Achievers A2 Teacher S Book

Teacher’s Book
A2
Charlotte Green
Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© 2016 Richmond/Santillana Educación, S.L.
Additional material by Terry Prosser
Publisher: María Lera

Senior Commissioning Editor: Tom Hadland
Managing Editors: Ruth Goodman, Catherine Richards
Editorial Team: Brígido Adán Lozano, Ben Pincus, Paloma Rodríguez Esteban
Cover Design: Marisela Pérez

Design: Dave Kuzmicki, Colin Stobbart
Photo Research: Amparo Rodríguez
To consult the credits for the material reproduced here, refer to Achievers A2 Student’s Book.
Printed in Spain
ISBN: 978-84-668-2947-2
CP: 657616
DL: M-7989-2016
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system or
transmitted in any form, electronic, mechanical, photocopying or
otherwise without the prior permission in writing of the Publisher.
Every effort has been made to trace the holders of copyright,

but if any omissions can be rectified, the publishers will be
pleased to make the necessary arrangements.
TOEFL Junior® is a registered trademark of Educational Testing Service (ETS).

This product is not endorsed or approved by ETS.
The publisher would like to thank all those who

have contributed to the development of this course.
Teacher’s Book
A2
Charlotte Green
A2
Introduction and course highlights ................................................... page 2

Student’s Book ................................................................................................. page 4
Exam preparation with Achievers ....................................................... page 8
Workbook .......................................................................................................... page 10
Teacher support ............................................................................................ page 12
Teacher’s i-Book ............................................................................................ page 14
Student’s Book contents .......................................................................... page 16

Starter A, B, C and D .................................................................................... page 18
Unit 1 – It’s my life ........................................................................................ page 30
Unit 2 – Get active ........................................................................................ page 56
Unit 3 – Food for thought ........................................................................ page 82
Review – Units 1-3 ..................................................................................... page 108
Unit 4 – Going places .............................................................................. page 114
Unit 5 – Out of this world ..................................................................... page 140
Unit 6 – Crime watch .............................................................................. page 166
Review – Units 4-6 .................................................................................... page 192
Unit 7 – You’ve got a friend .................................................................. page 198
Unit 8 – Nice work .................................................................................... page 224
Unit 9 – Out and about .......................................................................... page 250
Grammar Reference ................................................................................ page 301
Prepare for the Cambridge Exams ................................................. page 310
Prepare for the TOEFL Junior® Test ................................................ page 311
Stories .............................................................................................................. page 352
Face 2 Face .................................................................................................... page 360
Pronunciation ............................................................................................. page 361
Communication ......................................................................................... page 366
ACHIEVERS
Achievers is a multi-level course aimed at Each Achievers unit has a number of key features
ambitious teachers who want their teenage which make the course unique:
students to achieve their very best in English.
Achievers aims to motivate and challenge LARGE VOCABULARY SETS
students at every step of the learning process.
Achievers has an ambitious vocabulary and

grammar syllabus and contains thorough and
regular practice of all the key skills – Reading,
Listening, Speaking and Writing.
Achievers has a full component package

including:
● Student’s Book
● Workbook
The Vocabulary lessons contain large numbers of items, both
revised and new, higher level items, which consolidate and
● Teacher’s Book extend students’ personal vocabulary.
containing complete teaching notes EXAM PREPARATION

and reference material
● Teacher’s i-Book
for interactive whiteboards
● Teacher’s Resource Book
containing a complete pack of photocopiable

tests and activities as well as further
supplementary worksheets
● Teacher’s Audio Material Pack
containing all the audio for the course

on six CDs
Every unit has Cambridge and TOEFL® exam preparation

lessons based on the language learnt in the unit.
FAST FINISHERS
Every Achievers unit contains four varied Fast Finishers to keep

stronger students busy.
2
COURSE HIGHLIGHTS
WORD ZONE FACE 2 FACE
Face 2 Face pulls out common idiomatic spoken language

featured in the Listening scripts.
Each Reading text features Word Zone, which focuses on a
useful vocabulary building area seen in a natural context. REGULAR SPEAKING ACTIVITIES
STUDY SKILLS
All lessons include speaking activities to allow students to share

their prior knowledge of topics, to reflect on them afterwards,
and to practise new language.
Each unit contains a fully integrated Study Skill which helps CHALLENGE
students develop good habits in language learning.
LISTENING
The unique Challenge lesson gives students the chance to

A whole page of Listening helps develop this crucial skill, with prepare and carry out a variety of enjoyable and ambitious
challenging, substantial listening situations. speaking tasks.
3
Student’s Book
STARTER LESSONS
● There are four optional Starter lessons at the start of the

Student’s Book – Starter A, B, C, D. They give an introduction to the
methodology of the main units, and contain basic grammar and
vocabulary that students at this level should be familiar with.
● Use as many or as few of the Starter lessons as you feel necessary
for your students, depending on which language areas you wish to
revise. The lessons are self-contained, and can be used in any order.
UNIT WALKTHROUGH
Reading
● There are two Reading texts per unit.
● The texts are substantial and cover a variety of modern, relevant
text types such as online blogs, websites, articles and stories.
● The Reading texts are exploited with challenging comprehension
activities and oral and personalised follow-up activities.
1 Each Reading lesson contains

a Word Zone, which highlights
a vocabulary area featured
in the text such as phrasal 1
verbs, collocations and set
expressions.
3
Vocabulary
● The two main vocabulary sets per unit are large – often 2 Each unit contains a fully 3 Extra interactive
integrated Study Skill which practice
consisting of 20–30 items – and contain both familiar and helps students develop good
new, higher level items, to consolidate and extend students’ habits in language learning.
personal vocabulary.
● The vocabulary is practised through a variety of activities,
including oral and personalised activities.
4
STUDENT’S BOOK
Grammar
● There are two Grammar
sections, each containing a
grammar box with a summary
and examples of the grammar
area being dealt with. An
irregular verb list is also 1 3
included at the back of the
book.
● The Grammar Reference is also
available on the Teacher’s
i-book as Visual grammar
presentations – an animated,
step-by-step presentation.
● The lessons always contain
oral practice to allow students 4
2
to practise the language in a
spoken context and learn the
correct pronunciation.
● The language is practised in 1 A complete Grammar 3 Common spoken language 4 There is also a freer,
Reference with detailed is exploited in Face 2 follow-up interactive
a variety of carefully staged
explanations of each Face – students learn to activity where students
activities. grammar area can be recognize three idiomatic produce their own version
found at the back of the expressions in each lesson of the dialogues or give
book. that often occur in spoken their opinions on
2 Extra interactive practice English. a related topic.
Listening
● Each Listening section contains substantial and
challenging listening input to really stretch students
and develop their listening skills.
● A variety of real-world situations are featured,
including radio interviews, sports commentary,
cookery shows and game shows as well as everyday
conversations.
Challenge
● The Challenge lesson asks students to work in pairs or groups to
prepare and carry out an ambitious, fun speaking task that builds
on language learnt during the unit.
● Each Challenge lesson has a totally different task. It will feel fresh
and motivating.
● The Challenge lessons are in three stages: Preparation, Do The
Challenge, and Follow Up. Students have the opportunity to stretch
their skills as much as possible.
5
STUDENT’S BOOK
Interaction
3
● The Interaction lessons feature 1
three teenagers studying English
in the UK in a variety of everyday
situations.
● Students are given prompts or
role-cards to stimulate their
speaking, rather than entire
dialogues. This gives them the
4
autonomy that is necessary in 2
developing the speaking skills.
1 Common expressions from

the situations are given in
the Express yourself box. 2
This features language that
students will need to both use
and understand in order to
interact successfully.
2 Students listen to 3 Writing skill focuses on 4 In Your Turn To Write,

Writing the situations, focus an important language students are guided
on specific language area that students need step-by-step through the
● In the Writing section, students commonly used in each to master, in order to critical stages of planning,
work through a model written situation, and then have improve their ability to taking notes, writing and
the chance to interact produce good written checking that are needed
text, and then write their own themselves in Your Turn To texts. to produce their own text.
version. Speak.
Unit Reviews
● Each unit has an End-of-Unit
Review which revises the key
grammar and vocabulary.
● The audio for each Dictation has
built-in pauses to allow students
to write as they listen.
1 Each End-of-Unit Review

finishes with a Dictation. This
is a paragraph on a subject
related to the topic of the
unit. Each Dictation becomes
progressively longer towards
the end of the book. 1
6
STUDENT’S BOOK
Three-Unit Reviews 1
● There are Three-Unit Reviews
after units 1–3, 4–6 and 7–9. They
revise grammar and vocabulary
from the previous three units in
a fresh context.
● Each Three-Unit Review
contains practice of all the
key skills. They consist of a
substantial reading text, a
listening section, and a follow-
up speaking or writing section.
Video
● Each video contains an original short documentary 1 There is a video lesson 2 Each video lesson ends
which introduces a different English-speaking country after each Three-Unit with Find Out, where
from around the world. Review. In this section, students have the chance
students develop their to find out more about
● Students are introduced to some names, places or other skills in watching and an intriguing aspect of
cultural information before they watch. They find out understanding video, which the country’s culture that
the significance of these, and as well as learning more will increase their ability featured in the video.
interesting information about each country. to enjoy English-language
films and TV.
Stories
● Each Student’s Book contains
three original stories. They
have been specially written
for Achievers, with teenage
protagonists, and deal with
themes from the Student’s Book.
● The stories are rich in new
vocabulary. They contain
comprehension activities,
vocabulary exploitation and
follow-up speaking activities in
order for students to exploit them
as much as possible.
7
Exam preparation with Achievers
This section is aimed at teachers who are preparing their Prepare for Cambridge Exams
students for exams from the Cambridge English Language
Assessment range or from ETS. Each level of the Achievers ● There are nine lessons in the Student’s Book – one per
series focuses on the most appropriate exams for the unit – covering the Cambridge Preliminary exam. The
level of the book, so Achievers A2 prepares students for content of the lessons follows the unit topics, so the
the Cambridge Preliminary (PET) exam and for both the lessons feel integrated and can be covered at any point
Standard and Comprehensive versions of the TOEFL during a unit.
Junior® Test. ● Each lesson focuses on a particular task from one of the
papers of the exam; there is a balance of tasks from all
The Cambridge Preliminary (PET) exam and the TOEFL sections of the exam throughout the section. There is a
Junior® Test are internationally recognized qualifications series of activities carefully designed to give them practice
in English. in the skills they need to perform the task well, and
familiarise them with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page corresponding
to each Student’s Book exams lesson, consisting of further
practice of the task focused on in the Student’s Book.
● There is accompanying audio for Listening tasks.
1 An exam-style activity at the

1
end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do
this under exam conditions.
2 Help and advice to allow

students to maximize their
performance 2
3 Key information about

the task focused on in
this lesson
8
EXAM PREPARATION
Prepare for the TOEFL Junior® Test

● There are nine lessons in the Student’s Book – one per
unit – covering both the Standard and Comprehensive
versions of the TOEFL Junior Test®. The content of the
lessons follows the unit topics, so the lessons feel
integrated and can be covered at any point during
a unit.
● Each lesson focuses on a particular task from one of
the papers of the Test; there is a balance of tasks from
all sections of the exam throughout the section. There
is a series of activities carefully designed to give them
practice in the skills they need to perform the task well,
and familiarise them with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page
corresponding to each Student’s Book exams lesson,
consisting of further practice of the task focused on in
the Student’s Book.
● There is accompanying audio for Listening tasks.
1 An exam-style activity at the 2

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do 1
this under exam conditions.
2 Help and advice to allow

students to maximize their
performance
3 Key information about

the task focused on in
this lesson
9
Workbook
The Workbook provides practice of all the Student’s Book material for students to do
at home or in class. Every lesson in the Student’s Book has a corresponding page of
Workbook practice, on the same page number, for easy reference.
Starter lessons 2
● The grammar and vocabulary
from each Starter lesson are
consolidated in the Workbook
Starter pages.
Units 1–9
● Every language and skills
area from the Student’s Book
including the exams sections,
has a corresponding Workbook 1
page, which gives further
practice of the language or skill
in question.
● Student’s audio is provided
for Listening and Interaction
lessons, for students to continue
developing the listening skill
at home. Students access the audio 1 Word Zone Extra: 2 Want To Know More?:
material to listen or download on Consolidation and A vocabulary extension
the Achievers website. extension of Word section with a new set
Zone in the Student’s of vocabulary, related to
● Each unit contains a Webquest, Book the Student’s Book set,
where students can find out appearing twice per unit
more about topics featured in the
Student’s Book units online.
Three-Unit Reviews
● The grammar and vocabulary
from the previous three units is
pulled together in a number of
activities that provide intensive
language revision.
Video
● Students watch a new video
related to a cultural aspect of the
country featured in the Student’s
Book Video section. They
follow up by researching more
interesting aspects of the topic
to share with their classmates.
10
WORKBOOK
End-of-Unit Reviews Exams

● Students revise grammar and vocabulary from each unit ● The Exams sections help your students to prepare for
through a fun crossword and an error correction exercise. Cambridge or TOEFL exams.
● This page also contains I CAN statements which assess ● Each Exams lessons in the Student’s Book has a
students’ progress through the Common European corresponding page in the Workbook.
Framework. ● Each page
gives further
practice of
the exams
tasks
and skills
developed in
the Student’s
Book unit.
Writing Reference Vocabulary Bank

● The Writing Reference contains all the model texts from ● The Vocabulary Bank is a convenient unit-by-unit reference
the Student’s Book Writing lessons, with a number of key with all the key items from the Vocabulary sections in the
aspects of the text highlighted and explained, for students main Student’s Book units.
to refer to as they write their own texts.
11
Teacher’s Book
This Teacher’s Book is a complete resource for planning your lessons and teaching your classes. It contains:
1 6
5 5 Guidance and
1 Reproductions of every answers for all the
Student’s Book page activities in the
Student’s Book
6 Teaching Tips
7
2
2 Ideas for Extra 7 Clear signposting
Activities to further to supplementary
exploit the topics support material
for continuous
assessment
8
8 Ideas for Warmers
to focus students
on the lesson ahead
3 Flagging up of 3
Exam-style activities
9
4
4 All transcripts from 9 All answers and
the Student’s Book transcripts from the
Workbook
12
Teacher’s Resource Book TEACHER SUPPORT
The Teacher’s Resource Book contains photocopiable worksheets to supplement

the material in each Student’s Book unit and support students’ learning.
The Teacher’s Resource Book contains the following sections:
Vocabulary and Grammar Worksheets Tests

● These worksheets provide extra practice of the key ● There is a four-page written Test and a Speaking Test
vocabulary and grammar from each Student’s Book unit. for each Student’s Book unit that thoroughly covers key
● They are available at two levels: Support for weaker language and skills. There are also Tests for the end of every
students and Consolidation for average-level students. three units, and two End-of-Year Tests.
● The Tests are available at two levels to ensure that all
Speaking Worksheets students are challenged. Use the Consolidation level Tests
for weaker and average level students, and Extension level
● The Speaking Worksheets provide fun and varied speaking Tests for stronger students.
activities for all students. ● There is a Diagnostic Test to do with students at the
beginning of the course. It will help you identify stronger
Festivals and weaker students.
● These worksheets contain motivating texts and activities See the Introduction of the Teacher’s Resource Book for more
about festivals from throughout the English-speaking details on how to use each of the sections.
world for all students.
Teacher’s Audio Material Pack

The audio for Achievers is provided on 6 CDs in the Teacher’s Audio Material Pack.
● Student’s Book CD1: Units 1–3 + Review Units 1–3
● Student’s Book CD2: Units 4–6 + Review Units 4–6
● Student’s Book CD3: Units 7–9 + Review Units 7–9, End-of-Unit Reviews
● Student’s Book CD4: Prepare for Exams, Stories, Pronunciation
● Workbook CD
● Teacher’s Resource Book CD
13
Teacher’s i-Book
Bring your teaching to life in the classroom. The Teacher’s i-book is a fully interactive
version of the Achievers course for interactive whiteboards, which integrates all the
teaching and learning materials cross-referenced into one single format for use
with a smart board or projector:
● Student’s Book
● Workbook
● Teacher’s Resource Book
● Teacher’s Book
● Interactive Answer key for all the Student’s Book and Workbook exercises
● Audio material and transcripts
● Audiovisual material
● Visual grammar presentations
● Extra interactive practice to reinforce the lesson content
● Additional interactive activities
2
2 Interlinked
components at
page level
1
1 Additional smart board

activities provide digital
alternatives to the lessons.
3 Extra interactive
practice reinforces
3 the lesson content.
4
4 All course materials

included
The one-touch zoom-in feature guarantees the easiest and quickest access to all
the exercises, answers, audio material, transcripts and teaching notes. Touch the
exercises or links to other books on the Student’s Book pages to access:
6
6 Use the Richmond
i-tools to make
the most of the
interactive activities.
5 Interactive Answer key 5
14
TEACHER’S i-BOOK
Audiovisual material
Touch the video screen on the
7
Student’s Book or Workbook pages to 7 Direct access to all
access the videos. You can also access the videos for the
all the videos for the level using the level.
main books bottom menu:
8 Show and hide

8 subtitles.
Visual grammar presentations Additional IWB activities

Touch on the Student’s Book pages to Touch on the Student’s Book pages to access the
access the grammar animations: IWB activities:
Extra interactive practice 9 Use the Richmond i-tools

to complete the activities .
Touch on the Student’s Book pages to access the games:
The Richmond i-tools

Take the book and make it yours by inserting notes, links
and external files. It is also possible to write or paint on
the i-book and in the zoom windows.
Save all your teaching sessions to meet

the needs of each individual class.
15
16
17
Starter A B C D Unit overview
Vocabulary Language objectives

● Classroom objects: apple, bag, book, calculator, chair, ● To revise vocabulary related to numbers (page 4)
clock, computer, desk, door, folder, orange, pen, pencil classroom objects (page 4), days and months (page 5)
case, picture, rubber, ruler, scissors, umbrella, whiteboard, ordinal numbers (page 5), dates (page 5), animals (page 6)
window colours (page 7) and clothes (page 7)
● Days and months: Monday, Tuesday, Wednesday, ● To use a, an, this, that, these and those correctly (page 4)
Thursday, Friday, Saturday, Sunday, January, February, ● To revise subject and object pronouns (page 5), possessives
March, April, May, June, July, August, September, October, (page 6) and plurals (page 7)
November, December
● To revise be (page 5) and have got (page 6)
● Ordinal numbers: 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th,
● To use there is / there are (page 7) correctly
10th, 11th, 12th, 13th, 14th, 20th, 30th, 40th, 100th
● Animals: ant, bee, butterfly, cat, cow, dog, dolphin, eagle,
elephant, goat, hamster, monkey, parrot, pig, pigeon, rabbit,
sheep, tiger, tortoise, whale Skills objectives
● Colours: black, brown, dark blue, green, grey, light blue,
orange, pink, purple, red, white, yellow ● To read and understand text message invitations to a
● Clothes: boots, cap, coat, dress, earrings, hoodie, necklace, birthday (page 5) and a message board about pets
jacket, jeans, jumper, scarf, shirt, shoes, skirt, socks, (page 6)
sunglasses, T-shirt, trainers, trousers, watch ● To listen to students introducing themselves (page 4) and
friends discussing clothes in a bedroom (page 7)
● To talk about your classroom (page 4), your birthday (page
5), to spell words correctly (page 6) and to ask and answer
Grammar questions about clothes and colours (page 7)
● a / an
● this / that / these / those
● be
● Subject and object pronouns
● have got
● Possessives
● Plurals
● there is / there are
Pronunciation
● The alphabet
18
Assessment criteria
● Students can use subject and object pronouns,
possessives and plurals correctly.
● Students can use a / an, this / that / these / those, be,
subject and object pronouns, have got, possessives, plurals
and there is / there are correctly.
● Students can recognize and use vocabulary about
classroom objects, days, months and ordinal numbers,
animals, colours and clothes correctly.
● Students can read and understand invitations to a
birthday and a message board about pets.
● Students can listen to and understand students
introducing themselves and friends discussing clothes in
a bedroom.
Resources
● Teacher’s i-book
● Student’s Book CD 1
19
20
Starter A
Starter A, B, C and D are optional, self-contained lessons that

5 Carry out the first sequence as a class so that students understand
the exercise.
revise basic language and give students an introduction to the
methodology of the course. Choose which language, if any, you As you go through the answers, invite students to the board to
feel your students would benefit from revising, and cover those complete the sequences. Get other students in the class to correct
lessons only. the sequence if necessary.
As a class, practise saying the numbers in each sequence.
Warmer Answers
Have students work in pairs. Explain that they are going to 1, 3, 5, 7, 9, 11, 13, 15, 17, 19
11, 22, 33, 44, 55, 66, 77, 88, 99, 110 (or 111)
introduce their partner to the rest of the class. Ask students to find
2, 102, 202, 302, 402, 502, 602, 702, 802, 902
out three things about their partner by asking them questions. 15, 30, 45, 60, 75, 90, 105, 120, 135, 150
Elicit some example questions from the class, e.g. How old are you? 50, 100, 150, 200, 250, 300, 350, 400, 450, 500
Do you have brothers and sisters? What are your hobbies? 100, 96, 92, 88, 84, 80, 76, 72, 68, 64
Encourage students to think of other questions and get them
to ask and answer questions with a partner. After five minutes, 6 Ask the students: What things can you see in the photo? Elicit some
invite various students to introduce their friend to the class. answers, then get them to complete the exercise.
Answers
1 Count the number of students together as a class. Get the student
closest to the front to begin the count (one), then point to the next In the photo: book, calculator, chair, clock, desk, folder, pen, pencil case,
student to carry on (two). Continue like this until all students have window
said a number. Missing: apple, bag, computer, door, orange, picture, rubber, ruler,
scissors, umbrella, whiteboard
Answers Students’ own answers 7 There is one word in exercise 6 that can’t be used with a or an. Ask
students which word it is and why (scissors – because it’s plural).
2 1.2 Transcripts page 28 Tell students to listen carefully for the
names of the people on the right-hand side of the page. Answers
an apple, a bag, a book, a calculator, a chair, a clock, a computer, a desk,
Answers a door, a folder, an orange, a pen, a pencil case, a picture, a rubber, a
1 Sara 2 Miss Campbell 3 Andy 4 Paul 5 Sally … Paul ruler, scissors, an umbrella, a whiteboard, a window
3 1.2 Transcripts page 28 Invite students to see if they

remember the answers before playing the track.
Teaching tip
Point out that we use an before a word where the first letter
Answers is pronounced as a vowel, even if it is a consonant. Provide an
example: an hour.
2 lunch 3 12 4 8B 5 31
Explain that because the ‘h’ is silent in hour, we pronounce the
first letter as ‘o’, therefore, we use an.
4 1.3 Transcripts page 28 Use the opportunity to highlight the
differences between numbers ending in -teen and -ty.
Play the track again and ask students which syllable is stressed in 8 Provide some examples before students complete the exercise:
each word: Pick up your bag and say: This is my bag.
sixteen / sixty. Point to a student’s bag and say: That is [Andrew’s] bag.
Write other ‘-teen’ and ‘-ty’ numbers on the board (e.g. 15 / 50) and Provide further examples using these and those until students are
get students to practise while being aware of the syllable stress. familiar with the difference.
Answers Answers
1 85 2 22 3 19 4 16 5 60 6 210 A 3, this B 4, that C 1, this D 2, those
9 Go round the class and monitor the activity.
Answers Students’ own answers
21
22
Starter B

Teaching tip
methodology of the course. Choose which language, if any, you Take the time to practise pronunciation of days and months.
feel your students would benefit from revising, and cover those Model the words and get students to repeat. Then invite
lessons only. students to the board to underline the stressed syllable in each
word. Correct any mistakes and get students to practise saying
the words again:
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Warmer Sunday.
Tell the class to form a line, starting with the youngest student January, February, April, July, August, September, October,
and ending with the oldest student. They have to ask questions November, December.
to find out the information. Elicit questions that they might use
(e.g. How old are you? When is your birthday? What time were you
born?) 5 Before or after completing the activity, tell students to write one
Tell students to stand up. Then get them to ask and answer the sentence using one of the ordinal numbers, e.g. I was born on 13th
questions to each other until a line begins to form in the class. February. / I am the third oldest girl in my class.
When students think they are ready, get each student to say the Invite a number of students to read out their sentences.
date they were born.
Answers
1 With students still standing, you could ask this question to each 1st = first 10th = tenth 42nd = forty second
2nd = second 13th = thirteenth 54th = fifty fourth
student and get them to sit down only after they have answered.
3rd = third 14th = fourteenth 61st = sixty first
4th = fourth 19th = nineteenth 77th = seventy seventh
Answers Students’ own answers 5th = fifth 26th = twenty sixth 98th = ninety eighth
8th = eight 33rd = thirty third 100th = hundredth
2 1.4 The text is available to listen to. 6 1.5 Invite some students to the board to write their birthdays in
Before students read the texts, ask them which word or words they the same format as in Word Zone. Point to the dates in the exercise
are looking for to help them find the answer (e.g. beach party). Get and get students to say which month is in each date (August,
students to skim each text quickly to find the information. December, January, November, May).
Answers Answers
3 1 13/11 2 22/08 3 05/12 4 30/05 5 29/01
3 Go through the answers by asking students to read out the 7 Ask students to write both contracted and full forms of be, if both
information in the text that gave them the answer. can be used.
Answers Answers
1 text 1 2 text 3 3 text 4 4 text 2 1 are / ’re 2 Is 3 are / ’re 4 Is 5 am / ’m 6 is / ’s … is / ’s
8 Write the answers on the board and use them to revise the
Extra activity difference between subject and object pronouns: Object pronouns
Ask the class: Which party would you like to go to? Tell students refer to a person / persons who are the direct or indirect object of a
to discuss the question with a partner and invite students to verb. Subject pronouns refer to the person who is ‘doing’ the verb.
feedback their ideas.
Answers
4 You could carry this out as a class activity by inviting individual My Dad can take us there.
students to the board to write a list of months and days. Get other Please ask her to come too.
students in the class to correct any words that are out of sequence. Let me know soon!.
Let’s give him a big surprise
Do you know it?
Answers Call me if you think it is a good idea.
Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday (There is no example of ‘you’ (as an object pronoun) and ‘them’)
Months: January, February, March, April, May, June, July, August,
September, October, November, December 9 Invite individual students to read out an answer and ask the rest of
the class if they are correct.
Answers
1 her 2 it 3 them 4 her 5 us
23
24
Starter C

4 Elicit one example of each type of animal from the class before
getting students to complete the activity alone.
methodology of the course. Choose which language, if any, you Ask questions to check comprehension: Where do farm animals live?
feel your students would benefit from revising, and cover those Are insects big or small animals? Where do wild animals find their
lessons only. food?
Get any fast finishers to add more animals to each group.
Answers
Warmer
pets: cat, dog, hamster, rabbit
Play a game to practise talking about possession: farm animals: cow, goat, pig, sheep
Invite a student to the front of the class and tell him or her to insects: ant, bee, butterfly
close their eyes. wild animals: dolphin, elephant, monkey, tiger, tortoise, whale
Choose one item from five students and place them in front of birds: eagle, parrot, pigeon
the student at the front of the class. Tell the student to open his/
her eyes and ask: What have you got? Get them to tell you, e.g. 5 1.7 You could help students by first getting them to identify the
I’ve got a pencil, two books and three rulers. missing letters of the alphabet. Write them on the board, and then
Then ask: Whose are they? get students to match them to the groups.
Get the student to guess who each item belongs to, e.g. I think
this is Mike’s pencil. Repeat the activity as a class, or tell students Answers
to form small groups and get them to repeat the activity in their K G, P M, S Y U
groups.
6 You could carry this out as a class activity:
Invite a student to the front of the class and tell him or her to spell
1 You could set a challenge by asking students to find an animal for an animal out loud. Get the rest of the students to write down the
every letter in the alphabet (e.g. ant, bird, cat). Write the alphabet letters as they are said.
on the board and invite different students to fill in the letters in any Ask the class which animal was spelt and if the student spelt the
order until the animal alphabet is complete. Allow them to use their word correctly.
dictionaries if necessary.
Repeat the activity as desired.

2 1.6 The text is available to listen to. 7 Ask students to write both contracted and full forms, for the gaps
Encourage students to skim the text quickly to find the answers. where both can be used.
Get them to discuss the answers with a partner.
Answers
Answers
2 haven’t got / have not got 3 ’s got / has got 4 haven’t got / have
Jerry the parrot bites and takes Tony’s family’s food. not got 5 Have … got 6 Has … got
Ivor the cat and Ifan the dog fight a lot.
Coco the hamster makes lots of noise running on his wheel at night. 8 To help students understand the different uses of ’s, write the
Pepper the rabbit and Snowball the rabbit eat the plants in Tracey’s
following sentence on the board: My brother’s dog is called Paddy.
mum’s vegetable garden.
He’s very big and he’s got a long tail. Ask students to identify
3 Get students to copy the sentences in their notebooks and to write the three occurrences of ’s, and to say why we use it each time
corrected versions of the false sentences. (possessive, contraction of is, contraction of has).
Answers Answers
1 true 2 false (Ifan wants to be Ivor’s friend, but Ivor doesn’t.) 1 has 2 is 3 possessive 4 has 5 possessive ... is
3 true 4 false (Pepper and Snowball belong to Tracey’s little sister.)
5 false (Tracey’s mum doesn’t like the rabbits because they eat the
plants in her vegetable garden.) Teaching tip
Point out to students that an ‘s’ that signifies possession should
always been followed by a noun. Get students to find another ’s
Extra activity for possession in the Reading text (Ivor’s friend).
Set a writing task: Write about your pet or a pet you would like to
have.
Tell students to write about their pet. Tell them to include the
name and type of animal, and the things that they do and do not
like about their pet.
For students who do not have a pet, get them to write about
why they would like to have a pet. Get students to read their
paragraphs to their partner.
25
26
Starter D

6 Elicit the options to reply: It’s (green) / They’re (red).
revise basic language and give students an introduction to the Ask students: Do we refer to a pair of trousers as single or plural?
methodology of the course. Choose which language, if any, you (plural).
feel your students would benefit from revising, and cover those
lessons only. Answers Students’ own answers
Extra activity
Warmer
Get students to play a memory game in pairs. Tell them to study
Put students into pairs and hand out a piece of plain paper to the picture carefully for one minute. Then tell one student in
each student. each pair to close their books.
Get student A to describe their bedroom for student B to draw. Tell the other student to describe an item by saying where it is in
Tell them to describe what is in their room and where it is the picture for their partner to guess, e.g. It’s on the chair, on top
located. Provide an example: In my room, I’ve got a cupboard on of a pair of orange trousers (green T-shirt). Swap roles and repeat
the left. Next to the cupboard is a window. Below the window is a the activity.
chest of drawers. There is a picture above the bed.
Then get students to swap roles. Ask the class: Did your partner
draw your picture accurately? 7 Tell students that some words are already plural (e.g. boots) and
they don’t need to make plurals for those.
1 Elicit from the class words to describe Debbie’s room (e.g. messy, Answers
untidy, disorganized). If necessary, clarify the difference between
dirty and messy. caps jackets shoes
coats jumpers skirts
dresses necklaces T-shirts
earrings scarves watches
hoodies shirts
2 1.8 Transcripts page 28 Before playing the track, make sure 1 dresses, scarves, watches
students are familiar with the different items of clothing (e.g. dress, 2 jeans, sunglasses, trousers
trousers, jumper, scarf). 3 boots, earrings, jeans, shoes, socks, sunglasses, trainers, trousers
Ask questions to check, e.g. Where is the red dress? (under the bed). 4 scarves
How many pairs of trousers can you see? (three).
Teaching tip
Answers
Point out that not all plurals are formed using ‘s’ or ‘es’. Provide
1 Debbie wants to find her red dress.
an example: man / men. In groups, get students to find the
2 She finds it under the bed.
plurals of these words: child, person, sheep, woman, tooth, foot,
3 1.8 Transcripts page 28 Tell students to complete the exercise mouse.
from what they remember. Then play the track again and get
students to check their answers.
Answers
Answers children, people, sheep, women, teeth, feet, mice
1 blue dress 2 party 3 green / on the chair 4 jumpers … socks 8 As an option, tell students to write five sentences that are true
5 boots
and five sentences that are false. At the end of the exercise, invite
4 After students complete the exercise, help build vocabulary by students to read out a sentence, and ask the rest of the class if their
pointing to other colours in the classroom and eliciting the name sentence is true or false.
(e.g. turquoise, silver, gold, navy blue).
Answers
1 red, E 2 light blue, C 3 dark blue, F 4 green, G 5 orange, D
6 brown, J 7 yellow, K 8 grey, L 9 white, B 10 black, H
11 purple, I 12 pink, A
5 Encourage students to use their dictionaries to look up items of

clothes they don’t know.
Answers
boots, dress, jacket, jumper, scarf, shirt, socks, T-shirt, trainers, trousers
27
Starter TRANSCRIPTS
1.2 Student’s Book page 4, exercises 2–3 1.8 Student’s Book page 7, exercises 2–3
A = Andy, M = Miss Campbell, Sar = Sarah, Sal = Sally, P = Paul K = Kim, D = Debbie
A Hello, Miss Campbell. K Hello?

M Good morning Andy. How are you? D Hi Kim. It’s Debbie here. Have you got my red dress?
A I’m fine thanks. And you? K Your red dress? No, I’ve got your blue dress, remember. Why?
M Fine, thanks. Um, Andy, this is Sara. She’s a new student in your D I can’t find my red dress and I want to wear it tonight.
class. K Oh that’s right, it’s Jack’s party tonight, isn’t it? Well, look in your
Sar Hi Andy. wardrobe. Is it in there?
A Hi Sara. Come with me. So, this is our classroom. And these are D No. There are two dresses in the wardrobe but not my red one.
my friends. Everyone, this is Sara. She’s new. K Is it on your chair?
Sal Hi Sara. D Er, no. There are two pairs of trousers here, oh and my favourite
P Hi Sara. green T shirt! That’s good! But no red dress.
Sar Hello. K Maybe it’s in your chest of drawers.
A This is Sally ... D Let me see – there are some jumpers and lots of pairs of socks in
Sal Hello. here. But no red dress.
A … and that’s Paul. K What about on the floor? There are always lots of things on your
P Hi. bedroom floor!
A That’s my desk over there. I sit next to Paul. He’s really messy! D Er – there’s a scarf…and a pair of boots. Oh.. wait a minute.
Those are his football boots on my desk and that’s his lunch on There’s something under the bed.
my chair! K What is it?
Sar And are those his books and pens all over the floor? D My dress! Thanks Kim. You’re brilliant. Mum, can you wash my
A Yes! red dress please …
Sal How old are you, Sara?
Sar I’m 12. What about you?
Sal I’m 13. Paul is 13 too, and Andy is 12.
Sar How many students are there in our class?
P I don’t know. Count the chairs! 1, 2, 3, 4, 5, 6 ....
Sal I know, there are 31.
A No, there are 30. Remember that Mike isn’t in the class now.
He’s in 8B.
Sal Yes, but now Sara’s here! So that makes 31.
A Oh yes, so 31 students.
P ... 28, 29, 30, 31 chairs. Sara, there are 31 students in the class!
S Thanks, Paul!
1.3 Student’s Book page 4, exercise 4
1 My granddad is 85 years old.

2 There are 22 students in our class.
3 We live at number 19, Church Street.
4 16 people prefer this film.
5 Jack wants 60 sandwiches for the birthday party.
6 There are 210 animals in the zoo.
28
Starter WORKBOOK ANSWERS
Workbook page 4 Workbook page 7

1 1 six 2 twenty-two 3 ninety 4 fourteen 5 one hundred 1 1 yellow 2 white 3 pink 4 blue 5 black 6 brown
6 fifty-five 7 purple
2 1 31 2 12 3 17 4 365 2 1 pink 2 blue 3 purple 4 black 5 brown 6 white
3 In a pencil case: pen, rubber, scissors 7 yellow
On a desk: book, computer, folder 3 1 sunglasses 2 trainers 3 earrings 4 necklace 5 trousers
On a classroom wall: clock, picture, whiteboard 6 jumper 7 cap
4 1 chair 2 window 3 door 4 orange 5 umbrella 4 1 watch 2 socks 3 hoody 4 shirt 5 dress 6 scarf
6 calculator 7 jeans 8 jacket
5 1 a 2 a 3 a 4 an 5 an 6 a 5 1 watches 2 pairs of socks 3 hoodies 4 shirts
6 1 This 2 This 3 These 4 These 5 This 6 These 5 dresses 6 scarves 7 pairs of jeans 8 jackets
7 1 Those 2 those 3 that 4 that 5 those 6 those 6 1 are 2 ’s 3 Are 4 aren’t 5 are 6 Is 7 is 8 ’s
9 isn’t 10 ’s
8 1 this 2 ruler 3 That 4 these 5 pens 6 Those
7 a 8 an 7 1 is 2 hoodies 3 dark 4 ’s 5 are 6 Are 7 there are
8 pairs
Workbook page 5
1 2 Tuesday 3 Wednesday 4 Thursday 5 Friday
5 Saturday 7 Sunday
2 1 April 2 May 3 June 4 August 5 September 6 November
7 January 8 February
3 1 tenth 2 seventh 3 fourteenth 4 fifth 5 first 6 third
4 2 Twenty-seventh of June
3 Nineteenth of November
4 First of February
5 Thirtieth of April
6 Twelfth of September
5 1 ’s 2 are 3 aren’t 4 ’s 5 ’s 6 ’m not 7 ’m
6 2 you 3 him 4 she 5 it 6 we 7 them
7 1 It 2 She 3 me 4 us 5 It 6 you 7 them 8 He
9 him
8 1 aren’t 2 are 3 it 4 ’s 5 February 6 him 7 it 8 he
9 40th 10 tenth
Workbook page 6
1 1 parrot 2 tiger 3 ant 4 dolphin 5 whale 6 pigeon
7 elephant 8 butterfly
2 no legs: dolphin, whale
four legs: tiger, elephant
six legs: ant, butterfly
two legs: parrot, pigeon
3 A T L Y Q
K D N I U
4 1 I haven’t got a big family.
2 Have they got a cat?
3 It’s got four legs.
4 Have you got a computer?
5 She hasn’t got an orange ruler.
6 Ana and Laura have got a book.
5 1 his 2 my 3 our 4 their 5 friend’s 6 Ana’s
6 ’s = is: 2, 6
’s = has: 4, 5
’s = possession: 1, 3
7 1 have you got 2 ’s got 3 wild animal 4 pet 5 have got
6 their 7 ’ve got 8 its
29
1 It’s my life Unit overview

● Family: aunt, brother, child, cousin, dad, daughter, ● To learn vocabulary related to family (page 9) and
grandparents, grandma, grandson, great-grandparents, everyday activities (page 13)
husband, mum, nephew, niece, only child, parents, son, ● To learn and use the present simple (page 10), adverbs of
stepfather, uncle, wife frequency and expressions of frequency (page 14) to talk
● Everyday activities: brush your teeth, do sport, do the about everyday activities
housework, do your homework, get dressed, get ready for ● To use can / can’t to talk about ability (page 14)
bed, go online, go to school, go to the cinema, have a shower,
● To use conjunctions correctly in writing (page 17)
have a snack, have breakfast, have dinner, have lunch, visit
relatives
● British and American English: flat / apartment, garden /
yard, lift / escalator, neighbourhood / neighborhood, shop /
store
Skills objectives
● Phrasal verbs: get up, wake up, take away, go out ● To read and understand a text about an American
● Face 2 Face: No worries. Sure! I mean teenager’s life (page 8)
● To discuss personal information about family (page 9) and
everyday activities (page 13)
● To listen to and understand an interview with a teenager
Grammar about his life (page 11)
● Present simple ● To read and understand a text about an average British

family (page 12)
● Adverbs of frequency
● To make a questionnaire and interview classmates (page 15)
● can / can’t
● To introduce yourself and other people (page 16)
● To exchange phone numbers (page 16)
● To write a message about yourself for a website (page 17)
Pronunciation
● Third person -s
● can and can’t Assessment criteria
● Students can use the present simple, adverbs of frequency
and can / can’t correctly.
Recycled language ● Students can recognize and use vocabulary about families
and everyday activities correctly.
● Starter unit content
● Students can pronounce third person -s endings and can
and can’t correctly.
● Students can read and understand a text about an
American teenager and a typical British family.
● Students can listen to and understand an interview with a
teenager in Canada.
● Students can produce a questionnaire and interview each
other.
● Students can meet and get to know new people in an
appropriate way.
● Students can write a description of themselves.
30
Resources Go Digital!
● Teacher’s i-book Teacher’s i-book
Use the Richmond i-tools to complete the activities
● Teacher’s Resource Book: with the students on the IWB.
Vocabulary Support Worksheet Unit 1, page 12 offers additional IWB practice to reinforce the lesson
Vocabulary Consolidation Worksheet Unit 1, page 13 content:
Grammar Support Worksheet Unit 1, page 36 Reading
Grammar Consolidation Worksheet Unit 1, page 37 The IWB Reading activities are designed to focus on real
Speaking Worksheet Unit 1, page 60 language in use within the reading texts.
Test Consolidation Unit 1, page 82 The hot spots are designed to highlight potentially difficult
Test Extension Unit 1, page 86 words or cultural information before doing the reading
activities.
Speaking Test Unit 1, page 217
● Reading extra, pages 8 and 12
Listening
Prepare for Cambridge Exams The IWB Listening activities are designed to help students
explore the listening dialogues in greater depth.
Speaking page 122 ● Listening extra, page 11
● Spelling Writing
● Giving personal information The IWB Writing activities are designed to give students
controlled practice in building a text before they do the free
writing tasks in Your turn to write.
Prepare for the TOEFL Junior® Test ● Writing extra, page 17
Listening comprehension page 123 More provides extra interactive practice which can be
practice
used for fast finishers or as a wrap-up activity.
● Classroom instruction
Alternatively, it can be used as homework.
● Grammar, pages 10 and 14
● Vocabulary, pages 9 and 13
● Pronunciation, pages 10 and 14
Grammar
presentation
provides a step-by-step visual grammar
presentation with a focus on form and use.
31
32
Unit 1 READING
Warmer Extra activity

Focus on the profile, and ask: Where can you see profiles like this? Ask students the following questions. They can answer from
Do you have an online profile? What information does it have memory, then check their answers in the text. Encourage them
about you? Elicit a range of replies. to scan the text to find the answers quickly.
1 How many beaches are there in Chicago?
2 Is Jacob older than his sister?
1 Elicit some example answers from the class. Point out that after I
3 What does Jacob do with his dad?
like, I’m interested in and I’m good at we use a noun or an -ing form.
Answers Students’ own answers Answers

1 33 2 No, he’s the youngest. 3 He watches the Chicago White Sox.
2 Point out that Me too! expresses agreement.
Elicit ways to express disagreement:
I’ve got a pet. – I haven’t.
I like sport. – I don’t.
I’m interested in music. - I’m not.
After the pairwork, ask some students to tell the class what they
learnt about their partner.
Extra activity
Teach We both ... (+ plural verb) and Neither of us ... (+ singular
verb).
Ask students to tell the class something that is true for them and
their partner, e.g. We both like football. Neither of us is interested
in music.
3 1.9 The text is available to listen to.

Point out that students should write notes, not full sentences, and
they should not copy directly from the text.
Answers
Name: Jacob Rossi
City: Chicago
Home: He lives in a house in Hollywood Park
Family: An older sister, both parents work in the business district
Pets: A dog called Jackson
Interests and activities: Jacob likes playing the drums, going to
Millennium Park, baseball and reading
Teaching tip
If you are not using the audio, you could set a time limit for the
first reading of a reading text. This will encourage students to
read quickly for general meaning. You can gradually reduce the
time limit as students’ reading skills improve.
33
CAMBRIDGE
Exam Practice
34
Unit 1 READING and VOCABULARY
4 Ask stronger students to correct the false sentences.

