2b
1b 2c 3d 4a
2c
Present Simple Simple past
continuous present
(he/she/it)
come coming comes came
do doing does did
drive driving drives drove
have having has had
leave leaving leaves left
lie lying lies lied / lay
make making makes made
run running runs ran
sit sitting sits sat
study studying studies studied
swim swimming swims swam
work working works worked
3
a 1, 2 b4 c3 d2 e 1, 2 f 3, 4 g4 h2
4
Example answer:
Dear Eve,
Thank you for sending the books. It was very kind of you!
They were really interesting. I read the first one last night and
the second one this morning! Thanks again. Speak to you soon.
Love,
Rachel
Learning skills / Check! (page 99)
3
1 newspaper 2 window 3 builder 4 motorcycle

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1

Life Teacher’s Guide

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

Cover: © Chris Burkard/Massif.

Printed in China by CTPS

Student Book Contents iv

Introduction and Unit Walkthrough viii

Units 1 to 12: Notes and Answer Key 9

Student Book Communication Activities 153

Teacher Development 182

Workbook: Answer Key 188

VIDEO: My top ten photos page 18 REVIEW page 20

VIDEO: A vacation in Australia page 30 REVIEW page 32

VIDEO: Chinese New Year in London page 42 REVIEW page 44

VIDEO: Where’s that? page 54 REVIEW page 56

VIDEO: What’s your favorite gadget? page 66 REVIEW page 68

VIDEO: At the market page 78 REVIEW page 80

VIDEO: The elephants of Samburu page 90 REVIEW page 92

VIDEO: Small ships page 102 REVIEW page 104

VIDEO: The space race page 126 REVIEW page 128

VIDEO: True stories? page 138 REVIEW page 140

Science and technology

Unit 7 Daily life

The unit lesson headers let students

The festival of colors—the Holi festival—in Kolkata, India

F E AT U R E S 1 Work in pairs. Look at the photo and the caption.

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Target grammar is presented

level as necessary, which use 82 Now look at page 170.

the target language in natural at eight o’clock in the morning

good models for the learner’s finish get up go not / go

alternates between reading 2

Unit 7 Daily life 83

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Grammar simple present

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Climbing is a popular hobby.

7 Work in pairs. Put the words in order to 9 Pronunciation intonation in

personalized context. These final tasks have a variety of 4

task-based activities (ranking, etc.). The emphasis, from the

7c A year in British Columbia,

7 Look at the grammar box. Circle the

In fall, classes start. Children go

Unit 7 Daily life 87

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The D lessons have clear “Real life”

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7e Meet our club members

Every writing lesson includes a model. 2 Writing skill paragraphs

3 Make notes for your own profile. Write

Unit 7 Daily life 89

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7f The elephants of Samburu This section introduces

This section allows students

Before you watch 5 7 Read the sentences. Watch the video

After you watch

Nick Nichols and Daniel Lentipo 1 work at

Unit 7 Daily life 91

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UNIT 7 REVIEW AND MEMORY BOOSTER

5 ❯❯ MB Work in pairs. Ask and answer

Every review lesson concludes with a I CAN

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UNIT 4 UNIT 5 UNIT 6

Teacher's Book 1

Teacher's Book 1