Warmer
Answers Put students into pairs. Give them two minutes to write as many
words for family members as they can. See which pair got the
2 true 3 true 4 false. They hate his drums.
5 false. It’s in the heart of the city. 6 true
most correct words.
5 Point out that a lot of words are different in British and American 9 1.11 You could set a time limit for this exercise, and tell students
English, or sometimes the word is the same but has a different it is a kind of puzzle they have to solve. See who managed to get all
spelling. Elicit other pairs of British and American words that the answers right.
students know (see ideas below).
Answers
Answers
2 Lucia 3 Maria 4 Dan 5 Natalie 6 Flora
1 apartment 2 yard 3 neighborhood
Other pairs students might know: biscuit/cookie, pavement/sidewalk,
10 After you have checked answers, point out in items 5 and 7 that
trainers/sneakers.
where a possessive refers to two people, we only use ’s after the
second person’s name: Dan and Helen’s children, NOT Dan’s and
6 1.10 Transcripts page 52
Helen’s children.
Answers
Answers
TOBIAS ANNI 1 Dan 2 Noah 3 Max 4 Noah, Nick and Andrew 5 Maria
COUNTRY Austria Finland 6 William and Flora 7 Noah and Mia 8 Max
AGE 13 13
FAMILY no brothers or sisters two sisters 11 Point out that it is a good idea to record extra useful information
CITY Vienna Helsinki about vocabulary, e.g. irregular plurals (wife/wives) and unusual
pronunciation (cousin, aunt, nephew).
Teaching tip Answers

If you are not using the audio, you could set a time limit for the ♂ uncle, husband, son, brother, stepfather, nephew, grandsons
first reading of a reading text. This will encourage students to ♀ aunt, wife, daughter, grandma, niece
read quickly for general meaning. You can gradually reduce the ♀♂ grandparents, only child, cousins, children, great-grandparents
time limit as students’ reading skills improve.
12 Encourage students to add interesting information about some of
their family members in their descriptions.
7 Remind students to think about the he/she forms of verbs when
they write their sentences. Answers Students’ own answers
Answers 13 Before students work in pairs, brainstorm some questions they

Tobias is thirteen years old. He hasn’t got any brothers or sisters. He might ask, e.g. How old is your ...? Where do/does your ... live?
lives in Vienna in Austria. Ask some students to tell the class something they learnt about
Anni is thirteen years old. She has two sisters. She lives in Helsinki in their partner.
Finland.
8 Allow students time to think about their answers and look up any
vocabulary they need before they work in pairs.
Ask some students to tell the class what they learnt about their Continuous assessment
partner.
Teacher’s Resource Book
Vocabulary Support Worksheet: page 12, exercises 1–3
Answers Students’ own answers Vocabulary Consolidation Worksheet: page 13, exercises 1–2
35
36
Unit 1 GRAMMAR
GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that Encouraging students to notice errors – both their own, and
students will practise on this page. fellow students’ – and correct them is a good way to reinforce
● The grammar is presented in a complete grammar reference grammar points.
on page 113.
● Visual grammar presentation
5 Before students complete the interview, ask them to read it first,
ignoring the gaps. Ask: What do you learn about this person? Would
you like to do this job? Why?
Warmer
Ask students questions about their family, e.g. Where do your Answers
grandparents live? How many cousins have you got? Where do 2 Where is your office? 3 Who do you work with?
your cousins live? As students answer, write affirmative and 4 When/What time do you start work? 5 Why do you start so late?
negative sentences on the board, e.g. My grandparents live in 6 How do you spend your free time?
Santiago. (Maria’s) grandparents don’t live in Madrid. (Pedro) has
got four cousins. One cousin lives in Berlin. Underline the verbs 6 Monitor while students are working, pointing out errors and
and ask: Do they refer to the past, present or future? (the present). encouraging students to self-correct.

Answers
7 Set a time limit, to encourage students to work quickly, and make
2 have got 3 studies 4 doesn’t go 5 lives 6 don’t work
the activity into a challenge. See who manages to find out the
7 stay 8 don’t swim 9 cooks 10 eat
correct information within the time limit.
2 Remind students to think about whether the negative form should
be don’t or doesn’t. Point out that in English collective nouns such as Answers Students’ own answers
family are often followed by a plural verb:
Laura’s family have got ... (as well as has got).
Continuous assessment
Answers Teacher’s Resource Book
Grammar Support Worksheet: page 36, exercises 1–4
2 Javier doesn’t study at secondary school. He studies at University. Grammar Consolidation Worksheet: page 37, exercises 1–2
3 Laura’s family haven’t got a house in Seville. They have a flat.
4 They don’t stay in their house in the mountains in winter. They stay
in the summer.
5 They don’t swim in the afternoons. It’s too hot.
6 Laura’s mum doesn’t cook all the meals. Laura’s dad cooks some too.
3 1.12 As students listen and repeat, point out the three different
pronunciations for the -s ending: s, z, and iz.
There is more practice – both listening and speaking – on page 147.
Extra activity
Write these verbs on the board: practise, write, open, close, chat,
prefer. Ask students to write sentences about a family member
using the verbs, e.g. My brother watches TV every day. Ask
students to read out their sentences. Focus on the pronunciation
of the third person -s, and correct any errors as a class.
4 Point out the word order in the example question.

To check answers, ask a student to choose one of their classmates
and ask them the first question. The classmate answers, then
chooses another student to ask the second question, etc.
Answers
2 Do your family go to the mountains in summer?
3 Do you help to cook dinner at home?
4 Do your cousins visit you every weekend?
5 Does your best friend like sunbathing?
6 Do your parents work in the afternoon?
Students’ own answers
37
CAMBRIDGE
Exam Practice
38
Unit 1 LISTENING
Warmer
With books closed, ask: What do you know about Canada? Put
students into pairs and give them two minutes to write down as
many ideas as they can. Bring students’ ideas together as a class.
1 Tell students that they can use might and could to speculate before
students discuss in pairs. Give them some examples, e.g. It might be
about a very cold country.
2 1.13 Transcripts page 52 Allow students time to read the

questions and study the pictures before you play the audio.
WORDS TO KNOW
Check that students know the following words and expressions:
ice hockey, goldfish, and rat.
Answers
1 A 2 C 3 B 4 B 5 A
3 1.13 Transcripts page 52 Stronger classes could answer the

questions from memory, then listen again to check their answers.
Answers
1 Alberto’s father is a scientist.
2 His brother is eight years old.
3 Alberto loves the snow in winter.
4 He eats Mexican food at home.
5 His sister’s got a cat. His brother’s got a pet rat.
4 1.14 These expressions are all common idiomatic expressions

in spoken English. They are highlighted in the audio script. Before
students go to page 146, ask students which one means:
It’s not a problem. (No worries.)
Of course. (Sure!)
What I want to say is ... (I mean)
Ask students if there’s an equivalent in their own language.
Answers
1 No worries 2 sure 3 I mean
5 You could set a time limit for students to complete the quiz, to
make it competitive.
Answers
1 2nd biggest 2 35 million 3 Ottawa 4 French
5 The British Queen or King 6 Justin Bieber
6 1.15 Transcripts page 52
39
40
Unit 1 READING
Warmer
Ask: In what ways do you think life for a British teenagers is
the same as your life? In what ways do you think it is different?
Discuss the questions as a class.
Teaching tip
During class discussions, encourage students to use expressions
for expressing their opinion, and for agreeing and disagreeing.
If necessary, write useful expressions on the board to remind
students to use them.
1 Point out to students that there are no right and wrong answers,
but they should guess some possible answers if they don’t know
them.

If you are not using the audio, set a time limit, to encourage
students to read quickly. Remind them to stay focused on finding
the answers to the questions, rather than reading every word of the
text in detail.
Answers
1 On average, people in the UK wake up at 6.57am.
2 On average, people in the UK have dinner at 5.54pm. They eat
spaghetti bolognaise on Monday, chicken pie on Wednesday, and
often have take-away fish and chips on Friday.
3 On average, people in the UK watch two hours of TV in the evening.
4 On average, people in the UK play football and netball.
5 On average, people in the UK go on holiday in their own country.
Extra activity
Ask students to look at the article again and find all the numbers.
Check they understand am (morning) and pm (afternoon). Point
out that times are pronounced just as two numbers (6.57 = six
fifty-seven), but decimals are pronounced with the word ‘point’
(1.5 hours = one point five hours). Check students know how to
say the % sign (per cent).
41
42
3 Check that students understand unusual before they complete the

task. Warmer
After you have checked the answers, have a brief class discussion Put students into pairs and ask them to write down ten things
about why the Smith family don’t exist (the facts about them are they do every day. Bring students’ ideas together on the board.
not real, but are based on averages and statistics). Write get up on the board to get students started.
Answers
8 When you check answers, check that students understand the
2 They eat chicken pie. difference between homework and housework.
3 They throw away 15% of their food.
4 They go to bed at 10.39pm.
5 They spend 1.5 hours a day online. Answers
6 They stay in the UK. 2 have a snack 3 get ready for bed 4 have a shower
7 They don’t exist. 5 get dressed 6 do your homework 7 have lunch
8 do the housework 9 have dinner 10 go to the cinema
4 Check that students know once, twice, three times, four times, etc 11 have breakfast 12 do sport 13 go to school
before they complete the task.
9 Encourage students to write some sentences about themselves and
Answers some sentences about other family members, to practise different
forms of the verbs.
2 once a week 3 once a month 4 twice a year 5 twice a week
5 Point out that phrasal verbs or multi-part verbs are verbs that are Answers Students’ own answers
followed by a preposition or adverb.
After you have checked answers, point out that a lot of phrasal 10 Check students understand once and twice.
verbs in English use the most common verbs: get, take, go, give. Tell
students they can either try to remember phrasal verbs by topic, Answers Students’ own answers
e.g. phrasal verbs to do with home and family, or they could also list
them and learn them according to the verbs (take, give, go, get, etc.) 11 Ask students to note down any interesting differences between
their daily life and their partner’s daily life. When they have finished
Answers speaking, ask students to tell the class about these differences.
2 wake up 3 throw away 4 go out Answers Students’ own answers

6 Check that students understand popular before they make their
notes. Continuous assessment
Vocabulary Consolidation Worksheet: page 13, exercises 3–5
7 Monitor while students are working and have a brief feedback
session at the end.
Teaching tip
When students are talking in pairs, monitor what they are
saying and note down common errors and also examples of
good language that you hear. Write some examples on the
board. Encourage students to correct the errors, and point out
the good language for students to use in the future.
Extra activity
If fast finishers have written a description of a typical family
from their region, ask them to read their descriptions to the
class. Ask other students: Do you agree this is a typical family?
What information would you change/add?
43
44
Unit 1 GRAMMAR
GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that Getting students to read a text through before they complete an
students will practise on this page. exercise gives them a general understanding of the text, which
● The grammar is presented in a complete grammar reference will help them to use the language correctly in context.
on page 113.
6 1.18 When you check answers, point out that in English, many
vowels that aren’t stressed change to a weak form, such as /ə/.
Warmer Answers
With books closed, write the verbs do, get, go and have on the In sentences 1 and questions 3 and 4, can is pronounced with a weak
board. Put students into pairs and give them two minutes to vowel. In the short answer in 3, it is pronounced with the full vowel. The
pronunciation of can’t doesn’t change.
write down as many everyday activities as they can, using the
verbs. Elicit answers, and write them on the board under the
appropriate verbs. Ask students to spell the more difficult words Teaching tip
as they say them. Check that get up and go out are on the board.
Point to the lists and ask: Which expressions are phrasal verbs? When getting students to listen and repeat, ask them to repeat
both as a whole class and individually.
1 Check students understand why answers 2–3 and 4–5 are on the
same line (because they mean roughly the same thing). 7 Before students ask and answer in pairs, elicit one or two questions
with can. Encourage students to use the weak pronunciation in
Answers questions.
2/3 rarely / hardly ever 4/5 not often / occasionally Answers Students’ own answers
6 sometimes 7 often 8 usually 9 always
2 Tell students to refer to the examples in the grammar box to help Continuous assessment
them decide on the word order and the position of the adverbs of
frequency. Teacher’s Resource Book
Grammar Consolidation Worksheet: page 37, exercises 3–5
Answers
2 My parents hardly ever listen to music.
3 I always do my homework in the evening.
4 Rosie doesn’t go swimming very often.
5 My brother never does the housework.
6 Lisa is often tired on Monday morning.
3 Remind students to think about the third person -s when they write
their sentences. Encourage them to use five different adverbs of
frequency in their sentences.
4 Give students a few more expressions for confirming that their

partner is right or wrong: Yes, that’s true. Yes, that’s right. No, that’s
wrong. Encourage them to use a range of expressions in their
conversations.
5 1.17 Before students complete the task, ask them to read the
conversation through, ignoring the gaps. Ask: What languages can
Sam and Erika speak?
Answers
2 can 3 can learn 4 can speak 5 can say 6 can’t have
7 can … teach 8 can do 9 can practise
45
46
CAMBRIDGE
Exam Practice
Unit 1 CHALLENGE
In this lesson, students produce a substantial questionnaire

5 To reorganize the groups, ask students to decide in their groups
which of them is A, which is B and which is C. Ask the A students
with their own ideas, then work in small groups to exchange
to remain in their place, and ask the B students to move to a new
information, complete their questionnaires and compare their
group. When they have sat down, ask the C students to move to a
results.
new group, but not the same group as student B.
Monitor while students are working, and note whether students
are using and pronouncing the third person -s correctly.
Warmer Ask some students to tell the class some interesting facts about
With books closed, write on the board the headings: everyday their classmates.
activities, abilities, family, free time, sport, food and drink. Ask
individual students: Tell me something about you. Elicit an Answers Students’ own answers
answer, e.g. I can play the guitar. Go round the class, asking
students to say something about themselves. Tell them they 6 When students have finished, you could ask some students to read
cannot repeat an idea that has already been used. Continue their paragraph to the class, omitting the name. See if the class can
going round the class until all students have participated. guess which student it is describing.

1 Students can work individually or in pairs for this activity. Bring
students’ ideas together as a class and brainstorm more vocabulary
for each topic. You could write all the vocabulary on the board, to Fast finishers
help students with exercise 2.
Fast finishers could imagine that they are interviewing a famous
person they like. They should make a note of their answers and
Answers Students’ own answers write the interview up. At the end of the lesson, you could ask
students to read their answers, and see if the class can guess
2 Encourage students to use ideas from all the different topics in who the famous person is.
their questions.
If necessary, brainstorm some ideas for questions with the whole
class first.
Monitor while students are working, and help them with ideas if
necessary.
Ask some students to read their questions to the class. Correct any
errors in the question formation.
3 Tell students they should take it in turns to ask one of their

questions in their groups. Make sure that they ask and answer
the questions orally, rather than showing each other the written
questions and writing their answers.
4 Write useful expressions on the board for students to use when

they compare answers, e.g. What about you? Me too. Really?
To help students report what they have in common, write on the
board the expressions: All of us ..., None of us ..., (Maria) and I ...
Point out that none of us is followed by a singular verb: None of us
goes to bed late.
47
48
CAMBRIDGE
Exam Practice
Unit 1 INTERACTION
4 When you have checked answers, you could play the audio of the
The Interaction lessons in this Student’s Book feature David,
Express yourself expressions again (1.19), for students to hear the
Leon and Lily, three students from different countries who
stress and intonation patterns of the expressions. Ask them to
become friends while studying English in the UK.
repeat, copying the stress and intonation on the audio.
Answers
Warmer
1 Hello. Hi!
Ask: Have you ever been to a language school abroad? Where 2 Bye. See you. See you later.
did you go? Did you enjoy the experience? Why? / Why not? 3 Good morning.
Where would you like to go in the future? Why? What would you 4 Good bye. Bye.
enjoy? What do you think would be difficult? Have a brief class 5 Good morning. Good afternoon. Good evening. Good night.
discussion.
5 1.21 Transcripts page 52 Before you play the audio, point
out that phone numbers in English are read as individual numbers:
1.19 Express yourself contains a variety of useful expressions for seven, eight, one etc.
the situations in the dialogue. Some of them (but not all of them) When you have checked answers, read out the information in the
are used in the dialogue. They are available on the audio if you want box in exercise 6.
students to hear how they are pronounced.
Answers
1 1.20 Transcripts page 52 Elicit answers to the questions from
Leon 07781 998450
the whole class before you play the audio.
David 0034 694 49023
Answers Students’ own answers 6 Tell students they can use real phone numbers they know, or they
can invent some.
2 1.20 Transcripts page 52 Stronger students can complete the Point out that when they work in pairs they should not show their
sentences from memory, then listen again to check. partner the numbers they have written, but should dictate them.
They can then check if their partner has written them correctly. Ask:
Answers Who wrote all the numbers correctly?
1 Vigo (in Spain) 2 Paris (in France) 3 Stuttgart (in Germany)
4 aunt Answers Students’ own answers
3 1.20 Transcripts page 52 When you check answers, ask who

uses each expression. Extra activity
If students need more practice of phone numbers, they can
Answers repeat exercise 6 with a different partner and different phone
Hi, I’m ... (David and Leon) numbers.
How are you? (Leon)
Great, thanks. (David)
Do you know ... ? (David) 7 Tell students they can invent an identity, or they might like to
This is ... . (David) choose a celebrity identity to take on. Encourage them to use their
Nice to meet you. (Lily) imagination to invent a fun character, so they will enjoy exercise 8.
You too. (Leon)
Answers
Extra activity Students’ own answers
Ask: What other questions do David, Leon and Lily ask? Play the
audio again if necessary for students to note the questions.
8 If there is space in your classroom, you could do this as a mingle
activity. Students stand up and move around, introducing
Tell students they can use similar questions when they do the
themselves to their classmates and arranging to meet. Write the
speaking exercise 8.
instructions from exercise 8 on the board for students to refer to.
Alternatively, students could do the activity at their desks, working
Answers in small groups.
Stop the activity after a few minutes. Ask individual students: Who
Where are you from? (Leon)
is at your language school? Who are you going to meet later?
Where do you live in Paris? (David)
Can you see ...? (David)
Are you from Spain as well? (Leon) Answers Students’ own answers
49
50
Unit 1 WRITING
5 Suggest that students should choose four or five topics to include in

Warmer their message.
Ask: Do you chat to friends online? How often? Do you sometimes You could brainstorm some ideas as a class before students work
chat to people you don’t know? Do you chat to people from other individually.
countries? Would you like to? Why? Elicit a range of answers. Students could do this section at home, as homework.

1 Check that students understand hobbies before they read.
6 Tell students to use the key information words in their notes
Answers without worrying about creating sentences yet.
1 B 2 C 3 D 4 A
2 Before students answer, check they remember the meaning of
occasionally. 7 You could give students a time limit of 15–20 minutes to write their
Read out question 3 and check they know because for giving reasons messages.
and why for asking questions.
Read out question 8 and point out that it uses the past simple. Elicit Answers Students’ own answers
the correct form for asking: She wrote this message because ...
8 When students check each other’s work, encourage them to give
Answers positive feedback as well as pointing out errors.
2 No. She hasn’t got any brothers or sisters.
3 She walks to school because she lives near the school. Answers Students’ own answers
4 She goes to dance classes twice a week.
5 She occasionally wins competitions.
6 No. She can’t play the guitar. Fast finishers
7 No. She doesn’t watch TV very often.
Students could write a description of a friend, family member or
8 She wrote the message because she wants to chat to people from all
a famous person
over the world.
3 Read out A-E and check that students understand everything

before students do the matching.
When you check answers, point out the position of also after the
subject.
Answers
2 A 3 C 4 B 5 D
4 Tell students they can use the position of the conjunctions, as well
as the meaning, to help them complete the exercise.
Answers
1 also 2 or 3 but 4 so 5 and
51
Unit 1 TRANSCRIPTS
1.10 Student’s Book page 9, exercise 6 1.15 Student’s Book page 11, exercise 6
A = Anni, T = Tobias Ginny
A Hi! Are you Tobias? Hey, this is Ginny. So, what do you know about Canada? Well,
T Hi! Yes, I am. And you are…? Canada is enormous – it’s the 2nd biggest country in the world, Only
A Oh, I’m Anni. I recognise you! Russia is bigger. But, we’ve only got about 35 million people and
T Me too! almost all of them live in the South, near the USA. The biggest city
A Where are you from, Tobias? in Canada is Toronto. But it’s not the capital – that’s Ottawa. Did
T I’m from Austria. What about you? Are you from Sweden? you know that some people in Canada speak French? That’s right,
A No, I’m not. I’m from Finland! in Quebec. French is one of the official languages, with English, of
T Oh sorry! Um …How old are you? course. What else? Canada isn’t a republic, but we don’t have our
A I’m thirteen. What about you? own king or queen. Our head of state is the king or queen of Great
T I’m thirteen, too. Britain. Finally, there are lots of famous Canadians! For example, do
A Cool. And have you got any brothers and sisters? you like Justin Beiber? Why not?! He’s a great singer! So, I hope you
T No, I haven’t. What about you? know a bit more about Canada now. Come and visit us!
A Yes, I have. I’ve got two sisters. Where do you live?
T I live in Vienna.
A Great! I’d love to go there.
T It’s a nice place. And where do you live? 1.20 Student’s Book page 16, exercises 1–3
A In Helsinki. It’s the capital of Finland.
T Oh that’s the bell for classes. Nice talking to you, Anni. D = David, Le = Leon, Li = Lily
A Yeah! See you
D Hi, I’m David.
Le Hi, I’m Leon. How are you?
D Great, thanks. This is a nice party.
1.13 Student’s Book page 11, exercises 2–3 Le Yeah. Where are you from?
D I’m from Vigo, in the north of Spain. What about you?
G = Ginny, A = Alberto Le Paris. In France.
D Oh cool. Where do you live in Paris? Can you see the Eiffel Tower
G Hey Alberto. from your house?
A Hi Ginny. Le No, I can’t. I live in the suburbs. But it’s a nice neighbourhood.
G Alberto, I want to ask you some questions about your life here in Li Hi, David.
Canada, for the school magazine. Is that OK? D Hi! Leon, do you know Lily?
A Sure! That sounds fun. Le No.
G Cool. OK, some easy questions first. Where are you from? D This is Lily. And this is Leon.
A I’m from Mexico City. In Mexico! Li Hi, Leon. Nice to meet you.
G And why are you here in Canada? Le You too. Are you from Spain as well?
A Well, my dad’s a scientist and he’s working here at the moment. Li Spain? No. I come from Germany.
So I’m here too with my mum, my sister, who’s 10, and my little Le Oh! I’ve got an aunt in Stuttgart.
brother, who’s only eight.
G Is life very different here?
A Oh yeah. The big difference is the weather. I mean, in Mexico, the
weather is usually quite warm, or really hot! But here... it’s cold. 1.21 Student’s Book page 16, exercise 5
G Is that a problem for you?
A No way. Snow is the best thing about Canada! I love it! L = Leon, D = David
G What other differences are there?
A Well, back in Mexico I play football all the time. But here, L Let’s meet later.
everyone plays ice hockey. D Good idea. What’s your phone number?
G Do you play ice hockey? L 07781 998450.
A Sure! I love it! I practise at lunchtime and after school. D Sorry, can you say that again?
G What about food? Do you eat Mexican food here? L 07781 998450. And what’s yours?…David. And your number is…?
A Yes, we do. We eat Mexican food at home. But I like Canadian D 0034 694 49023.
food too, like hamburgers and hot dogs, too! [laughs] Oh, and the L OK! You’re in my contacts list!
ice cream is great in Canada! D Great. I’ll send you a text. It was great to meet you.
G That’s right! I see you’ve got a guitar with you. Do you play it? L You too. See you later.
A No, I don’t. It’s my sister’s. But I play the piano quite well. D Bye.
G And my last question. Have you got a pet?
A Yes, I have, I’ve got a dog – a retriever. My sister’s got a cat. And
my brother’s got a pet rat.
G Really? And are they here with you?
A No, they’re with my grandparents in Mexico. They live in the
countryside. And they’ve got a lot of animals.
G Thanks, Alberto.
A No worries.
52
Unit 1 WORKBOOK ANSWERS

1 A 1 1 computer science 2 gamer 3 software 4 computer-literate
2 3 5 computer programmer 6 screen 7 game designer
3 A 5 B 2 C 3 D 1 E 4 2 1 an interview 2 on the radio 3 games designer
4 1 B 2 D 3 F 4 C 5 E 6 A 3 1 C 2 B 3 A 4 A 5 C 6 A
5 House 4 1 F 2 T 3 T 4 F 5 T 6 F
A two bedroom house in a quiet neighborhood 30 minutes away 1 Jake is fifteen.
from the center of the city. Small front yard. Close to a large park and 4 He goes to school by bus.
freeway into the city. 6 He wants to work in America in the future.
5 Students’ own answers
Workbook page 9
6 1 stepfather 2 dad 3 mum 4 sister 5 only 6 children Workbook page 12
7 parents 8 husband 1 favourite food, favourite TV programme
7 1 Sam is my nephew. 2 1 woman 2 home 3 money 4 positive 5 negative
2 His grandfather’s ninety. 6 children
3 Their great-grandparents aren’t alive.
4 I like my aunt. 3 1 He works in a bank in the centre of London.
5 I’ve got the same name as my grandmother. 2 She puts away the breakfast things and turns on the dishwasher.
6 They haven’t got a daughter. 3 3.7 million people are homeworkers.
7 Our cousins live in the USA. 4 She describes how people can save money.
8 Is Sue your niece? 5 She works outside in the garden.
6 She usually communicates by email.
8 A 3 B 1 C 2 7 Yes, she does.
9 1 baby 2 toddler 3 schoolchild 4 teenager 5 young adult 4 1 away 2 on 3 off 4 out 5 up
6 middle-aged 7 elderly
5 1 look up 2 turn off 3 find out 4 turn on 5 put away
10 1 teenager 2 toddler 3 schoolchild 4 middle-aged
5 elderly 6 baby Workbook page 13
6 have: breakfast, dinner, a shower, a snack
Workbook page 10 go: to the cinema, online, to school
get: dressed, ready for bed, to school
1 1 doesn’t come 2 goes 3 walks 4 doesn’t like 5 carries do: the housework, your homework, sport
6 plays 7 practise 8 win 9 haven’t got 10 think 7 1 has 2 brushes 3 does 4 tidies 5 meet 6 visit
11 don’t live 12 works 13 teaches 14 don’t come 15 see
16 use 8 Students’ own answers
2 1 Thierry and his parents live in England. 9 1 E 2 F 3 H 4 B 5 C 6 D 7 A 8 G
2 Thierry doesn’t go to school by bus. 10 1 get a letter 2 do the washing up 3 goes shopping
3 He plays a musical instrument. 4 have a drink 5 get pocket money 6 go to sleep 7 has a rest
4 Liesel hasn’t got an Italian name. 8 do the ironing
5 Mr and Mrs Brown don’t like English names. 11 Students’ own answers
6 Chiara doesn’t work in an office.
3 1 Does Workbook page 14
No. He goes to school in a small town near Oxford.
2 Do 1 never, hardly ever, not often, sometimes, usually
No. Thierry walks to school. 2 1 I never get up early on Saturday mornings.
3 Do 2 You are not often late for school.
Yes, they do. 3 It is rarely cold in the summer.
4 Does 4 My mum always visits my grandma on Sundays.
No. Liesel lives in London. 5 We aren’t usually hungry after school.
5 Does 6 Ann occasionally goes online.
No. Chiara teaches English. 7 The children hardly ever do the housework.
6 Do 3 1 hardly ever 2 Sometimes 3 always 4 never 5 usually
Yes, they do. 4 1 can’t wait 2 can’t eat 3 can cook 4 can’t find
4 1 Why do you study history? 5 can’t brush 6 can use 7 can’t do 8 can come 9 can help
2 What do you like doing in your free time? 5 1 Can you eat two big pizzas?
3 When does the first lesson start? 2 Can your best friend count in Portuguese?
4 Where does your dad work? 3 Can you and your friends speak English well?
5 What time do you get up in the morning? 4 Can you buy stamps in a newsagent’s?
6 How do you get to school? 5 Can your mum play rugby?
5 Students’ own answers 6 Can your teacher cook paella?
53
Workbook page 15
Extra Challenge
Webquest
1 Illinois
2 The Chicago Bulls
3 Vancouver
4 It’s an ice hotel near Quebec City.
5 Jones
6 Students’ own answers.
Puzzle
Where does your best friend live?
How often do you tidy your room?
What time do you usually have dinner?
Do you prefer books or computer games?
Can you speak Chinese?
Workbook page 16
Suggested answers
1 1 Hi!
2 Good afternoon
3 How are things?
4 Hello. My name’s…
5 Nice to meet you./ Pleased to meet you.
6 Good night.
2 1 Good 2 about 3 actually 4 Do 5 meet 6 too 7 How
8 Not 9 See
3 1 F 2 F 3 F 4 T 5 F 6 T
4 1 Hello. My name’s…
2 Nice to meet you too.
3 I’m fine, thanks. How are you?
5 See you.
Workbook page 17
1 1 E 2 A 3 D 4 F 5 C 6 B
2 1 I live in Birdsville with my parents and my brother, Riley.
2 It isn’t close to any towns or cities.
3 it hasn’t got a cinema or a shopping mall.
4 We play football and table tennis.
5 They live near the beach, so we often go surfing.
6 I’ve got a lot of e-friends, but I’d love to have more.
3 1 No. He has a brother called Riley.
2 About 150 people live in Birdsville.
3 The Birdsville Races are in September.
4 No, he can’t go to the cinema in his town.
5 Yes he enjoys visiting his grandparents because they live near
the beach.
6 In his free time he goes online.
7 He has a lot of online friends, but he’d love to have more.
54
Unit 1 WORKBOOK TRANSCRIPTS
1.2 Workook page 11, exercises 2–3
I = Interviewer, J = Jake
I Welcome to Top Games – the radio programme for computer

gamers. Jake Smart is with me in the studio today. Jake designs
brilliant computer games. Hello, Jake.
J Hi.
I Thanks for coming today.
J No worries.
I So Jake ... you’re very young to be a games designer. I mean, you’re
only fifteen.
J I know, but my age isn’t important. I’m good at my job and people
like my games. That’s the important thing.
I Can you tell us about yourself?
J Sure. I come from Brighton in the south of England. I live in a
small house with my parents and our dogs, Mario and Luigi.
I Do you go to school in Brighton?
J Yeah, my school is in the centre of the town. I get the bus there.
I When do you design your computer games?
J In the evenings and at weekends. I do my homework first and
then I start work.
I What time do you finish?
J One or two in the morning. I’m lucky. I don’t need a lot of sleep!
I Have you got an office?
J No. I work in my bedroom. I’ve got a desk and a computer in
there.
I Where do you get your ideas from?
J Things I watch on TV or things I see in magazines.
I Are you a computer programmer too?
J No, I design the games and then someone writes the programs
for me. It’s my computer science teacher at school!
I What do you want to do in the future?
J To live and work in America.
I Well, good luck, Jake.
1.4 Workook page 16, exercise 5
1 Good morning!
2 How are you?
3 Pleased to meet you.
4 Do you know Valerie?
5 See you later.
55
2 Get active Unit overview

● Sports: athletics, baseball, basketball, climbing, football, ● To learn vocabulary related to sports (page 19) and sports
gymnastics, handball, horse riding, ice hockey, judo, venues & equipment (page 23)
kayaking, mountain biking, rugby, sailing, skateboarding, ● To learn and use the present continuous (page 20)
skiing, surfing, swimming, tennis, volleyball
● To understand and practise the difference between the
● Sports venues: football pitch, gym, ice rink, running track, present simple and continuous (page 24) learn and use
skate park, ski slope, swimming pool, tennis court state verbs correctly (page 24)
● Sports equipment: baseball bat, basketball net, football ● To use punctuation correctly in writing (page 27)
boots, goal, helmet, hockey stick, ice skates, kayak, knee /
elbow pads, paddle, skis, surfboard, tennis racket, volleyball
● Opinion adjectives: amazing, beautiful, fantastic, exciting,
great, scary Skills objectives
● Informal expressions: 24/7, awesome, gear, kids, stuff
● To read and understand an article about an activity
● Face 2 Face: a type of I see What a goal!
holiday (page 18)
● To discuss sports (page 19) and describe sports using
vocabulary about sports venues & equipment (page 23)
Grammar ● To listen to and understand a description of an exciting
sport, and some sections of sports commentary (page 21)
● Present continuous ● To read and understand an article about skateboarding
● Present continuous & present simple (page 22)
● State verbs ● To describe pictures and find differences between two
pictures (page 25)
● To practise asking for information over the phone (page 26)
● To practise giving information over the phone (page 26)
Pronunciation
● To write a description of a sport (page 27)
● -ing
Assessment criteria
Recycled language
● Students can use the present continuous correctly.
● Present simple ● Students can differentiate between the present
● Daily routine continuous and present simple.
● Students can recognize and use vocabulary about sports,
sports venues and sports equipment correctly.
● Students can pronounce -ing forms correctly.
● Students can read and understand an article about
adventure holidays and an article about skateboarding.
● Students can listen to and understand a description of an
exciting sport and sections of sports commentary.
● Students can describe pictures in order to find differences
between two pictures.
● Students can ask for information over the phone.
● Students can write a description of a sport.
56
activities.
Listening
Writing page 124 ● Listening extra, page 21
● Writing a letter Writing
The IWB Writing activities are designed to give students
Prepare for the TOEFL Junior® Test writing tasks in Your turn to write.
● Writing extra, page 27
Writing page 125
● Email More provides extra interactive practice which can be
practice
● Pronunciation, page 20
Grammar
presentation
57
58
Unit 2 READING
Warmer
Focus on the pictures, and ask: Do you do these things on holiday?
Do you think they are fun? Which do you want to do? Why? Elicit a
range of replies.
1 Elicit some example answers from the class, and some reasons. You
could teach some adjectives for students to use in their answers,
e.g. exciting, boring, fun, healthy.
2 Model pronunciation of Outward Bound. Encourage students to

speculate.

Point out that students shouldn’t worry if they don’t understand
everything in the text at this stage.
Answers
Outward Bound is an organization which runs schools where students
go on adventure courses.
Teaching tip
Encourage students to read a text quickly for general meaning
on the first reading. Tell them they shouldn’t stop reading if
there are words they don’t know, but should continue reading
to the end of the text. The general understanding they gain from
this first reading will help them when they try to understand the
text in more detail.
59
60
4 Point out that questions 5 and 6 require a yes/no answer, but

students should also give a reason for their answer. Warmer
Put students into pairs. Give them two minutes to write as many
Answers words for sports as they can. See which pair got the most sports.
2 You can learn practical survival skills.
3 The age limits are 11 to 24.
10 You could set a time limit for the matching task, and make it into
4 200,000 young people do the courses each year.
a challenge. Students could work individually or in pairs. Check
5 No. Outward Bound started in 1941.
6 No. There are courses in 30 different countries. answers and model pronunciation of difficult words first.
5 Read out the example answer and elicit another example before Answers
students work individually. Sports from left to right: athletics, swimming, surfing, handball,
tennis, baseball, rugby, skiing, mountain biking, football, gymnastics,
Answers judo, sailing, volleyball, climbing, horse riding, kayaking, skateboarding,
basketball, ice hockey
2 Michael is kayaking on the river in Wales.
3 Emilia is camping in the Australian outback.
4 Jo is building a raft in Anakiwa, New Zealand.
11 Read the information about each verb with the class and read out
5 Eddie is rock climbing in the Colorado mountains. the examples. Students could work individually or in pairs.
6 Carla is climbing in the trees in Costa Rica.
Answers
6 When you check answers, ask: What verb do we use with play: basketball, football, handball, ice hockey, rugby, tennis, volleyball
‘expedition’? (go on an expedition) Remind students that they go: climbing, horse riding, kayaking, mountain biking, sailing,
should always try to learn the collocations that go with new skateboarding, surfing, swimming
vocabulary. do: gymnastics, judo
Answers
Extra activity
2 raft 3 view 4 expedition
Ask students to work in pairs and think of more sports to add
to each list in exercise 11. Bring students’ ideas together on the
Extra activity board. Students can then record all the vocabulary.
Ask students to find two more new words in the text and look
them up in their dictionary. Put students into pairs or small
Possible answers
groups to share their new words with each other. Elicit some
from the class and model pronunciation if necessary. play: badminton, golf, table tennis
go: cycling, hiking, jogging, running
do: dance, karate, yoga
7 Read the box aloud. Point out that students should only look for
adjectives that express an opinion. Bring the adjectives together on 12 Read out the example and point out the adverb of frequency (often).
the board. Model pronunciation and check understanding. Briefly review other adverbs of frequency for students to use.
Answers Answers Students’ own answers
fantastic, scary, difficult, amazing

13 To make this more challenging, ask students to cover words at the
top of the page, so they can’t see the sports words. Tell them there
Extra activity isn’t necessarily one correct set of answers for each question.
Ask students to look at the photos on page 18 again and think
of more adjectives to describe the activities. They can use their Continuous assessment
dictionaries to find the English words. Bring students’ ideas
together on the board. Students can use these extra adjectives in Teacher’s Resource Book
exercises 8 and 9. Vocabulary Support Worksheet: page 14, exercises 1–3
9 Ask pairs to tell the class which activities they agreed about.
61
62
Unit 2 GRAMMAR
6 Read through the activities and locations with the class, and
GRAMMAR OPTIONS explain any unfamiliar words. Demonstrate by miming an activity
● The grammar box gives a summary of the grammar areas that for the class. Get the class to ask questions until they guess the
students will practise on this page. activity and the location. Put students into groups to take turns to
● The grammar is presented in a complete grammar reference mime.
on page 114.
● Visual grammar presentation Answers Students’ own answers
Warmer
Write the verbs Play, Go and Do on the board. Put students into Grammar Support Worksheet: page 38, exercises 1–3
pairs and give them two minutes to write as many sports as they Grammar Consolidation Worksheet: page 39, exercises 1–3
can under each heading. Bring students’ ideas together on the
board.
1 1.23 Transcripts page 78 Play the first part of the audio and
elicit the answer, then play the rest of the audio.
Answers
A Zara and Kate B Owen C Mia D Harry E Granddad F Lexi
2 Read the Study Skill with the class. Point out that if a verb ends in
-e, we delete the e before we add -ing: hike – hiking. Play the audio
again if necessary before students write their sentences.
Answers
Lexi’s having dinner with her family.
Harry’s painting the house.
Mia’s flying to Japan.
Zara’s playing tennis with Kate.
Owen’s doing his Science homework.
3 Before students write their sentences, ask: What expressions for

everyday activities can you remember from unit 1? Brainstorm the
expressions as a class. Students can check on page 13.
Correct any errors as a class.
4 Before students complete the conversation, ask them to read it first,

ignoring the gaps. Ask: Is Jake happy? Why not? To check answers,
ask two students to read out the conversation. Correct any errors as
a class.
Answers
2 ’m not watching 3 are you doing 4 ’m camping
5 are you having 6 ’s raining 7 are trying 8 ’s not working
9 are you eating 10 ’re eating
5 1.24 As students repeat the words, point out that the stress is
always on the main verb, not the -ing ending.
63
CAMBRIDGE
Exam Practice
64
Unit 2 LISTENING
6 Monitor and help while students are working. Ask students to swap
Warmer paragraphs and suggest corrections and improvements. You could
With books closed, ask: Who has a bike? Do you like cycling? Do ask some students to read out their paragraphs, without giving the
you like mountain biking? Elicit some responses, then ask: What name of the sport. See if the class can guess the sport.
other sports can you do on a bike? Elicit a few ideas.
1 Put students into pairs and allow them to use their dictionaries to
help them find the items in the photos. Elicit some ideas for how
you play the game.
Teaching tip
Getting students to correct each other’s written work is a good
Answers Students’ own answers way for them to focus on spelling, grammar and writing style.
2 1.25 Transcripts page 78 Allow students time to compare

their answers in pairs before you check as a class. When you
discuss how you play the game, write can/can’t on the board. Elicit
sentences with can and can’t, e.g. You can’t touch the ground with
your feet. You can hit the ball with your mallet. Review the form and
pronunciation of can/can’t if necessary.
WORDS TO KNOW
hard surface, score, crash
3 1.25 Transcripts page 78 Stronger classes could complete the

Factfile from memory, then listen again to check their answers.
Answers
1 300 2 30 3 hard 4 foot 5 mallet 6 bike 7 five
4 1.26 Transcripts page 78 Before you play the audio, tell

students that they will hear which colours are being worn by which
teams – they will need to pay attention to this, in order to work out
which picture goes with which section of commentary (Brighton
are wearing red, Zurich are wearing green).
Answers
D, B, A, C

in spoken English. They are highlighted in the audio script. Before
students go to page 146, ask students which one means:
I understand (I see)
a kind of (a type of)
That was a great goal! (What a goal!)
Answers
1 a type of 2 I see 3 What a goal!
65
66
Unit 2 READING
Warmer
Write extreme sport on the board. Ask: What do you think
extreme sports are? Elicit a few ideas, then explain that extreme
sports are sports that are fast and dangerous, like mountain
biking, and often involve doing tricks or stunts. Elicit a few more
examples, then ask: Do you do any extreme sports? Would you like
to? Why? / Why not?
1 Before students discuss the questions, review adjectives for

expressing opinions, e.g. exciting, dangerous, fast, scary.

If you are not using the audio, set a time limit to encourage
students to read quickly. Remind them to stay focused on finding
the answers to the questions, rather than reading every word of the
text in detail.
Answers
‘I think I look cool’, ‘skateboarding isn’t really dangerous’, ‘you need a lot
of skill’, ‘skateboarding is awesome’
Background information
The X Games are held every summer in the US. As well as
skateboarding, they feature other extreme sports such as
motocross (racing and doing stunts on small motorbikes),
mountain biking and BMX biking.
67
68
3 Check that students understand motto before they complete the

task. Warmer
Ask: What sports do you enjoy watching? Why? Where do you
Answers watch them? Do you prefer watching them live, or on TV? Why?
Elicit a range of answers.
B 3 C 4 D 1 E 5 F 7 G 2 H 8
4 Encourage students to answer the questions in their own words 8 Students can use their dictionaries to help them if necessary. Model
rather than just copying from the text. pronunciation of gym and ice rink.
Answers Answers
1 According to Hannah, skateboarding is an extreme sport because it’s 1 swimming pool 2 tennis court 3 ice rink 4 running track
all about excitement, risk and skill. 5 gym 6 ski slope 7 football pitch 8 skate park
2 She goes to skate parks but she can skateboard anywhere.
3 She wears T-shirts, hoodies, skater shoes and skateboarding jeans as 9 Students could do this exercise in pairs. Bring students’ ideas
well as knee pads, elbow pads and a helmet. together on the board.
4 ‘Slides’ and ‘Aerials’ are skateboarding tricks.
5 Hannah thinks skateboarding is an art because you need a lot of skill
to do it. Answers Students’ own answers
6 She wants to go to the Girls European Skate Camp and to compete at
the X Games one day. 10 Read through the words with the class to model pronunciation
before students complete the exercise.
5 After you have checked answers, point out that stuff is uncountable,
so it doesn’t take a plural form, although it has a plural meaning. Possible answers
Answers baseball: baseball, baseball bat

basketball: basketball, basketball net
2 gear 3 kids 4 stuff 5 awesome football: football, a goal, football boots
ice hockey: ice hockey stick, helmet, knee and elbow pads
6 Encourage students not to restrict themselves to the language in kayaking: kayak , paddle, helmet
the prompts. skiing: skis
surfing: surfboard
table tennis: table tennis table, table tennis bat, a table tennis ball
volleyball: net, volleyball
7 Monitor while students are working and have a brief feedback 11 Demonstrate the activity by giving a description of a sport, e.g. You
session at the end. play it on a pitch. You need a ball, boots and a goal. You run with the
ball. You can throw it to other people in your team. You try to run to
Answers Students’ own answers the other end of the pitch and put the ball on the ground. (rugby)

Teaching tip
If you have time in class and students enjoy a speaking activity, 12 If students enjoy the activity, they can swap with a different partner
they can work with a different partner and repeat the activity. and repeat the activity.
This gives them extra practice and will help their confidence.
69
70
Unit 2 GRAMMAR
5 Ask students to write down the question for each answer. They can
GRAMMAR OPTIONS check their answers by uncovering the questions. Discuss as a class
● The grammar box gives a summary of the grammar areas that any errors students made with the question formation.
students will practise on this page.
● The grammar is presented in a complete grammar reference Answers Students’ own answers
on page 114.
● Visual grammar presentation 6 Allow students time to prepare their answers to the questions
before they do the role-play.
Students can swap roles and repeat the activity.
Warmer
Ask students What are you doing now? Put them in pairs, and tell
them to write down as many true answers as possible. Tell them
to be imaginative – give them some ideas if they need them,
such as I’m looking at ..., I’m thinking about ..., I’m breathing, etc.
Teaching tip
Bring all the answers together, and see which pair got the most When students are doing role-plays, encourage them to get into
correct answers. the part and act a little. This will improve their confidence and
fluency in English.
1 Tell students that they can use the time expressions to help them
choose the correct tenses in this exercise.
Answers Teacher’s Resource Book
1 wears … ’s getting 2 ’s cycling … goes 3 love … ’re skiing Grammar Support Worksheet: page 38, exercises 4–6
2 Point out that items 3 and 7 are questions, so students should think
about the word order. Remind them that they can use the time
expressions to help them choose the correct tense.
Answers
2 Lisa doesn’t like rap music.
3 Are they watching a film at the moment?
4 My family are living in Scotland this year.
5 People usually play polo on horses.
6 We’re going rock climbing today.
7 What do you think of these jeans?
8 I’m not reading any good books at the moment.
3 Before students complete the message, ask them to read it quickly,

ignoring the gaps. Ask: Where is Jack? Is he enjoying the game?
Answers
2 ’m not playing 3 ’re sitting 4 ’re watching 5 ’m wearing 6 ’s
7 is 8 is / are winning 9 isn’t / aren’t winning 10 are … doing
11 go
4 Ask students to write the questions first, and check these before
students do the matching.
Answers
2 What are you doing at the moment? B
3 Are you training a lot at the moment? D
4 How often do you train? A
5 Have you got a tennis hero? G
6 Do you think you can be the world’s number one? H
7 What kind of music do you like? C
8 What music are you listening to these days? F
71
72
CAMBRIDGE
Exam Practice
Unit 2 CHALLENGE
In this lesson, students hear a description of a scene in a town 4 1.30 Ask two students to read out the example mini-dialogue
centre which has some differences from a picture of the scene. before students turn to their pictures. Encourage them to take turns
They then work in pairs, describing a picture which is slightly to describe parts of their pictures, and to ask questions to try and
different from their partner’s, to identify the differences. identify the differences.
Monitor while students are doing the activity, and correct any
errors in a feedback session at the end.
The expressions in Express yourself are available to listen to.
Warmer
Tell students you are thinking about one of the students in the Answers
class and they must ask questions to guess who it is. Elicit some
questions, e.g. Is it a boy or a girl? Is he/she wearing trousers? Student A’s picture Student B’s picture
Does he/she have brown hair? Is he/she sitting near the front of There’s a woman jogging on the There’s a man jogging on the left.
the class? When a student has guessed, they can choose another left.
classmate and the game is repeated. Use the game to check how The man in the café is drinking The man in the café is drinking
well students are able to use the present simple and present coke, and the woman is drinking coffee, and the woman is drinking
continuous tenses. coffee. coke.
The painter is painting a building.
The painter is painting a woman.
There are two boys and a girl on There are two girls and a boy on
1 You might need to pre-teach suitcase and pushchair. the climbing frame. the climbing frame.
The woman in grey on the bench is The woman in grey on the bench
Suggested answers talking on the phone. is using her computer.
1 There are 10 people in the picture. The woman in yellow on the bench The woman in yellow on the
2 There’s a young couple sitting on a bench. is feeding the birds. bench is eating a sandwich. (there
There is a man on a bicycle with his dog. aren’t any birds)
There is a woman pulling a suitcase. The woman walking a dog is The woman walking a dog is
There is a boy skateboarding. wearing a red t-shirt. wearing a blue t-shirt.
There is a mother pushing her child in a pushchair.
The two boys skateboarding aren’t The two boys skateboarding are
There are two boys playing football.
wearing helmets. wearing helmets.
There is a woman drinking coffee.
3 Students’ own answers. The boy cycling has a dog with The boy cycling doesn’t have a
him. dog.
2 1.29 Transcripts page 78 You may need to play the audio There are two people lying on the There are three people lying on
twice for students to note down all the differences they hear. grass. the grass.
5 Ask pairs to each tell the class one difference that they noticed.
WORDS TO KNOW
hang out, pushchair, keep fit
6 Monitor while students are working, and feed in any vocabulary
that they need. Ask some students to read their descriptions to the
class. Correct any errors as a class.
Answers
In the picture In the description
There’s a young couple sitting on There’s an old couple sitting on a
Fast finishers
a bench. bench. Tell any students who have finished to find another picture in
There’s a woman having coffee. There’s a man having coffee. their Student’s Book – either an illustration or a photo - and
There is a woman pulling a There is a man pulling a suitcase. write a description of it. When they finish, they can give their
suitcase. description to another student and see how long it takes them to
There is a man on a bicycle with There is a woman on a bicycle find the picture in question.
a dog. with a dog.
There is a boy skateboarding. There are two skateboarders.
There are two boys playing There are two boys playing
football. basketball.
3 Encourage students to give full sentences as they explain the

differences.
In the picture .... but in the description ...
73
CAMBRIDGE
Exam Practice
74
Unit 2 INTERACTION
David, Leon and Lily are students from different countries who
4 Play track 1.32 again if necessary for students to check.
become friends while studying English in the UK. In this lesson,
David phones up for some information about leisure activities, Answers
and then contacts the others by phone to arrange a visit there. Katie speaking.
I’d like to ask for some information.
How can I help you?
Yes, of course.
Warmer No, I’m sorry. / No, I’m afraid not.
Ask: How often do you talk on the phone? Who do you usually talk
to? How long do you usually talk for? Elicit a range of replies, then 5 1.33 Transcripts page 79
ask: Do you ever phone people to ask for information? When was
the last time you did this? Elicit a range of answers. Answers
1 The Castle Climbing Wall is in the centre, near the bus station.
2 They plan to meet at about seven o’clock.
1.31 Express yourself contains a variety of useful expressions for 3 Lily thinks that Leon is at home.
the situations in the dialogue. Some of them (but not all of them)
are used in the dialogue. They are available on the audio if you want
students to hear how they are pronounced. Extra activity
Ask: How do David and Lily say hello? How do they say goodbye?
1 Use the picture to teach climbing wall. Explain bank holidays (public Play the audio again if necessary. Elicit the answers, and explain
holidays in the UK) if necessary before students read the flyer. that these are informal ways of saying hello and goodbye.
Answers
1 David’s calling the Castle Climbing Wall. Answers
2 He wants to know the opening times and the ticket prices. They say hi for hello, and See you (later) for goodbye.
3 What time do you open / close? How much is it to get in? Is there a
student discount? 6 Elicit how to say the times on the flyer (nine am to eight pm,
Monday to Friday, nine am to ten pm on Saturdays), and how to say
2 1.32 Transcripts page 79 You could ask students to guess the
16+ (over 16s).
missing information, then listen and check.
If there is space in your classroom, allow students to sit back to
back for the role-play, to give them the feeling that they are on the
Answers phone.
1 12pm 2 10pm 3 10am 4 7pm 5 £12 6 £7 Students can swap roles and practise again.
3 1.32 Transcripts page 79 You could ask stronger students to Answers Students’ own answers
decide from memory if the sentences are true or false, then listen
again to check. Ask them to correct the false sentences.
7 Tell students that if they read the text messages aloud, it will help
them to understand them.
Answers
1 false. There isn’t a student discount. Answers
2 true
3 false. They can wear trainers. Leon, do you want to come to SnoPark tonight? Meet there at seven.
4 true David
5 false. There are drinks and snack machines. Hi David, thanks for your message. Great! See you at seven.
Extra activity Extra activity

Ask: Is there a climbing wall in your town / city? Do you ever go Students can write their own text message inviting a partner to
there? Would you like to? What do you think of this activity? Elicit meet them later. They can exchange messages and reply.
some adjectives that students have learned in this unit, e.g.
exciting, scary, dangerous.
75
CAMBRIDGE
Exam Practice
76
Unit 2 WRITING
6 Give students the following checklist to help complete their

Warmer descriptions:
Put students into pairs, and tell them to tell each other about ● Does your description include all the information in the notes in
the most unusual sport that they’ve ever heard of. Encourage exercise 5?
them to describe how it is played, what equipment you need, ● Is the information expanded into full sentences?
etc. Get a few students to report back to the whole class about ● Is punctuation used correctly?
their sports.
1 Monitor while students are describing the photo, to check that they
are using the present continuous correctly. 7 When students check each other’s work, encourage them to give
positive feedback as well as pointing out errors.
2 Ask stronger students to correct the false sentences.
Answers Fast finishers

2 false. People in Europe are starting to play it now. Fast finishers can choose another sport and write a description
3 true of it.
4 false. The rules are simple.
5 true
6 false. It is always in Thailand.
7 false. It is amazing to watch.
8 true
3 Discuss the rules for using full stops, commas and apostrophes with
the class. Ask various students to identify some of the punctuation
in the text.
Answers
Capital letters: used at the beginning of a sentence and for names of
people, cities, countries, languages, months etc.
Full stops: used at the end of a sentence.
Apostrophes: used to indicate a missing letter in a contraction, e.g. it’s
(it is), or for possession (Malaysia’s national sport)
Commas: used in lists (in Europe, Canada and the USA), between 2
adjectives before a noun (a fast, exciting sport), between clauses (It’s
popular in Southeast Asia, and it’s Malaysia’s national sport), to separate
extra information (It’s on every year in Thailand, in August or September).
4 Allow students time to compare their answers in pairs and discuss

any differences before you check as a class.
Answers
Bossaball is a new and unusual sport.
It’s a mixture of beach volleyball, football and gymnastics.
The court’s got a net across the middle and a trampoline on each side.
A team wins a point when the other team’s players can’t hit the ball
back over the net.
There are clubs in several countries around the world including Poland,
Belgium, Spain, Brazil and Norway.
The first Bossaball World Cup was in Turkey, in May 2009.
5 Pre-teach goggles, flippers and snorkel before students complete

the task.
Answers
C, A, B
77
Unit 2 TRANSCRIPTS
1.23 Student’s Book page 20, exercise 1 M And you can’t hit another person with your mallet!
L I see. So how do you win a game?
1 Gran Hello? M Well different cities have different rules but normally, the first
Tim Hi, Gran, it’s Tim. team to score five goals wins.
Gran Oh hello, Tim. L Any advice?
Tim Is Granddad there? M Wear a helmet and gloves. Bike polo can be rough!
Gran Yes, he is. But he’s watching his favourite programme
on TV.
Tim That’s OK. I can call him later. 1.26 Student’s Book page 21, exercise 4
2 Lexi Hello?
Sarah Hi Lexi, it’s Sarah. L = Lewis, M = Molly
Lexi Hey Sarah! Listen, can I call you back in half an hour? I’m
having dinner with my family at the moment. L OK, we’re entering the last two minutes of the match. The score
Sarah Sure. Speak to you later. is Zurich 4 – Brighton 4. Zurich are wearing green, Brighton are
wearing red.
3 Harry Hello?
M And Brighton are attacking. McCarthy in red is taking the ball
Jim Is that you Harry?
towards the Zurich goal – he’s taking aim... and oh, a good save
Harry Yes...
by Genet.
Jim Are you all right, Harry? You sound a bit stressed.
L And now a Zurich player – Mueller – is attacking, but a Brighton
Harry I’m painting the house at the moment. Can you call me
player, I think it’s Davis – is cycling towards him – Look out! Oh,
tonight?
what a crash! What’s happening now? Where’s the ball?
Jim Yeah, of course. No worries. Have a nice day.
M The ball’s rolling away to the side of the court... and McCarthy
Harry Thanks.
of Brighton is racing towards it. Oh wow! He’s turning very
4 Nicole Hello? fast... he’s going past one Zurich player... he’s going past another
Tom Hi, is that Mia? player...
Nicole No, I’m her sister, Nicole. L McCarthy is very close to the goal – he’s lifting his mallet – what
Tom Can I speak to Mia, please? a goal!
Nicole Um... She’s flying to Japan at the moment. M It’s Zurich 4 Brighton 5. Brighton are the winners.
Tom What? L Amazing!
Nicole She’s visiting a friend in Tokyo. Sorry.
5 Dad Hello?
Lucy Can I talk to Zara, please?
Dad I’m afraid not. She’s playing tennis with Kate at the 1.29 Student’s Book page 25, exercise 2
moment. They’re practising for a tournament!
Lucy OK, I’ll try her later. Bye. R = reporter, B = boys
Dad Bye.
6 Owen Hi, Theo. R Welcome to our series: Irish life. And today I’m in the city of Cork,
Theo Hi! What’s up, Owen? Ireland’s second city. It’s a sunny Saturday morning in the centre.
Owen I’m doing my Science homework. And there are lots of people relaxing and hanging out. Let me
Theo Is it difficult? describe the scene for a moment before I meet and chat with
Owen It’s impossible! the locals. I can see an old couple sitting on a bench watching
the world go by. And a woman with her child in a pushchair is
walking past. There’s a man sitting drinking his coffee at a café,
he’s relaxing and reading a newspaper. You know, this is a really
1.25 Student’s Book page 21, exercises 2–3 nice place to hang out. But there’s lots of action too! There are
people keeping fit.
Here are two young skateboarders. They’re doing some amazing
L = Lewis, M = Molly tricks. I won’t stop them now, but I hope I can interview them for
L Hello and welcome to the Hardcourt Bike Polo Championship. you later. And a woman is cycling and her dog is running behind
I’m Lewis Cox… her. It looks a bit tired! And there’s a man pulling a suitcase, he
M …and I’m Molly Armstrong. looks like he’s late for a train! Hurry, hurry, hurry!
L First of all, here’s a question. What is Hardcourt bike polo? Ah…. here are two boys playing basketball. Let’s find out what
M Hardcourt bike polo is basically polo ... on bikes! It’s a fast, they think of life in Cork. Hi … I’m from Big Radio, can I ask you a
exciting game, and people play it in over 300 cities in 30 few questions?
countries all around the world. You don’t play it on grass, but on a B Cool!
hard surface. For example, a basketball court.
L What are the rules, Molly? Can you give us a quick lesson?
M Sure. There are two teams. Each team has three players.
L That’s three cyclists.
M Right. To score a goal, you hit the ball with a mallet. A mallet is
a type of long hammer.
L What are the rules?
M You can’t touch the ground with your foot.
L Can you touch another player – or another bike?
M Yes, you can. But contact can only be mallet to mallet, bike to
bike, or body to body.
L So you can’t hit another bike with your mallet?
78
1.32 Student’s Book page 26, exercises 2 and 3 Workbook page 18

1 It is a brochure advertising parkour courses to do at Easter.
K = Katie, D = David
2 1 B 2 B 3 A 4 C 5 C
K Castle Climbing Wall. Katie speaking. 3 1 fun 2 safe 3 permanent 4 easy 5 brilliant
D Oh, hello. I’d like to ask for some information.
K Yes, of course. How can I help you? Workbook page 19
D Um ... What time do you close?
K The opening times are 12pm to 10pm Monday to Friday, and 4 1 ice hockey 2 skiing 3 snowboarding 4 mountain biking
10am to 7pm at weekends. 5 swimming 6 kayaking 7 sailing 8 surfing 9 tennis
D Er... OK. And how much does it cost to get in? 10 volleyball 11 basketball
K It’s £12 for adults and £7 for under 18s. 5 1 do 2 play 3 go 4 play 5 do 6 play
D Is there a student discount?
K No, I’m sorry.
D OK, but it’s £7 if you’re under 18? 7 DO: aerobics, a marathon, a triathlon
K That’s right. PLAY: badminton, squash, table tennis
D Do I need to bring any special equipment? GO: cycling, jogging, snowboarding
K No, you don’t. We supply helmets and all the other equipment 8 1 aerobics 2 triathlon 3 table tennis 4 badminton
you need. 5 marathon 6 jogging 7 cycling
D What footwear should I bring? 9 Students’ own answers
K Good trainers are the best thing.
D And um... Is it possible to have lessons?
K Yes, of course. Our climbing instructors can give lessons, and Workbook page 20
they’re always there to answer any questions. 1 1 Are … doing 2 ’re playing 3 are losing 4 ’s running
D That’s great. 5 ’s jumping 6 ’s trying 7 are trying 8 ’re hoping
K Can I do anything else for you?
D Oh, yeah, one other thing. Is there a café?
2 1 We’re having a great time. 2 I’m getting a drink.
K No, I’m afraid not. But there are drinks and snack machines.
3 My team isn’t winning. 4 Everyone’s shouting.
D OK. Great. Thank you very much.
5 They aren’t playing well. 6 We’re sharing some popcorn.
K Not at all. We hope to see you soon. 3 1 Is the match taking place inside
D Goodbye. 2 Are the spectators standing on the court
K Goodbye. 3 Are the players wearing trainers
4 Is Jackson sitting down
5 Is Jackson playing well
4 1 ’s hiking 2 are they camping 3 ’re staying 4 are you doing
1.33 Student’s Book page 26, exercise 5 5 ’m not working 6 ’m sitting 7 ’re watching 8 ’s driving
9 ’m not waiting 10 ’re arriving
L = Lily, D = David 5 Students’ own answers
L Hi David.
D Hi Lily. Do you want to go to a climbing wall later? Workbook page 21
L A climbing wall? Cool. What time? 1
D How about seven o’clock? We can meet outside. verb noun(person) noun(thing) adjective
L Where is it? 1 climb climber climbing X
D It’s called the Castle Climbing Wall. It’s in the centre, near the bus 2 compete competitor competition X
station.
3 break a record record- X record-
L Great. No problem.
breaker breaking
D Is Leon with you?
L No, he isn’t. I think he’s at home. 2 Ben’s inside.
D OK. I’ll text him. See you later. 3 1 speed climbing 2 two 3 top 4 exciting 5 6.26
L See you! 6 special ropes 7 really fit
4 1 T 2 F 3 T 4 T 5 F 6 F
2 The 15-metre world record holder is from China.
5 Ben is competing in the competition.
6 Ben’s mum isn’t watching.
Workbook page 22
1 Claudia is very positive about BMX racing.
2 1 What exactly is BMX racing?
2 Are you very sporty?
3 How often do you have accidents?
4 why are you good at BMX racing?
5 What do you hope to do in the future?
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3 1 Yes, the introduction says she doesn’t keep still for long. Workbook page 25
2 They ride on special race tracks where there are jumps.
3 Claudia’s family all love doing sport. Extra Challenge
4 Claudia loves her red helmet because she usually wins races On the left there is a boy riding a skateboard. He’s doing a trick. On
when she’s wearing it. the right, there are two girls playing basketball. They are jumping.
5 She thinks strength and courage are important qualities for BMX One of them is trying to score a goal and the other is trying to stop
racing. her. Two people are standing in the middle of the picture. They are
6 There are five children in her family. singing and playing the guitar. In the background, there are lots of
7 In her dream, Claudia is standing on top of the podium at the tall buildings. It’s a large city.
Olympic Games.
Webquest
4 1 guy 2 footie 3 kids 4 wimp 5 telly 1 Their head office is in Cumbria.
5 1 footie 2 telly 3 wimp 4 guy 2 A men’s T-shirt costs £9.50 on their online shop.
3 The length of an ice hockey match is approximately an hour and a
Workbook page 23 half.
4 There are 12 players on the rink during an ice hockey match.
6 1 C 2 F 3 G 4 E 5 A 6 B 7 D 5 The X Games take place twice a year in the United States of
7 1 helmet 2 surfboard 3 tennis racket 4 basketball net America.
5 ice skates 6 baseball bat 6 You can see extreme sports at the X Games.
8 1 He’s wearing knee and elbow pads. Puzzle
2 He’s holding a stick. Students’ own answers
3 He’s standing on an ice rink.
He’s playing ice hockey.
Workbook page 26
9 1 face guard 2 life jacket 3 wetsuit 4 swimming cap
5 goggles 5 inline skates 7 gloves 1 1 How can I help you? 2 What time do you open/close?
10 1 life jacket 2 goggles 3 inline skates 4 wetsuit 3 How much is it to get in? 4 Can I speak to Tom please?
5 face guard 6 swim cap 7 gloves 5 Who’s calling?
11 Students’ own answers 2 1 How 2 I’d 3 here 4 speak 5 Who’s 6 speaking
3 1 Mark works at the football centre.
Workbook page 24 2 Jamie wants to know what time they open on Sundays.
3 No he can’t. Ed isn’t at home.
1 1 A fan is running on the pitch at the moment. 4 Jamie leaves a message for Ed.
2 Do you prefer BMX bikes or mountain bikes? 5 They can’t play football on Sunday because The Football Centre
3 How often do you practise? is closed.
4 I don’t think badminton is very interesting. 4 1 Students’ own answers
5 She never watches sport on TV. 2 I’m sorry but Leah isn’t here. Who’s calling?
2 activities in progress / temporary situations 3 Can I take a message?
A fan is running on the pitch at the moment. 4 Meet you outside the ice rick at 4.30.
routines / facts 5 How much is it to get in?
How often to you practise? 6 Thanks. Bye.
She never watches sport on TV. 5 Students’ own answers
opinions / thoughts / feelings
Do you prefer BMX bikes or mountain bikes? Workbook page 27
I don’t think badminton is very interesting.
3 1 takes 2 do 3 ’m not doing 4 is running 5 don’t think 1 1 To do horse boarding you need a horse, an off-road board and a
horse rider.
6 ’s not wearing 7 says 8 wants 2 He’s organizing a horse boarding championship in July.
4 1 Have you got an e-reader? 3 Horse boarding is Daniel’s idea and he’s the founder of the
2 How often do you listen to music? Extreme Horse Riding Association.
3 What do you do before you go to sleep? 4 It’s a combination of horse riding, skateboarding and mountain
4 What are you reading at the moment? boarding.
5 What do you think of e-readers? 5 It’s easy to fall off when you’re horse boarding, so special clothing
6 Do you know Justin Bieber? is very important.
7 Are you studying for exams right now? 2 1 It’s a combination of horse riding, skateboarding and mountain
5 1 How often do you listen to music? boarding.
2 Do you know Justin Bieber? 2 To do horse boarding you need a horse, an off-road board and a
3 What do you do before you go to sleep? horse rider.
4 What are you reading at the moment? 3 It’s easy to fall off when you’re horse boarding, so special clothing
5 Have you got an e-reader? is very important.
6 What do you think of e-readers? 4 Horse boarding is Daniel’s idea and he’s the founder of the
7 Are you studying for exams right now? Extreme Horse Riding Association.
6 Students’ own answers 5 He’s organizing a horse boarding championship in July.
3 1 F 2 F 3 T 4 T 5 F
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1.5 Workbook page 21, exercises 2–3
B = Ben, M = Mum, W = woman
B Hi, Mum.
M Hi, Ben. What are you doing?
B I’m watching some people. They’re climbing.
M Really? Are you outside? Are they rock climbing?
B No, they aren’t. We’re in a church.
M A church? Why are they climbing in a church?
B Well, it isn’t a church anymore. It’s a type of sports centre now
and there’s a climbing wall in it.
M What’s that noise, Ben? What’s happening?
B Some people are speed climbing.
M Speed climbing? What’s that?
B Basically, it’s when two people try to climb the climbing wall
as quickly as possible. The first person to get to the top is the
winner.
M I see. Is it exciting?
B It’s really exciting because of the speed. Each race only takes
about 15 seconds.
M That’s amazing!
B Actually, that’s slow compared to some people. A man in China
holds the world record for a 15 metre speed climb. Can you guess
what it is?
M Ten seconds?
B No! 6.26 seconds!
M What a record-breaker! Is it a dangerous sport?
B No, it isn’t. The climbers have got special ropes, so they can’t fall
off the wall. But they need to be really fit and strong.
W Ben, it’s your turn now. Here are your ropes.
M Hang on a minute, Ben! Are you competing in it?
B Yes, I’ve got to go now, Mum.
M But you can’t climb!
B Come on, Mum. You know I love a challenge. Bye. See you later.
M Ben ... Ben ...
1.7 Workbook page 26, exercise 5
1 Who’s calling?
2 I’d like to ask you some information.
3 How much is it to go swimming?
4 Can I speak to your mother, please?
5 Can I leave a message?
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3 Food for thought Unit overview

● Food: beef, bread, butter, cabbage, cheese, chicken, ● To learn vocabulary related to food (page 29), the table
cucumber, flour, grapes, green beans, lemon, lettuce, milk, oil, and containers and portions (page 33)
onions, pasta, peach, peas, peppers, pineapple, pork, prawns, ● To learn and use countable and uncountable nouns and
rice, salmon, strawberries, tomato, tuna, yoghurt some, any and no to talk about quantities (page 30)
● At the table: bowl, chopsticks, cup, fork, glass, jug, knife, ● To learn and use various quantifiers to talk about quantity
napkin, plate, saucer, spoon, teaspoon with countable and uncountable nouns (page 34)
● Containers and portions: bag, bottle, can, carton, jar, ● To use prepositions of time in writing (page 37)
packet, piece, slice
● At a restaurant: dessert, main course, menu, serve, starter,
table, waiter
● Countries and nationalities: British, China, Chinese, Skills objectives
Danish, Denmark, France, French, German, Germany, India,
Indian, Italian, Italy, Japan, Japanese, Lebanon, Lebanese, ● To read and understand an article about extreme
Mexican, Mexico, Saudi Arabia, Saudi Arabian, Thai, restaurants (page 28)
Thailand, the UK ● To discuss food preferences (page 29) and setting a table
● Face 2 Face: Hang on! It’s awesome! That’s right. (page 33)
● To listen to a TV programme and learn how to make a
sandwich (page 31).
● To read and understand a blog about mealtime traditions
Grammar in different countries (page 32)
● To plan a meal and to design a lunch menu (page 35)
● Countable & uncountable nouns
● To order food and drinks (page 36)
● some / any / no
● To ask about prices on a menu (page 36)
● Quantifiers: (how) much, (how) many, a lot (of), lots (of),
a few, a little ● To write a magazine article about what you eat (page 37)
Pronunciation Assessment criteria

● Students can use countable and uncountable nouns and
● Word stress in countries and nationalities
various quantifiers correctly.
● Students can recognize and use vocabulary about food,
containers and portions correctly.
Recycled language ● Students can pronounce word stress correctly.
● Students can read and understand a text about extreme
● Present simple restaurants and mealtime traditions in different countries.
● Present continuous ● Students can listen to and understand a TV programme
about how to make a sandwich.
● Students can plan a meal and design a lunch menu.
● Students can order food and drinks and ask about prices
on a menu.
● Students can write a magazine article about what they
eat.
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activities.
Listening
● Describing a photo Writing
● Taking turns and sharing interests The IWB Writing activities are designed to give students
writing tasks in Your turn to write.
Prepare for the TOEFL Junior® Test ● Writing extra, page 37
Reading comprehension page 127 More provides extra interactive practice which can be
practice
● Academic text: Narrative (Story) used for fast finishers or as a wrap-up activity.
Grammar
presentation
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Unit 3 READING
Warmer
Play a memory game. Say out loud: I went to a restaurant and I
ordered some soup. Point to a student and have them repeat the
sentence and add another food item, e.g. I went to a restaurant
and I ordered some soup and a glass of water. Encourage students
to use different types of quantities. Continue playing until all
students have participated.
1 Ask the class what ‘to eat out’ means. (to buy a meal somewhere –
in a restaurant, café etc)
Remind students about adverbs and expressions of frequency. Elicit
phrases from the class and write them on the board, e.g. once a
week, twice a week, three times a week, hardly ever, never.
Extra activity
Teach whereas to express contrast. Ask students to tell the class
something that is different between them and their partner, e.g.
I go to restaurants every week, whereas David hardly ever goes to
restaurants.

Remind students that they shouldn’t try to understand every word
of the text. Encourage them to scan for words that help them
identify the correct picture.
Elicit the answers and ask students to tell you which words helped
them find the answer.
Answers
1 D 2 C 3 A 4 B
Teaching tip
You could set a time limit to encourage students to scan the text
quickly or prohibit the use of dictionaries for this activity.
Extra activity
Tell students that the title ‘Food for thought’ is an expression
used in everyday language. Ask students to discuss in pairs
what they think the phrase means. Elicit ideas from the class
and provide the correct answer (Food for thought means that
something is worth thinking about seriously e.g. Deciding
whether or not to go to university is food for thought).
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3 You could have students work in pairs and ask each student to read
the comment out loud for their partner to match.
Warmer
Ask a student in the class: What did you eat for dinner last night?
Answers Encourage them to say the names of ingredients, rather than
dishes in their own language. Ask other students to stand up if
1 D 2 A 3 B 4 C 5 A
they ate the same food. Then, ask the same question to another
student who did not stand up. Tell other students to stand up
4 Have students write their comments on a piece of paper. Then if they ate the same food. Continue round the class until all
collect and redistribute the papers. Invite students to read out
students have participated.
a comment and have the class guess which restaurant their
comment relates to.
8 Model the pronunciation of any difficult words. Write the multi-
Answers Students’ own answers syllable words on the board and underline the stressed syllable, e.g.
pineapple, cucumber, onions, cabbage, strawberries, peppers.
5 Encourage stronger students to complete the exercise without
looking at the article. Answers
1 onions 2 flour 3 cabbage 4 green beans 5 strawberries
Answers 6 prawns 7 pineapple 8 peppers 9 cucumber 10 oil
1 waiter 2 menu 3 table 4 serves 5 course
9 Elicit one example for each category before students complete the
exercise in pairs.
Extra activity
Write the answers to exercise 5 on the board along with their Answers
phonetic transcription. Model the pronunciation of each word fruit: grapes, lemon
and get students to repeat. vegetables: peas, tomato
1 /weɪtə/ 2 /menjuː/ 3 /teɪbl/ 4 /sɜːv/ 5 /kɔːs/ meat: beef, chicken, pork
fish: salmon, tuna
Then tell students to practise by reading the text in exercise 5 dairy products: butter, cheese, milk, yoghurt
out loud to their partner. carbohydrates: bread, pasta, rice
6 Tell students to write their answers using complete sentences. 10 You could turn the activity into a game by naming a food item
beginning with each letter of the alphabet before students add
them to the categories.
Answers
1 Eating insects is a good idea because they’re nutritious and delicious. Answers Students’ own answers
2 The waiters wear special goggles so they can see in the dark.
3 People have to wear a seatbelt in the restaurant in the sky.
4 In a medieval restaurant you use wooden plates. There are musicians 11 Elicit different ways to express likes and dislikes, e.g. I’d rather…, I
and jugglers to entertain you and a knight in armour next to the can’t stand…, I find … delicious / disgusting. Monitor the activity and
kitchen. There are knives, but no forks. invite students to tell the rest of the class about their partner’s food
preferences.
7 Read the Study Skill as a class. Ask the students: What type of
word are you looking for? (noun). Then have students complete the Answers Students’ own answers
exercise.
Answers Continuous assessment

cricket, locust, scorpion Teacher’s Resource Book
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Unit 3 GRAMMAR
GRAMMAR OPTIONS 3 1.35 Ask a student to read the text in the second grammar
box. Point out that some is used in questions and affirmative
● The grammar box gives a summary of the grammar areas that statements; no is used in affirmative statements; and any is used in
students will practise on this page. questions and negative statements. Give examples:
● The grammar is presented in a complete grammar reference Can I have some bread? Yes, we have some bread in the kitchen.
on page 115. There are no eggs left.
● Visual grammar presentation Do you have any milk? No, I don’t have any milk.
Answers
Warmer 2 any 3 some 4 some 5 some 6 any 7 any 8 some
Tell students to write a weekly shopping list with a partner. 9 no 10 any
Provide an example on the board, e.g. A dozen eggs. Invite
students to read an item from their list using a full sentence, e.g. 4 Check students understand the task. Brainstorm a few questions
We need a dozen eggs. As you elicit ideas, correct any mistakes that the ‘customers’ might ask in order to work out what is on their
and write the examples on the board. Use the list on the board to plate, e.g. Have I got a drink? Is it hot or cold? Have I got a dessert? Is it
identify countable and uncountable nouns. fruit?
Make a note of any mistakes you hear and write them on the board.
1 Give an example to help students identify a countable or Answers Students’ own answers
uncountable noun. Ask the class: Can you have three onions? (Yes).
Can you have three beefs? (No. But you can have three slices of beef).
5 Before students swap roles, ask the class to correct the mistakes on
the board.
Answers
COUNTABLE: onion(s), pineapple(s), cucumber(s), prawn(s), green Answers Students’ own answers
bean(s), cabbage(s), strawberry(ies), pepper(s), grape(s), lemon(s),
peach(es), pea(s), tomato(es)
UNCOUNTABLE: oil, flour, chicken, beef, bread, butter, cheese, lettuce,
milk, pasta, pork, rice, salmon, tuna, yoghurt
Teaching tip Grammar Consolidation Worksheet: page 41, exercises 1–3
Point out that some nouns can be both countable and
uncountable, e.g. time, room, light, noise, hair. Explain that it
depends on the intended meaning of the word. Provide some
examples: How many times have you been to Madrid? Do you
have time for a coffee?
2 Point out that uncountable nouns always take the singular form,
e.g. This milk is old.
Answers
2 fruit juice 3 an apple 4 apricots 5 green beans 6 pasta
7 sugar 8 biscuits 9 fish 10 cheese 11 oil 12 chips
Extra activity
Have students make a five-day meal planner. Get them to write
down the food that they should eat from Monday to Friday for
breakfast, lunch and dinner. Encourage them to include a variety
of food that contains carbohydrates, protein, calcium and fat, as
well as fruits and vegetables. Refer them to the text in exercise 2
for ideas.
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CAMBRIDGE
Exam Practice
90
Unit 3 LISTENING

Warmer in spoken English. They are highlighted in the audio script. Before
Stand at the front of the class and describe to students how students go to page 146, ask students which one means:
to make your favourite simple food, e.g. French toast or egg wait (Hang on!)
mayonnaise. Limit your description to four or five simple it’s very good (It’s awesome!)
instructions. Then get students to describe to their partner how
That’s correct. (That’s right.)
to make their favourite food.
Read out the following sentences and ask students to respond
using the Face 2 Face expressions:
1 Have students discuss the questions in pairs. Then invite students It says that I need to wash the lettuce before I put it in the sandwich.
to share their ideas to the rest of the class. (That’s right.)
What do you think about the new Bond film? (It’s awesome!)
Answers Students’ own answers It’s time to go now. Are you coming? (Hang on)
2 1.36 Transcripts page 104 Answers

Before playing the track, allow students time to look up any words 1 That’s right. 2 Hang on! 3 It’s awesome!
in the list they don’t know.
6 Check that students understand the difference between ingredients
and instructions. When they have finished writing the instructions,
WORDS TO KNOW tell students to check that all their ingredients have been listed.
Check that students know the following verbs: spread, slice, add,
cut. Read out a word and get them to do the actions. Answers Students’ own answers
7 Encourage students to tell the rest of the class why their mega
Answers sandwich is the best sandwich, e.g. it is the tastiest, it is good for
3 slices of bread, butter, ham, lettuce, cheese, mayonnaise, salt and your health, it is very quick to prepare.
pepper Decide on the best sandwich by holding a class vote.
Also in the dialogue: tomato
Teaching tip
Help students identify the sounds of words by playing the Fast finishers
recording again and stopping after each ingredient is mentioned.
Have students design a recipe page for their own mega
sandwich. Tell them to include a picture of the sandwich, along
3 1.36 Transcripts page 104 with the title, ingredients and instructions. Stronger students
can add a list of utensils needed to prepare the sandwich.
Answers
1 butter 2 ham 3 lettuce 4 slice 5 cheese 6 tomato
7 mayonnaise 8 third … sandwich
4 When students finish, get them to cover exercise 3 and see if they
remember how to say the different actions in the pictures.
Answers
1 C 2 G 3 A 4 D 5 H 6 F 7 B 8 E
Extra activity
With books closed, tell students to describe to their partner how
to make the mega sandwich from memory. They can open their
books to check they were correct. Then tell students to swap
roles.
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Unit 3 READING
Warmer
Write on the board: Eating habits in (your country). Ask the
students to discuss in groups the customs and traditions of
breakfast, lunch and dinner in your country. Ask them: What do
people eat? What time do they eat? Where do they eat? What other
traditions take place around mealtime? Elicit ideas from the class
and write them on the board.
1 Remind students that when talking about habitual behaviour, we

use the present tense. Give an example: My brother and I usually
wash the dishes.
Answers
1 Student’s own answers
2 chopsticks (first photo), their hands (second photo)
Teaching tip
During the discussion, encourage students to use adverbs of
frequency to express their ideas, e.g. I sometimes cook. Write
examples on the board: Always, often, sometimes, usually, rarely,
hardly ever, never.

You can set this as a challenge between pairs or groups of students.
The pair or group with the most words wins.
Answers
eat / eating, mealtimes, food, raw fish, seaweed, insects, grubs, protein,
snacks, pork, meat, noodles, potatoes, meal
Extra activity
Set another challenge by asking groups to find all the countries
or regions listed in the text. Then ask them to find all the utensils
mentioned that are used at mealtimes.
Answers
Countries: Italy, UK, Japan, Mexico, Saudi Arabia, Lebanon, India, the
Middle East, China, Germany, Thailand, France, Denmark.
Utensils: chopsticks, fork, plate
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3 Encourage stronger students to vary the sentence structure, e.g.

People in China and Japan eat with chopsticks; Chinese and Japanese Warmer
people eat with chopsticks. Write on the board: Set the table. Explain that this means to
put the cutlery, crockery etc onto the table before eating. Draw
Answers a large square on the board and present it as a table. Invite
different students to the board to draw an item each onto the
2 In Germany, people break up potatoes with a fork.
3 In Mexico, people eat insects as a snack.
‘table’, naming the items as they draw them. Stop when the table
4 In Japan, people eat a lot of raw fish and seaweed. is set.
5 In India, people eat a lot of vegetarian food.
6 In the Middle East and India, people eat with their hands. 10 As you go through the answers, model the pronunciation of the
items on the table.
4 Elicit an example from one of the students and write the sentence
on the board. Point out the sentence structure: It’s rude / polite to +
Answers
verb (infinitive).
2 knife 3 chopsticks 4 spoon 5 plate 6 bowl 7 glass
Answers 8 cup 9 saucer 10 napkin 11 jug 12 teaspoon
In China and Japan, it’s rude to eat with just one chopstick. 11 Elicit from the class another way to say the example sentence using
In Japan, it’s polite to ‘slurp’ when you eat noodles. a negative structure. Write the example on the board: The fork
In Germany, it’s polite to break up your potatoes with a fork. doesn’t go on the right. It goes on the left.
In Thailand and China, it’s rude to put too much food on your plate.
In Thailand and China, it’s polite to leave a bit of food on your plate.
In France and Denmark, it’s rude to leave food at the end of a meal. Answers
The napkin goes on the table.
The saucer goes under the cup, not the glass.
Extra activity The chopsticks don’t go in the water.
In pairs, ask students to make a list of things that it is polite and The spoon goes on the right.
rude to do in your country. You can broaden the subject beyond The teaspoon goes above the plate.
food and mealtime. Invite students to share their ideas.
12 Use the activity to practise the pronunciation of of in its weak form:
A carton /əv/ milk
5 To help students identify the correct word in the text, suggest that
they first decide if they are looking for an adjective, verb or noun. Answers
2 a jar of honey 3 a bottle of mineral water 4 a packet of crisps
Answers 5 a piece of bread 6 a slice of cheese 7 a can of peas
2 snack 3 rude 4 slurp 5 tender 6 greedy 8 a bag of apples
6 Allow students to use a dictionary to help them. Remind students 13 In pairs, have students swap and correct their paragraphs.
that countries and nationalities begin with a capital letter.
Answers
Italy – Italian, Mexico – Mexican, Saudi Arabia – Saudi Arabian, Lebanon
– Lebanese, India – Indian, China – Chinese, Germany – German, Continuous assessment
Thailand – Thai, France – French, Denmark - Danish Teacher’s Resource Book
7 1.39 Play the track again and have students repeat the words. Vocabulary Consolidation Worksheet: page 17, exercises 4–6
Answers
Japan Japanese America American Portugal Portuguese
Sweden Swedish
8 Make sure students understand that ‘table manners’ refers to the

way a person is expected to behave whilst eating at a table.
9 Write the headings on the board: Things we do. Things we don’t do.
Invite individual students to write their ideas on the board under
each heading. Correct any mistakes as you go.
Students could make a poster to display in the classroom.
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96
Unit 3 GRAMMAR
3 Before students complete the activity, ask them to identify the

GRAMMAR OPTIONS countable and uncountable nouns in the questionnaire.
● The grammar box gives a summary of the grammar areas that
students will practise on this page. Answers
● The grammar is presented in a complete grammar reference Part 1:
on page 115. How much fish / vegetables do you eat every week?
● Visual grammar presentation How much exercise / sleep do you get every week?
How much milk / water do you drink every week?
How much sport do you do every week?
Warmer Part 2:
Ask students what things you can buy at the school canteen. How much chocolate / fast food / fried food / ice cream do you eat every
week?
Write their answers on the board.
How much coffee do you drink every week?
In pairs, tell students to discuss if the food options at the school How many fizzy drinks do you drink every week?
canteen are healthy or not. Encourage them to explain their How much TV do you watch every week?
answers and to make suggestions of other food that should be Students’ own answers
on the menu.
Invite pairs to share their ideas with the class. 4 Encourage students to use words to express approximation. Write
examples on the board; I exercise about once a week, I drink around
three cups of hot chocolate. I eat roughly two or three bowls of ice
1 Explain that a lot of and lots of mean the same – lots of is more cream.
common in spoken English. Point out that they can be used for both
countable and uncountable nouns.
Answers
5 You may need to decide as a class what is considered ‘a lot’ and ‘not
1 a lot of … many 2 a lot of … many 3 lots of … many much’. For example, two or three times a week is not much. Five
4 much … a lot of 5 a lot of … lots times a week is a lot.
2 Point out that a few is used for countable nouns, and a little is used Answers Students’ own answers
for uncountable nouns. Write some examples on the board:
There are a few cupcakes.
There isn’t much cheesecake left. There is a little milk left. Extra activity
Tell students to write a healthy lifestyle plan for their partner.
Answers
Get them to write about their partner’s current lifestyle habits
There are a lot of/lots of cookies. and then to provide advice about eating or living healthier, e.g.
There’s a lot of fruitcake. Andrea eats a lot of fruit and vegetables. But she doesn’t do much
There’s a little cheesecake. exercise. Andrea should try to exercise three times a week.
There isn’t much/a lot of coffee cake.
There aren’t many chocolate brownies. Have students swap their plans with their partner and say if
they agree or not with the suggestions.
Teaching tip
As you go through the answers for exercise 2, elicit a variety of Continuous assessment
ways to express the same thing and write them on the board, e.g.
There are a few chocolate brownies. There aren’t many chocolate
brownies (left). There are some / a couple of cupcakes (left).
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CAMBRIDGE
Exam Practice
Unit 3 CHALLENGE
In this lesson, students question each other to discover what

5 Encourage students to be as descriptive as possible. Write an
example on the board, e.g. a tomato salad with an olive oil dressing,
ingredients they have available in their house. Then they use the
served with warm bread.
ingredients to plan a menu together, before presenting it to the
class. Go round the class and help to elicit more thorough descriptions of
each course.

Warmer
Put students into small groups. Write on the board: Cheese 6 You could display the menus on the wall or table and give the
and tomato sandwich. Tell students to make a list of all the students the time to walk around the class looking at each one.
ingredients needed to make a cheese and tomato sandwich. Encourage students to vote based on menu design and originality
Allow students to use their dictionaries. Invite a group to read of the three courses.
out their list and write the ingredients on the board. Ask the
other groups if they are able to add any more ingredients.
Repeat the activity, each time making the food more difficult, Fast finishers
e.g. Hawaiian pizza, spaghetti carbonara, carrot cake.
Tell fast finishers to write the recipe for each item on their menu.
Remind them to write both the ingredients and the instructions.
1 You could carry out this activity as a class by making two lists on
the board under the headings cupboard and fridge. Some food items
could be added to both lists.
Introduce the verb ‘to go off’ (to go bad) to help students justify
their decisions. Give the following example:
You should put milk in the fridge because it goes off after a few days.
2 Tell students: You are going to make a list of ingredients in the

cupboard and fridge. Explain that each pair should write one list
between them.
If possible, put students opposite each other so that Student B can’t
see the picture on page 150.
Answers
tuna, bread, olive oil, pasta, rice, tomatoes, salt, pepper, peas, potatoes
3 As students swap roles, tell Student A to add to the ingredients list

started by Student B.
Allow any pairs who have finished early to move onto the next task.
Answers
mushrooms, olives, eggs, onion, carrots, green beans, chicken, cheese,
yoghurts, milk
4 1.40 Explain to students that they need to make lunch for their
friends from the ingredients in the fridge and cupboard.
Point to a student and say: Let’s make a pizza. Help the student
identify an appropriate response from the Express yourself box
on page 35, e.g. That isn’t a very good idea. For pizza, we need flour.
Repeat the activity a couple of times until students are comfortable
with the expressions.
Go round the class and monitor the activity. Make a note on the
board of any other good expressions you hear from the students.
The expressions in Express yourself are available to listen to.
99
100
Unit 3 INTERACTION
David, Leon and Lily are three students from different countries 4 1.43 Transcripts page 104 Give students time to look through
who become friends while studying English in the UK. In this the menu and to ask about any food they don’t know.
lesson they are deciding where to have lunch and what to have. Explain that mayo is short for ‘mayonnaise’.
Answers
Warmer a green salad, an egg mayo baguette, a roast beef and sundried
Ask the students: What is typical British food? What British food tomato sandwich, a muffin, a slice of fruit cake, a small coffee and two
smoothies
have you tried? Which British food do you like and which don’t
you like? Invite students to share their answers with the class
5 1.43 Transcripts page 104 Tell students to first try to complete
and write some British dishes on the board. Help elicit ideas if
the activity from memory. Then play the track and have them
students get stuck, e.g. fish and chips, full English breakfast (eggs,
complete the exercise.
bacon, sausages etc), tea and biscuits, scones with jam and clotted
cream, sticky toffee pudding, curry, haggis, black pudding Answers
Can I help you?
1.41 Express yourself contains a variety of useful expressions for Can I have a green salad, please?
the situations in the dialogue. Some of them (but not all of them) Anything else?
Yes, I’d like a coffee, please.
Large or small?
students to hear how they are pronounced. I’d like an egg mayo baguette, please.
Are there any ... in that? I’m allergic to them.
1 You could carry out the activity as a class. Play the first section of How much is that?
Express yourself (Serving) and ask students to repeat each line. Then Can we pay separately?
ask if any of the answers match the expressions they have just Here’s your 20p change.
heard. Repeat the activity with the other sections (Ordering and That’s £4.80.
Paying). Use the activity to practise the rhythm and intonation of That’s 19 pounds 30, please.
the questions.
6 1.44 Transcripts page 104 If necessary, play the Paying section
of Express yourself (track 1.41) again to model the way to express
Answers
prices.
1 Can I help you? 2 Are there any ... in that? I’m allergic to them. / I
don’t really like them. 3 Large or small? 4 Anything else?
Answers
2 Elicit answers from the class and ask more questions: What kind of £5.20, 70p, £3.20, £31, £16.60
information is on the board? What type of food do you think is served
in this place?
7 Point out that we usually use ‘pence’ as the plural of penny, and we
often say ‘p’ instead, e.g. five pounds and five p or five pounds and
five pence.

3 1.42 Transcripts page 104 Check students know what a
vegetarian is.
Extra activity
Answers
You could extend the activity by asking students to add up a
1 Leon is hungry. 2 David isn’t very hungry. 3 Lily is a vegetarian. number of different items on the menu. For example:
4 A jacket potato is a potato baked in its skin in the oven.
Student A: I’d like an egg mayo sandwich, a green salad and a
small tea.
Extra activity Student B: That’s seven pounds twenty.
Ask more questions about the listening track and get students to
answer from memory: 8 To help initiate the role-play, have the waiter stand up to take the
Why doesn’t Lily want pizza? order using a notepad and pencil.
What food doesn’t Lily like? Get the waiter to repeat the order back to the students.
What other food does the sandwich bar serve? At the end, invite one or two groups to the front to present their
Then play the audio to confirm the answers. role-plays.

Answers
Lily thinks pizza is too expensive.
Lily doesn’t like sandwiches.
They serve salad, cakes and jacket potatoes.
101
102
Unit 3 WRITING
7 As students plan their articles, encourage them to think about what

Warmer they can say about each meal. Write some questions on the board:
Ask the students: What is your favourite food? What is your least How often do you eat this food? Why do you choose to eat this food?
favourite food? Elicit a range of answers and write the foods on Which mealtime do you enjoy most / least? Why? Which activities do
the board under two headings: food we love and food we hate. you do before and after each meal?
Look at the answers and find out if there is any food that some
students love that other students hate. Answers Students’ own answers
1 Ask students to report back on what their partner eats. Then ask 8 Give students the following checklist to help them complete their
the class if they think that each student has a healthy or unhealthy articles:
diet. ● Does your article say what you eat for breakfast, lunch and dinner?
● Have you given more information about each mealtime?
Answers Students’ own answers ● Have you used the correct preposition of time?
● Have you used a dictionary?
2 You could set a two-minute timer to encourage students to scan Allow students to finish off the article as homework.
the text quickly.
Answers
breakfast: toast, orange juice, bacon and eggs Teaching tip
snack: tea, biscuits
lunch: hot meals, sandwiches, salads, desserts, apple pie, ice cream, You can help stronger students develop their writing skills by
pasta, cake, fruit encouraging them to vary their sentence structure.
dinner: roast chicken, curry, pizza, fish Ask them to point out all the sentences in the magazine article
weekends: bacon and eggs that do not start with a subject and verb, e.g. So before I do my
homework … , This week it’s chilli.
3 For question 5, elicit some possible expressions to use, e.g. In my Encourage them to use phrases like these within their articles to
opinion … , I think that … , I believe that…
vary the rhythm of their writing.
Answers
2 The best thing at the school canteen is the pasta bar because there’s positive feedback as well as pointing out errors.
a different sauce every week.
3 Josh is always very hungry after school.
4 Josh has dinner at seven in the evening. Answers Students’ own answers
4 Ask students to make a list of all the phrases in the article that use Fast finishers
prepositions of time, e.g. in the morning, before school. Fast finishers can write a paragraph comparing the similarities
Then get them to complete the exercise using their notes. Check and differences between themselves and Josh. Tell them to
that they know that we use in with months. compare and contrast what they eat, when they eat and what
You may need to point out that before and after can be used in a they do and don’t like to eat.
variety or ways, for example with an activity (after school / before I
do my homework), times (after 10 o’clock), days of the week (before
Friday).
Answers
1 at 2 in 3 on 4 in
5 As you go through the answers, ask students to point out the

adverbs of frequency in the sentences; usually, always, never.
Answers
2 before 3 After 4 in 5 on
6 You could carry this out as a class brainstorming activity. Write the
headings on the board and circle each one: before school, at school,
after school, weekends. Draw a line from each heading and give
an example: cereal, sandwich, fish, pizza, etc. Tell students to copy
and complete the spider diagrams in their notebooks. Then invite
students to the board to write their ideas.
103
Unit 3 TRANSCRIPTS
1.36 Student’s Book page 31, exercises 2–3 1.43 Student’s Book page 36, exercises 4–5
L = Louie, D = Dylan S = Server, Li = Lily, D = David, Le = Leon
L Hello and welcome to Lunchtime with Louie. I’m Louie and this is S Hi there. Can I help you?
my assistant, Dylan. Li Hi, can I have a green salad, please?
D Hi. S Sure. Anything else?
L Today we’re going to make a quick, easy and delicious lunch. My Li Yes, I’d like a coffee, please.
mega sandwich. S Large or small?
D What’s a mega sandwich, Louie? Li Small please.
L Well, how many slices of bread has a normal sandwich got? S And what would you like?
D Two, of course. D I’d like an egg mayo baguette, please. And a muffin. Are there any
L That’s right! Well, my mega sandwich has got three slices of nuts in that? I’m allergic to them.
bread! OK, Dylan, take the bread and spread some butter on each S No, the muffin hasn’t got any nuts in it.
slice... That’s lovely. Put some ham on one slice of bread. D Great.
D How much ham? S And to drink?
L A lot. I just love ham. Now … put some lettuce on top of the ham. D A smoothie, please.
Not too much, Dylan! It isn’t a salad! Take the second slice of S Great. Are you ready to order?
bread and put it on top of the lettuce. OK? Le Yes, I am. Can I have a roast beef sandwich, please ... with sun
D OK. dried tomatoes.
L Now put some cheese on top of the bread. Then slice a tomato ... S Uh huh.
and put the tomato on top of the cheese. Le A slice of fruit cake. And a smoothie.
D Do I put the third slice of bread on top? S OK.
L Hang on! We want to add some mayonnaise first. Lots of lovely Le How much is that?
mayonnaise on top of the tomato. Then add some salt and S That’s a green salad, an egg mayo baguette, a roast beef and sun
pepper.... Now you can put the third slice of bread on top. OK, dried tomato sandwich, a muffin, a slice of fruit cake, a small
cut the sandwich in half – carefully, Dylan! And there it is. My coffee and two smoothies... That’s 19 pound 30, please.
delicious mega sandwich. Le Sorry, can we pay separately?
D Can I try it? S Oh, right. So that’s a green salad and a small coffee. That’s £4.80.
L Yes, you can! What do you think? Li Here you are.
D It’s awesome! S And here’s your 20p change. Now, an egg mayo baguette... [fade]
Le = Leon, Li = Lily, D = David 1 Man How much is that?

Woman It’s five pounds 20.
Le Hey, it’s quarter to one! I’m really hungry.
2 Woman That’s 70p, please.
Li You’re always hungry, Leon.
Le So where do you want to eat? 3 Boy How much is a piece of cheesecake?
D I don’t know. I don’t want much to eat. Woman It’s three pounds 20.
Le What about a pizza? 4 Man OK... that’s thirty-one pounds, please.
Li That’s a bit expensive, isn’t it? 5 Woman Let’s see. Four pizzas – that’s sixteen pounds sixty,
Le Then let’s try this sandwich bar. It looks OK. please.
D What’s on the menu?
Li I only eat vegetarian food. What is there?
Le There are lots of things! Sandwiches, baguettes...
Li Do they only serve bread? I don’t like sandwiches very much.
Le It’s a sandwich bar! But there’s other stuff, too. Salads... cakes...
jacket potatoes...
Li ‘Jacket potatoes’? What are they?
Le I don’t know.
D I know, they’re potatoes baked in their skin. You know, in the
oven.
Li Oh, OK.
Le Come on, guys. Let’s eat here then.
104

1 B 1 countries: Japan, India, China, Greece, Portugal
2 Amber: Good value for money nationalities: Indian, Chinese, Turkish, Moroccan, Mexican,
Jojo’s: Extremely Slow! Japanese, Belgian, American
Burger Bar: Needs tables and chairs 2 1 B 2 D 3 C 4 C 5 D 6 C
3 1 F 2 T 3 F 4 T 5 F 6 F 7 T 8 F 9 T 3 1 Turkish 2 Moroccan 3 Greece 4 Portugal 5 Belgian
4 1 set menu 2 bill 3 tip 4 handmade 5 toppings 6 American
5 Students’ own answers 4 1 Morocco 2 American 3 Belgium 4 Greek
6 1 fish: salmon tuna 5 1 bowl, glass 2 fork, knife 3 spoon 4 cup, saucer

2 carbohydrates: pasta rice bread flour 5 napkin, plate 6 chopsticks
3 meat: pork beef chicken 6 1 bottle 2 jar 3 carton 4 bag 5 packet 6 slice
4 fruit: grapes peach strawberries pineapple 7 can 8 piece
5 dairy products: milk yoghurt butter cheese 7 Students’ own answers
6 vegetables: peas cabbage lettuce green beans
8 A toilet paper B grapes C chocolate D yoghurt E cereal
7 1 peppers 2 prawns 3 oil 4 cucumbers 5 onions F toothpaste
6 tomatoes 1 cereal 2 toilet paper 3 yoghurt 4 grapes 5 toothpaste
8 Students’ own answers 6 chocolate
9 1 chocolate brownies 2 carrot soup 9 1 toilet paper 2 roll 3 grapes 4 bunch 5 toothpaste
10 1 sugar 2 carrots 3 salt, pepper 4 orange 5 nuts 6 tube 7 chocolate 8 bar
6 eggs 7 stock 8 potato
Workbook page 34
1 1 lots of 2 How much 3 A lot 4 How many 5 much
Workbook page 30 6 a little 7 many 8 a few
2 1 many 2 a lot 3 a few 4 Many 5 much 6 a lot
1 1 C, strawberries 7 lots of 8 a bit of
2 C, tomatoes
3 U 3 1 There is a lot of bread.
4 C, lettuces 2 There are a few tomatoes.
5 U 3 There are a lot of olives.
6 U 4 There is a little cheese.
7 C, peaches 5 There is a little ham.
8 C, potatoes 6 There is a little orange juice.
9 C, lemons 4 1 How much space is there in your bedroom?
10 U 2 How much homework do you do at the weekend?
11 U 3 How many fast food restaurants are there in your town?
2 1 a plate 2 an apple 3 an expression 4 fruit 5 a pineapple 4 How many dairy products do you eat every week?
6 apples 7 a bunch of bananas 8 cheese 9 bread 5 How much rain does your town get every year?
10 a dairy product 11 milk 12 vegetables 5 Students’ own answers
3 1 some 2 no 3 any 4 some 5 a 6 any 7 a 8 some
9 any 10 no Workbook page 35
4 1 There’s some fruit.
2 There aren’t any strawberries. Extra Challenge
3 There aren’t any apples. 1 There are three shelves.
4 There are no grapes. 2 There are a lot of plates.
5 There isn’t any bread. 3 There are no napkins.
6 Are there any bananas? 4 There are some glasses.
5 Students’ own answers 5 There are a few bowls.
6 There are no knives.
Workbook page 31 Webquest
1 Haggis comes from Scotland.
1 1 mix 2 grate 3 recipe 4 bake 5 grater 6 bakery 2 Haggis is made of a sheep’s heart, liver and lungs.
7 recipe book 8 mixer 3 The word ‘sandwich’ comes from the Earl of Sandwich, who
2 Eva is making a carrot cake. invented it.
3 1 NO 2 NO 3 YES 4 YES 5 NO 6 YES 7 NO 8 NO 4 A BLT sandwich has bacon, lettuce and tomato in it.
5 In the UK people say ‘cheers’ before they have a drink.
4 1 The recipe Eve is using is on a website. 6 A person who eats fish but not meat is called a pescatarian.
2 The day is special because it’s her mum’s birthday.
3 Her mum is 41 years old. Puzzle
4 There are three carrots in the recipe. How much milk do you drink?
5 Charlie grates the carrots. How many vegetables do you like?
6 When the cake is baking they do the washing up. Is there any money in your bag?
5 Students’ own answers Are there any biscuits in the cupboard?
105
Workbook page 36
1 Suggested answers:
1 What would you like?
2 Anything else?
3 Can I have a beef sandwich please?
4 How much is the beef sandwich?
5 Here you are.
2 1 Can 2 you 3 I’d 4 please 5 Large 6 No 7 all
8 That’s 9 you 10 Here’s
3 1 F 2 F 3 T 4 T 5 F 6 F
1 Hello. Can I help you?
2 What would you like in your baguette?
3 Anything else?
4 Anything to drink?
5 That’s £6.50.
6 Here’s your change.
Workbook page 37
1 1 after 2 in 3 At 4 On 5 before
2 1 On Saturday afternoons, he plays in a rugby match.
2 At 11 o’clock, he has a snack.
3 When Jack gets home after school, he’s hungry again.
4 An hour before a training session, he has a special smoothie.
5 In the middle of the evening, Jack has more food.
3 1 Jack goes to the gym three times a week.
2 The food he eats gives him energy to play rugby.
3 At breakfast, he drinks orange juice and tea.
4 He usually eats a flapjack at 11 o’clock.
5 Jack feels hungry after school.
6 He doesn’t have dessert after dinner because he has a healthy
diet.
106
C = Charlie, E = Eva
C Hi, Eva.
E Hi, Charlie. Come in. I’m doing something in the kitchen.
C Why is your laptop in here, Eva? Are you doing your homework?
E No! I’m baking a cake.
C Baking a cake? With your laptop?
E We haven’t got any recipe books, so I’m using a website. There
are some great recipes for cakes on it.
C Why are you baking a cake? Is it a special occasion?
E Yeah, it’s my mum’s birthday. She’s 41 today, so I’m making a
birthday cake for her. It’s a surprise though. She doesn’t know
anything about it.
C That’s great. Can I help you?
E Of course you can. OK, we need some oil, some carrots, some ...
C Hang on! Are there carrots in it? And oil?
E Yes, Charlie, we’re making a carrot cake, so there are carrots in it!
And there isn’t any butter in this cake. There’s oil in it, instead.
C OK. Are there any other ingredients?
E Yes, there’s sugar and flour.
C And eggs?
E That’s right. There are two eggs in it. You can put nuts in it too,
but I don’t want to do that.
C Is your mum allergic to nuts?
E No, she doesn’t like them! OK ... let’s mix the oil and sugar
together. Can you grate the carrots for me? Here’s the grater.
C OK. How many carrots? One?
E Let’s see the recipe. It says ... three carrots.
C OK.
E Right, now we add the eggs and the flour. And then we add the
carrots and mix.
C Yuck, it looks disgusting.
E Charlie! It’ll be delicious! Let’s bake it now. How long for?
C Hang on! Er, half an hour.
E There we are.
C Great! Let’s watch a film now.
E No, Charlie! Let’s do the washing up.
C Oh, do we have to?
C Wow! It’s awesome, and it smells delicious. Can I have a piece?
E No, you can’t! It’s for my mum, remember!
1 How many coffees would you like?

2 Large or small?
3 Anything else?
4 That’s £4.50.
107
108
Units 1–3 REVIEW
Warmer
Get students to review and discuss the reading texts from units
1–3. Assign one of the six reading texts from the first three units
to each student. Give them five to ten minutes to read through
the text and make notes about the following: What is the text
about? Who is the text written for? What interesting information
does it include?
Organize students into groups so that there is one student
for each text in every group. Tell students to use their notes to
summarize the text to other members of their group. Encourage
other group members to ask more questions about the texts.
1 Ask the questions out loud to the class and invite students to call
out their ideas.
Teaching tip
When we make predictions about a text before we read it, it can
help our understanding. Teach this skill to students by asking
further questions for them to predict what the text is about:
What type of text is it?
What type of information do you think the text will contain?
What things will you learn about Usain Bolt?
2 Give students time to read through the questions. Check they

understand the following words: sprinting / sprinters, nicknames,
train (verb), junk food.
Get any fast finishers to write corrections for the false statements.
Answers
1 true 2 not mentioned 3 false 4 not mentioned 5 false
6 true 7 false
3 Before students carry out the role-play, first check they have
written the questions correctly.
Answers
2 What are your nicknames?
3 How tall are you?
4 How much do you weigh?
5 What do you need to improve?
6 How often do you train?
7 How many meals do you eat every day?
8 What do you like to eat for breakfast, lunch and dinner?
9 What do you like doing in your free time?
10 What football team do you support?
Extra activity
You could set the following writing task as homework. Ask the
students: Which other famous person would you like to interview?
Get students to write five questions they would like to know
about another famous person. Then tell students to research
the person and to write the answers to these questions in a text
similar to the article on the page.
109
110
Units 1–3 REVIEW and VIDEO
4 Ask further questions to elicit key vocabulary from the listening

text:
Warmer
How long is a normal marathon? (42 km) Write Canada is ... on the board. Put students into small groups
Who could be in the other vehicles on the road? (Team members to and get them to think of as many ways as possible to finish the
provide food/water) sentences. Give them some ideas to start them off, e.g.
How long do you think they will be running for? (several hours) … smaller than Russia, … a country where ice hockey is popular, etc
After about 5 minutes, have the groups read out their sentences.
Answers Students’ own answers Continue until there are no new ideas left.
5 1.45 Transcripts page 112 In pairs, ask students to discuss 1 Write some topics on the board to stimulate students’ ideas: e.g.
what is meant by an ‘ultra’ marathon. Invite feedback and explain landscape, famous people, exports, language, events.
that the word ultra is used to express something that is extreme or
intense. Answers
The photo shows Niagara Falls
Where does it take place? in California, USA
2 Tell students to work in pairs, then feed back as a class on exercises
How long is it? 217 km
1 and 2 together.
What month is it in? July
How hot can it get? 50ºC Answers Students’ own answers
How many people take part? about 80 people each year
What’s the record for men? 22 hours 16 minutes 3 Transcripts page 112 Tell the students to watch the video without
What’s the record for women? 26 hours and 16 minutes writing anything down and to concentrate on what they see and hear.
6 Invite students to report back on what they learned about their Answers
partner.
waterfalls: Canada is famous for its waterfalls, especially the Niagara
Falls
Answers Students’ own answers Toronto: Canada’s biggest city
The Inuit and the Iroquois: Canada’s indigenous people
7 You could provide an example of the activity first by describing a French: Canada’s second language
the maple leaf: it appears on the Canadian flag
photo to the class and getting them to locate it.
10 million km2: Canada’s size
Provide some notes on the board to help students with their
descriptions: 4 Transcripts page 112 In pairs, first get students to answer the
Explain what type of photo it is. Say who and what is in the photo. questions from memory. Then play the video again for students to
Say what you like or don’t like about it. fill in any gaps.

1 Ottawa is the capital of Canada. Toronto, Canada’s biggest city has
8 Elicit from the class which tense they should write their the world famous Toronto Film Festival. Montreal is the world’s
descriptions in (present simple and present continuous). Provide an second biggest French-speaking city. Vancouver, Canada’s third
example: There are many children in this photo. They are sitting on biggest city, held the Winter Olympics in 2010.
rafts (from page 18). 2 The name Canada comes from the Iroquoian word kanata, meaning
‘village’ or ‘settlement’.
3 lacrosse and ice hockey
Answers Students’ own answers 4 maple syrup, the hockey team the Montreal Canadiens, the Cirque du
Soleil, Jim Carrey, Ryan Reynolds, Nellie Furtado and Avril Lavigne
5 lakes, mountains, national parks and Niagara Falls
5 In question 3, invite students to share their ideas and vote on what

students think is most special thing about their country.
Answers
1 The biggest country in the world is Russia. The smallest country in
the world is the Vatican.
2–3 Students’ own answers
FIND OUT
Make sure students know what a ‘daredevil’ is (someone who
does dangerous things) – play the final section of the video again
if possible.
111
Review Units 1–3 TRANSCRIPTS and VIDEO SCRIPT
The Badwater Ultramarathon takes place every year in California,

in the USA. It is a very difficult race. A normal marathon is 42
kilometres long, but the Badwater is 217 kilometres. It begins in the
desert, in a place called Death Valley, and it ends on a mountain
called Mount Whitney. The race takes place in summer, in July, when
the weather is very, very hot. It can be 50 degrees, even in the shade.
About 80 people take part in the race every year. Each runner has a
team to help them. They travel in a car and give the runner water
and food when they need it. Many runners do not finish the race.
The record for men is 22 hours and 16 minutes and for women it’s 26
hours and 16 minutes. There is no prize money in this race.
Video Student’s Book page 39, exercises 3–4

▼
Canada, with an area of nearly 10 million km2, is the second largest

country in the world. The capital of Canada is Ottawa, but there
are other important cities like Toronto, Montreal and Vancouver.
Toronto, Canada’s biggest city, has the famous Toronto Film Festival,
which attracts film stars and fans from around the world. Montreal
is not only the second city of Canada, but also the world’s biggest
French-speaking city outside of Paris. That’s because it’s in the
province of Quebec, where French is the official language. Canada
is a bilingual country, and in Montreal and Quebec City you can
sometimes feel as if you’re in France! Vancouver, Canada’s third city,
held the Winter Olympics in 2010.
Canada’s population is about 35 million. And as well as people
of British, French and other European origins, Canada also has
indigenous peoples like the Inuit, who also live in Greenland, and
the Iroquois. In fact the name Canada comes from the Iroquoian
word kanata, meaning ‘village’ or ‘settlement’. Many of these people
lived in Canada long before the first Europeans arrived, and they still
keep some traditional customs. In fact, one tradition of the Iroquois
has become the national summer sport of Canada: lacrosse.
Can you name any famous things or people that have come
from Canada? Well, how about maple syrup, from the plant with
the famous leaf on its flag? Or ice hockey legends the Montreal
Canadiens, one of the most successful teams in the sport? And
what about the famous Cirque du Soleil? And did you know that
Jim Carrey, Ryan Reynolds, Nellie Furtado and Avril Lavigne are all
Canadian?
But for most people, what makes Canada special is its wild natural
beauty. Canada has some beautiful lakes, mountains and national
parks. People come from all around the world to see the scenery and
the wildlife, and to enjoy fantastic skiing. One of the most dramatic
symbols of this beauty is the spectacular Niagara Falls, a group of
waterfalls which has attracted millions of tourists, and even some
crazy daredevils, for over a century. It is certainly true that a visit
to this enormous, beautiful, wild country is an experience you can
never forget.
112
Review Units 1–3 WORKBOOK ANSWERS and VIDEO SCRIPT
Workbook page 38 Video Workbook page 39, exercise 2
▼
1 1 fork 2 kayak 3 friend 4 pear 5 racket 6 shopping
What do Canadians do for fun during the long, cold winters? Well,
2 1 brush 2 go 3 get 4 play 5 take 6 do they play ice hockey, of course! Ice hockey is Canada’s official
3 1 helmet 2 biscuits 3 bottle 4 husband 5 grapes national winter sport, and kids often start at a very early age. In
6 football addition to being home to the sport – the first organized game
4 1 He doesn’t wake up early. was played in Montreal on 3rd March, 1875 – Canada has the two
2 Are they cooking dinner? most successful teams in the National Hockey League, or NHL:
3 She watches TV every day. the Montreal Canadiens and the Toronto Maple Leafs. And they’ve
4 I’m not tidying my room. produced most of the sport’s finest players, including the great
5 Do you enjoy surfing? Wayne Gretzky.
6 Does he go skiing? So what do you need to play ice hockey? Well, obviously you need
5 1 ’re having 2 eat 3 doesn’t like 4 does 5 don’t understand ice skates and a hockey stick. You also need a puck. The puck is small
6 isn’t swimming and made of rubber. Good players can hit it at speeds of up to 160
kilometres an hour, and players often skate at around 40 kilometres
6 1 isn’t 2 no 3 any 4 lots of 5 a few 6 many an hour. That is why hockey is often called ‘the fastest game on
earth’. Not surprisingly, then, you also need helmets and padding –
Workbook page 39 lots of padding. Players who protect the goal, called goaltenders or
goalies, also wear special gloves and leg pads. You can see why.
7 1 B 2 C 3 A 4 B 5 A 6 C 7 C 8 C 9 B 10 C And how do you play? Well, the aim of the game is simple. You have
Video to score as many goals as you can, and to try to stop the opposition
2 1 It was organized in Montreal. from scoring. Professional games have three periods of twenty
2 It means National Hockey League. minutes each, and final scores can be similar to scores in football.
3 Players need ice skates, hockey sticks, helmets, padding and You can hit the puck anywhere inside the rink, and in professional
pucks. Goal tenders also wear gloves and leg pads. men’s hockey you can body-check. This means to hit another player
4 You have to score as many goals as you can and try to stop the who has the puck with your side. Hockey is a contact sport, which
opposition from scoring. means it’s very physical. However, you can’t hit another player from
5 Fast and physical. behind or push him into the side of the rink. And in women’s hockey
body-checking is not allowed.
So, now you know the basics about ice hockey. It’s fast. It’s physical.
It’s very popular not only in Canada and in the US, but also in lots of
countries in Europe. What do you think of it?
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4 Going places Unit overview

● Transport: bike, bus, car, coach, ferry, helicopter, horse, hot- ● To learn vocabulary related to transport (page 41) and
air balloon, lorry, minibus, moped, motorbike, plane, ship, expressing movement (page 45)
taxi, train, tram, underground, van, yacht ● To learn and use the past simple to talk about finished
● Verbs: be on (the bus) / in (a car), get on, get off, go by (car), actions and situations in the past (page 42)
go on foot ● To learn and use the past simple to express negative
● Prepositions of movement: across, along, around, away statements and to ask questions (page 46)
from, between, down, into, over, through, towards, under, up ● To use sequencing words and expressions in writing
● Measurements of length of distance: centimetre, foot, (page 49)
inch, kilometre, metre, mile, millimetre, yard
● Face 2 Face: Guess what? Really? You poor thing!
Skills objectives
Grammar ● To read and understand a daily blog about a school trip to
an exciting location (page 40)
● Past simple affirmative ● To discuss different ways to travel (page 41) and to express
● was / were directions and measurements (page 45)
● Past simple negative & questions ● To listen to a story about a nightmare journey (page 43)
● To read and understand an article about a historical
voyage (page 44)
● To describe a journey and to give information about the
Pronunciation things you saw and did (page 47)
● To carry out dialogues on a bus and at a train station
● -ed endings (page 48)
● To write a holiday blog (page 49)
Recycled language
● Family Assessment criteria
● Present continuous
● Students can use the past simple affirmative, negative
and questions correctly.
● Students can recognize and use vocabulary about
transport, direction of movement and measurements.
● Students can correctly pronounce -ed endings.
● Students can read and understand a diary entry about a
school trip and an article about a historical voyage.
● Students can listen to and understand a teenager talking
about a nightmare journey.
● Students can describe a journey and the things they saw
and did.
● Students can carry out a dialogue as a passenger on a bus
and train.
● Students can write a holiday blog.
114
activities.
Listening
Reading page 128 ● Listening extra, page 43
● Choosing the correct option Writing
Language form and meaning page 129
More provides extra interactive practice which can be
practice
Grammar
presentation
115
116
Unit 4 READING
Warmer
Arrange students into small groups. Ask: Which countries have
you visited? What were they like? What did you do and see there?
Write the following headings on the board: landscape, climate,
food and culture, activities. Students discuss in groups, and
then share their answers with the class. Write notes under
each heading, e.g. There are a lot of mountains in Switzerland. In
France, people eat a lot of bread.
If any student has been to Iceland, ask for more information
about the country: What is the landscape like? What activities can
you do there? What is the weather like?
1 Pre-teach population and daylight.

Ask students: What is the population of (your country)? How much
daylight is there in (your country)?
2 2.1 Transcripts page 136 Before you play the track, elicit a
variety of answers from the students and write their ideas on the
board. Then confirm the correct answers after playing the track.
Answers
1 300,000 2 4–5 hours 3 over 20 4 red = volcanoes, blue = the
sea, white = snow 5 10%
Extra activity
In groups, have students write a short quiz about countries they
know. Use the Iceland quiz as a model and suggest they think
about climate, landscape and population. Allow them time to
carry out research in books or online and tell students to create a
quiz with five questions.
Have each group come to the front of the class and ask their
questions to the rest of the class.
3 Ask students: What is a geothermal pool? What are hot springs?

If students don’t know, get them to locate the answer in the text.
Explain that ‘hot springs’ and ‘geothermal pool’ are interchangeable
terms for the same thing.
Answers
photo A: geothermal pool, hot springs
photo C: glacier
photo D: waterfall
117
118

Warmer
Encourage students to scan the text quickly to locate the
information they need. You can do this by setting a 4-minute time With books closed, ask the class: What different ways did Daisy
limit to carry out the exercise. travel during her trip to Iceland? Give students two minutes to
write their ideas.
Answers Invite answers and write them on the board. Then tell students
to read through the text and confirm all forms of transport have
A Day 1 B Day 4 C Day 3 D Day 2 been named.
5 Go through the answers by asking individual students to read out
a sentence from the text. Tell students to pause reading after they 10 Encourage students to look up any words they don’t know in their
refer to an event from the list. dictionaries.
Answers Answers
A 5 B 3 D 2 E 8 F 7 G 6 H 4 land: bus, car, coach, horse, lorry, minibus, moped, motorbike, taxi,
train, tram, underground, van
6 Tell students to write their answers using complete sentences. sea: ferry, ship, yacht
air: helicopter, hot-air balloon, plane
Answers
11 2.3 You can use the track to model the pronunciation of types of
2 The main airport in Iceland is called Keflavik Airport. transport, e.g. coach, ferry, helicopter, lorry, moped, yacht.
3 A geothermal pool is a pool made warm by the heat that comes from
inside the earth. Answers
4 She couldn’t sleep because it’s only dark for a few hours in summer in
Iceland. 1 underground 2 train 3 car 4 ferry 5 motorbike 6 horse
5 The Golden Falls are a beautiful waterfall. 7 hot-air balloon 8 taxi 9 plane
6 She went up the mountain in a snowmobile.
7 The capital of Iceland is Reykjavik. 12 Go round the class and ask stronger students to identify other ways
to describe transport in the text in exercise 11 (e.g. take a train, rent
a car, ride a motorbike / horse). Encourage them to use some of these
Teaching tip expressions as they write about their journeys.
Help students to write their answers in the correct tense by
telling them to identify the tense of each question and to reply Answers Students’ own answers
in the same tense.
Point out that in question 4, we change to the present tense
to talk about daylight hours (it’s only dark for a few hours in Extra activity
summer) because this is a fact that is always true. Tell students to rewrite their journeys onto a piece of paper
and to write their names on the back of the page. Collect and
7 Read the Word Zone box to the class. Elicit other sentences with get redistribute the papers. Get students to correct any mistakes on
on and get off from the students and write them on the board. their classmates’ work, then hand the work back to the student.
Answers
13 Write on the board alternative ways to ask and answer the
(Day 1) At Keflavik Airport we got on a minibus … questions: What’s the best way to get to Brazil? How do you get to
school? You can travel by plane. You could walk or take a bus.
8 Tell students to first brainstorm a list of places to visit. Then tell
them to use their notes to plan a schedule for each day. Answers Students’ own answers

9 Tell students they are going to present their schedules to the Teacher’s Resource Book
class. Suggest that they take it in turns with their partner to talk Vocabulary Support Worksheet: page 18, exercises 1–3
about each day. As students present their ideas, get other students Vocabulary Consolidation Worksheet: page 19, exercises 1–3
to ask questions about the schedule of activities to encourage
conversation, e.g. How long does it take to drive from Granada
airport to the mountains?
119
120
Unit 4 GRAMMAR
GRAMMAR OPTIONS Extra activity

● The grammar box gives a summary of the grammar areas that With books closed, organize students into small groups. Read
students will practise on this page. out ten irregular verbs and get each group to write the past tense
● The grammar is presented in a complete grammar reference form of each verb. Have one student from each group come to
on page 116. the front to present their answers. Tell them how many answers
● Visual grammar presentation are incorrect but not which ones. Students correct the answers in
groups. The first group to write 10 correct answers wins.
Warmer 5 2.5 Transcripts page 136 Play the track twice if students need
it to complete the activity.
Point to a student and ask: Where was (classmate’s name)
yesterday at 2pm?
Answers
Get a second student to ask their classmate: Where were you
yesterday at 2pm? Leah: get up late, meet friends, eat in a restaurant, watch a DVD
Oscar: listen to music, meet friends, do sport, go shopping
Tell the first student to answer, e.g. I was in my history class.
Melanie: listen to music, meet friends, eat in a restaurant, go shopping,
Ask the second student to report what his/her classmate said, watch a DVD
e.g. He/She was in his/her history class. Repeat the activity with
different students and different time expressions. 6 Go round the class and check students are using the correct form of
the past tense. Correct pronunciation where necessary.
1 Before students start, check they know what the past simple forms
of be are, both affirmative and negative. Answers Students’ own answers
Answers 7 Point out that ago comes after the length of time.
2 was 3 wasn’t 4 were 5 was 6 wasn’t 7 was 8 were
Answers
2 Ask if the verbs in the box are regular or irregular. Elicit from the 2 last / at 3 in 4 on 5 yesterday 6 yesterday 7 ago 8 at
class how we form regular verbs in the past tense, and remind
students that some verbs require an extra letter, e.g. drop = 8 Point out that we use a comma if we put the time phrase at the
dropped. start of the sentence. Write an example on the board: I went on
holiday last year. Last year, I went on holiday.
Answers
2 decided 3 cooked 4 walked 5 dropped 6 watched
7 played
3 2.4 First practise the difference between /t/ and /d/. Tell Continuous assessment
students to place their fingers lightly on their throats. Explain that Teacher’s Resource Book
as they pronounce /t/ they should not feel a vibration. Explain that Grammar Support Worksheet: page 42, exercises 1–3
as they pronounce /d/ they should feel a vibration. Grammar Consolidation Worksheet: page 43, exercises 1–3
Teaching tip
English learners often incorrectly pronounce -ed as a separate
syllable. With students, count the syllables of each word
in exercise 3 (e.g. watched has one syllable. Arrived has two
syllables). Encourage students to count the syllables as they
pronounce the words correctly.
4 Tell students to complete the list as best they can before they check
their answers on page 153.
Answers
2 went 3 got 4 left 5 wrote 6 met 7 sent 8 ate 9 read
10 wore 11 gave 12 put 13 drove 14 took 15 bought
‘read’ looks the same but sounds different
121
TOEFL Junior ® CAMBRIDGE
Exam Practice Exam Practice
122
Unit 4 LISTENING
Warmer 6 2.8 These expressions are commonly used in spoken English to

express emotions. They are highlighted in the audio script. Before
Ask the class: Think about your last holiday. What went right? students go to page 146, ask them which emotion is expressed
What went wrong? Have students discuss their answers in through the following phrases:
groups, then invite students to share their ideas with the class. Guess what? (curiosity)
Really? (surprise)
1 Ensure students understand what is meant by ‘a nightmare You poor thing! (sympathy)
journey.’ If possible, give examples from the warmer activity.
Answers
Answers 1 Really? 2 Guess what? 3 You poor thing!
1 There are people having to cancel their travel plans.
2 They are connected by the volcano in Iceland which left huge clouds 7 Ask questions to help elicit ideas from students: Where were you
of ash in the air so people couldn’t fly. going? How long did you have to wait for the truck to arrive? Why
were the trains cancelled? What was the weather like as you waited
2 2.6 Transcripts page 136 Give students time to read through for the bus?
the questions and options. Go round the class as students write their stories and offer help
where necessary. Encourage students to use their dictionaries.
WORDS TO KNOW
Check that students know the following words: ash, chaos, cabin,
full, corridor. If you want, they could use their dictionaries and
tell you if the words are nouns, adjectives or verbs. Extra activity
In pairs, tell students to read their story to their partner and to
use the expression Guess what? Get their partner to respond to
Answers
different parts of the story by using the appropriate expression:
1 A 2 A 3 B 4 C 5 C Really? You poor thing!
Get each student to read out the ending of his or her story. Hold
3 2.7 Transcripts page 136 You could ask students to predict the a class vote to decide the best ending.
answers before playing the track to elicit vocabulary.
Answers
Fast finishers
1 It was chaos. There were lots of people and no flights.
2 The boat journey was awful because they couldn’t get a cabin so they Tell fast finishers to turn Poppy’s story into a picture story. Have
slept on really uncomfortable chairs in the cafe. them include six pictures and write text for each picture. Refer
3 It was difficult to get a train in Italy because they were all full. them to the picture story in exercise 7 as a model.
4 They only had two seats. So Poppy and her brother stood in the corridor.
5 The flight from London to Tunis takes about three hours. But their
journey took over 60 hours.
Teaching tip
Help students develop their listening skills by suggesting that
they take brief notes as they listen for the answers. Explain that
they can then use their notes to write full sentences.
4 Have students discuss their ideas in pairs or groups and make notes.
Answers
They took a taxi from the hotel to Tunis airport. It was really early.
They went to Tunis port by bus. The ship sailed at night.
They travelled to Livorno by boat. They had to sleep on uncomfortable
chairs.
They took a train to Paris. They had to wait five hours for a train. Poppy
and her brother had to stand in the corridor.
They took a train from Paris to London
They took a taxi home. The whole journey took over 60 hours.
5 2.6 and 2.7 Transcripts page 136 Before you play the tracks,
invite some students to read out their ideas.
123
124
Unit 4 READING
Warmer
Write on the board: I’m a born teacher. Explain why this is true
for you, e.g. I like working with young people and I’m good at
explaining things.
Explain that the expression ‘to be a born …’ is another way of
saying something is natural to you.
Ask students to think about what they were born to be and to
write the expression in their notebooks: I’m a born … . Invite
students to share their ideas with the class and ask stronger
students to explain their answers.
1 By asking students to raise their hands, find out which of them

are born explorers, which ones are not and which ones fall in the
middle of the two extremes.
Invite students to share their partners’ answers, e.g. Paula is always
optimistic when things go wrong.
Extra activity
In pairs, ask students to think of other questions they could ask
to find out if someone is a born explorer. Encourage them to
think of at least three extra questions.
Teaching tip
Use the conclusions at the bottom of the questionnaire to
demonstrate that sometimes meaning is implied in sentences
and is not always direct.
For example, ‘Give me an armchair and a good film!’ means that
the person would prefer to stay at home and relax. Tell students
to decide what the other sentences imply.
125
CAMBRIDGE
Exam Practice
126

Warmer
You could set a time limit to encourage students to scan the text to
Tell all the students to line up at the front of the class. Give
find the particular information. Alternatively, tell students to quickly
instructions to each student using different prepositions
locate the first word and then carry out the activity as a class.
of movement, e.g. Walk across the room. Step over the chair.
Answers Walk towards the window. Make sure students carry out the
instructions correctly. Continue the activity until all students
1 C 2 D 3 B 4 A have participated.
3 Pre-teach the word crew. Suggest that students skim each

paragraph in turn to get a general understanding of its content and 7 Point out some directions that look similar in the picture and clarify
then find an appropriate question that matches. their meaning, e.g. across and along, through and under.
Answers Answers
A 3 C 2 D 5 E 6 F 4 1 down 2 up 3 between 4 around 5 into 6 through 7 over
8 along 9 under 10 across 11 towards 12 away from
4 As you go through the answers, ask students to correct any false
sentences. 8 First check comprehension by asking students to point to different
objects in the picture, e.g. rollercoaster, waterslide, tunnel, ramp,
Answers pool, lake, yacht.
2 false (the crew included members from other countries as well)

3 true
Answers
4 false (the second journey lasted for 57 days) 1 E 2 C 3 B 4 A 5 D 6 F
5 false (the first Ra broke in half and the crew didn’t finish the journey)
6 true 9 Answers may vary slightly. As you go through the answers, invite
students to share any variations they have.
5 Before or after students complete the exercise, ask them to find
examples of measurements of length and distance in the text.
Answers
Answers Two men are cycling along the road.
A plane is flying over the pool.
metric: millimetre, centimetre, metre, kilometre A train is going around the lake.
non-metric: inch, foot, yard, mile A bus is going under the bridge.
A yacht is sailing between two flags.
Extra activity 10 Invite a student from each pair to come to the board to write one
Ask students to guess the measurements of different objects and situation that they remember. Correct any grammar or spelling
distances, e.g. How far is it from school to your house? How long is mistakes. Continue until most of the situations have been written.
your pencil? How tall is this building?
Tell them to write the answers in their notebooks. Go round and Answers Students’ own answers
check students have used the correct measurements.
6 2.10 It may help to point out that sail can be used with a direct Continuous assessment
object, e.g. He sailed a ship. Teacher’s Resource Book
Answers Vocabulary Consolidation Worksheet: page 19, exercises 4–5
2 built 3 sailed 4 went 5 received 6 died
127
128
Unit 4 GRAMMAR
GRAMMAR OPTIONS 3 2.11 Encourage students to read the whole text before
completing the exercise in order to understand its meaning. This
● The grammar box gives a summary of the grammar areas that will help them to decide which sentences are affirmative and which
students will practise on this page. are negative.
● The grammar is presented in a complete grammar reference
on page 116. Answers
2 didn’t 3 was 4 spent 5 did … do 6 walked 7 showed
8 wasn’t 9 were 10 called 11 didn’t answer 12 were
13 hated 14 didn’t sleep 15 didn’t turn off
Warmer 4 Get students to suggest some alternative time expressions as well
Write on the board: What did I do last weekend? Invite a student as the ones in the box. Make sure they include a time expression in
to ask what you did last weekend and explain that you can only each question.
answer ‘yes’ or ‘no’. Elicit the example and write it on the board:
Did you go to the park? (Yes / No). Answers Students’ own answers
Invite between five to ten students to ask you further questions,
e.g. Did you watch TV this weekend? Did you read a book this
5 Elicit a variety of question words and write them on the board: who,
weekend?
what, why, when, where, how, how much/many, how far, how long.
Then get them to repeat back to you what you did and didn’t do, Write some example sentences on the board using the question
e.g. You went to the park. You didn’t watch TV. word: How long did you watch TV?
1 As you go through the answers, point out that ‘how far’ relates to Answers Students’ own answers
distance and ‘how long’ relates to time or length.
6 Ask stronger students to write about what their partner didn’t do,
Answers e.g. Martha didn’t do her homework last weekend.
2 When did he start his journey?
3 What did he take with him?
4 How many countries did he travel through? Extra activity
5 How far did he cycle? Tell fast finishers to write ten questions they would like to ask
6 How long did his journey take? their favourite celebrity hero. Explain that the questions can be
in any tense, but they must include some questions in the past
simple.
Extra activity
Working in pairs, tell one student to close their books. Tell
the other student to read an answer from exercise 1, e.g. He
left London on 1st May 2006, and have their partner ask the Continuous assessment
corresponding question, e.g. When did he start his journey? Teacher’s Resource Book
Explain that the question doesn’t have to be exactly the same Grammar Support Worksheet: page 42, exercises 4–6
one that is written in the book, but it must relate to the answer, Grammar Consolidation Worksheet: page 43, exercises 4–6
e.g. When did he leave London?
2 Highlight that students need to write both negative and affirmative

statements. Point out the irregular verbs in the exercise and elicit
the infinitive form.
Answers
2 He didn’t start his journey in Paris. He started his journey in London.
3 He didn’t take lots of things with him. He only took his clothes, a tent,
a stove and a sleeping bag.
4 He didn’t cycle through 20 countries. He cycled through 24 countries.
5 He didn’t cycle about 3,500 kilometres. He cycled about 35,500
kilometres.
6 His journey didn’t take three and a half years. His journey took two
and a half years.
Teaching tip
Students may struggle with the pronunciation of didn’t. Use
exercise 2 to practise saying the word. Model the pronunciation
and invite students to read out the negative sentences in
exercise 2 to practise.
129
130
Unit 4 CHALLENGE
In this lesson, students work in pairs to plan an imaginary four- 3 and 4 2.12 Read out the expressions in Express yourself or
day trip around Great Britain. Then they interview another pair play the track. Check students understand the meanings of the
about the experiences and adventures on their trips. expressions. Ask:
Which expression shows that something bad happened? (That’s
terrible!)
Warmer Which expression asks for more information? (What did you do
next?)
Ask the class: Which places have you visited in Great Britain? Which expression shows you like something? (That’s interesting!)
Write a list of the places named on the board. Arrange students
into groups, making sure that in each group there is at least one
As students carry out the activity, go round and encourage stronger
students to vary their expressions, e.g. That’s amazing! That’s
person who has been to Britain (if possible). Tell them to discuss
dreadful! What happened then?
in their groups the things students saw and did in Britain.
Encourage them to talk about how they travelled around and
what type of accommodation they stayed in. Invite each group Answers Students’ own answers
to share their ideas with the class and encourage students that
have not been to Britain to report back on what their classmates 5 Give each pair a few minutes to pick out three interesting or terrible
described. things that happened to their classmates from their notes.

1 Point to a place on the map on page 47 and ask questions about it:
Who has been here? Is it a big city, small town or a landmark? What
can you do and see here? How can you travel here?
Tell students to use the clues on the map to help them.
Continue with three or four places on the map and write useful
vocabulary on the board (surf, prehistoric site, hiking, etc.).
As students begin the activity, remind them to write in the simple
past tense and to be as imaginative as possible.
Go round the class and ask more questions to elicit imaginative
ideas: What was the weather like? Did you have any problems with
your journey? Did anything surprising happen?
2 Elicit further example questions from students and write them on

the board.
As students carry out the exercise, go round the class and help
students correct any incorrect questions.
Teaching tip
As students write their questions, they may get confused
between subject questions and object questions, e.g. What
happened? NOT What did happen?
When and if appropriate, use the following example to explain
the difference.
Who did you go with? I went with my sister.
Who went with you? My sister went with me.
In the first example, who relates to an object. In the second
example, who relates to a subject.
131
132
Unit 4 INTERACTION
David, Leon and Lily are three students from different countries Extra activity
who become friends while studying English in the UK. In this
unit, David and Leon make their way to the train station for a Write these sentences on the board:
trip to London. 1 What time is the next bus?
2 Can you tell me when we get there?
3 Thank you.
Warmer 4 I’m about five minutes away.
Play tracks 2.14 and 2.15 again. Tell students to write down the
Stand in front of the class and describe your journey to work, responses to these questions and statements. Check students
e.g. I walk five minutes to the bus stop. Then I take the bus for ten understand their meaning. Encourage students to use these
minutes to the train station. Then I get on a train for …. expressions as they carry out exercise 5.
Put students into small groups. Get them to describe their
journey to school to their classmates. Tell them to include the
time for each part of the journey. Answers
Ask the class: Who has the longest journey to school? Invite
1 I’m not sure. 2 No worries. 3 That’s all right.
students to share their journeys with the class if they think they
4 Great. See you there.
have a long journey. As a class, decide on who has the longest
journey to school. 5 Tell students to use the expressions in Express yourself and exercise
1 to help them carry out the activity. Suggest that they first talk
through the dialogue at their desks. Then if possible, they could act
2.13 Express yourself contains a variety of useful expressions for
out their dialogue in another part of the classroom.
students to hear how they are pronounced. Answers Students’ own answers
1 Question 4 may cause some confusion. Explain that ‘Can you tell 6 2.16 Transcripts page 137 Read out the first two questions.
me when we get there’ means the person wants someone to alert Invite students to guess the answers before playing the track.
them at the point that they arrive at their destination.
Answers
Answers 1 Lily is at home because she didn’t feel well.
1 C 2 A 3 D 4 E 5 B 2 A return ticket for David and Leon is £16.
3 The train leaves in 15 minutes.
2 Elicit answers from the class and ask more questions: Where do you 4 The train leaves from platform 3.
think David is going? Who do you think he’s going to meet? How much
do you think his journey will cost? 7 2.17 Transcripts page 137 Tell students that train stations
and airports often use the 24 hour clock. Write some examples on
the board and ask students to tell you the time, e.g. 20:30 (8:30pm),
22:00 (10pm).
3 2.14 Transcripts page 136 Give students time to read through

Answers
the questions. Tell them to write notes as they listen, then give
them time to write full sentence answers from their notes. 1 platform 7; 16.43; Manchester; Oxford, Birmingham and Manchester
2 platform 1; 9.03; Cardiff; Bath, Bristol and Cardiff
3 platform 12; 20.21; London Waterloo; Edinburgh, York, Leeds,
Answers Cambridge and London Waterloo
1 David wants to go to the station.
2 He needs the number 52 bus.
3 He plans to meet his friends. Extra activity
Ask if students can remember how to announce a train: The next
4 2.15 Transcripts page 136 You could play the track straight train to arrive at platform … is the … to …, calling at …
after exercise 3, or do it in two stages.
Tell students to write a train announcement in their notebooks,
including the platform number, time, destination and stops.
Answers
Invite various students to read out their announcements and
1 David buys a single ticket. have the rest of the class write down the train information in
2 It’s £1.40. their books.
3 Leon is walking to the station.
8 Tell students to use the expressions in Express yourself and exercise

1 to help them carry out the activity. Suggest that they first talk
through the dialogue at their desks. Then encourage them to stand
up and find a space in the classroom to act out the activity.
133
134
Unit 4 WRITING
5 Refer students to the eight activities listed in exercise 5. Explain

Warmer that students should pick one activity in the morning, afternoon
Put students into groups of four or five and hand out a sheet of and evening for each day. Encourage stronger students to think of
paper to each student. their own activities. Help students by eliciting which verbs go with
Write on the board: Last Saturday, I went to … the different activities, e.g. take a bus / go by bus, go shopping, have a
Tell students to imagine where they went and to complete the party.
sentence at the top of their page. Encourage them to think of fun As students work, go round the class and ask questions to elicit
and interesting places, e.g. Last Saturday, I went to the moon. further details about each activity, e.g. How long did the bus take?
Tell students to fold over the top of the page so that their What did you see in the forest? What did you eat at the party?
sentence is not visible, and to pass it to the student on their
right. They then write a sentence about what they did in the Answers Students’ own answers
morning. Then fold the paper and pass it to the next student.
They then write a sentence about what they did in the 6 Remind students to add as much detail as possible about each
afternoon. Then fold the paper and pass it to the next student. activity.
They then write a sentence about what they did in the evening. You could ask students to write the blog for day 3, correct any
Then fold the paper and pass it to the next student. For groups of mistakes, and then have them write the blog for day 4 for
five, have the final student write a sentence about how they got homework.
back home.
Have students open their stories and read them to the rest of Answers Students’ own answers
their group. Invite each group to share their funniest story with
the class.
positive feedback as well as pointing out errors.
1 Ask more questions as a way to pre-teach key vocabulary in the
blog, e.g. campsite, tent, reception, facilities, dining hall. Answers Students’ own answers
Answers
Extra activity
1 A girl and a woman are putting up a tent.
2 Students’ own answers Have students interview each other about day 3 and 4 of their
camping trips. Write some example questions on the board, but
2 Point out that students’ answers should be written in the past then encourage students to ask more questions as they discuss
simple tense. their holidays with their partner, e.g. Where did you go shopping?
What did you buy?
Answers
2 They travelled to the campsite by coach.
3 First, they checked in at the campsite reception. Fast finishers
4 Before lunch on Day 1, they put up their tents.
Tell fast finishers to write a one-day blog using the stories
5 There was a great swimming pool.
6 After breakfast on Day 5, Anna started packing.
written in the Warmer activity. Tell them to give further details
7 It took Anna a long time to pack because she couldn’t find all her about each activity and to add sequencing words.
things.
8 They stayed at the campsite for five days.
3 Invite individual students to identify and read out a sentence that

includes the expressions, and answer the question as a class.
Answers
We use finally for events that happened last and first for events that
happened first.
4 You could point out that then and after that are interchangeable in
terms of meaning. However, tell students to look at the blog and to
decide which expression usually comes first (then).
Explain that we usually write then followed by after that when
sequencing a number of events.
Answers
2 Then / After that 3 After that / Then 4 Finally
135
Unit 4 TRANSCRIPTS
2.1 Student’s Book page 40, exercise 2 2.6 Student’s Book page 43, exercises 3 and 5
Teacher P = Poppy, A = Andy
OK, these are the answers to the Iceland quiz. First of all, the A So what did you do?
population of Iceland is... very small. About 300,000 people live P Well, we stayed in a hotel in Tunis that night. But we got up really
there. Number two. In the winter there are only four or five hours of early the next morning and took a taxi to the airport.
daylight. The nights are very long. Number three. There are over 20 A And were there any flights?
active volcanoes. And number 4. This is a nice one. So, on the Icelandic P No! It was chaos. There were so many people! So my parents
flag, the red represents volcanoes, the blue represents the sea, and decided to get a boat to Italy. We went by bus to the port in
the white, of course, is the snow. But in fact, and this is the answer to Tunis – and my parents bought tickets for Livorno. The ship
question five, there isn’t very much snow and ice – only about 10% of sailed at night. We couldn’t get a cabin so we slept on really
the country is covered by ice. Iceland is actually very green! uncomfortable chairs in the cafe. It was awful. We arrived in Italy
the next day. And guess what? We couldn’t get on a train because
they were all full! But after about five hours we got on a train to
2.5 Student’s Book page 42, exercise 5 Paris. We only had two seats. So my brother and I stood in the
corridor. And then from Paris we got another train to London. And
finally we went home by taxi. You know, the flight from London
M = Melanie, L = Leah, O = Oscar to Tunis takes about three hours. But our journey took over 60
M Hi, Leah. hours!
L Oh, hi Melanie. A You poor thing!
M How was your weekend? Did you do anything interesting?
L Um, let me think. Well, I got up late on Saturday! Ha ha. About 12
o’clock actually.
M Wow, that was late! 2.14 Student’s Book page 48, exercise 3
L Then I met my friends in the park. That was cool. It was a nice day
so we just sat around under the trees. Then, in the evening, my D = David, M = man
family went out for dinner in a Turkish restaurant. It was good.
D Excuse me, is this right bus stop for the station?
And then... oh yeah. We went back home and we watched a DVD.
M Yes, it is.
It wasn’t very good. In fact, I fell asleep!
D What bus goes to the station?
M How about you, Oscar? What did you do on Saturday?
M The number 52, I think.
O I listened to music in bed all morning. I listen to music every day
D What time is the next bus?
so that was normal! And then.... And then I played football for the
M I’m not sure. One went past about five minutes ago.
school team. And we won, 2 1. After that I saw some friends in
D OK.
town. We met outside the library and then we went shopping. I
M Are you going anywhere nice today?
bought a new pair of trainers. And um... in the evening I did some
D I’m going to London with my friends.
homework.... and then I watched videos of my favourite bands
M Lovely. Oh, hang on, there’s a bus coming along now.
online! How about you, anyway, Melanie?
D It’s a 52. Thank you.
M Me? Well, on Saturday I went shopping in the morning with my
M That’s all right.
sister, Louise. She wanted to buy some clothes for her holiday
but she didn’t like anything. What else? I listened to music on
my MP3. All my favourite music’s on there. And then, um, we met
some friends for lunch in a pizzeria. In the evening, I watched a
DVD with my sister. It was a film called Hugo, do you know it? I
liked it. It was nice.
D = David, B = bus driver
D Does this bus go to the station?

B Yeah, it does.
D Can I have a single to the station, please?
B That’s £1.40, please.
P = Poppy, A= Andy D OK. Can you tell me when we get there?
B No worries. Here’s your ticket.
P A few years ago I was on holiday in the Atlas Mountains in
D Thanks.
Tunisia, you know, in North Africa.
D Hi Leon.
A Wow, was it hot?
L How’s it going?
P Yeah, it was only May, but it was incredibly hot!
D I’m on the bus. Where are you?
A Who were you with?
L I’m walking to the station. I’m about five minutes away.
P My parents and Leo, my brother. We were there for ten days. It
D Great. See you there.
was great. But we had a terrible journey home.
L OK.
A Really? Why was it so bad?
P Well, we were on a coach in the mountains. We were on our
way to Tunis. It was Saturday, and our flight was the next day.
The journey was very hot and a bit boring, but then I got a text
message. It was from my best friend Alisha in London. She said
there was a huge volcano in Iceland. There were clouds of ash in
the air and there were lots of flights cancelled all over Europe,
because it was dangerous for planes. I told my parents but they
didn’t believe me. They thought it was a joke. But then my brother
got a message, too. His friend said exactly the same thing.
136
2.16 Student’s Book page 48, exercise 6 Workbook page 40

1 D
D = David, L = Leon, T = ticket clerk
2 1 France 2 Israel 3 South Africa 4 The USA 5 Australia
D Hey, Leon. 3 1 Pablo & Sara 2 Alicia 3 Leo 4 Vera 5 Meg & Joe
L Oh hi. Good to see you. 6 Meg & Joe 7 Alicia 8 Vera
D Is Lily here? 4 1 onto 2 into 3 out
L She can’t come with us. She didn’t feel well this morning so she’s
staying at home. 5 Students’ own answers
D That’s a pity. Let’s get the tickets.
D Hello, can I have two day returns to London, please? Workbook page 41
T You’re both under 16?
D Yes, we’re 13.
6 1 yacht 2 ferry 3 lorry 4 taxi 5 coach 6 horse
T OK. So that’s £16, please.
7 plane 8 motorbike 9 underground 10 tram
D Great. What time is the next train?
Vertical word: helicopter
T It’s in 15 minutes. 7 1 hot-air balloon 2 bike 3 bus 4 minibus 5 van
D Which platform does the train leave from? 8 Students’ own answers
T Platform 3. But check on the information board. 9 land: carriage, rickshaw
D OK. sea: canoe, hovercraft, submarine
T Have a nice trip. air: hang glider, seaplane
D Thanks.
10 1 carriage 2 hovercraft 3 submarine 4 hang glider
5 rickshaw 6 seaplane 7 canoe

1 1 were 2 was 3 were 4 was 5 was 6 wasn’t 7 was
Announcer 8 was 9 was 10 weren’t 11 were 12 were 13 was
1 The next train arriving at platform 7 is the 16.43 to Manchester, 14 wasn’t
calling at Oxford, Birmingham and Manchester. 2 Regular
2 The next train arriving at platform 1 is the 09.03 to Cardiff, calling
+ -ed + -d double consonant + -ed
at Bath, Bristol and Cardiff.
3 The next train arriving at platform 12 is the 20.21 to London visited loved stopped
Waterloo, calling at Edinburgh, York, Leeds, Cambridge and watched travelled
London Waterloo.
regular
left
wrote
3 1 arrived…left
2 travelled…wrote
3 watched…stopped
4 visited…loved
4 1 got 2 had 3 went 4 looked 5 decided 6 bought
7 walked 8 saw 9 said 10 felt
5 1 last 2 in 3 ago 4 at 5 on 6 last 7 yesterday 8 on
Workbook page 43
1 Places connected to trains Types of train
railway station direct train
platform high-speed train
Verbs connected to trains Problems that can affect a train

change trains train crash
catch a train signal failure
miss a train
2 There are six types of transport: train, ferry, coach, underground,

plane and taxi.
3 1 C 2 A 3 A 4 B 5 A 6 C
137
4 1 Josh’s mum was 19 years old in the story. Puzzle

2 The course at the summer school was one month long. take eat see wear read drive meet get put buy go
3 She and her friends had planned to meet on Platform 12 at ‘Read’ and ‘put’ don’t change spelling in the affirmative past simple.
Waterloo Station.
4 It took her friends over thirty six hours to get from London to Workbook page 48
Salamanca.
5 The train journey from Madrid to Salamanca was two and a half 1 Suggested answers:
hours. 1 Does this bus go to Oxford?
6 Her friends were very surprised when they saw Josh’s mum. 2 How long does it take?
5 Students’ own answers 3 Is there a student reduction?
4 What time is the next train?
5 Which platform does it leave from?
Workbook page 44
2 1 time 2 next 3 Can 4 please 5 Single 6 got
1 1 person 2 bag 3 run 4 machine 7 haven’t 8 over 9 not
2 1 2010 2 26 3 100 4 12.30 5 517.25 6 8 3 1 return 2 Brighton 3 £16.80 4 £13.50 5 student
3 1 NO 2 NO 3 YES 4 NO 5 YES 6 NO 7 YES 8 YES 6 railcard 7 Platform 5 8 15
4 1 ounces 2 pounds 3 stone 4 Suggested answers:
1 Does this bus go to Warrington?
5 1 An apple weighs around 3.5 ounces. 2 Can I have a single to Warrington, please?
2 Students’ own answer 3 Students’ own answer
3 A bag of sugar usually weighs 2 pounds and 3 ounces. 4 Can you tell me when we get there?
5 How long does the journey take?
Workbook page 45 6 Thanks.
6 1 up 2 down 3 around 4 into 5 through 6 away from 5 Students’ own answers
7 under 8 over 9 between 10 towards
7 1 between 2 across 3 under 4 through 5 along Workbook page 49
6 around 7 up 1 1 After that, we went on the London Eye.
8 1 D 2 B 3 E 4 A 5 F 6 C 2 And then, I listened to my iPod.
9 1 stroll 2 hop 3 creep 4 crawl 5 skip 6 march 3 First, we found our seats.
4 Finally, we left and went home.
10 Students’ own answers 5 Then, we had some breakfast.
6 First, we visited the flight gallery.
Workbook page 46
2 1 First, we found our seats.
1 1 She didn’t travel by car. 2 Then, we had some breakfast.
2 She didn’t ride a normal bike. 3 and then, I listened to my iPod.
3 She didn’t eat fresh food. 4 After that, we went on the London Eye.
4 She didn’t wear a wetsuit. 5 First, we visited the flight gallery.
5 I didn’t see her on TV. 6 Finally, we left and went home.
6 Her journey didn’t take 18 months. 3 1 Daisy was unhappy with her seat because it faced the wrong way.
7 She didn’t send a postcard from the South Pole. 2 They got to Waterloo Station by underground.
2 1 How far did Helen travel? 800 km. 3 The London Eye is 135 metres high.
2 Who did she go with? A Norwegian explorer. 4 In the afternoon they went to the Science Museum.
3 Where did they sleep? In tents and sleeping bags. 5 The first flight across the Atlantic took 16 hours.
4 Did Helen have any problems? Yes, she became ill. 6 They saw a 3D film.
5 How much money did she raise? Thousands of pounds. 4 Students’ own answers
3 1 Did you do 2 watched 3 went 4 didn’t know 5 kayaked
6 didn’t watch 7 didn’t watch 8 played
4 1 Did … stay Yes.
2 Did … enjoy Yes.
3 Did … know No.
4 Did … rain Yes.
5 Did … win No.
Workbook page 47
Extra Challenge
Webquest
1 Icelandic is spoken in Iceland. Hello is hallo and goodbye is bless.
2 Icelandic surnames are made of the first name of the father and
sometimes the mother.
3 The Atlas Mountains are in Morocco, Algieria and Tunisia.
4 The Toubkal peak is the highest at 4,167 m.
5 The Kon-Tiki was named after the Incan sun god.
6 Thor Heyerdahl died in Italy.
138
J = Josh, M = Mum
J I don’t know what to write about for my English homework.

M What’s it about?
J It’s a story called A nightmare journey, but I haven’t got any good
ideas.
M Well, you could write about my nightmare journey if you like.
J Was I with you? How old was I?
M No, Josh, you weren’t born then. I was 19 and I was at university
in Wales. Do you remember I told you that I studied Spanish?
J Sí.
M Well, my Spanish wasn’t very good, so the university decided to
send me and ten other students to a Spanish summer school at
the University of Salamanca for a month.
J Really? That was good!
M I know! We were all really excited. The plan was to meet on
Platform 12 at Waterloo Station in London and then travel
together by train to Salamanca.
J Was there a direct train to Salamanca?
M No, there wasn’t! There was a train from London to the port on
the south coast, then a ferry to France, and then another train to
Paris. In Paris, you changed trains again, but that train went all
the way to Valladolid, an hour away from Salamanca by coach.
J Wow! That’s a long journey.
M I know. It was over 36 hours, but guess what? I wasn’t on the train
with my friends.
J Why not?
M Well, I was on the train from Manchester to London when
there was a signal failure and the train stopped. We weren’t
at a railway station, so I couldn’t get off. The train stayed there
for two hours. [sfx: Josh gasping]It was terrible because there
weren’t any mobile phones then, so I couldn’t phone anyone
to tell them about the problem. Finally, when I got to Waterloo
Station, my friends weren’t there. They were on the way to Spain
and I was on my own in London.
J You poor thing! Was it awful?
M Yes, it was! Anyway, I stayed in a small hotel in London that night.
Then, the next day, I went by underground to Heathrow Airport
and bought a plane ticket to Madrid. Four hours later, I was in
Madrid. I went by taxi to the station and then caught a train to
Salamanca. That took about two and a half hours.
J Were your friends in Salamanca when you arrived?
M Yes, they were. They got there a few hours before me. They were
very surprised to see me!
J That’s a great story. Thanks, Mum!
1 Are you under 16?

2 Have you got a railcard?
3 Single or return?
4 How long does it take to get there?
139
5 Out of this world Unit overview

● Adjectives: beautiful, boring, cheap, dangerous, deep, ● To learn and use different adjectives to describe objects
dry, early, empty, expensive, far, fast, full, hard, heavy, (page 51) and to learn vocabulary related to landscapes
interesting, late, light, long, narrow, near, noisy, popular, and natural features of the world (page 55)
quiet, safe, shallow, short, slow, soft, strong, thick, thin, ugly, ● To learn and use comparative adjectives, not as … as and
unpopular, weak, wet, wide less to compare two things (page 52)
● Landscapes: beach, coastline, desert, farmland, forest, hill, ● To learn and use superlatives to compare three or more
island, lake, mountain, mountain range, plains, river, sea, things (page 56)
stream, valley, volcano
● To learn expressions for giving examples in writing
● Periods of time: century, day, decade, hour, minute, month, (page 59)
second, week, year
● Points of the compass: north-east, north-west, south-
east, south-west
● Face 2 Face: I’m not into Science. No way! Skills objectives
That sounds cool.
● To read and understand a text about our solar system
(page 50)
● To describe different objects (page 51) and to use
Grammar vocabulary related to landscape and natural features of
the world (page 55)
● Comparatives ● To listen to a family talking about museums (page 53)
● not as … as ● To read and understand an article about natural features
● less of the world (page 54)
● Superlatives ● To work in groups to solve a problem related to survival in
● the least space (page 57)
● To be able to ask for and offer service in a shop (page 58)
● To write about a region in your country (page 59)
Pronunciation
● /ə/
Assessment criteria
● Students can compare two or more things using
comparatives, superlatives, not as … as, less and the least.
Recycled language ● Students can use adjectives to describe objects and can
● Present simple affirmative and questions recognize vocabulary related to landscape and natural
features of the world.
● Numbers
● Students can pronounce the sound /ə/ (schwa) correctly.
● Students can read and understand a text about our solar
system and an article about natural features of the world.
● Students can listen to and understand a family talking
about museums.
● Students can work in groups to solve a problem.
● Students can ask for and offer service in a shop.
● Students can write about a region in their country.
140
activities.
Listening
● Making suggestions, agreeing and disagreeing Writing
Listening comprehension page 131
● Short Conversations More provides extra interactive practice which can be
practice
Grammar
presentation
141
142
Unit 5 READING
Warmer
With books closed, tell the class the title of the unit is ‘Out of this
world’. Write the title on the board. Ask the class: What do you
think we will learn about in this unit?
Organize students into pairs or small groups and have them
brainstorm different topics that relate to the title (e.g. planets,
astrology, aliens).
Invite feedback and ask more questions to elicit vocabulary:
What will you learn about aliens? We will learn if there is life on
other planets.
1 Keep books closed and read the questions out loud to the class.
Tell students to agree on an answer with their partner and write it
down.

Point out that you can extract information from a text by looking
at the pictures, headings and also through your own general
knowledge.
As you go through the answers, ask students how they found the
information.
Answers
1 There are eight planets in the Solar System.
2 Pluto was a planet before 2006.
3 It takes planet Earth about 365 days to orbit the sun
4 Saturn and Uranus have rings around them.
5 Jupiter, Saturn and Uranus have lots of moons.
Extra activity
Give students 2 minutes to study the planets on page 50.
Then tell them to close their books. Ask questions to see what
students remember: Which planets are blue? Which planet is the
smallest? How many moons does Uranus have? etc.
Allow students to study the pictures between each question or
couple of questions.
143
CAMBRIDGE
Exam Practice
144
3 Encourage students to scan the text quickly to locate the

information they need. You can do this by setting a 3-minute time Warmer
limit to carry out the exercise. Divide students into eight groups and assign a planet to each
group. Tell each group to find adjectives to describe their planet.
Answers Allow them to use the text on page 50 and encourage them
to also think of adjectives that don’t appear in the text (e.g.
1 We use telescopes to look at planets more closely.
2 Space probes go on expeditions to distant planets.
Mercury: hot, cold, round, pink, pretty). Invite groups to share
3 Earth’s moon is as wide as Australia. their ideas and write the list of adjectives on the board.
4 Saturn isn’t a heavy planet. It’s lighter than water.
4 Give students time to read through the statements and ask if there 7 If possible, allow students to use their dictionaries.
are any sentences they don’t understand. You may need to pre-
teach further, Shakespearean, calm and orbit. Answers
As students complete the exercise, ask stronger students to write boring-interesting; dangerous-safe; empty-full; expensive-cheap;
the correct answers for any false statements. far-near; late-early; long-short; narrow-wide; noisy-quiet; shallow-
deep; slow-fast; soft-hard; strong-weak; thick-thin; ugly-beautiful;
unpopular-popular; wet-dry
Answers
2 true 3 false (Uranus is warmer than Neptune) 4 false (Jupiter is 8 As you go through the answers, elicit from students other adjectives
130 times bigger than Earth) 5 true 6 false (Uranus’s moons have from the boxes that can be used in the sentences, e.g. The river’s
got Shakespearean names) 7 false (The winds on Neptune reach really wide here – great for kayaking.
2,000 km/h) 8 false (Mars is a rocky planet)
10 Uranus 11 Earth 12 Neptune 13 Saturn 14 Mercury
15 Mars 16 Venus Answers
1 thin 2 safe 3 wide 4 unpopular 5 deep
5 Ask further questions to check understanding, e.g. How many years
are there in a century? 9 Approach the activity in stages by first telling students to look up
any words they don’t know in a dictionary. Then tell students to pick
Answers ten words and to write sentences for each noun.
second, minute, hour, day, week, month, year, decade, century
6 To help explain the Study Skill, write the eight planets on the board,
starting with Mercury, and underline the first letter of each planet.
Then substitute the planets with the example sentence given. Teaching tip
Point out that in English, adjectives come before nouns and that
Answers Students’ own answers there isn’t a plural form of an adjective. Give an example: Saturn
has many beautiful moons. NOT beautifuls moons or moons
beautiful.
Extra activity
In pairs, tell students to find another memorable sentence using
10 Point out that only the adjective / noun combination has to match,
the letters MVEMJSUN.
not the whole sentence.
Invite students to read out their sentences and have the class
Remind students to read their sentences slowly and clearly so their
vote for their favourite one.
classmates can understand.
145
146
Unit 5 GRAMMAR
5 Suggest that students first make notes about the topics presented
GRAMMAR OPTIONS in this exercise, and then form comparative sentences from the
● The grammar box gives a summary of the grammar areas that notes.
students will practise on this page. Point out that they can use information from the text or their notes
● The grammar is presented in a complete grammar reference from the warmer activity to complete the exercise.
on page 117.
● Visual grammar presentation Answers
Clothes get dirtier on Earth than in space.
Muscles don’t get as weak on Earth as in space.
We have more free time on Earth than in space.
Warmer Food is tastier on Earth than in space.
Ask the class: Would you like to live in space?
Elicit a few answers and encourage students to explain why. 6 Encourage students to use all the structures in the lesson, including
not as ... as, and less.
In pairs, tell students to discuss the differences between life in
space and on Earth. You could brainstorm some topics to help
them, e.g. food, clothes, space, exercise. Answers Students’ own answers
Encourage students to use their dictionaries. Go round and
monitor the activity and write any useful vocabulary on the
board. Extra activity
Organize students into groups or carry out the activity as a class.
Tell one student to think of an animal. Explain that they need to
1 As students complete the exercise, encourage them to say their
describe the animal, without saying what it is, by comparing it
answers out loud to see if they sound right (e.g. ‘unpopularer’ will
to other animals, e.g. It is taller than an elephant. It isn’t as fast as
hopefully ‘sound’ wrong to students).
a lion. (giraffe). Continue until students guess the animal. Repeat
the activity with forms of transport, sport and food.
Answers
Adjective + er: safer, emptier, fuller, cheaper, further, nearer, later,
earlier, lighter, heavier, longer, shorter, narrower, wider, noisier, quieter,
shallower, deeper, slower, faster, softer, harder, stronger, weaker,
thicker, thinner, uglier, wetter, drier Teacher’s Resource Book
more + adjective: more interesting, more dangerous, more expensive, Grammar Support Worksheet: page 44, exercises 1–3
more beautiful, more unpopular, more popular Grammar Consolidation Worksheet: page 45, exercises 1–3
2 Point out that one of the adjectives in the box does not add er or
more in its comparative form. Elicit from the class which adjective it
is. (bad = worse).
Answers
2 more difficult 3 friendlier 4 worse
5 more expensive 6 faster 7 more intelligent 8 heavier
3 2.19 Before you play the track, model the schwa sound /ə/ (e.g.
sister: /sɪstə/). Get students to repeat both the word and the schwa
sound several times.
There is more practice – both speaking and listening – on page 148.
4 Before students complete the exercise, write some positive

comparison sentences on the board and elicit from the students the
opposite comparisons for practice, e.g. Earth is closer to the Sun than
Mars. = Mars isn’t as close to the Sun as Earth.
Answers
3 shorter 4 lighter 5 more complicated 6 slower 7 weaker
8 as tasty 9 as dirty 10 hotter 11 more difficult
147
CAMBRIDGE
Exam Practice
148
Unit 5 LISTENING
Warmer 5 2.21 These expressions are commonly used in spoken English

to express feelings about something. They are highlighted in the
Think of a popular museum in your country and ask students audio script. Before students go to page 146, ask them what feeling
if they have been there. In pairs or small groups, get students is expressed through the following phrases:
to list the different things you can see and do at the museum. disagreement (No way!)
Ensure there is at least one student in each group who has been
dislike, indifference or boredom (I’m not into Science.)
to the museum, and encourage them to think about the facilities
at the museum as well as the exhibitions. Invite each group to interest or excitement (That sounds cool.)
share their ideas and write key vocabulary on the board.
Answers
1 That sounds cool 2 No way! 3 I’m not into Science
1 Elicit vocabulary by asking students to tell you what they see in the
pictures, e.g. statue, models of large animals. 6 and 7 First read through the Museum Update and make sure
students understand what the different exhibitions are. If possible,
Answers provide visual or audio examples, especially for Japanese Manga
art, wildlife photographs and electronic music.
1 The Natural History Museum has dinosaurs in it. The British Museum
has mummies in it. The Science Museum has old airplanes in it. As students carry out the activity, write some other expressions on
2 Students’ own answers the board for students to use: I don’t think so (disagreement), I’m not
really into wildlife (boredom), That sounds brilliant! (interest).
2 2.20 Transcripts page 162 As students listen, tell them to
make a note of the different things you can see at each museum. Answers Students’ own answers
WORDS TO KNOW Fast finishers

Check that students know the following words: rocks, skeleton, Get fast finishers to write a paragraph about their favourite
mummies, astronaut, gallery. museum in their country. Tell them to write about the different
things you can see there and what other facilities are available.
Remind them to state why they like that museum.
Answers
Natural History Museum: rocks, plants, animals, skeletons of dinosaurs
British Museum: Ancient Egyptian mummies
Science Museum: old aeroplanes, space rockets, 4D cinema
They decide to go to the Science Museum.

the sentences. Encourage students to answer the questions from
memory before playing the track.
Explain what a 4D cinema is: 4D means ‘4 dimensional’. It is a cinema
in which you can feel, taste or smell things from the film.
As you go through the answers, invite stronger students to correct
the false sentences.
Answers
1 False. Connor, Holly and their dad plan to visit a museum in London
on Saturday.
2 False. Holly thinks the British Museum is boring.
3 False. The Natural History Museum has got more items than the
British Museum.
4 True.
5 False. There are two cafes, a snack bar and a restaurant in the
Natural History Museum.
6 False. There are four cinemas in the Science Museum.
7 True.
4 2.20 Transcripts page 162 First ask students to complete

the sentences and check the answers are correct. Then ask them
to write the name of the person who expressed the opinion. If
necessary, play the track to check answers.
Answers
1 best, Connor 2 exciting, Holly 3 over, Connor
4 everything, Dad 5 like, Dad 6 better, Connor
149
150
Unit 5 READING
Warmer
Elicit from students a description of the area of land that
surrounds them, e.g. Are there forests close by? Are there
mountains?
In pairs, tell students to think about the natural features of
land throughout their country. Have them make a list of the
different types of natural features you can see (e.g. mountains,
countryside, oceans, forests). Have students share their ideas
and write a vocabulary list of natural terrain on the board. Add
to the list with other terrain that doesn’t exist in your country,
(e.g. volcanoes, marshes, glaciers).
1 Ask students what is meant by ‘record-breaking’. Confirm the

answer: Something is record-breaking when it surpasses (e.g. it’s
longer, bigger, taller, faster) anything that has come before.
Ask further questions to elicit vocabulary, e.g. Why is there smoke at
the top of the mountain? (The volcano is active) What is the weather
like in the desert? (Hot and dry) What do the dark blue lines on the
map show? (Reef or ocean ridge)
Answers
1 There’s a volcano, a desert, a glacier, a sea and an ocean.

You could ask students to guess the names of the places first, and
then get them to check their answers.
Answers
The volcano is called Popocatépetl, the deserts are the Sahara and
Antarctica, the man is floating in the Dead Sea and the map shows the
Mariana Trench in the Pacific Ocean.
151
152
3 Use the activity to practise scanning techniques with students. Tell

them to quickly scan the text to locate the words in the box, and Warmer
then to read around that word to find the answer. With books closed, asked students: What landscapes have we
read about in this unit?
Answers Invite individual students to write words on the board. Check
2 the Mid-Ocean Ridge system 3 Antarctica 4 Antarctica spelling and get other students to correct where necessary.
5 the Sahara 6 El Azizya 7 the Atacama desert Encourage them to add to the list with other natural features
8 the Pacific Ocean 9 the Mariana Trench 10 the Dead Sea they know of.
4 As you go through the answers, get students to read out the part of 8 Tell students to carry out the activity in pairs. Suggest that they
the text where they found the information.
first read the text and make a note of any clues that will help them
identify the country. If possible, allow students to carry out research
Answers online to find the answers.
2 The Mid-Ocean Ridge is underwater.
3 A desert is a place where it hardly ever rains. Answers
4 The USA is bigger than the Sahara Desert.
5 About half of the Earth’s water is in the Pacific Ocean. 1 Poland 2 Italy
6 You can float in the Dead Sea because it is very salty.
9 Suggest that students first complete the activity using their own
5 Use the activity to practise saying large numbers. Go through each knowledge of the vocabulary on the page. Then tell them to use a
figure and elicit the correct pronunciation, e.g. four thousand, eight dictionary for any words they don’t know.
hundred and seven. Nine million kilometres squared. Ask individual
students to read out their answers in full sentences. Correct the Answers
pronunciation of numbers where necessary. 1 mountain range 2 volcano 3 lake 4 hill 5 valley
6 mountain 7 stream 8 desert 9 forest 10 farmland 11 river
Answers 12 beach 13 plain 14 islands 15 coastline 16 sea
2 The Dead Sea is at 400 metres below sea level.
3 Mount Everest is 8,484 metres high. 10 Hand out maps or allow students to go online to carry out the
4 The Mariana Trench is 10,918 metres deep. exercise. Alternatively you could set the task as homework.
5 The Ocean Ridge system is 56,000 kilometres long. Write the list of questions that students should consider in their
6 The Sahara is over 9 million km2 (kilometres squared) descriptions:
7 Antarctica covers 14 million km2 (kilometres squared). What countries does it border?
What landscapes does it have and where in the country are they?
6 Use the activity to practise pronouncing /θ/ (th). Go round the class
and assess how well students are pronouncing it. Are there any record-breaking natural features?
What food does it produce or what is it well-known for?
Answers
1 north-west 2 north-east 3 south-west 4 south-east
11 You could invite some students to read their descriptions to the

Extra activity class and have the class guess the country.
Starting from the school entrance gates, tell students which
direction is north. Answers Students’ own answers
In pairs, get them to work out where they live in reference to the
school (e.g. north of the school, south-west of the school).
Provide an example sentence: I live north-east of the school. Then
get students to tell you where they live from the school. Teacher’s Resource Book
Repeat the activity with other reference points, e.g. I live south of Vocabulary Support Worksheet: page 20, exercises 5–6
the town centre. I live in the north-east of the country. I live north- Vocabulary Consolidation Worksheet: page 21, exercises 4–6
west of [David’s] house.
7 Point out that students can vary the questions, e.g. Where’s the
largest hot desert in the world?
Encourage stronger students to ask more questions to their
partners, e.g. Can you remember how large it is?
153
154
Unit 5 GRAMMAR
3 2.23 As you play back the recording, ask students to tell you
GRAMMAR OPTIONS which syllable is stressed on the short adjectives (e.g. longest: the
● The grammar box gives a summary of the grammar areas that first syllable is stressed).
students will practise on this page. Practise pronunciation if necessary.
on page 117. 4 Elicit an example for number 2 and write it on the board.
● Visual grammar presentation Remind students to add further details about their possession (e.g.
The oldest thing I own is my teddy bear. I’ve had it since I was 12.)
Warmer Answers Students’ own answers
Organize students into groups of four or five. Ask: Who is the

5 Read out the first two or three questions and give students time
tallest person in your group? Give students time to stand back to
to write the answers: What’s the most exciting film you’ve seen? Let
back to find out who the tallest person is. Ask them to give you
them know they only have to write short answers. Then have them
the answer: [Sara] is the tallest.
continue the activity alone.
Ask more questions and repeat the activity: Who is the shortest?
Who has the longest / shortest hair? Who lives the furthest away
from school?
6 You could get students to carry out the exercise in groups to

1 You could do this as a time trial – give students two minutes encourage discussion.
to write the superlatives. Remind them that if they know the Write some expressions on the board to express agreement and
comparatives, the superlatives are easy – they just have to replace disagreement: You’re right! I don’t agree. / I don’t think so.
er with est and more with most.
Answers
dangerous-the most dangerous; fast-the fastest; hairy-the hairiest; 7 Point out that students only have to pick one alien to describe.
heavy-the heaviest; long-the longest; poisonous-the most poisonous; Suggest that students first make notes about their alien using the
slow-the slowest; small-the smallest; strong-the strongest; ugly-the adjectives (e.g. Jibba: Tallest and heaviest. Slower than Omega).
ugliest
Then tell them to write full sentences from their notes.
2 Tell students to read through the questions and ask if they Remind students how to form comparatives and superlatives with
can name any of the animals in the pictures (from left to right: long adjectives using less and the least: Less intelligent. The least
rhinoceros beetle, peacock, jellyfish). intelligent.
As they carry out the activity, go round and make sure students are
remembering to add the. Answers Students’ own answers
Answers
2 The most dangerous 3 The fastest 4 The hairiest
5 the most beautiful 6 The heaviest 7 The most poisonous Teacher’s Resource Book
8 The strongest Grammar Support Worksheet: page 44, exercises 4–6
Extra activity
In pairs, tell one student to close their book. Have the other
student find out what their partner can remember, e.g. Which
animal is the fastest? (The cheetah). Tell students to ask three
questions, then swap roles.
Extra activity
You could set the following task for homework: Write about
three animals using the remaining adjectives: ugly, slow, small.
Tell students to go online to find out which animal is the
ugliest, slowest and smallest in the world, and to write a brief
description about each one.
Tell them to use the descriptions in exercise 2 as a model.
155
156
Unit 5 CHALLENGE
In this lesson, students imagine that their spacecraft has crash- 3 Tell students to read through the box and ask: How many items can
landed on the moon, 80km from their base. They work in groups you take with you? (six).
to decide which items they will take with them as they make Point out to students that the astronauts have two objectives: 1) to
their way to base, and which items they will leave behind. survive, and 2) to get back to base camp.
To carry out the activity, suggest that students first go through the
list of items and separate them into ‘useful’ and ‘non-useful’ items.
Warmer Then get them to discuss in their groups which of the useful items
are the most useful.
Ask the students: Would you like to be an astronaut? Invite
some students to answer and get them to say why. In pairs
Go round the class and ask students the reasons for their decisions:
Why isn’t this item useful? Why is this item more important than that
or small groups, ask students to discuss the advantages and
one?
disadvantages of being an astronaut.
Go round the class and help the discussion by asking questions,
Encourage them to use the expressions in Express yourself.
e.g. What do you need to study to be an astronaut? How long will
you be away from your family? Is it dangerous? What things will 2.24 The expressions in Express yourself are available to listen
you see? Invite students to share ideas and write the different to.
arguments on the board.
1 Refer students to the pictures on page 57 and ask: What do you think 4 You could begin this activity by first asking each group to tell you
has happened to the astronauts?
which items they chose and write each group’s answers on the
Explain that the items on the page are items that are found on a board.
spacecraft.
Then identify the differences between each group’s lists, and
First get students to identify the names of the different items from generate a debate by asking groups to explain their answers, e.g.
their own knowledge. Then get them to complete the activity, using Why hasn’t your group included rope? Why does your group think
their dictionaries if necessary. flares are more useful than torches?
Some items may need further explanation:
Food concentrate is ready-to-eat compact food that lasts a long 5 2.25 Transcripts page 162 As students listen, get them to
time. make a note of the six most useful items: rope, solar-powered radio,
Signal flares produce heat and light and are used to alert people to food concentrate, map of the stars, water, oxygen.
where you are located. Ask students why matches aren’t useful. (There is no oxygen on the
A first-aid kit includes essential medical supplies. moon so they won’t burn.)

From left to right: compass, guns, torch, radio, map, oxygen, food
concentrate, first-aid kit, rope, signal flares, milk, parachute, water,
matches
2 Read the text and ask questions to check comprehension:

Where was your spacecraft going? (to the moon)
Where did your spacecraft crash? (on the surface of the moon)
Is anyone hurt or injured? (no – you and the other crew members are
OK)
Where is the nearest help point? (the main base is 80km away)
Can you take your spacecraft there? (no – the crash caused a lot of
damage)
As students answer the questions in exercise 2, prompt them to
think about the following things: climate and temperature, length
of day, food/water, atmosphere.
157
158
Unit 5 INTERACTION
David, Leon and Lily are three students from different countries 4 2.28 Transcripts page 162 Give students time to copy the
who become friends while studying English in the UK. In this table into their notebooks. Explain that they only need to note the
unit, the three friends are choosing what to buy in a museum total price that each person spends. Play the track twice through
gift shop. if needed. Ask students if they can remember the price of the
telescope (£240).
Warmer Answers
Play a game to revise vocabulary from the unit. Go back through What do they buy? How much is it?
the unit and choose 10 words from the following categories: David fridge magnet, mug £12.00
planets, landscapes, space travel. Describe the object to students Lily 6 postcards, 2 pencils £4.38
in three to five sentences and tell students to write the object in Leon guidebook £5.99
their notebooks, e.g. It is a planet. It is further away from the sun
than Earth. It has rings. (Saturn) You could turn this into a group 5 2.28 Transcripts page 162 Give students time to read through
activity game and award points to each group. the expressions in Express yourself. Ask the students: Who are the
customers? (Leon, David and Lily). Pause the track after David speaks
to the shop assistant, and then again after Lily speaks to the shop
2.26 Express yourself contains a variety of useful expressions for assistant, to give students time to note down the expressions.
are used in the dialogue. They are available on the audio if you want Answers
I’d like one of these fridge magnets, please; And how much is this mug?;
Would you like a bag?; That’ll be £12.00; And here’s your receipt and
1 Allow students to use their dictionaries to complete the activity. change; Can I pay for these postcards, please?; Yes, have you got any
Use the exercise to model the pronunciation of the more difficult pencils?; Can I see that telescope in the display case?; Have you got this
words: fridge magnet, guidebook, telescope. guide book in French?; I’m sorry, we’ve sold out of those; Can I have this
guide book, please.
Answers
6 You could use the exercise to play the audio again (2.26) and ask
A guidebook B pencil C jigsaw D key ring E postcard F mug
students to repeat the expressions.
G fridge magnet H robot I map of the stars J telescope
2 2.27 Transcripts page 162 After you go through the answers, Answers
ask further questions to see what students can remember from ● How much is / are … ?
memory: What does Leon like best about the museum (the 4-D ● Can I pay for these, please?
cinema). What time does their train go? (6 o’clock). Why does Leon ● Can I have … , please?
want a guidebook? (So he can remember all the things in the ● Can I help you?
museum). ● That’ll be ...
Answers Teaching tip

1 The three friends are at the Science Museum. Take the time to tell students about the importance of being
2 David wants to buy a gift for his parents.
polite in shops and restaurants when they speak English.
3 Leon wants to buy a guidebook.
4 The gift shop is on the ground floor.
Explain that they should always remember to say please when
asking for something, and that it is often considered rude if
3 Write other useful expressions on the board and encourage someone does not say please.
students to use a variety of them, e.g. My brother would like this key Point out that in English, we often use a question to give an
ring. I’d like to buy the magnet for my mum. The guidebook would be order. For example, we don’t say: Show me that guidebook.
best for my dad. Instead we ask: Can you show me that guidebook, please?

7 Give students time to go to page 151 or 152 to read the instructions
and prepare for the role-play. Check students understand what
they need to do. Encourage students to get into character by
Extra activity standing up and using props to act as gift items if possible.
Ask the class: What other things can you buy in a gift shop? Tell Go round the class and offer help where necessary. Remind
students to brainstorm some ideas. Write their ideas on the students to make polite requests and to say please.
board and get students to add the words to their vocabulary lists.
159
CAMBRIDGE
Exam Practice
160
Unit 5 WRITING
7 To help students prepare the writing task, organize them into

Warmer groups of four or five and get them to brainstorm their ideas
Write the following sentence on the board: The most beautiful together. You could assign each group a region or allow them to
region in my country is … because… choose their own region to discuss.
Tell students to copy and complete the sentence in their Go round the class and help elicit ideas with each group.
notebooks. Provide an example if necessary: (The most beautiful
region in my country is the North, because it has pretty snowy 8 When you are satisfied that students have made enough notes in
mountains where I can ski.) Tell students to share their ideas with their paragraph plan, tell them to move onto exercise 9.
a partner. Then invite individual students to tell the class about
their favourite region. 9 Tell students to use any useful phrases they can see in the Lake
District text, for example:
1 Refer students to the photo and present the Lake District: The Lake It has some of the most beautiful ...
District is a National Park in the north of England. Ask if any students ... is a popular place for ...
have been there and if so, invite them to describe it. Take the time There is a variety of accommodation in ...
to explain that a National Park is usually an area of natural land
protected by the Government. This means that there are strong Answers Students’ own answers
restrictions on building there. Then refer students to the questions
and invite them to share their ideas to the class. 10 First get students to check their own work for spelling and grammar
mistakes.
Answers Students’ own answers Remind them to put a comma before the expressions for giving
examples.
2 Tell students to scan the text to find the names of the places.
Then get them to read around the place names to find the answer Answers Students’ own answers
to the question.

1 B 2 C 3 A Get fast finishers to write an extra paragraph about how to
travel to and from, and around the region. Tell them to include
3 You could use the exercise to explain the difference between a the names and locations of nearby stations, and to say how long
village, a town and a city: A city is larger than a town and a town is it takes to travel there from where they currently live.
larger than a village. In the UK, a city usually has a cathedral and/or
a university. Villages usually have one church and only a few shops,
or maybe none.
Answers
2 true 3 false. It is a town. 4 false. You need to be fit and strong
to climb it. 5 true 6 false. There is a variety of accommodation.
7 false. it rains a lot in the Lake District.
4 Ask for examples of these expressions in students’ own language to

check students understand the function. As students identify the
expressions in the text, ask them: What usually comes immediately
before these expressions? (a comma).
Answers
1 for example 2 including 3 such as
5 You could elicit an example for each sentence and then have
students copy and complete the sentences in their notebooks with
their own ideas.
6 Get stronger students to write a sentence that combines theirs

and their partner’s ideas, e.g. My partner and I like different types of
landscapes, for example I like mountains and my partner likes the sea.
161
Unit 5 TRANSCRIPTS
2.20 Student’s Book page 53, exercises 2, 3 and 4 2.27 Student’s Book page 58, exercise 2
D = Dad, C = Connor, H = Holly Le = Leon, Li = Lily, D = David
D So where do you want to go in London on Saturday? Le The Science Museum is fantastic. I love it!
C I’d like to go to the British Museum. Li Which bit did you like the best?
H Oh no. The British Museum’s just full of old stuff. It’s boring. Le The 4-D cinema.
C It’s one of the best museums in the world! Li Me too. It was amazing.
H Well, I’d like to go to the Natural History Museum. It’s all about D Let’s go to the gift shop. I want to get something for my parents.
our planet. You know, the rocks and plants and animals and Li What would they like?
things. D Oh, I don’t know. Something small. Maybe a key ring or a mug. I
C The British Museum’s more interesting than that. There are more can’t spend a lot of money!
than eight million objects in it. Le Well, I want to buy a guidebook. Then I can remember all the
H Well the Natural History Museum has got seventy million items! different things in the museum.
And it’s more fun. It’s got a special gallery with the skeletons of D Where’s the gift shop?
dinosaurs. Some of them are moving, too! Le It’s on the ground floor.
C The British Museum has got loads of Ancient Egyptian mummies. Li Remember, we haven’t got much time. Our train leaves at six
H Dinosaurs are more exciting than mummies. o’clock.
C No way! Mummies are fantastic. One of the mummies is over D So let’s go!
5,000 years old!
H Dinosaurs are older than that. And the Natural History Museum’s
open later, too. On Fridays it’s open until 8.30.
C Well, we’re going on Saturday, not Friday. 2.28 Student’s Book page 58, exercises 4 and 5
H It’s also got two cafes, a snack bar and a restaurant. And I always
get hungry in museums! S = shop assistant, Le = Leon, Li = Lily, D = David
C There are three cafes at the British Museum.
D There are three cafes at the Science Museum, too. S Can I help you?
H I’m not into Science. D I’d like one of these fridge magnets, please.
D But the Science Museum is amazing! You can see everything S OK.
from old aeroplanes to space rockets. It’s got a brilliant shop. And D And how much is this mug?
there are four cinemas, too. S It’s £8.00.
H Four? D Great. I’d like the mug as well, please.
D Yeah! One of them is an IMAX cinema. And there’s also The S Would you like a bag?
Legend of Apollo 4D Cinema. It’s about the Apollo flights to the D Yes, please.
Moon. S That’ll be £12.00.
H What’s a 4D cinema? D Here you are.
D Well, it’s a 3D cinema really. But the cinema does these incredible S And here’s your receipt and change.
things when you’re watching the film. There are strange smells, Li Can I pay for these postcards, please?
you feel water in the air, and your seats move! It’s like being an S How many are there?
astronaut! Li Um ... six.
C That sounds cool. Maybe it’s better than the British Museum. S OK. Anything else?
H OK, I agree. let’s go to the Science Museum! Li Yes, have you got any pencils?
S Yes, they’re over there. How many would you like?
Li Just two, please.
S OK. That’s £4.38 altogether.
2.25 Student’s Book page 57, exercise 5 Li Thank you.
Le Can I see that telescope in the display case?
NASA official S Yes, of course.
Le How much is it?
OK, these are the official NASA answers to the survival problem.
S It’s £240.00.
Remember, you can only take six items.
Le Oh, OK, don’t worry. Um, how much are the guide books?
So let’s start with the least useful items. These are the things to
S They’re £5.99.
leave behind. The first aid kit, the parachute, the flares and the guns.
Le That’s all right. Have you got this guide book in French?
They’re useful – but they aren’t in the top six. What else? The milk,
S I’m sorry, we’ve sold out of those.
the heater, the magnetic compass and the torch. You only need the
Li Hey, Leon. You don’t need the guide book in French. You can read
torch on the dark side of the Moon. And the least useful item is the
it in English!
box of matches. Why? Because there’s no oxygen on the Moon so
Le I guess so! Can I have this guide book, please. In English!
matches don’t burn.
Now let’s look at the six most important items. Item number 6 is
the rope – that’s very useful for tying things together. Item 5 is the
solar-powered radio. You can receive messages with this. And item
4 is the food concentrate. You need food to survive. Number 3 is the
map of the stars so you can find the right direction back to base.
Item 2 is the water. You need to drink. And item number 1? Well, that
is obviously the oxygen. You need that for breathing. So what did you
decide? Did you agree?
162

1 1 D 2 A 3 B 4 E 5 C 1 Mount Kilimanjaro in Tanzania, Africa.
2 17th 18th 20th 21st 2 1 C 2 A 3 D 4 B
3 1 B 2 C 3 A 4 B 5 A 6 C 3 1 NO 2 YES 3 NO 4 NO 5 NO 6 YES 7 YES 8 NO
4 1 anniversary 2 bicentenary 4 1 the North Pole 2 the Arctic Circle 3 the Equator
5 Students’ own answers 4 the Antarctic Circle 5 the South Pole
6 1 Astronomy is interesting. 5 1 desert 2 mountain 3 mountain range 4 volcano

2 The students were noisy. 5 island 6 sea 7 lake 8 river
3 It’s expensive to eat here. 6 1 forest 2 farmland 3 coastline 4 valley 5 plain
4 The river looked deep. 6 hill 7 stream 8 beach
5 You’re early. 7 Students’ own answers
6 The bus was full.
7 We live in a safe area. 8 1 mountainous 2 arid 3 rocky 4 fertile 5 wooded
8 It was a slow train. 6 agricultural
7 1 popular 2 soft 3 short 4 thick 5 expensive 6 beautiful 9 1 rocky 2 agricultural 3 mountainous 4 wooded
5 fertile 6 arid
9 1 low 2 dark 3 rough 4 dirty 5 common
10 1 common 2 dirty 3 dark 4 strange 5 smooth 6 clean Workbook page 56
7 high 8 bright 9 rough 10 low
11 Students’ own answers 1 1 the heaviest 2 the furthest 3 the widest
4 the most dangerous 5 the shortest 6 the worst
7 the earliest 8 the hottest 9 the softest
Workbook page 52 10 the latest 11 the most interesting 12 the best
1 1 more beautiful than 2 drier than 3 wider than 2 1 the largest 2 most famous 3 happiest
4 more dangerous than 5 shorter than 6 worse than 4 the brightest 5 the most colourful
7 earlier than 8 wetter than 9 softer than 10 later than 3 1 the least popular 2 the most intelligent
2 1 cheaper 2 easier 3 smaller 4 lighter 5 bigger 3 the most dangerous 4 the least exciting
6 heavier 7 safer 8 further 9 narrower 10 more difficult 4 1 the biggest 2 the largest 3 the most intelligent
3 1 higher than 2 hotter than 3 shorter than 4 heavier than 4 as tall 5 as heavy 6 smaller 7 the softest
4 1 Summer isn’t as cold as winter. 8 more sensitive 9 worse 10 as good
2 A car is less expensive than a house. 11 the hungriest 12 more sociable
3 Cats aren’t as interesting as dogs. 5 Students’ own answers
4 Cricket isn’t as popular as football.
5 My bed is less comfortable than yours. Workbook page 57
5 1 bigger 2 as large 3 more expensive 4 richer
5 as relaxing 6 more interesting 7 better Extra Challenge
6 Students’ own answers Students’ own answers
Webquest
Workbook page 53 1 Neptune is the Roman god of the sea.
2 Olympus Mons on Mars is the largest volcano in the solar system.
1 1 greenhouse 2 humid 3 rainforest 4 climate 3 Edmund Hillary was the first person to climb to the top of Everest
5 tropical 6 temperate in 1953.
2 C 4 The largest desert in Australia is the Great Victoria Desert.
3 1 rainforest 2 greenhouses 3 humid 4 view 5 The British Museum is on Great Russell Street in London.
5 lift 6 cheaper 7 free 8 car Tottenham Court Road and Holborn are the two nearest
underground stations.
4 1 Lucy’s dad wants to visit the Eden Project on Saturday. 6 The Natural History Museum is open every day of the year except
2 The world’s largest rainforest is the Amazon in South America. from 24th to 26th of December.
3 The Lookout is 50 metres high.
4 The temperature on the Lookout is about 40°C. Puzzle
5 A normal ticket for children costs £9.50. biggest; Jupiter
5 Students’ own answers longest; Nile
colder; Yes
heaviest; the African elephant
more intelligent; Yes
163
Workbook page 58
1 How much are the postcards?
2 Can I see that telescope in the display case?
3 Would you like a bag?
2 1 Can 2 I’d 3 which 4 That’ll 5 any 6 Can I have
7 out 8 for 9 much
3 1 F 2 F 3 T 4 T 5 F 6 F
1 Can I help you?
2 Can you show me which one?
3 I’m sorry, we’ve sold out of those.
4 That’s £4.25.
Workbook page 59
1 1 perch 2 kayaking 3 holidays 4 rivers 5 a torch
6 beach
2 1 including mountains, valleys, forests, rivers and lakes
2 such as perch and brown trout
3 for example Criccieth beach
4 including walking, climbing, cycling, horse-riding and kayaking
5 such as warm clothes, a torch, some water and sugary snacks
6 for example in school holidays
3 1 mountain 2 three 3 rocky 4 village 5 Anyone
6 for 8 months
164
D = Dad, L = Lucy
D I’d like to go to the Eden Project on Saturday. You can see plants
from all around the world there.
L No way, Dad! I’m not into plants.
D Come on, Lucy. It’ll be good.
L Well, I think it sounds boring. Staying at home and watching TV is
more interesting than looking at plants.
D Don’t be silly, Lucy. You can see the world’s largest rainforest
there.
L Now you’re being silly, Dad! The largest rainforest in the world
is the Amazon and it’s in South America. The Eden Project is in
England.
D Ahh, but this is the largest indoor rainforest in the world. It’s
inside an enormous greenhouse called a biome.
L Really? How many biomes are there?
D Two. There’s the Rainforest Biome and the Mediterranean Biome.
I’d like to go in the Rainforest Biome. It’s just like being in the
jungle and also there’s a big waterfall.
L That sounds cool.
D I agree. The temperature isn’t cool inside the biome though! It’s
hot like it is in South America.
L Is it hotter than the Mediterranean Biome?
D Yes, the Mediterranean Biome has a temperate climate, but it’s
hotter and more humid in the Rainforest Biome.
L Very tropical!
D That’s right and there’s a special place in the Rainforest Biome
called the Lookout. It’s very high ... about 50 metres ... and you get
the most amazing view over the top of the rainforest.
L How do you get to the Lookout? Is there a lift?
D No, there are lots of stairs. Anyway, it’s hotter up there than on
the ground ... it’s about 40°.
L Wow. That’s hot! Guess what, Dad?
D What, Lucy?
L We’re studying rainforests at school at the moment, so I’d like
to visit the Rainforest Biome. Can we go to the Eden Project this
weekend?
D Sure.
L How much are the tickets?
D Let’s see. For children aged 5 to 16, it’s £9.50.
L Look! It’s cheaper to book the tickets online. It’s £8.55.
D And it’s cheaper if you walk, cycle or take public transport to the
Eden Project. It’s free for you to enter then.
L Let’s cycle then! How far away is it?
D About 30 km.
L Thirty! Perhaps it’s better to go by car!
D I agree!
1 How much are the guidebooks?

2 Have you got this book in Chinese?
4 Here’s your change.
165
6 Crime watch Unit overview

● Feelings and moods: angry, annoyed, bored, calm, ● To learn and use adjectives to describe feelings and moods
embarrassed, excited, frightened, happy, hungry, nervous, (page 61) and to learn vocabulary related to people in
sad, thirsty, tired, upset crime (page 65)
● People in crime: bank robber, burglar, detective, graffiti ● To learn and use the past continuous to talk about
artist, hacker, joyrider, judge, mugger, pickpocket, shoplifter, activities in progress in the past and to describe a scene in
vandal, witness the past (page 62)
● Verbs of perception: feel, hear, see, smell, taste ● To learn and use the past continuous and the past simple
● British / American English: cell phone, licence plate, together to describe a past event (page 66)
mobile phone, number plate, pavement, shop, sidewalk, ● To use past time expressions in writing (page 69)
store
● Phrasal verbs: break into, run away, set off
● Face 2 Face: I couldn’t believe it. I’m impressed.
I’m not sure.
Skills objectives
● To read and understand a story about a detective solving a
crime (page 60)
Grammar ● To describe different feelings and moods (page 61) and to
talk about people involved in crime (page 65)
● Past continuous ● To listen to a police interview and interpret information to
● Past continuous & past simple identify people (page 63)
● when & while ● To read and understand a humorous article about
different criminal activities (page 64)
● To interview suspects and solve a crime (page 67)
● To talk about a past weekend or holiday (page 68)
Pronunciation ● To write a story about a crime (page 69)
● was & were
Assessment criteria
Recycled language ● Students can use the past continuous and the past simple
correctly to describe a situation in the past.
● Everyday activities
● Students can use adjectives to describe feelings and
● Adjectives
moods and can recognize vocabulary related to the people
● Past simple involved in crime.
● Students can pronounce was and were correctly.
● Students can read and understand a story about a
detective and a humorous article about criminal activities.
● Students can listen to and interpret information in a
police interview.
● Students can interview suspects to solve a crime or
provide an alibi for a crime.
● Students can talk about a past weekend or holiday.
● Students can write a story about a crime.
166
activities.
Listening
● Writing a story from a first sentence Writing
Speaking page 133
● Picture Narration More provides extra interactive practice which can be
practice
Grammar
presentation
167
168
Unit 6 READING
Warmer
Present the unit to the class: This unit is all about crime – things
people do that are not legal.
Elicit from the students different types of crime that happen in
their country. Write some of the ideas on the board and check
students understand their meaning.
Organize students into groups. Ask the class: What is the biggest
crime-related problem in your country? Tell them to discuss the
question and to give reasons for their answers. Explain that they
can use the crimes on the board or think of other crimes not yet
mentioned.
1 Have students discuss the questions in groups. Tell the students in

each group to reach an agreement about the two pictures and to
nominate a student to share their ideas with the class.

Before or after the activity, check students understand what a
detective is. Ask them to name other detectives, e.g. Sherlock
Holmes.
After students have completed the activity, you could play the track
and have students listen to the story as they read along.
Answers
Picture 1: The young woman is Monica and she is a detective. She’s in
her office. She doesn’t know the old woman.
Picture 2: Monica is at the house to discover why it’s so noisy. She can
see Jake, her friend Lucy’s dog. She’s feeling nervous, but she decides to
go in.
Extra activity
Organize students into groups of five. Assign the following
characters to each student: narrator, Monica Li, Abigail Clarke,
first man (Sammy), second man.
Tell students to read the text out loud in their groups. Encourage
them to think carefully about what they are saying and to add
emotion and ‘act’ as they read.
169
170
3 Point out that the exact sentences do not appear in the text but
that students need to understand the story to complete the activity. Warmer
With books closed, ask the class: How did Monica Li feel in the
Answers story?
A 4 B 8 C 3 D 5 E 2 F 6 H 7 Elicit answers from the students, ensuring that they identify
emotions at different stages of the story (e.g. she was confused
4 Point out that the answers are not stated exactly in the text, but because she saw her friend’s dog.).
instead they are implied. Tell students to read around the text to In pairs, ask students to identify how the other characters felt in
identify emotions and clues to help them answer the questions. the story: Abigail, the two men, the dogs.
Invite some students to offer their predictions for what happens
next.
7 Give students time to read the different emotions and to check
meaning with you or in a dictionary. Offer some alternative ways to
Answers answer the questions, e.g. I feel happy when…
1 Monica accepts the job because she is bored / it’s better than
nothing. Answers Students’ own answers
2 Jake was in the house because he’d been stolen.
3 The dogs started barking because they were hungry or because they
didn’t like the two men.
4 The men decided to look inside the wardrobe because Jake was Teaching tip
looking at it. Point out to students that the words are adjectives, and that we
5–7 Student’s own answers can use them with be and feel: I am sad. I feel sad.
Teaching tip 8 Encourage students to ask their partners for further information.
Stories use different techniques to imply meaning. For example, Invite students to tell the class about their partner.
by describing emotions, we can guess what a person is thinking,
even if they don’t actually say it. Use the activity to point out Answers Students’ own answers
that Monica most likely took the job because she was bored.
9 First elicit some ideas from the class. Then tell students to carry out
the activity alone. Encourage stronger students to find two or three
5 2.30 Transcripts page 188 Tell students to listen to the story
alternative words to describe their emotion (e.g. hungry / starving;
once through without making notes. Ask them questions 5–7 in
relaxed / chilled / peaceful, etc.).
exercise 4 and see what they can answer from memory.
Then play the track again and tell them to make notes and answer
the questions in activity 4.
Answers 10 Go round the class and help elicit more information from students:
Where were you? What happened?
5 She sends a text message to the police. Tell students to swap their descriptions with a partner and to
6 Yes, she can. She throws her lunch at the two men and all the dogs
correct each other’s work.
run to eat it.
7 The police arrive in time and congratulate Monica for her work.
6 Check students understand the verbs by asking questions: What do
we use to feel? (our hands) What do we use to hear? (our ears), etc.
Use the activity to check the past simple form of the verbs: feel / felt; Continuous assessment
hear / heard; see / saw; smell / smelt; taste / tasted; can / could
Answers Vocabulary Consolidation Worksheet: page 23, exercises 1–3
2 smell 3 hear 4 felt 5 saw 6 taste
171
172
Unit 6 GRAMMAR
5 Ask the students: Were you eating dinner last night at 6pm? Elicit
GRAMMAR OPTIONS different responses from the students: Yes, I was. No, I wasn’t.
● The grammar box gives a summary of the grammar areas that Then ask: Were [student 1] and [student 2] eating dinner last night at
students will practise on this page. 6pm? Yes, they were, No, they weren’t.
on page 118. Answers Students’ own answers
6 2.31 As students carry out the exercise, remind them to pay
attention to the question marks in the text to know if the sentences
Warmer are intended to be statements or questions.
Ask students to open their notebooks. Describe the following

Answers
scenarios about you and tell students to make notes:
What you were doing this time yesterday, on Saturday, this time 2 was walking 3 were you going 4 were you doing 5 was frying
6 were you making 7 was sitting 8 were you travelling
last year (e.g. This time yesterday, I was marking homework).
9 was listening 10 was looking
Tell students to repeat to their partner what you were doing at
those times (e.g. Miss Brown was shopping this time on Saturday). 7 2.32 Point out that the ‘s’ in was is pronounced as /z/. Get
Then get students to ask and answer the questions with each students to place their fingers on their throats and explain that
other. (e.g. What were you doing this time yesterday / Saturday / they should feel a vibration as they make the sound /z/.
last year?) There is more practice – both listening and speaking – on page 149.
1 Refer students to the pictures before they begin. Get them to Answers Students’ own answers
speculate about what is in the rest of the picture, and what Josh
and Rosa were doing. 8 and 9 Make sure students are familiar with the 24-hour clock.
Remind them that we use pm to express times in the afternoon (e.g.
Answers 13:00 is 1pm).
2 were wearing 3 was talking 4 was writing 5 was taking When students complete the activity, invite individuals to read
6 was having 7 was taking 8 were eating their sentences to the class, and have other students guess the false
sentence.
2 After students turn to page 151, ask questions to guide them
through the first couple of sentences, e.g. Were they wearing Answers Students’ own answers
T-shirts and shorts? (no) What were they wearing?

2 They weren’t wearing T-shirts and shorts. They were wearing Teacher’s Resource Book
sweatshirts and jeans. Grammar Support Worksheet: page 46, exercises 1–3
3 The woman on the table next to them wasn’t talking on her mobile. Grammar Consolidation Worksheet: page 47, exercises 1–3
She was working on her computer.
4 Josh wasn’t writing postcards to his family. Josh was reading a book.
5 Rosa wasn’t taking photos with her mobile. Rosa was writing
postcards.
6 The waiter wasn’t having a chat with a customer. He was talking on
his mobile.
7 The other waiter wasn’t taking drinks to a table. He was taking a pizza.
8 The birds weren’t eating crumbs under Josh’s chair. They were sitting
on the tree.
3 As students compare answers, encourage them to disagree with

each other’s ideas, e.g. Max wasn’t studying. I think he was playing
football.
4 Ask students how we ask questions in the past continuous: was /

were + subject + -ing form. Write the structure on the board.
Answers
2 Were you sleeping at midnight?
3 Was your teacher teaching a lesson at midday?
4 Were you wearing anything blue in the morning?
5 Was your best friend sitting next to you at school?
6 Was it raining at 3pm?
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174
Unit 6 LISTENING
5 2.35 These expressions are commonly used in spoken English to

Warmer react to information. They are highlighted in the audio script.
Refer students to the picture on the page. In pairs, tell them to Before students go to page 146, ask them if they can remember
describe what is happening in the scene, e.g. A woman is running. which person said each expression and why:
A man is sending a text message. Invite students to share their I’m impressed. (the police officer – because Ethan had taken a photo)
ideas with the class.
I couldn’t believe it. (James – because he was pushed over)
I’m not sure. (Billy – talking about the make and model of the car)
1 Check students understand ‘robbery’ and ‘suspect’.
Answers
Answers 1 I’m not sure 2 I couldn’t believe it. 3 I’m impressed.
Name and location of the store: Jasmine’s Jewels in 5th Avenue
Time of robbery: four o’clock in the afternoon 6 and 7 Tell the students: You are a witness to this crime and you have
Items stolen: valuable gold rings and a diamond necklace to answer questions about what you saw.
Information on suspects: two masked robbers with a car Give them a minute to study the picture. You could also ask
questions to help them focus on the details, e.g. Where did the crime
2 2.33 Transcripts page 188 Explain to students that they
happen? How many robbers are there?
should listen for key words to help them identify the people.
Make sure students answer the police officer’s questions on page
124 without turning back to look at the picture.
WORDS TO KNOW
Check that students know the following words: jogging,
sidewalk, cell phone, mask, fries. Use the picture and the
newspaper article to elicit these words. 8 Before checking the answers, you could ask the questions on page
124 to the class and write their answers on the board. Then get
students to check the answers.
Answers
1 Maggie is the old woman looking in the jewellery shop window.
2 Billy is the young man eating a cheeseburger and fries.
3 Natalie is the young woman running.
4 James is the old man looking at a map. Fast finishers
5 Ethan is the young man talking on the phone. Tell fast finishers to write an eye-witness account of the crime in
exercise 6. Get them to describe the scene (e.g. location, time of
3 2.34 Transcripts page 188 Tell students they only need to day) and to give a description of the suspects.
note down the information that will help the police identify the
suspects.
Take the time to point out the different words used in British and
American English.
Answers
2 Billy – saw a man and a woman running out of the jewellers and into
a car. It may have been a dark blue Ford.
3 Natalie – the two people were maybe wearing Jeans and T-shirts and
masks.
4 James – the woman’s accent sounded Russian.
5 Ethan – took a photo of the licence plate on the car.
4 Read the exercise out to the class and introduce the word ‘witness’.
Ask the class: What is a witness? (Someone who sees a crime – or
part of a crime – happen). Who are the witnesses in this story?
(Maggie, Billy, Natalie, James, Ethan)
Tell students to use their notes in exercise three to compare the
different answers that each witness gave.
Extra activity
In pairs or small groups, ask students to think of other words
they know that are different in British and American English.
Write their ideas on the board (e.g. trainers / sneakers; biscuit /
cookie; trousers / pants)
175
CAMBRIDGE
Exam Practice
176
Unit 6 READING
Warmer
With books closed, write the title of the text on the board: Crime
doesn’t pay.
Organize students into groups and ask them to discuss what
they think the expression means.
Offer some clues to help them: When something pays, you benefit
from it. Being friendly and nice pays because people will be friendly
and nice to you.
Invite groups to share their ideas and confirm the answers: A
criminal will eventually get caught or run into trouble, so in the
end, committing a crime will not benefit a person.
1 As students give you their answers, ask more questions to elicit

information:
Where does the crime take place?
At what time of day is the crime happening?
How do the victims and the criminals feel? What are they thinking?
Answers
A A young man is writing graffiti.
B A man is stealing a bag.
C Two men are breaking into a car.
D A masked robber is robbing a bank / demanding money.
E A man is demanding money / has pulled out a gun.
Extra activity
Organize students into small groups and assign one picture
to each group. Get them to tell the story of the crime that
happened.
Tell each group to discuss the events that led up to the crime and
what happened after, and to think about how the criminals and
victims were feeling.
Invite each group to share their ideas with the class.

Encourage students to read for gist. Tell them to skim the text to
find words that help them identify the crimes in the pictures.
Answers
A 3 B 5 C 1 D 2 E 4
177
CAMBRIDGE
Exam Practice
178
3 Give students time to read the article more carefully to complete

the exercise. Warmer
With books closed, ask students to name the different criminals
Answers in the text on page 64. Write them on the board.
2 1 3 5 4 2 5 4 6 4 7 1 8 3 Then tell students to open their books and to find any missing
people: bank robber, vandals, thief, mugger.
4 Complete the exercise and ask individual students which was their
favourite story. Encourage them to explain why. Then take a class 7 Encourage students to use their dictionaries to complete the exercise.
vote to find out the favourite story. Ask students: Which of the people aren’t criminals? (detective, judge,
witness).
Answers
1 Car thieves break into prison Answers
2 Robber waited for police to come 1 burglar 2 graffiti artist 3 vandal 4 detective 5 bank robber
3 Criminals leave a clue behind 6 witness 7 mugger 8 judge 9 shoplifter 10 pickpocket
4 Robber leaves shop poorer 11 joyrider 12 hacker
5 Thief tells police he did the crime
8 As students complete the exercise, tell them to pay attention to
5 Get students to find where the phrasal verbs are used in the text. whether the people should be written as single or plural.
Answers Answers
1 into 2 away 3 off 2 witness 3 graffiti artist 4 pickpocket 5 judge 6 hackers
9 Have students carry out the exercise in pairs.

Teaching tip
Point out the difference between separable and inseparable Answers
phrasal verbs:
2 vandal 3 burglar 4 mugger 5 detective 6 joyrider
In separable phrasal verbs, verb and particle can be separated,
e.g. He set off the alarm. He set the alarm off.
In inseparable phrasal verbs, the verb and particle always go Extra activity
together before the object: She broke into the house. NOT She
In pairs, tell one student in each pair to close their books. Have
broke the house into.
one partner read out a description from exercise 9, omitting the
Tell students they don’t need to learn the rules yet, but it’s type of person. The other person names the type of person. Then
something they should be aware of. get students to swap roles.
6 Revise how to form comparatives and superlatives and write them

on the board: more unlucky / the most unlucky; more stupid / the
10 Give each student 30 seconds to mime his or her crime.
most stupid; more dangerous / the most dangerous You could also turn the exercise into a class game: Have each group
nominate a student to act out a crime to the rest of the class. Tell
each group to write down the type of person being mimed. Award a
point to each group who guesses correctly. Repeat the activity until
at least one student in each group has participated.
Extra activity
Organize students into small groups. Ask them to make up a
funny story where the crime goes wrong and the criminals get
caught. Go round the class and offer help where necessary. Invite Continuous assessment
each group to read out their story to the rest of the class.
179
180
Unit 6 GRAMMAR
4 Write the following sentences on the board:

GRAMMAR OPTIONS I was swimming in the sea when I saw a shark.
● The grammar box gives a summary of the grammar areas that When I was swimming in the sea, I saw a shark.
students will practise on this page. Ask the class: Do the sentences mean the same? (yes) What is the
● The grammar is presented in a complete grammar reference difference between the sentences? (The second sentence has a
on page 118. comma)
● Visual grammar presentation Explain that when we use when or while in the first clause, we use a
comma before the second clause. As students carry out the exercise,
go round and check students are using the comma correctly.
Warmer
Answers
Say to the students: Imagine you are a police officer interviewing
a suspect about a bank robbery that took place at 10pm last night. 2 The man was shopping when the pickpocket took his wallet. When
the man was shopping, the pickpocket took his wallet.
What questions would you ask?
3 Nathan was dancing when he fell over. When / While Nathan was
Get students to write three questions, e.g. Where were you at dancing, he fell over.
10pm last night? Who were you with? What were you doing? Then 4 They got lost while they were walking in the forest. They were
get them to ask and answer the questions to their partner. walking in the forest when they got lost. While / When they were
walking in the forest, they got lost.
5 Claire was working in her office when she heard the accident. When /
1 Ask students to describe the pictures before they start. What do While Claire was working in her office, she heard the accident.
they think the two suspects are like? 6 My granddad was sleeping when the film ended. When the film
ended, my granddad was sleeping.
Answers 7 It was snowing when we got to the hotel. We got to the hotel while it
was snowing.
2 was eating 3 did Gary arrive 4 were you doing 5 he arrived When we got to the hotel, it was snowing. While it was snowing, we
6 he rang 7 was watching 8 were you watching 9 you and got to the hotel.
Ronnie playing cards 10 were eating 11 Was Ronnie watching 8 Martina was reading a text message when she walked into a tree.
12 you arrived 13 was 14 Was he watching 15 He was watching When / While Martina was reading a text message, she walked into a
tree.
2 2.37 After students finish listening, play the track again and ask
them to note any differences between Ronnie’s and Gary’s stories. 5 Go round the class and correct any sentences as students carry out
(Ronnie says he was watching Pirates of the Caribbean. Gary says the exercise.
Ronnie was watching The Hobbit).
3 To help students complete the exercise, tell them to think carefully
about the actions that were completed and the actions that were in 6 Remind students to read their sentences out of order so that their
progress. Ask questions to help: (Question 2) What was Lisa doing? partner has to guess the end of the sentence.
What happened then?

2 was looking for … found 3 were counting … heard 4 got … was Teacher’s Resource Book
raining 5 saw … was walking 6 was reading … went 7 met … Grammar Support Worksheet: page 46, exercises 4–5
were studying 8 arrived … was updating Grammar Consolidation Worksheet: page 47, exercises 4–5
Teaching tip
When teaching the past simple and past continuous together, it
helps to draw a timeline to express the different meanings.
Take an example sentence from the page: Nick and Josh were
playing tennis when they saw a plane.
Draw the diagram:
←––––––––––––→
X
past now future
Ask the class: Which symbol represents playing tennis? (the
arrow) Which symbol represents seeing a plane? (the cross)
181
182
Unit 6 CHALLENGE
In this lesson, students take on the roles of police officers and Set a time limit of 15–20 minutes for the second stage of the
suspects. A crime has been committed. The suspect and a activity.
friend need to prepare an alibi. The police officers need to ask ● Refer students to the phrases in Express yourself. Give them some
questions to the suspects and their friends to find out if their time to factor the phrases into their list of questions.
alibi is true. ● Explain that one police officer interviews the suspect and the
other police officer interviews the friend. Tell one police officer
and one suspect to swap seats in each group so that the suspect
and friend are now sitting on different sides of the class.
Warmer ● Tell the police officers to make notes as they ask the questions.
Play a game to revise vocabulary learned in the unit. Choose a ● When the interviews are complete, tell the police officers to sit
person from page 65 (e.g. hacker). Write the number of letters together and the suspect and friend to sit together. Go round to
in this word on the board (6 letters). Tell students the first and each pair and ask them questions about the interviews: (to police
last letter of the word (h…r). In pairs, get students to guess the officers) Which answers were the same? (To suspect and friend)
person. Offer a clue if necessary (e.g. This person spends a lot of Which questions did you answer differently?
time with computers). Continue playing and invite individual
students to the front to choose a word.
2.38 The expressions in Express yourself are available to listen to.

1 Ask further questions to check comprehension:
Why did Colin and Karen have £1,000? (It was for their holiday) 4 As the police officers report back to the class, allow the friend and
Where was the money when it was stolen? (In Karen’s bag) suspect to agree or disagree with their verdict.
How did the suspect know that Colin and Karen had the money?
(Police think that he / she followed them from the bank) Answers Students’ own answers
Answers
Fast finishers
1 The crime happened on Tuesday at shortly after 2.30.
2 The thief stole £1000. Get any fast finishers to write up their notes. Tell students
3 Karen and Colin were having a coffee when the crime happened. who were police officers to write about the similarities and
differences between the two alibis. Tell students who were
2 Tell students to think about questions that relate to time and date, suspects and friends to write about what they were doing
location, people, activities. Provide some example questions on the yesterday between 1:30pm and 3:30pm.
board: What were you doing at 2:30pm on Tuesday? Do you know
Colin and Karen Gordimer? Do you have a bank account?
Invite pairs to share their ideas and write some more examples on
the board.
3 Make sure students understand the word ‘alibi’ (An alibi is

something that proves someone was in a different place from
where a crime was committed).
Check comprehension: Which characters in the unit say they have an
alibi for a crime? (Ronnie and Gary from page 66)
Organize students into groups and assign them their roles: two
police officers, one suspect and one friend. Where there is an
uneven amount of students, assign an extra police officer role.
Tell the police officers in each group to go to a different side of the
class to the suspect and friend to carry out the preparation.
Set a time limit of 10–15 minutes for the first stage of the activity.
Go round the class and offer help to the students:
● Suggest that the police officers also read the role card for ‘suspect
and friend’ and ask questions that relate to the things on the
card.
● Suggest that the suspect and friend also read the role card for
‘police officers’ and predict the questions that police officers may
ask. Explain that they should choose one activity from: cinema /
museum / sports match / meeting a friend. But they must talk
about a meal and the public transport.
183
184
Unit 6 INTERACTION
David, Leon and Lily are three students from different countries
5 Refer students to the responding phrases in Express yourself.
who become friends while studying English in the UK. In Ask: Which phrases from Express yourself were used in the text? (That
this unit, the three friends are talking about the different sounds fun. I had a great time. What a shame!). Who said them and
experiences that they had at the weekend. why? If necessary, play the track again (2.39) or refer students to the
transcript.
Answers
Warmer
1 That sounds fun. / What was it like?
In pairs, ask students to think about how they spend their 2 I had a great time. / Great! / It was quite boring.
weekends. Tell each pair to make a list of ten weekend activities, 3 How awful! / What a shame!
e.g. go swimming, visit family, go to the zoo. Invite students to 4 How awful! / What a shame!
share their ideas and write a list of activities on the board. By a 5 It was quite boring. / Great!
show of hands, find out which weekend activities are the most 6 I went swimming.
common.
Extra activity
2.39 Express yourself contains a variety of useful expressions for Play track 2.40 again. Tell students to note down other
the situations in the dialogue. Some of them (but not all of them) responding phrases that are used in the text: Fantastic! I had a
are used in the dialogue. They are available on the audio if you want really nice time. Really? You poor thing!
Then get students to match these responses to sentences 1–5 in
exercise 5.
1 Point out that the title is ‘On Monday morning’. Encourage students
to predict why Lily, David and Leon feel the way they do.
Answers
1 Fantastic! / Really? 2 I had a really nice time. 3 You poor thing!
4 Really? 5 Fantastic!
2 2.40 Transcripts page 189 Play the track once through and
get students to listen for general understanding. 6 Encourage students to add details to their notes about who they
were with and how they felt. Go round and ask questions to elicit
Answers information: What happened when you were there? Did you have
fun? Why / Why not?
1 They’re looking at a picture on Lily’s phone.
2 They’re talking about what they did at the weekend.
3 Lily and David are happy. Answers Students’ own answers
4 Leon is upset.
7 Remind students to use the phrases in Express yourself and other
3 2.40 Transcripts page 189 Refer to the questions and ask phrases from the conversations that they remember. Go round the
students: What can you remember from the track? Give students class and note any other good phrases that students use and write
time to write any answers they already know. Then play the track. them on the board.

1 David was at a wildlife park when Leon texted him.
2 David saw lions, tigers and giraffes.
3 David fell over on Sunday because he went ice-skating.
4 Lily went shopping on Saturday afternoon.
5 Yes, she did. She always loves shopping.
6 On Saturday, Leon lost his wallet.
7 On Sunday, he cycled to a shop and someone stole his bike.
4 2.40 Transcripts page 189 With the class, first go through

each of the pictures and name the activities.
Answers
12, 8, 2, 7, 4
185
TOEFL Junior ®
Exam Practice
186
CAMBRIDGE
Exam Practice
Unit 6 WRITING
5 To check understanding, ask students what the equivalent

Warmer expressions might be in their own language.
Organize students into groups of four or five. Tell each student
to think of four weekend activities. Hand out a piece of paper Answers
to each student. Tell them to copy and complete each of the
1 then 2 Last 3 later 4 end
following sentences with their activities, and after writing each
one, fold over the paper so that the sentence isn’t visible and to
pass it to the person on their right:
6 and 7 Suggest that students first think about a crime to write
about and to use that as the title of their story. Let them know they
In the morning… . can change the title later.
After that… . After students have made their notes, get them to talk through their
Later on... . ideas with a partner. Encourage them to ask and answer questions
At the end of the day… . about their notes and to suggest ideas to help develop their own
(For groups of five only) Before I went to bed… . and their partners’ stories.
Tell students to open their pages and to read their stories to each
other. Get them to decide which weekend sounds the most fun. Answers Students’ own answers
1 Make sure students understand the word ‘kidnap’ (The act of taking 8 Refer students to the first paragraph of Ravi’s story and ask: How
another person by force, usually to demand money in exchange for does the writer set the scene? Elicit ideas (e.g. he gives the time and
their return) location and says what Ravi was doing).
As students carry out the activity, go round the class and ensure Tell students to begin their story in the same way and to add further
they are using the present continuous to describe the pictures. information about their character if necessary.
A A boy is explaining something to the policemen.

B The boy is in the middle of the street. There are lots of people. 9 Tell students to check their work by going through the instructions
C The boy is making himself some toast and jam. in exercise 8 and ensuring they have covered everything on the list.
D The boy is looking at some actors making a film.
E The boy is phoning the police. Answers Students’ own answers
F The boy is looking out of the window. He sees a man pulling a woman
into a car.
Fast finishers
2 Ask further questions to check comprehension:
Did a crime take place? (No, they were actors making a film) Get fast finishers to write an alternative ending to Ravi’s story.
Tell them to start from when Ravi runs downstairs. Encourage
How did Ravi feel at the end of the story and why? (Embarrassed,
them to think of another happy ending to the story.
because he had to explain his mistake to the police)
Answers
A 6 B 4 C 1 D 5 E 3 F 2
3 Tell students to write their answers in full sentences, e.g. On

Saturday morning, Ravi’s parents were out shopping.
Answers
2 His sister was visiting a friend.
3 He heard a loud noise coming from outside.
4 He saw a man grabbing a girl and pulling her into a car.
5 After he phoned the police, he ran outside.
6 They were smiling and laughing because actors were making a film
on the street.
4 Explain to the students that past time expressions help to set the
scene for a story and also help to move the story on to its next stage.
Put some examples on the board that don’t appear in the text, e.g.
Two weeks ago, later on, after that.
Answers
There are 6: Last Saturday morning, five minutes later, suddenly, then,
in the end, just then
187
Unit 6 TRANSCRIPTS
2.30 Student’s Book page 61, exercise 5 4

P Can you tell me your full name, please?
J Yes, of course. It’s James Cox.
N = narrator, S = Sammy, Ma = Marco, P = police officer,
P Are you British, sir?
Mo = Monica J Yes, I am.
N The man was getting closer to the wardrobe. Monica took P What are you doing in Cedar Rapids?
out her mobile phone. Did she have time to send a text J Well, I’m... I’m on holiday.
message? Jake barked at the man. P Really? So what were you doing when the robbery happened?
S Hey, get out of my way! J I was on my way to the Cedar Rapids Museum of Art. And I
N said Sammy. was looking at a map.
Ma Kick him, 5
N said the other man. P Can you tell me your full name, please?
S Oww! E Yeah. My name’s Ethan.
N said Sammy. P And what were you doing at four o’clock yesterday?
S He’s biting my leg! E Nothing, really.
N Monica sent a text message to the police. But she was very P Nothing?
worried. The police station was five minutes away. Then she E Well, I was just talking on my cell phone. To my kid sister.
had an idea. She took her lunch box out of her bag.
Ma You’re pathetic, Sammy. Let me look inside the wardrobe.
N Monica waited a moment, and then pushed hard on the
wardrobe door. There was a loud bang. 2.34 Student’s Book page 63, exercise 3
Ma Ow! My head!
N the man cried out. Then Monica threw her sausages and P = police officer, M = Maggie, B = Billy, N = Natalie,
ham sandwiches at the men. The dogs went crazy! They J = James, E = Ethan
jumped at the men and knocked them to the ground. They
wanted that food! The men were terrified. They got up and 1
ran into the wardrobe, closing the door after them. When P OK, Maggie. Tell me what you remember about the robbery.
the police arrived, the dogs were barking angrily outside the What did you see?
wardrobe. The men were hiding inside it! M Well, I heard people running. There were two of them. A man
P Congratulations, Monica and a woman.
N said a police officer. P You’re sure?
M No problem, M Absolutely sure. But... it was all very quick.
N said Monica Li, Number 1 detective. P What were they wearing?
Mo It’s just my job. M I’m sorry. I don’t remember.
2
P So, Billy, what did you see?
B Well, there was a man and a woman. They ran out of the
2.33 Student’s Book page 63, exercise 2 jeweller’s and along the sidewalk to a car.
P Did you see the car? What type was it?
B I’m not sure. A Ford maybe. But it was blue. Dark blue.
P = police officer, M = Maggie, B = Billy, N = Natalie,
P That’s very interesting.
J = James, E = Ethan 3
1 P So, what do you remember of the robbery, Natalie?
P Can you tell me your full name, please? N Well, I was jogging on the sidewalk when two people came
M Yes, of course officer. It’s Maggie. Maggie Anderson. out of a shop.
P OK, Maggie. What were you doing at 4pm yesterday P What were they wearing?
afternoon? N Well, just normal clothes, you know. Jeans and T-shirts, I
M Well, I was out shopping. It was a lovely day. And I was think. But they were wearing masks, too. And I thought that
looking... I wanted to buy a new pair of summer shoes. I like to was weird.
get new shoes every season. 4
P Right. But um... what were you doing exactly at that time? P So what did you see, James?
M I was... I was looking in a shop window. J Well, I didn’t see very much. I was walking along the road
2 when I heard footsteps behind me. Then a woman pushed
P Can you give me your full name, sir? me in the back and I fell over. I couldn’t believe it.
B Yeah. It’s Billy Lomax. P How did you know it was a woman?
P Thank you, Billy. Now, what were you doing yesterday when J Because she shouted at me – she told me to get out of the
the robbery happened. way. I think she had a Russian accent.
B I was just... I was eating a cheese burger and fries. P Russian? Are you sure?
P At 4pm? J Not 100%. But it sounded like that.
B Er, yeah. I didn’t have any lunch. 5
3 P What do you remember about the robbery, Ethan?
P What’s your full name, miss? E Not a lot. Like I said, I was talking to my sister. But when I saw
N It’s Natalie. Natalie Bijon. the two people drive away in their car, I took a photo on my
P So what were you doing at 4pm yesterday? cell phone.
N I was doing some exercise. And I was jogging on the sidewalk P You took a photo?
towards the park. E Yeah. Of the licence plate on the car.
P Right. P I’m impressed. Well done, Ethan.
188
2.40 Student’s Book page 68, exercises 2, 3 and 4 Workbook page 60

1 1 B 2 D 3 C 4 A
Le = Leon, D = David, Li = Lily
2 B
Le Did you have a nice weekend? 3 1 F 2 T 3 T 4 F 5 T 6 F 7 F 8 T
D Yes, thanks. It was fantastic. 4 1 sense 2 watch 3 touch 4 notice
Le I texted you on Saturday but you didn’t reply.
D I’m sorry, I didn’t see it. 5 1 sensed 2 touched 3 notice 4 watched
Le Hmm. What were you doing?
D Well on Saturday I was at a wildlife park. There were lions, Workbook page 61
tigers, giraffes – and they were all walking around in the
countryside! It was so cool.
6 1 frightened 2 embarrassed 3 sad 4 thirsty 5 upset
Le What about Sunday?
6 happy 7 angry
D I went ice skating. 7 1 excited 2 nervous 3 annoyed 4 tired 5 hungry
Li That sounds fun. 6 calm 7 bored
D Yeah, I had a great time. And I only fell over three times! 8 Students’ own answers
Le How was your weekend, Lily? 9 Students’ own answers
Li I had a really nice time, thanks. On Saturday I went
swimming in the morning and then shopping in the 10 1 C 2 F 3 E 4 B 5 A 6 D
afternoon. I always love shopping. 11 Students’ own answers
Le I called you on Sunday morning.
Li Did you? I’m sorry, I missed it. We went to Thorpe Park. Workbook page 62
Le What’s that?
Li It’s a theme park, you know, with roller coasters. It was really 1 1 was shining 2 was sitting 3 was reading 4 was chatting
exciting! 5 was wearing 6 wasn’t coming 7 was stealing
D Fantastic! 8 were relaxing
Li What about you, Leon? How was you weekend? 2 1 I was sunbathing. 2 We were playing football.
Le My weekend? Well, on Saturday I lost my wallet. It had nearly 3 Some children were buying an ice cream. 4 It wasn’t raining.
30 pounds inside. 3 1 Was John holding a book? Yes.
D Oh no, what a shame! 2 Was he eating a sandwich? No.
Le And then on Sunday, someone stole my bike. 3 Were some children sitting next to John? No.
Li Really? 4 Was the thief wearing sunglasses? Yes.
Le Yes, really. I left it outside a shop and when I came back it 5 Was he taking things out of John’s bag? No.
wasn’t there. 6 Was it raining? No.
Li Oh Leon, you poor thing!
4 1 was sitting 2 were you watching 3 was watching
4 was feeling 5 was listening 6 was she helping
7 was she doing 8 were showing 9 was shopping
10 wasn’t putting 11 was hiding 12 was stealing
Workbook page 63
1 1 B 2 D 3 E 4 A 5 C
2 C
3 1 B 2 C 3 B 4 A 5 A 6 A
4 1 The weather on Sophie’s trip was hot and sunny.
2 Sophie was sitting in the park at about one o’clock.
3 She felt nervous when the man first started talking to her in the
park.
4 When the man stole her bag Sophie shouted ‘Stop! Thief!’.
5 Sophie had €200 in her bag.
6 Her mobile phone was also in her bag.
Workbook page 64
1 The woman is Monica Konczyk. She had to jump out of her window
to escape a fire.
2 1 furniture store 2 on fire 3 injured 4 headlines
3 1 C 2 B 3 C 4 A 5 A 6 C
4 1 on 2 out 3 down
5 1 burn down 2 keep on 3 put out
189

6 1 artist 2 mug 3 rider 4 shop 5 back 6 pick 1 Suggested answers:
7 1 joyrider 2 shoplifter 3 mugger, bank robber, pick pocket 1 Did you have a nice weekend?
4 graffiti artist 2 What else did you do?
3 I had a great time.
8 1 hacker 2 burglar 3 witness 4 judge 5 vandal
6 detective 2 1 Did 2 a great 3 That 4 How 5 like 6 have 7 How
8 What
9 1 judge 2 witness 3 hacker 4 detective 5 burglar
6 vandal 3 1 Jack 2 school trip 3 morning 4 British Museum
5 afternoon 6 shopping 7 Oxford Street 8 Gina
10 1 kidnapper 2 blackmailer 3 forensic scientist 4 bogus caller
5 rioter 6 arsonist 4 Suggested answers:
1 Did you have a nice holiday?
11 1 kidnapper 2 bogus caller 3 arsonist 4 blackmailer 2 That sounds fun. What else did you do?
5 forensic scientist 6 rioter 3 What was the weather like?
12 Students’ own answers 4 What a shame!
5 It was quite boring.
Workbook page 66 5 Students’ own answers
1 Actions / situations in progress:
It was raining. Workbook page 69
We were watching a scary film. 1 1 ran … started
He was giving us some homework. 2 walked … opened
Completed actions: 3 was
I set off for school. 4 put … kicked … escaped
Some women screamed. 5 was reading … heard
Mr Todd’s mobile rang. 2 1 Last Saturday, it was the first day of the summer holidays.
2 1 was watching 2 heard 3 invited 4 offered 5 was making 2 I was reading a magazine in the garden when I heard a knock at
6 stayed 7 wasn’t sitting 8 was looking 9 left the door.
10 was carrying 11 didn’t notice 12 was wearing 3 Then, I walked into the hall and opened the front door.
3 1 was holding 2 robbed 3 was chatting 4 came 4 Just then, Jasper ran into the kitchen and started barking.
5 gave 6 was escaping 7 dropped 8 knew 5 Suddenly, the boy put down my things, kicked poor Jasper and
4 1 Was the robber carrying a gun when he robbed the bank? escaped.
2 What was the bank worker doing at 9.15am? 3 1 The attempted burglary took place last Saturday.
3 How much money did she give the robber? 2 When Clara heard a knock at the door she went into the house
4 What did the robber do while he was escaping from the bank? and opened it.
5 How did the detectives know the bank robber’s identity? 3 The woman wanted Clara to give her directions.
5 Students’ own answers 4 Clara discovered the burglar when Jasper started barking at him.
5 The burglar couldn’t leave the house because Jasper was blocking
6 Suggested answers: the way.
1 I set off for school when / while it was raining. 6 He escaped when he put down Clara’s things and kicked Jasper.
2 Some women screamed when / while we were watching a scary
film. 4 Students’ own answers
3 Mr Todd’s mobile rang when / while he was giving us some
homework.
Workbook page 67
Extra Challenge
Webquest
1 Sir Arthur Conan Doyle was the author of the Sherlock Holmes
stories.
2 Sherlock Holmes’ address in London is 221B Baker Street.
3 Al Capone was an American gangster during the 1920s.
4 Al Capone spent four and a half years in the famous Alcatraz
prison.
5 The Acronym for the police department in New York City is NYPD.
6 The police department’s uniforms are blue.
Puzzle
1 He was wearing a hat.
2 He wasn’t wearing glasses.
3 He was looking unhappy.
4 He was carrying some money.
The burglar is number 2.
190
O = Oscar, S = Sophie
O Did you have a good weekend in Barcelona, Sophie?

S Yes, thanks, Oscar. It was hot and sunny and we saw some
amazing things.
O What did you like best?
S I’m not sure. That famous church...
O The Sagrada Familia?
S That’s right. It’s Gaudi’s most famous building. It’s awesome.
O Did you travel around on the underground?
S No, we didn’t. We went by bus or we walked. We were
walking when something bad happened to me.
O What? Did you fall over?
S No! A thief stole my bag.
O Oh, no. That’s terrible. Were you walking along Las Ramblas?
S No, we weren’t. We were strolling around a small park. I can’t
remember its name, but it was near an old part of the city
called the Gothic Quarter. I was feeling really tired and my
feet were hurting, so we sat down on a bench for a rest. We
were looking at our map and trying to decide where to go.
O What time was it?
S It was about one o’clock and lots of people were having lunch
in the park. Anyway, suddenly, a man started talking to us.
He wanted to help us. At first, I was nervous, but he seemed
friendly so I relaxed. He was pointing at places on the map
when I heard a noise behind me.
O What was it?
S Another man and he was stealing my bag. I couldn’t believe
it.
O What did you do?
S We shouted, ‘Stop! Thief!’ and chased him.
O I’m impressed!
S Thanks, but don’t be! He was sprinting, and he was faster
than us. He disappeared down a dark narrow street in the
Gothic Quarter.
O What about the man you were talking to? Did he help you?
S No way! He was working with the thief.
O What do you mean?
S It was his job to distract us. Then, when I wasn’t looking at my
bag, his friend stole it.
O Poor you! How did you feel?
S Really annoyed. I was upset too. I had 200 euros in my bag
and my mobile phone.
O Poor you!
1 Did you have a nice weekend?

2 I went to a theme park last Saturday.
3 Someone stole my bag yesterday.
191
192
Units 4–6 REVIEW
Warmer 5 2.41 Transcripts page 196 Give students time to read through
the questions.
Revise vocabulary from units 4–6. Organize students into four
groups and assign one of the topics to each group: Transport,
In small groups, get them to predict some of the answers to the
questions. Then play the track.
Landscapes, Moods & feelings, People in crime.
Hand out a large piece of paper to each group. Get students to
work together to create a mind map with vocabulary from their Answers
assigned topic. Encourage them to think about sub-categories 1 Uncle Jack told Simon that the village didn’t get the internet because
for their topic (e.g. water transport and land transport, criminals it was in a valley.
and non-criminals). 2 Simon found a small square box made of black plastic in his bag.
3 B
Get each group to present their mind maps to the class. Ask
4 He found out that the village had internet in the shop.
other students if they can add any more words to the mind 5 Simon saw the man from the train at the shop.
maps.
1 Ask the questions to elicit information and vocabulary, e.g. Where

does the scene take place? How does the boy feel in each picture?
What do you think are the relationships between the people in the
story?
Answers
A A boy and a man are bumping into each other.
B The boy is getting off the train. He’s waving to a man in a hat.
C The boy is eating a chocolate bar. The man is running towards him.
D The boy is travelling by train.
E The boy notices his bag is open.
F The boy is queuing up at the buffet car.
2 Have students work in small groups. Suggest that students take

turns reading a paragraph each, and the rest of the group decide
which picture(s) it relates to.
Answers
A 4 B 6 C 3 D 1 E 5 F 2
3 Refer students to the first example question and ask them which
tense it is written in (past simple). Point out that students should
also write the other questions in the past simple.
Answers
2 Did Uncle Jack live with his family? No, he didn’t.
3 Did Simon take his backpack to the buffet car? No, he didn’t.
4 Did the man help Simon get up? No, he didn’t.
5 What did Simon notice about his bag? It was open.
6 How long did it take to get to Uncle Jack’s house? It took three hours.
4 First ask students to write the past tenses in their notebooks. Then
get them to check their answers by looking in the text.
Answers
bought, couldn’t, fell, found, got up, went, had, kept, left, put, said,
understood
Extra activity
In small groups, tell students to discuss how Simon felt at each
stage of the story and why (e.g. Simon is upset and frustrated
at the start of the story because he didn’t want to stay with his
uncle). Encourage them to find the right adjective to express
mood and emotion. Then invite them to feed back their ideas.
193
194
6 2.42 Transcripts page 196 Play the first part of the text twice Warmer
and use it as a dictation exercise by getting students to write down
the questions exactly as they are said. Put students into groups and get them to write down as many
of the US states as they can (there are 50 in total). Give them a
maximum of 5 minutes, then check as a class and see who got
Answers
the most states.
1 Why did his Uncle Jack live here, so far from anywhere?
Why did he hate leaving the house so much?
Why did he lie about the internet? 1 Write some topics on the board to stimulate students’ ideas, e.g.
2 Simon felt angry because Uncle Jack was using the internet. landscape, famous people, exports, language, events.
7 Go through the sentences and get students to point out which Answers
clauses are written in the past simple and which are written in the
past continuous. The photo shows the Capitol Building in Washington DC, home of the
US Congress.
Then ask them to identify linking words between the sentences Students’ own answers
(when / while / as soon as).
2 Tell students to work in pairs, then feed back as a class on exercises
Answers 1 and 2 together.
1 C 2 F 3 A 4 E 5 G 6 B 7 D
8 Take the time to revise the key information from the story so far. Ask
questions to elicit this information and write the answers on the 3 Transcripts page 196 Play the video for students to write the
board: answers.
What happened to Simon on the train? (he bumped into a man).
What did he find in his bag? (a small black plastic box) Answers
How did it get there? (possibly on the train) slavery: It only ended in the USA after the Civil War
What happened when he visited the post office? (he saw the man migrants: They are a great influence on the USA; people from all over
from the train) the world have come bringing their cultures with them.
What do we know about his uncle? (he lives alone, he has a secret Washington D.C.: It’s the capital, and a city with a strong African-
office and he knows what the black box is) American influence.
Hollywood: A lot of films are made there. Many tourists visit it.
What did his uncle lie about? (he said there wasn’t any internet
National Parks: There are some spectacular national parks in the USA,
connection) such as Yosemite and Yellowstone.
Answers Students’ own answers 4 Transcripts page 196 In pairs, first get students to answer the
questions from memory. Then play the video again for students to
fill in any gaps. It may help to pause the video after each answer is
9 Point out that students should write the story in the past simple
revealed to give students time to complete their answers.
and past continuous tenses.
Suggest that they write two or three more paragraphs.
Answers
Tell them to include sequencing words (after that, then, finally, next)
and to describe mood and emotions in the text. 1 Inventions like planes, telephones and computers, rock music,
Hollywood films and fashions
2 The arrival of English settlers
Independence Day
Expansion to the American Wild West
10 Give students time to practise reading out their story endings. Then The Civil War
get groups to nominate a reader to stand in front of the class to 3 Migration is probably the most important influence on the USA.
read the text. Remind them to begin the story with the passage in 4 California and Miami are two places of Latin American influence.
exercise 8. 5 The Statue of Liberty, the United States Capitol, the Empire State
Building, Brooklyn Bridge and the Mount Rushmore National
Memorial, beaches, waterfalls, forests, lakes, the Grand Canyon.
5 For the final question, get students to consider the following topics:
food, music, fashion, films, language.
FIND OUT
Students can work in pairs, groups or alone. Encourage them
to choose a range of different presidents. They can tell the class
about the president that they have chosen when they finish.
195
2.41 Student’s Book page 70, exercise 5 Video Student’s Book page 71, exercises 3–4
▼
N = Narrator, J = Uncle Jack, S = Simon The United States of America is the third biggest country in the
world, and it is probably the country that has had the greatest
N For the next few days, Simon and Uncle Jack stayed at home. influence on the rest of the world. Inventions like planes, telephones
They read books, watched TV and played cards. He couldn’t and computers have completely changed the way we live. And
talk to his friends because mobile phones didn’t work here imagine life without rock music, Hollywood films and the fashions
and Uncle Jack didn’t have the internet. they have made universal: jeans, T-shirts and trainers, as well as a
J You can’t get it in this village because we’re in a valley, range of brands you can see in shops everywhere.
N Uncle Jack explained. How did the USA become the world power that it is today? US
J but we’ve got a post office. Why don’t you send them a history, as we know it, started with the arrival of English settlers on
postcard? I’ve got lots here – look. Mountains, forests, lakes – ships like the Mayflower in the early 16th Century. After winning a
you can tell them how beautiful the scenery is. war against the British, the Declaration of Independence was signed
S Mmm, on July 4th, 1776, Independence Day. After this came a period of
N thought Simon. rapid expansion to the famous American Wild West, during which
S So why do we stay inside all the time? many native American Indians were killed, and a Civil War between
N But a trip to the post office would give him something to do. the South and the North, which ended the practice of slavery but
He wrote a few cards and then went to get his wallet from his also left the nation deeply divided. But it has been migration that
bag. He couldn’t find it, so he took everything out and shook has probably had the greatest influence on the USA, as people from
the bag over his bed. The wallet and something else fell out. all over the world have come to the United States for generations in
It was a small, square box made out of black plastic. Simon search of a new life, freedom and the American Dream.
picked it up and looked at it. He had no idea what it was. He The influences of these migrants can be seen in many of the great
ran downstairs but couldn’t see Uncle Jack anywhere. ‘I’ll ask US metropolises. From the Latin American influences in California
him later,’ he thought and ran out of the house. and Miami to the French influences of New Orleans, and of course
The post office was in the village shop, and Simon was the the strong African-American influence everywhere, not least in
only customer. The lady behind the counter looked at him the capital Washington D.C., where the majority of the population
and said, is African-American. But perhaps the place that most represents
S You know, you could send your friends an email next time. America’s international mix is the Big Apple, New York City, a city
There’s a computer there, at the back of the shop. It’s a pound that you can see in more films than any other city in the world.
for twenty minutes. The USA has the second highest number of tourists of any country
S Really? in the world. Every year, millions of people visit the country. They
N said Simon. go to Disneyland or Disneyworld. They go to Hollywood to see the
S That’s strange. My Uncle Jack said… Walk of Fame. They go to the casinos of Las Vegas, and visit the
N At that point the door of the shop opened and a man walked enormous Mount Rushmore National Memorial, a monument to
in. Simon froze. It was the man from the train. Simon stared four of the country’s most important presidents. And some come for
at him. What was he doing here, in this tiny village? Could it the enormous variety of landscapes, from the beaches of Hawaii,
be a coincidence? Somehow, that just didn’t seem possible. California and Florida to the magnificent forests of the national
parks of Yosemite and Yellowstone and the spectacular wilderness
of Alaska. And of course, there is the Grand Canyon, one of the Seven
Natural Wonders of the World. Can you think of any other famous
2.42 Student’s Book page 71, exercise 6 places?

N = Narrator, S = Simon, J = Uncle Jack
N Back at the house Simon went to his bedroom and began to

ask himself questions. Why did his Uncle Jack live here, so far
from anywhere? Why did he hate leaving the house so much?
Why did he lie about the internet? And what about the man
on the train, and the little black box in his backpack?
Simon picked up the black box and went downstairs to find
Uncle Jack. He wasn’t in the living room so Simon went to
check the kitchen. That was also empty, but Simon noticed that
between two cupboards, there was a small door. It was open.
On the other side of the door were some stairs. Simon climbed
down. At the bottom was another door. Simon pushed it and
it opened. Inside was Uncle Jack. He was wearing headphones
and talking into a microphone. And in front of him was a very
large computer screen.
Simon felt really angry now.
S Uncle Jack, what is going on?
N Uncle Jack jumped up.
J Simon! What are you doing down here? This is private.
N Then he saw the black box in Simon’s hand.
J Give me that.
N He said.
J Where did you get it?
S It was in my bag. I don’t know how it got there, but there was
a man on the train. And I just saw him again in the village.
N Uncle Jack sat down and closed his eyes for a moment.
J OK Simon. Listen carefully. I need to tell you something.
196
▼
1 1 plain 2 ship 3 thirsty 4 vandal 5 around
6 shallow Think of space and space travel and you’ll probably think of NASA.
Through NASA, we have explored our solar system and learned a lot
2 1 full 2 beautiful 3 dangerous 4 down 5 under about the universe we live in. But what is NASA and what are some
6 towards 7 sad 8 calm of its greatest achievements?
3 1 desert 2 coach 3 witness 4 popular 5 along It all started in 1957, when the Soviet Union launched the world’s
6 bored first satellite, Sputnik. The next year, while the Russians were
4 1 went 2 decided 3 didn’t want 4 was shining 5 left preparing other space missions, the US Government created a new
6 it wasn’t raining 7 weren’t 8 took agency to develop its own space program. It was called NASA. A
5 1 Did you do your homework yesterday? Yes, I did. period of competition started between the Soviet Union and the
2 Were your parents sleeping at 9pm last night? No, they weren’t. USA – the ‘Space Race’. The Soviets sent the first living being into
3 Was it raining when you woke up this morning? Yes, it was. space: a dog called Laika. They then sent the world’s first astronaut,
4 Did your friend have a party last Saturday? No, he didn’t. Yuri Gagarin, into orbit around the earth. But NASA was planning
something more important, and in 1969 the world watched as three
6 1 best 2 bigger 3 easier 4 far American astronauts landed on the moon.
In 1975 the Soviet and US governments organized the first combined
Workbook page 71 space flight, an expedition called the Apollo-Soyuz Test Project.
This project ended the Space Race, and a new era of co-operation
7 1 C 2 C 3 B 4 A 5 C 6 B 7 A 8 B 9 A 10 B started. NASA helped the Soviet governments set up space stations
Video and do research. The 1970s also saw the first space shuttles, the first
2 1 In 1958. vehicles that could come back to earth and be used again. Space
2 The Soviets sent the first living being into space, a dog, and then shuttles helped set up and service the International Space Station,
they sent the first astronaut into orbit around the Earth. The US and the Hubble Space Telescope. This telescope is responsible for
sent three astronauts to the moon. some of the most famous pictures of space, and helped scientists
3 Because it was the first space flight organized by the Soviet and find out how quickly the universe is expanding.
the US governments. So what does NASA do now? Well, it still sends astronauts to the
4 This telescope helped scientists find out how quickly the universe International Space Station, to live and work there. It also has
is expanding. satellites that give us useful information on the Earth’s climate, and
5 NASA explores space and helps us understand the universe better. its oceans, forests and deserts. And NASA scientists are also studying
ways to make air travel on Earth safer, cheaper and better for the
environment. But NASA’s primary goal is the same: to explore space
and help us understand the universe better. And who knows, maybe
soon they can even help us find life on other planets.
197
7 You’ve got a friend Unit overview

● Skills and interests: adore, can’t stand, crazy about, don’t ● To learn and use vocabulary to express skills and interests
mind, enjoy, fond of, good at, hate, interested in, into, keen (page 73) and to learn adjectives and other vocabulary to
on, (don’t) like, love, terrible at describe people (page 77)
● Describing people: Build: medium height, plump, short, ● To learn and use the present perfect to talk about
slim, tall, well-built experiences in our life when the exact time or date isn’t
Hair type: bald, black, brown, curly, dark, fair, grey, long, red, important (page 74)
short, straight, wavy ● To learn and use the present perfect to talk about
Personality: cheerful, clever, friendly, serious, shy activities or situations that started in the past and are
Other words: beard, freckles, glasses, moustache, piercing continuing in the present (page 78)
● act or play? ● To use referencing words in writing (page 81)
● each other
● Face 2 Face: actually Believe it or not It was a nightmare!
Skills objectives
● To read and understand an article about celebrities
Grammar (page 72)
● Present perfect: ever & never ● To express skills and interests (page 73) and to describe
people (page 77)
● Present perfect: How long, for & since
● To listen to and understand key information in an
● been & gone
interview with a rock band (page 75)
● To read and understand an article about friendship
(page 76)
Pronunciation ● To carry out a questionnaire and find out more
information about a personal experience (page 79)
● Sentence stress
● To apologize and give an excuse, and to accept an apology
(page 80)
● To write an essay about a person you admire (page 81)
Recycled language
● Everyday activities
● Family
Assessment criteria
● Countries and nationalities ● Students can use the present perfect to talk about past
● Past simple experiences and situations that started in the past and are
continuing in the present.
● Students can use vocabulary to express skills and interests
and to describe people.
● Students can pronounce the stress in a sentence correctly.
● Students can read and understand an article about
celebrities and an article about friendship.
● Students can understand an interview with a rock band.
● Students can ask questions to find out information about
a personal experience.
● Students can apologize, give an excuse and accept an
apology.
● Students can write an essay about a person they admire.
198
activities.
Listening
Listening page 134 ● Listening extra, page 75
● Listening for specific information Writing
Reading comprehension page 135
● Non-academic text: Announcement More provides extra interactive practice which can be
practice
Grammar
presentation
199
Key competences
Reading as a source of pleasure Make the most of exercise 1 to help
allows students to discover different students to learn to interact and
genres, learn about different work together, find agreement,
languages and cultures, and improve see different points of view and
their communicative competence. appreciate and accept the opinions
Ask students if they like reading and of their classmates. Encourage
what they read. students to express themselves.
200
Unit 7 READING
Warmer
With books closed, ask the class: Who are your favourite
celebrities?
Invite students to tell you and ask why they like them.
Write the following on the board: approximate age, where they
live, family life, biggest achievements.
Tell students to think of a celebrity and to make notes about
them using the headings on the board. If necessary, provide
an example (e.g. about 40, lives in California, married with six
children, three of whom are adopted, won an Oscar for best
supporting role and for humanitarian work – Angelina Jolie).
Then in pairs, get students to guess each other’s celebrity.
1 Get students to complete the exercise in pairs. Then go through the

answers by asking questions to the class: Who played Ron Weasley?
Who hasn’t got any brothers or sister?

Refer students to the Study Skill. Tell them to read the text once
through only, then get them to answer the questions in exercise 1.
Answers
Daniel Radcliffe: played Harry Potter, hasn’t got any brothers or sisters
Emma Watson: played Hermione Granger, was born in France, has got
one brother
Rupert Grint: played Ron Weasley, has got four brothers and sisters,
hates spiders, supports Tottenham Hotspur
201
202
3 Check understanding by asking students to tell you the difference

between an ‘interest’ and ‘achievement’ (an interest is something Warmer
you like doing; an achievement is something you have done well). Ask students to copy and complete the following sentence: I’m
good at … . You could present a skill of your own as an example,
Answers e.g. I’m good at playing the piano.
Daniel Radcliffe: 1989; London; 0; reading and writing stories and Encourage students to write two or three things that they are
poems; he’s got good exam results, he’s appeared in the Simpsons, good at. Go round the class and invite students to tell you what
theatre plays and many films they wrote. Write each new skill on the board.
Emma Watson: 1990; Paris; 1 brother; scuba diving, hockey and tennis;
she’s fluent in French, she’s studied English Literature at university
7 3.3 Explain that there are lots of different expressions in the
Rupert Grint: 1988; London; four brothers and sisters; art, football, his
text that express likes and skills. As you go through the answers,
Quad bike, his go-kart and his mini Cooper; he’s acted in lots of films
and has appeared in a music video point out that ‘I don’t mind’ means you like something.
4 Elicit from the class examples of negative verbs and write on the Answers
board: is – isn’t. was – wasn’t. has – hasn’t. writes – doesn’t write. She loves: animals and listening to pop music; Adele and Lady Gaga
Tell students to write the answers in full sentences and encourage She likes: Everton, science fiction films; sport; salsa dancing; taking
them to use contractions. photos; hip-hop music
She doesn’t like: reading
Answers She hates: athletics; heavy metal music
She’s good at: football
2 She isn’t good at high diving. She’s good at scuba diving. She’s bad at: swimming; drawing
3 He isn’t bad at art. He’s good at it.
4 He wasn’t born in 1988. He was born in 1989. 8 Make sure students copy down the whole expression, including
5 She hasn’t studied French Literature. She’s studied English Literature. prepositions.
6 He doesn’t write poetry. Daniel Radcliffe does.
7 He does have qualifications. He got good exam results.
Answers
5 Ask students to tell you if the words in bold in Word Zone are verbs adore, a fan of, crazy about
or nouns. (acts – verb; plays – verb; play – noun). into, fond of, keen on, like, enjoy, quite good at, support, interested
Point out the when we use the verb ‘play’ in this context, it usually in, don’t mind
requires a direct object, e.g. He plays a role. She plays Hermione. NOT not very keen on
hate, terrible at, can’t stand
she plays in a theatre.
9 Tell students to pay particular attention to the different
Answers prepositions that are used with each expression.
1 plays 2 acted 3 play
6 3.2 Transcripts page 220 Make sure students understand fact
means ‘true’ and fiction means ‘false’.
10 Tell students to use their notes from exercise 9 to do the exercise.
First get students to complete the exercise with a partner, then
invite them to tell you what they predict the answer is before
playing the track. Ask students which of the ‘fact’ statements are
surprising to them.
Answers
(The following are all facts. Everything not mentioned here is fiction.)
Daniel Radcliffe: has learnt magic tricks from a professional illusionist.
Emma Watson: has never drunk tea or coffee; has brought out her own
fashion range.
Rupert Grint: has played the guitar, the banjo and the didgeridoo; has
bought an ice cream van.
Extra activity
Play ‘Fact or Fiction?’ with the students.
Tell them to write three sentences about themselves, making
sure that at least one of the sentences is true.
In groups, have them read their sentences out and tell the other
group members to guess which sentences are fact or fiction.
Remember to write three sentences about yourself too, and have
the class guess which sentences are fact or fiction.
203
204
Unit 7 GRAMMAR
4 Write the negative short answer on the board: No, I haven’t.

GRAMMAR OPTIONS
As students complete the exercise, go round and make sure they
● The grammar box gives a summary of the grammar areas that have identified the correct past participle form of each verb.
students will practise on this page. Point out that the past participle of ‘read’ is pronounced in the
● The grammar is presented in a complete grammar reference same way as the past simple form: /red/
on page 119.
● Visual grammar presentation Answers
2 Have you ever forgotten your homework?
3 Have you ever met a famous person?
Warmer 4 Have you ever read a book in English?
5 Have you ever visited another country?
Ask all students to stand up. Make a statement using the phrase 6 Have you ever eaten unusual food?
‘I have never…’, e.g. I have never been to Paris. Tell students to sit 7 Have you ever seen a rare animal?
down if they also have never been to Paris, or to remain standing 8 Have you ever cried during a sad film?
if they have been to Paris. Invite one or two of the standing
students to tell you about their experience: When did you go? 5 3.4 First get students to practise saying the sentences in pairs
Who did you go with? What did you do? using the underlined words as guidance. Then play the track and
Repeat the activity with other statements, e.g. I have never ridden get students to repeat.
a horse. I have never sung in public. I have never eaten snails. There is more practice – both listening and speaking – on page 149.

1 Suggest that students use the verb list on page 137 to help them to
complete the exercise.
6 Refer students to the example, and point out that we normally the
past simple when we want to give more information, such as a time
Answers
reference. Refer to the example on the page.
2 come – come different (past simple = came)
3 do – done different (past simple = did)
4 drink – drunk different (past simple = drank)
5 eat – eaten different (past simple = ate)
6 leave – left the same 7 Invite some students to tell the rest of the class what their partner
7 lose – lost the same has done.
8 meet – met the same
9 sleep – slept the same Answers Students’ own answers
10 speak – spoken different (past simple = spoke)
11 take – taken different (past simple = took)
12 write – written different (past simple = wrote)
2 Take the time to go through the verbs and elicit the past participle Teacher’s Resource Book
of each verb (acted, cooked, driven, held, learnt, played, won). Grammar Support Worksheet: page 48, exercises 1–4
Write the example sentence on the board: I’ve won a swimming Grammar Consolidation Worksheet: page 49, exercises 1–3
championship. Ask students what the contraction I’ve relates to.
(I have). Encourage students to use the contracted form of the
present perfect with pronouns (I, we, etc) as they complete the
exercise.
Answers
2 has played 3 ’ve learnt 4 has acted 5 ’ve held 6 ’ve driven
7 has cooked
3 Point out that numbers 2 and 6 are questions. Then get students to
complete the rest of the exercise.
Answers
2 Have they tried fish and chips?
3 Amelie has flown in a helicopter.
4 Connor hasn’t seen a Harry Potter film.
5 I have slept in a tree house.
6 Has your teacher played badminton?
7 Nick has lived in three countries.
8 We haven’t had a holiday in the mountains.
205
TOEFL Junior ®
Exam Practice
206
Unit 7 LISTENING
Warmer Teaching tip

Ask the class: What bands do you like? Invite students to answer Use the listening text to highlight some of the differences in
and write the names of famous bands on the board. Organize British and American pronunciation.
students into small groups. Assign one band to each group and Play track 3.5 and pause after the following sentences:
tell students to discuss the following questions: Josh: I’m 24 actually / Ricky: and I'm 25 (compare ‘twenty’)
How many band members are there and what are their names? Ricky: I write the love songs / Josh: The love songs are great.
Why type of music do they play? (compare ‘songs’)
Do they play instruments and write their own music? Ask students if they can hear the difference in the
Have you ever seen them play live? pronunciations. Find out which pronunciation they find easier
Invite each group to report back on their discussions. to understand.
1 Get students to discuss the questions in the same groups. As 5 Offer some ideas to help students complete the final two pieces
students share their ideas, get them to report back on what other of information of the factfile, e.g. Talk about their style and
group members said. personalities. Think about how their music makes you feel. What
interesting facts do you know about your favourite band?
2 3.5 Transcripts page 220 Before playing the track, get
students to look at the photos and ask them to predict the answers 6 Elicit from the class example questions that students can ask.
to some of the questions. Write some examples on the board, e.g. What are the band members
called? What instruments do they play? What is your favourite song?
WORDS TO KNOW Answers Students’ own answers

Check that students know the following words: gig, album,
concert, fan.
Ask questions to check comprehension: Which two words mean Fast finishers
the same? Which word relates to a person? What’s your favourite Tell fast finishers to think of five questions they would like to ask
album? their favourite band and to write them down. Encourage them
to think of questions that are different to those on page 75.
Answers
1 24 2 25 3 British 4 American 5 guitar 6 drums 7 rock
8 love 9 at art college in London 10 2007

the questions and to look up any words they don’t know.
Answers
1 B 2 A 3 A 4 B 5 B 6 A
4 3.7 These expressions are commonly used in spoken English to

react to information. They are highlighted in the audio script.
Before students go to page 147, ask them to match the expressions
to their meaning:
in reality / in fact (actually)
surprisingly (Believe it or not)
It went very badly (It was a nightmare!)
Answers
1 actually 2 It was a nightmare! 3 Believe it or not
207
208
Unit 7 READING
Warmer
Invite a student to the front of the class. Describe him or her to
the rest of the students. Focus on both physical and personal
characteristics, e.g. This is Paul. He is tall and has short straight
blond hair. He’s very intelligent and he is also very funny. He makes
me laugh a lot.
Tell students to work in groups of four or five. Ask them to
describe the person sitting to their right to the rest of their
group. Go round and note any useful vocabulary and write it on
the board.
1 Ask students to tell you why the three characteristics they have
chosen are the most important. Tell students to think of any other
characteristics they think are important that don’t feature on the
list.
2 Point out that with certain phrases, students should change ‘you’ to
‘me’. For example, I like a friend who makes me laugh. I need a friend
who respects me.
Go round each group and ask further questions to encourage
conversation, e.g. Is it important that you and your friend like the
same music? What makes someone a loyal friend? What kinds of
secrets do you share with your friend?

First get students to pick out words in the text that appear exactly
as they are in the list of qualities (e.g. honest, intelligent).
Then tell them to read the text again and to pick out other qualities
based on what the writer is describing (e.g. loyal – because he never
talks about Paul to other friends).
Answers
Jason makes Paul laugh, is intelligent, honest and loyal. He likes the
same music as Paul and he respects him.
Lisa is a good listener and helps Marie with her problems.
Extra activity
In pairs, tell students to choose three qualities from the list in
exercise 1 that describe their partner. Get them to write the
three qualities on a piece of paper.
Then tell students to read the qualities to each other and to
explain why they have chosen those qualities, e.g. I think you are
honest because you always tell me how you feel.
209
CAMBRIDGE
Exam Practice
210
4 Give students time to read the article more carefully.

Warmer
Answers Tell students to read through the text on page 76 and to note
down all the physical characteristics that are mentioned. Then
2 Jason and Paul 2 Lisa and Marie 4 Jason and Paul 5 Lisa and
Marie 6 Lisa and Marie 7 Lisa and Marie
invite them to tell you which of the features they share with the
people in the text, e.g. I’m quite tall. I’ve got long dark hair.
5 Point out that there might be more than one way of correcting the
sentences. 9 Check comprehension by asking students to tell you synonyms for
the following words: well-built (muscular); plump (fat / overweight);
Answers fair hair (light / blond).
2 False. Most people only have 6 close friends.
3 True.
Answers
4 False. Jason is blond with blue eyes. 1 F 2 D 3 E 4 B 5 C 6 A
5 False. Lisa has got long hair.
6 False. Lisa is a good artist. 10 Get students to draw a vocabulary mind map in their books to
categorise the words. Use the title ‘Describing people’ and the
6 Tell students to use their notes from exercise 3 and to add more subheadings from exercise 10.
qualities that they find in the text.
Answers
Build: tall, slim, short, plump, medium height, thin
Personality: cheerful, serious, friendly, clever, shy
7 Write the examples from the text on the board. Elicit from the Hair type: short, grey, long, black, curly, red, wavy, fair, bald, straight,
students how to say these sentences in their own language. brown
Point out that we sometimes need a preposition before ‘each other’, Others: moustache, freckles, glasses, beard, piercing
e.g. We share our problems with each other. Provide other examples:
We do things for each other. We never talk about each other.
Extra activity
Answers In pairs, tell students to find two or three more words for each
category. Elicit some ideas and write them on the board for other
We see each other a lot. students to copy into their vocabulary mind maps.
We share our problems with each other.
11 Tell students they can use synonyms for the adjectives if they like,
Teaching tip e.g. ‘clever’ instead of ‘intelligent’.
Point out that we also use each other with ‘they’ and ‘you’ in the
plural. Answers
Provide examples: Do you two know each other? They see each 1 intelligent / clever 2 shy 3 serious 4 funny / cheerful
other a lot. 5 friendly
12 Tell students that they can choose any person from any page in the
8 You may have to teach the phrase ‘have something in common’. book to describe. Write the following features on the board and tell
Explain that it refers to the similarities. Provide an example answer students to include them in their descriptions: build, hair type, facial
to the question: What have you got in common? We’ve both got dogs features, other features, personality.
and we both like rock music.
211
212
Unit 7 GRAMMAR
4 Write some phrases on the board to facilitate the flow of

GRAMMAR OPTIONS conversation and encourage students to use them, e.g. What / How
● The grammar box gives a summary of the grammar areas that about you? Really? Me too! I haven’t.
students will practise on this page. Go round the class and encourage students to use the contraction I’ve.
● The grammar is presented in a complete grammar reference Get students to report back about their partner using the third
on page 119. person, e.g. Dave’s had his mobile phone for two months.
Warmer 5 Before doing the exercise, elicit some other examples using been
and gone and write them on the board.
Tell students to close their eyes. Make a change to something in
the classroom (e.g. move a chair, clean the whiteboard, put on a
Answers
hat).
Tell students to open their eyes and ask the question: What 2 have you visited … ’ve been 3 has someone taken … ’s gone
has changed? Get students to answer using the present perfect 4 been
tense, e.g. Your chair has moved.
6 Refer students to the fact sheet about Lola and ask some questions
Repeat the activity by inviting the student who guessed
to check understanding: Who is Lola? When was she born? What
correctly to make another change.
films has she starred in?
If necessary, refer students to the Grammar box for help with the
1 Check if students have understood the difference between ‘for’ and last two questions.
‘since’ (we use ‘for’ with a period of time, and ‘since’ with a point in
the past’. Answers
2 How long have you lived in New York? I’ve lived in New York since 2009.
Answers
3 How many films have you made? I’ve made 12 films.
For: five minutes, an hour, ten years, three days 4 How long have you known Keanu? I’ve known Keanu since 2011.
Since: Easter, July, my birthday, Wednesday, yesterday, 6 o’clock, 2010 5 Have you ever won any awards? I’ve won an award for New Dawn.
6 Have you ever been to the Caribbean? Yes, I’ve been to Cuba.
Teaching tip
Explain the different uses of the present perfect using these Extra activity
timelines: Tell students to write three more questions to ask Lola. Then in
I have been to New York. (Unspecified time) pairs, tell students to ask their partner the questions and get
X them to respond by making up the answer.
past now future
I’ve lived in New York for two months / since March. (Started in the
past and continues into the present) Continuous assessment
X ––––→ Teacher’s Resource Book
past now future Grammar Support Worksheet: page 48, exercises 5–6
2 Elicit the past participles of the verbs in the box. Encourage

stronger students to use contractions to complete the exercise.
Answers
2 has / ’s lived … for 3 hasn’t done … for 4 has / ’s owned … since
5 haven’t drunk … for 6 has / ’s used … since
3 Point out the word order of the question: How long + have + subject
+ past participle. Tell students to swap their questions with their
partner and to correct each other’s work.
Answers
How long have you been awake today?
How long have you studied English?
How long have you had your schoolbag?
How long have you been in this class?
How long have you had your mobile phone?
How long have you known your best friend?
213
214
Unit 7 CHALLENGE
In this lesson, students interact with all their classmates in a Fast finishers
series of brief interviews to complete a ‘find someone who has’
questionnaire about their life experiences. Get any fast finishers to answer their ten questions about
themselves. Tell them to write their answers in full sentences.
Warmer
Tell students about one of your best achievements. Limit your
story to a few sentences. Then ask the class: What is your best
achievement?
In pairs, tell students to discuss the question. Encourage them to
ask for further information. Then invite students to feed back.
1 Tell students: You are going to learn about your friends in this class.
Refer them to the questionnaire. Elicit various ideas for the first
few questions as a class and get some students to read out their
question in full, e.g. Have you eaten Indian food? Then tell students
to complete the rest of the activity alone.
Point out that been … ing requires a second verb, e.g. have you been
skiing / horse riding / swimming in the sea.
Encourage students to think of questions that they really want to
know about their classmates.
2 Explain that they can choose a mix of the example questions given
and their own ideas. Go round and offer help to students where
necessary.
3 Wait until all students have finished writing their questions before
carrying out the activity. If necessary, get fast finishers to offer help
to students who are writing their questions.
Create a space in the classroom for students to walk around and
talk to each other.
Encourage students to ask you their questions too.
Set a time limit of about 15 - 20 minutes to carry out the activity.
After the time has finished, find out who still has unanswered
questions. Use the opportunity to teach the question ‘Has
anyone…?’, e.g. Has anyone been horse-riding?
Students can ask this question to the class to complete their
questionnaires.
4 and 5 Explain that further questions do not have to be written in

the present perfect tense.
To avoid a large number of students asking questions to the same
student, you may have to nominate smaller groups for students to
ask and answer questions to each other.
Alternatively, you could invite certain students to the front of
the class, and invite the rest of the students to ask them further
information about their experiences.
215
CAMBRIDGE
Exam Practice
216
Unit 7 INTERACTION
David, Leon and Lily are three students from different countries 4 3.10 Transcripts page 220 Ask students to write the
who become friends while studying English in the UK. In this expressions used from Express yourself from memory. Then play the
unit, Leon is having a bad day and he needs to apologize for track and get students to listen and check.
various things that go wrong.
Answers
Sorry I’m late; It’s all right. Don’t worry; I’m sorry; I’m really sorry; It’s OK;
Warmer Oh no!; I’m so sorry; I’m afraid I’ve broken your vase; How did you do
that?; Don’t worry; It’s not a problem.
Refer students to the photos. In pairs, tell one student to
describe one of the people in the photos for their partner to
guess. Tell them to describe features, build and personality, e.g. Teaching tip
She looks serious. Then get students to swap roles. Take the time to focus on tone of voice when apologizing.
Play track 3.10 again, and pause after each apology. Ask
questions to get students to discuss the tone of voice, e.g. Is it
3.9 Express yourself contains a variety of useful expressions for
soft or hard? High or low? Which words are stressed? Get them to
repeat the phrases using an appropriate tone of voice.
5 Explain that we use the phrase ‘I’m afraid’ when we tell someone
1 Ask further questions to elicit ideas: Who are the people in the something unpleasant that they don’t already know, e.g. I’m afraid
picture? Where are they? Why are they there? Look at the expression I’ve lost your dictionary. NOT: I’m afraid I didn’t see you yesterday.
on each person’s face. How do you think they feel? As you go through the answers, ask students which apologies
can also use the phrase ‘I’m afraid’ (I’m afraid I haven’t got my
Answers Students’ own answers homework. I'm afraid there isn’t any cake. I’m afraid I’ve broken your
pen.)
2 3.10 Transcripts page 220 After you play the track, get
students to discuss the questions in exercise 1 again. Go through Answers
the answers and ask students to tell you what happened in each 1 C 2 B 3 F 4 A 5 E 6 D
picture.
6 As students write notes, tell them to think about how they are going
Answers to apologize.
1 B 2 C 3 A
Picture A: Leon has broken a vase. He hit it with his bag by accident. Answers Students’ own answers
Picture B: Leon is late to meet Lily because he missed the bus and he
couldn’t find his mobile to text her.
Picture C: Leon borrowed David’s dictionary and left it at home. Teaching tip
3 3.10 Transcripts page 220 You may need to spend time Take the time to teach these important phrases: on purpose and
explaining what is meant by an ‘excuse’. Say: An excuse is the by accident:
explanation someone gives for his or her actions. Tell students to give Explain that they are often used to show that something was
you an excuse for the following. Why were you late for class? Why unintentional. Provide examples:
didn’t you do your homework? Why is the classroom untidy? I’m sorry. I took your pen by accident.
In order to answer the second question, tell students to listen for I’m sorry I spilt your water. I didn’t do it on purpose.
the tone of voice as well as what the people say.
7 Remind students to use the phrases in Express yourself and other
Answers phrases learned from the lesson. Invite some pairs to act out their
1 1 ‘I missed the bus.’ ‘I couldn’t find my mobile.’ excuses in front of the class.
2 ‘I left it at home.’ ‘I was late this morning and I forgot to check
my bag.’ Answers Students’ own answers
3 ‘I was going to my room to get David’s dictionary and I think my
bag hit it.’
2 1 No 2 Yes 3 No
217
CAMBRIDGE
Exam Practice
218
Unit 7 WRITING
5 As you go through the answers, ask students who or what the

Warmer words refer to.
In groups, get students to write a list of good and bad qualities of
people. Provide an example of each, e.g. intelligent (good), boring Answers
(bad).
1 He (Leonard DiCaprio) 2 them (the films Leo has acted in)
Allow students 5 minutes to complete their lists. Find out which 3 These (films that have been successful around the world)
group has the most words and get them to read them out. Invite 4 They (people in general)
other groups to add any words that haven’t been named.
6 and 7 Go round and help anyone who is struggling to write notes.
Ask them further questions to help elicit ideas, e.g. How do you
1 Get students to describe James’s physical features, the kind of
know this person? Do you admire them because of their personality or
personality they think he has and what they think his hobbies are.
what they are able to do? What impressive things have they done?
Before students start writing, get them to describe their chosen
person to a partner, and to ask and answer questions about their
partner’s chosen person.
2 You could point out the differences between an essay and other
types of text, e.g. A letter begins and ends with a greeting; A website
has links and navigation bars; A newspaper article has a headline
and sometimes the name of the journalist.
8 Tell students to write the title ‘A person I admire’.
Answers You can suggest that they begin their essay in the same way as the
essay on the page.
an essay for a teacher
As students finish their essay, get them to check they have included
the information from the plan in their three paragraphs.
3 Tell students to correct the false statements and to write them out
in full.
Answers
9 As students check each other’s words, get them to point out all the
1 False. James is a few years older than the writer. 2 False. James and referencing words. Encourage them to make further suggestions
his band have already played a couple of gigs. 3 True 4 False. James
where referencing words have not been used.
moved to Britain from Australia. 5 True 6 True 7 True 8 True

Extra activity
In pairs, tell students to discuss the things they have in common
with James. Get them to think about his hobbies and personality.
Write some phrases on the board to facilitate discussion, e.g.
Both James and I (are cheerful); We both (like music); Unlike James,
I support (Tottenham Hotspur).
4 Take the time to explain why we use referencing words (to connect
ideas and information in a text without repeating the same word).
Read the first part of the text once without the referencing words
and then again with the referencing words. Get students to tell you
which sounds better:
1 A person that I admire a lot is my cousin James. James is a few years
older than me and we get on really well. I’ve known James since I
was six years old.
2 A person that I admire a lot is my cousin James. He’s a few years
older than me and we get on really well. I’ve known him since I was
six years old.
Answers
He = James
him = James
That = when the writer was six years old
there = Australia
They = James’ band
Those = Fleet Foxes and Mumford & Sons
it = sport
them = Arsenal
These = the reasons the writer has given
219
Unit 7 TRANSCRIPTS
Presenter M = Maria, J = Josh, R = Ricky
Let’s look at the answers to this week’s quiz – Fact or Fiction? Now I M How long have you played together?
love the Harry Potter films... but what do you know about the stars? J We’ve played together for about four years now.
Daniel has never eaten fish. That’s fiction! It’s actually his favourite M Have you done any gigs in the US?
food. He’s climbed Mount Everest. Well, he’s a fit and healthy young J Yeah, we’ve played maybe... 15?
man. But that’s fiction! And Daniel’s learnt magic tricks from a R 16.
professional illusionist. What do you think? That’s a fact! He loves M And how was that?
magic tricks. Now let’s turn to Emma Watson. Emma has fallen R Oh, we have a lot of fans in the US, especially in California. We
off an elephant. Fact or fiction? I’m afraid that’s fiction. Emma has love playing there.
never drunk tea or coffee. That’s true. She doesn’t like them. And M Have you played at any festivals?
Emma has brought out her own fashion range. Well... that’s a fact! R Yes, we have. We’ve even played at the Glastonbury Festival.
So what about Rupert? Rupert has played the guitar, the banjo and M How many albums have you made?
the didgeridoo. That’s a fact. He loves music. He’s bought an ice J We’ve only made one album. But we have a lot of songs on
cream van. What do you think? It’s a fact! He’s dyed his hair red. our website. You can buy them there!
That’s fiction! Rupert’s hair is naturally red. So... how many did you M Have you had any bad moments in your career so far?
get right? J Yes, we have. It was at the Glastonbury Festival. It was the
summer but it rained the whole time. It was a nightmare!
M And what’s been the best moment?
J I think it was the first time we played together. When we
3.5 Student’s Book page 75, exercise 2 were still at college.
R Yeah, we played some songs at Josh’s house in his dad’s
M = Maria, J = Josh, R = Ricky garage.
J Believe it or not, we still practise there!
M And today we have two very special guests with us. We have M Really?
the Sun Twins in the studio! I’ve seen them twice in concert J Yeah!
this year... and they are cool! So hey guys, it’s great to have M OK. You write songs together, you play together, but are you
you here today. good friends?
J It’s nice to be here. R Sure!
R Yeah, it’s cool. M Have you ever argued?
M So, to begin, let’s get some basic information about you. Josh, R Argued? No.
you’re British, that’s right? J We’ve disagreed sometimes. But we’ve never argued.
J That’s right. I’m from Manchester. M Well, thank you guys. Let’s hear one of your new songs. This is
M And you’re 25, Josh? the Sun Twins and Friday Girl.
J I’m 24 actually.
M That’s the same age as me! And Ricky.
R Uh huh.
3.10 Student’s Book page 80, exercises 2, 3 and 4
M Where are you from?
R I’m from San Francisco in the sunny state of California. Oh,
and I’m 25. Le = Leon, Li = Lily, D = Daniel, M = Mrs Clark
M OK! So, you’re American, Ricky, and Josh is British. So where 1
did you meet? Le Hi, Lily!
R We met at art college in London. I wanted to be in Europe. It’s Li Leon! I’ve been here for twenty minutes!
such an exciting place, you know, and we were both studying Le Sorry I’m late. I missed the bus.
art. Li Why didn’t you text me?
M And when was that? Le I couldn’t find my mobile. Sorry.
R That was... what? In 2007? Li It’s all right. Don’t worry.
J That’s right. In 2007. 2
M So, what instruments do you play? D Hey, Leon, have you got my dictionary?
J I play the guitar and Ricky plays drums. Le Er, yeah. It’s in my bag... Er no. I’m sorry. I left it at home.
M And who writes the songs? D Oh, not again! You always do that!
J We both do. I write the rock songs... Le I’m really sorry, Daniel. I was late this morning and I forgot to
R And I write the love songs! check my bag.
J The love songs are great. D It’s OK.
R The rock songs are cool, too. Le I can run home and get it now.
D Can you? That’s great. Because I need it for tonight’s
homework.
3
Le Oh no.
M What was that noise? Leon?
Le I’m so sorry. I’m afraid I’ve broken your vase.
M How did you do that?
Le I was going to my room to get Daniel’s dictionary and I think
my bag hit it. I can buy you a new one.
M Don’t worry, Leon. It’s not a problem. It was only a vase. I’ll get
a brush and pan and pick up the pieces.
Le What a day!
220

1 1 D 2 C 3 A 4 E 5 B 1 They are two friends who look alike and share a lot of similarities.
2 1 messages 2 a webpage 3 experiences 4 Harry Potter 2 C
3 1 Lucy 2 Chloe 3 Jack 4 Isabel 5 Jack 6 Nobody 3 1 YES 2 NO 3 YES 4 NO 5 NO 6 YES 7 YES 8 NO
7 Chloe 8 Nobody 4 1 herself 2 themselves
4 1 practice 2 practise 5 1 myself 2 himself 3 yourselves 4 herself
5 1 practice 2 practise 3 practise 4 practice
Workbook page 77
Workbook page 73
6 1 glasses 2 piercing 3 moustache 4 beard 5 freckles
6 1 on 2 in 3 into 4 at 5 about 6 of 6 bald
7 1 I can’t stand heavy metal music. 7 1 short 2 straight 3 tall 4 well-built 5 fair
2 You aren’t very good at tennis. 6 medium-height 7 plump 8 serious
3 I don’t mind rock music. 8 Students’ own answers
4 They really love watching TV.
5 I’m not very keen on animals. 9 1 eyebrows 2 eyelashes 3 nose 4 chin 5 forehead
6 cheeks 7 lips 8 teeth
10 1 clever 2 plump 3 curly 4 wavy 5 short 6 tall 7 bald
9 1 surprised at 2 proud of 3 famous for 4 brilliant at 8 straight
5 fed up with 6 excited about
10 1 of her 2 at scoring goals 3 for them 4 about it 5 with it
6 at the price Workbook page 78
1 1 since 2 for 3 for 4 since 5 since 6 for 7 for 8 since
Workbook page 74 9 since 10 for
2 1 ’ve worn 2 since 3 haven’t eaten 4 for 5 ’s supported
1 1 has had 2 has lived 3 hasn’t travelled 4 have visited 6 since 7 haven’t seen 8 for 9 ’ve been 10 since
5 have seen 6 haven’t spoken 7 has written 8 hasn’t sent 11 have lived 12 since
9 has studied 10 has gone 11 hasn’t stayed 12 have trekked
13 have kayaked 14 haven’t swum 15 has drunk 16 has eaten 3 1 How long have you been at this school?
2 How long have you lived in this town?
2 1 play…’ve never won. 3 How long have you had the shoes that you’re wearing?
2 haven’t visited…’ve tried 4 How long have you and the person next to you known each other?
3 ’ve seen…haven’t read Students’ own answers
4 has…’s never been
5 ride…’ve never fallen 4 1 been 2 been 3 gone 4 been 5 gone 6 gone
3 1 Have you ever acted in a film? 5 1 ’ve admired 2 since 3 ’s been 4 for 5 ’s scored
2 Has your teacher ever arrived late? 6 has he been married 7 Since 8 hasn’t sung
3 Have you and your best friend ever had an argument? 9 Has David ever lived 10 ’s lived 11 has he worn
4 Has it ever snowed in your country in summer? 12 ’s worn 13 Have you ever met 14 ’ve never met
5 Have your parents ever studied another language? 15 haven’t written 16 since
6 Have you ever stayed awake all night?
Students’ own answers Workbook page 79
4 1 Have your parents ever flown Extra Challenge
2 ’ve travelled Students’ own answers
3 Have you ever seen
4 ’ve held Webquest
5 Has your brother ever run 1 J. K. Rowling wrote the Harry Potter books. She has written 7
6 ‘s taken books.
5 Students’ own answers 2 The title of the fifth Harry Potter book is Harry Potter and the Order
of the Phoenix.
Workbook page 75 3 1,500 people went to the first Glastonbury Festival in 1970. A
ticket cost £1.
1 1 talent show 2 perform 3 judges 4 auditions 5 audience 4 135,000 people went to the Glastonbury Festival in 2011. A ticket
2 cost £195.
Name of the act Bel Canto 5 Madame Tussauds is on Marylebone Street in London.
Number of people 2 6 In Europe there are Madame Tussauds tourist attractions in
Type of song musical Amsterdam, Berlin and Vienna.
3 1 F 2 T 3 T 4 F 5 T 6 F Puzzle
4 1 Mario and Melissa are from Bristol. 1 done an extreme sport
2 Melissa feels nervous at the beginning of the audition. 2 appeared on TV
3 Mario and Melissa have sung together for about 8 months. 3 acted in a school play
4 When Mario first met her Melissa loved rock music. 4 slept on the floor
5 They went to see a musical in London.
6 Their song is from the musical The Phantom of the Opera.
221
Workbook page 80
1 1 Sorry I’m late.
2 Don’t worry. / Don’t feel bad about it. / It’s OK. / It’s all right. / It’s
not a problem.
3 I’m afraid I’ve broken your window.
4 Oh no! /Oh dear! / How did that happen? / How did you do that?
2 1 I’m 2 not 3 but 4 all 5 about 6 Oh 7 that 8 Don’t
3 1 F 2 T 3 F 4 F 5 F 6 T
4 1 Oh dear! / Oh no!
2 How did you do that?
3 I’m sorry but I haven’t. / I’m afraid I haven’t.
4 I’m really sorry.
5 1 Sorry I’m late.
2 I’m afraid I’ve broken your ruler.
3 I’m sorry but I’ve forgotten your 5 Euros.
Workbook page 81
1 1 C 2 C 3 A 4 C 5 B 6 B 7 A
2 1 Everyone wants to be friends with her.
2 That’s the thing she hates most about herself.
3 She wants to study medicine there.
4 She also plays games with them.
5 She’s played it since she was four.
6 Our parents love listening to us.
7 Those are the qualities I like best in her.
3 1 younger than 2 laugh 3 hasn’t studied 4 is fond of
5 crazy about 6 shares
222
J = Judge, Ma = Mario, Me = Melissa
J Hello. Welcome to Are You a Star? Tell us who you are.

Ma I’m Mario and this is Melissa. We’re Bel Canto.
J Tell us a bit about yourselves.
Me We’re from Bristol and we’re both 14.
Ma Actually, I’m 15.
Me Oh, yeah, I forgot!
J Are you nervous, Melissa?
Me A bit! I’ve never performed in public before.
J It’s OK. All the judges are friendly and the audition isn’t long.
Mario, why did you decide to enter the talent show?
Ma We didn’t decide.
J What?
Ma A teacher at our school entered our names.
J Your music teacher, I suppose.
Ma Believe it or not, it was our Maths teacher!
J Really? Why?
Ma Melissa and I were singing in a classroom one day when
this teacher heard us. She came in and said, ‘That’s the most
beautiful song I’ve ever heard!’ The next day she sent our
application to Are You a Star? She thinks we can win the
competition!
J How long have you sung together?
Me About 8 months, but we’ve known each other for three years.
J Where did you meet?
Me At secondary school. It was our first day and we were getting
off the bus. I dropped all my books. It was a nightmare! But
Mario helped me.
J And then you became friends.
Ma That’s right, but we didn’t sing together immediately. We
weren’t into the same music. Melissa was crazy about rock
music and I loved musicals and opera!
J So, what happened?
Ma We went to a musical in London last year and Melissa
adored it. Now she sings my type of music!
J Have you ever had singing lessons?
Me Mario has, but I haven’t.
Ma But she’s brilliant at singing.
J Well, I think it’s time to hear you. What’s your song tonight?
Ma It’s a love song from the musical The Phantom of the Opera.
J Fantastic. Here we are... Bel Canto.
1 Sorry I’m late.

2 I’m afraid I’ve broken your ruler.
3 I’m sorry but I’ve forgotten your 5 euros.
223
8 Nice work Unit overview

● Jobs: accountant, architect, builder, bus driver, business ● To learn vocabulary related to jobs and professions
person, doctor, engineer, farmer, firefighter, lawyer, (page 83) and household chores (page 87)
manager, nurse, pilot, plumber, police officer, sales ● To learn and use modals to tell someone to do something
representative, shop assistant, university professor, vet or when something is necessary. (page 84)
● Household chores: clean the car, clear the table, do the ● To learn and use modals to talk about rules, to give advice
ironing, do the vacuuming, do the washing, do the washing and make suggestions (page 88)
up, feed the dog, hang out the washing, lay the table, load
● To use adverbs in writing (page 91)
the dishwasher, make the bed, put away the groceries,
sweep the floor, take out the rubbish, take the dog for a
walk, water the plants
● Compound nouns: bank robber, bedroom, bus ticket,
computer game, football, guidebook, theme park,
Skills objectives
waterslide, whiteboard ● To read and understand an article about cool, unusual
● job and work jobs (page 82)
● Face 2 Face: Come on. I haven’t got a clue! you know ● To describe different jobs and professions (page 83) and to
give your opinion about household chores (page 87)
● To listen to a game show to get specific information about
a job (page 85)
Grammar ● To read and understand an article and comments about
teenage work (page 86)
● Modals: rules & obligation
● To carry out a job interview as either a candidate or
● Modals: permission, advice and suggestions
interviewer (page 89)
● To talk about a problem and give advice (page 90)
● To write an email about school rules (page 91)
Pronunciation
● have to
Assessment criteria
● Students can use modals to talk about rules and to give
Recycled language advice and make suggestions.
● Students can recognize and use vocabulary about jobs
● Present simple and professions and household chores.
● Present perfect questions ● Students can pronounce have to correctly.
● Daily routine ● Students can read and understand an article about cool,
● Feelings and moods unusual jobs and an article about teenage work.
● Students can listen to and understand a game show.
● Students can ask and answer questions in a job interview.
● Students can talk about a problem and give advice.
● Students can write an email about school rules.
224
Resources Go digital!
activities.
Listening
Reading page 136 ● Listening extra, page 85
● Reading for detail and specific information Writing
Writing page 137
● Opinion More provides extra interactive practice which can be
practice
Grammar
presentation
225
226
Unit 8 READING
Warmer
With books closed, ask the class: What jobs do your parents have?
Invite some students to tell you and ask further questions: Do
they work in an office? What do they have to wear to work? What
times of day do they work?
Elicit a few ideas from various students and write the
professions on the board.
Then tell students to ask and answer questions about their
parents’ jobs. Put some topics on the board to facilitate
conversation: place of work, clothes, hours, activities,
qualifications.
Get students to report back to the rest of the class about their
partners’ parents.
1 Share ideas as a class before reading the text.

As you go through the answers, identify certain activities that each
job includes, e.g. film extras sit around and do nothing, chocolate
tasters have to stay very clean, waterslide testers travel around the
world.
Ask students which of the three jobs they would like to do and get
them to explain why.
Answers
film extra: one of the people in the background of a film
chocolate taster: the person who tastes chocolates before they are
sold
waterslide tester: the person who checks the height, speed and safety
of waterslides
Extra activity
In small groups, tell students to think of another ‘coolest job
ever’.
Get them to identify different jobs they like and to decide on
their favourite.
Tell students to make notes about the job, including what you
have to and must not do in the job. Then invite a student from
each group to present their coolest job to the class. Hold a class
vote to find out the coolest job ever.
227
228
3 Tell students to scan the text to find the appropriate information.

Warmer
Answers Stand in front of the class and mime the actions of a job, e.g. an
accountant typing, a taxi driver driving, a waiter taking an order.
2 film extra 3 chocolate taster 4 waterslide tester 5 chocolate
taster 6 film extra 7 chocolate taster 8 film extra
Ask the students: What is my job?
Organize students into groups of 4 or 5. Tell them to mime
4 Tell students that not every text mentions clothes. Explain different jobs to each other for the rest of their group to guess. If
that students should answer the question based on their own necessary, refer students to the list of jobs on page 83 for ideas.
understanding of the job.
Present a model for students to answer questions 2 and 3, e.g. The 8 Refer students to the list of jobs in the box and give them time to
best thing is (being able to travel around the world). You would have look up any words they don’t know in a dictionary.
to (do a lot of exercise).
Answers
Answers
Left column: lawyer, university professor, pilot
1 film extra: Sometimes they wear costumes or dress as a monster. Right column: shop assistant, vet, nurse
chocolate taster: They wear a white coat and a hairnet.
waterslide tester: Swimming clothes. 9 You could read the definitions out loud to the class and get students
2 Students’ own answers to find the answers as a group. Use the opportunity to highlight any
words that students may not know.
5 Invite a student to read out the Word Zone box.
Tell students to find compound nouns in the text on page 82. Write Answers
them on the board; film extra, chocolate taster, chocolate factory, 2 doctor 3 sales representative 4 builder 5 plumber
white coat, hairnet. 6 accountant 7 university professor 8 architect
Then get students to complete the exercise.
Answers
Extra activity
Tell students to work in pairs. Have one partner close their book
football, bank robber, bedroom, white board, guidebook, computer game
and get the other to read out a definition from exercise 9 for
their partner to guess the job. Then have them swap roles.
Extra activity
In pairs, tell students to make another five compound nouns
10 Tell students to aim for two or three expressions or clues per
using any of the words in the box (e.g. boardroom, ball game).
description, similar to the definitions in exercise 9.
Go round and check their ideas. Then get them to write
Elicit examples of how we use the different prepositions with the
sentences using the compound nouns they created.
verb work:
I work in an office; I work on a computer; I work with numbers; I work
6 3.12 Transcripts page 246 Give students time to read through for the Government.
the job advert. Ask questions to check comprehension:
What job is the advert for? (Caretaker) Answers Students’ own answers
Where is the job? (Hamilton Island, Australia)
Which skills do you need? (able to swim and scuba dive) 11 Suggest that students use the definitions in exercise 9 as well as
Check students understand ‘length of employment’, ‘duties’ and their own descriptions in exercise 10.
‘salary’.
Answers
Length of employment: 6 months
Main duties: write a blog, take photos of the island, and make videos
for the website Teacher’s Resource Book
Salary: $120,000 for six months Vocabulary Support Worksheet: page 26, exercises 1–3
Accommodation: a comfortable three-bedroom house with a Vocabulary Consolidation Worksheet: page 27, exercises 1–3
swimming pool
Number of applicants: 35,000 the last time the job became available
7 Elicit the different jobs discussed in the lesson so far and write
them on the board.
Allow stronger students to write about jobs that don’t appear in the
lesson.
Elicit from the class different questions that students can ask their
partners, e.g. What do you have to wear to work? How long is a
typical day?
229
230
Unit 8 GRAMMAR
5 Ask the students: What qualities do you have to have to be a stunt

GRAMMAR OPTIONS person? (You have to be brave / patient / adventurous, etc).
● The grammar box gives a summary of the grammar areas that Encourage students to include at least one personal quality in their
students will practise on this page. sentences about the jobs in exercise 5.
on page 120. Answers Students’ own answers
6 3.14 Play the track and ask what they notice about the
pronunciation of ‘have’ (the ‘v’ is pronounced ‘f’). Point out that this
Warmer is different from the pronunciation in all other uses of ‘have’, which
is ‘v’. Read the following sentences to illustrate the point, taking
Introduce the function of the lesson to the class: Rules and care to pronounce the ‘f’ sound in number 3.
obligation. Ask the class: Where in our lives do we have rules and 1 I have a shower every day.
obligations? (e.g. in our homes, at school, when we drive). Invite 2 I haven’t got a brother.
students to answer and ask further questions, e.g. What are the 3 I have to wear a uniform to school.
rules? Why do we have these rules? Generate a class discussion
and write any useful vocabulary on the board.
7 Encourage students to think of other obligations they have outside

1 Refer students to the example answer. Ask: What form of the verb do of the examples given.
we use after must or mustn’t? (infinitive without to). Then get them
to complete the exercise. Answers Students’ own answers
Answers 8 Elicit some follow-up questions that students can ask, e.g. Why do
2 must be able to 3 mustn’t feed 4 must be 5 mustn’t pick up you have to go to the dentist? Who do you have to buy a present for?
6 must wash 7 must wear
Teaching tip
Take the time to model the correct pronunciation of must and Continuous assessment
mustn’t. Teacher’s Resource Book
Model sentences 1 and 3 from exercise 1 and ask students which Grammar Support Worksheet: page 50, exercises 1–3
letter isn’t pronounced (the first ‘t’ in mustn’t). Grammar Consolidation Worksheet: page 51, exercises 1–3
2 Read the instructions and ask students which of the three verbs
does not express obligation (don’t have to).
Answers
2 have to 3 mustn’t 4 mustn’t 5 have to 6 don’t have to
7 mustn’t 8 don’t have to
3 Go round and check students have used a combination of mustn’t,

have to and don’t have to.
4 3.13 Refer students to the photo and ask: What is she doing?
Why is she doing this? What is her job? Explain that a stunt person is
someone who does dangerous things in a film so that the real actor
doesn’t have to.
As students complete the activity, tell them to pay attention to the
subject (I, you, they) when choosing the correct form of the verb.
Answers
What things do you have to know?
What special qualities does a stunt person have to have?
Why do you love your job?
2 don’t have to 3 have to 4 have to 5 have to 6 doesn’t have to
7 has to 8 have to 9 don’t have to 10 don’t have to
231
CAMBRIDGE
Exam Practice
232
Unit 8 LISTENING
4 3.17 Transcripts page 246 Get students to discuss the clues in

Warmer pairs or small groups. Encourage discussion between the students to
Ask the class: What games do you like playing? identify the correct job (e.g. What do you think? I’m not sure because…).
Invite students to answer and write the names of different Invite each pair or group to say what job they think Ben has.
games on the board.
Organize students into small groups. Assign one game to each Answers
group and tell students to write the rules of the game. Model an Ben is a chef in a top London restaurant.
example if necessary:
Football: You have to kick the ball past the goal keeper into the net. 5 3.18 These expressions are commonly used in spoken English
You must pass the ball using your feet. You mustn’t pick up the ball. to react to information. They are highlighted in the audio script.
Before students go to page 147, ask them to match the expressions
to their meaning:
1 Go round the class and offer words to help students express their
ideas, e.g. uniform (e.g. this lady is wearing a nurse’s uniform), hose
Hurry up / Be quick (Come on.)
(e.g. this man is carrying a fire hose), tools (e.g. this man is holding I don’t know (I haven’t got a clue!)
tools). You understand what I mean (You know)
Write any useful vocabulary on the board for other students to
copy. Answers
1 I haven’t got a clue! 2 you know 3 Come on.
Answers
Left side: bus driver, business person, firefighter, doctor, nurse
6 Remind students that the questions can only be answered using
Right side: pilot, police officer, vet, plumber, university professor ‘yes’ or ‘no’. Elicit some ideas of how to begin the questions, e.g. Do
you…? Do you have to …? Have you got …? Is your job …?
Extra activity Answers Students’ own answers

Point out that many jobs in English have to be neutral, e.g. not
male or female. Refer to the examples in the picture: police 7 Arrange students into groups of three or four to play the game.
officer (not policeman), firefighter (not fireman) Explain that the contestant(s) ask the questions to the mystery
Ask students if they can think of any other jobs which have guest and the presenter needs to count the questions asked and
the word ‘man’ in them, and get them to research a neutral ensure that they only ask ‘yes’ or ‘no’ questions. After one round, get
alternative on the internet. students to swap roles until each student has played a different role.
Encourage students to use the expressions in Face 2 Face.
the rules at the top of the page. Get them to predict the answers to Answers Students’ own answers
the questions before playing the track.
Fast finishers
WORDS TO KNOW Tell fast finishers to choose three jobs from the pictures at the
Check students know the following words: guess (verb), guess top of the page and to write short descriptions about each job.
(noun), guest. Tell them to describe where they work, what they wear and who
or what they work with.
Write three sentences on the board and invite students to
complete the sentences:
1 He is a at this hotel. (guest)
2 If he the answer, he wins a car. (guesses)
3 ‘I think you’re 34.’ ‘That’s a good , but I’m 35.’ (guess)
Answers
Rules: 1 eight, 2 yes, 3 no, 4 guess, 5 guess
Name: Ben Grant
Nationality: Irish
Age: 32
Years in job: 14
3 3.16 Transcripts page 246 Play the track once through and tell
students just to listen.
Then tell them to read the sentences and decide if they are true or
false. Play the track again for students to check.
Answers
1 true 2 true 3 true 4 false 5 false 6 true 7 true 8 false
233
234
Unit 8 READING
Warmer
Ask the class: Do you have a part-time job? Have you ever worked
during school holidays? Do you get paid for doing chores in your
house?
Elicit some ideas from students. Then get students to discuss
the questions in groups and report back to the rest of the class.
If appropriate, write some of the part-time jobs that students do
on the board and ask further questions about what they do and
when they work.
1 After you go through the answers, elicit the job titles for each
picture (A shop assistant, B dog walker, C server).
Answers
1 B 2 C 3 B 4 A 5 C 6 A

Explain to students that they need to search for ‘types’ of jobs that
are mentioned because specific job titles are not named in the text.
Answers
selling things in shops, serving in cafés or restaurants, working at riding
stables or farms, taking dogs for a walk, work in a factory.
Teaching tip
Take the time to point out the different styles of writing in the
main article and the comments. Ask the class: Which section was
written by a journalist? Which section was written by members of
the public?
Elicit from students some observations about the different
writing styles (e.g. formal / informal language, use of
punctuation, first person vs general statements, length of
sentences, use of contractions).
Extra activity
Ask students to read through the comments carefully and to
decide which comment they agree with the most. Then arrange
students into groups and get them to tell each other which
comments they agree with. Encourage students to give reasons
for their decision.
235
236
3 Give students time to read the article more carefully to complete

the exercise. Warmer
Ask the class: Which chores do you do at home?
Answers In small groups, tell them to write a list of chores that they do at
1 2 2 12 3 7am–7pm 4 5 5 2 6 25 home. Allow them to use their dictionaries if necessary. Invite
students to share their ideas and get them to explain or mime
any chores that other students don’t understand.
Extra activity
Ask if students know the working regulations for children in their 8 Go through the answers by reading a chore and getting students to
own country. If not, get them to research in class or at home. Get point to the correct picture or call out the number.
students to copy and complete the Factfile for their own country.
Then ask them to compare and contrast the working regulations Answers
for 13–15 year olds in the two countries.
1 put away the groceries 2 do the washing up 3 load the
dishwasher 4 take out the rubbish 5 clean the car 6 do the
4 As you go through the answers, check that students understand the ironing 7 lay the table 8 clear the table 9 make the bed 10 do
following words and expressions: ‘a sense of responsibility’, ‘earn the washing 11 water the plants 12 feed the dog 13 hang out
the washing 14 take the dog for a walk 15 sweep the floor 16 do
money’, ‘judge’, ‘gadgets’
the vacuuming
Answers 9 Point out that some chores will fit into more than one category.
3 for 4 for 5 for 6 against 7 for 8 for (but not during term
time) Answers
Chores connected with clothes: do the ironing, do the washing, hang
5 Suggest that students create a table in their notebooks with two
out the washing
columns titled For and Against. Get them to think of a title for their
Chores that you can do outside: clean the car, water the plants, take
table, e.g. Should teenagers work? the dog for a walk
Chores connected with animals: feed the dog, take the dog for a walk
Answers Chores connected with mealtimes: do the washing up, load the
dishwasher, lay the table, clear the table
For: you can earn your own money, many teenagers have to work
Chores that you usually do every day: do the washing up, load the
because their families don’t earn enough money, it helps young people
dishwasher, lay the table, clear the table, take out the rubbish, make the
understand other people’s lives, you can buy clothes or electronic
bed, sweep the floor
gadgets, you can save up for college, it’s good to get work experience in
Chores that you need to do in every room: do the vacuuming, sweep
the summer
the floor
Against: education is more important than money, teenagers should
enjoy their childhood doing sport or hanging out, it’s too tiring during
term time
10 Model other examples of how to form sentences using the -ing form
of verbs, e.g. I can’t stand putting way the groceries.
6 Ask students to share their ideas with the class. Tell others to add
any new ideas to their tables in exercise 5. Answers Students’ own answers
Answers Students’ own answers 11 Elicit from the class further examples of questions that students
can use, e.g. How do you feel about …? Do you enjoy…?
7 Read the Word Zone box to the class. Point out that there are some
occasions where job and work can both be used. Provide examples: Answers Students’ own answers
How is your work / job going?
I’m good at my work / job.
I need to get the work / job done by tomorrow. Continuous assessment
Answers Vocabulary Support Worksheet: page 26, exercises 4–6
1 work 2 job 3 job 4 work Vocabulary Consolidation Worksheet: page 27, exercises 4–5
Extra activity
Hold a debate to argue ‘for’ and ‘against’ teenagers working.
Organize students into small groups. Tell half of each group
that they are arguing ‘for’ teenage work and tell the other half
they must argue ‘against’ teenage work. Using their notes from
exercises 5 and 6, tell each team to choose the strongest three
arguments for their side before they start debating.
237
238
Unit 8 GRAMMAR
Answers
GRAMMAR OPTIONS
2 Mia can do this job because you can work on weekdays from 7:00am
● The grammar box gives a summary of the grammar areas that to 7:00pm if you’re 14.
students will practise on this page. 3 Olivia can do this job because you’re allowed to perform in a film
● The grammar is presented in a complete grammar reference even if you’re under 14.
on page 120. 4 Anthony can’t do this job because you’re not allowed to work in a
● Visual grammar presentation restaurant if you’re under 14 except for working for your parents,
babysitting, performing on TV or in films or doing chores at home.
5 Daniel can’t do this job because 14–16 year olds aren’t allowed to use
machines.
Warmer 4 Refer students to the Grammar box. Then ask: Put the verbs in the
Present a problem to the class, e.g. you’ve left your keys in your order of strength of advice, starting with the weakest. (could, should,
flat by accident and you can’t get into your house. Or you’ve need).
been invited to two different events on Saturday afternoon and Point out that ‘need’ is followed by to + infinitive.
you’re not sure which one to go to. Ask students to discuss in When students have completed the exercise, you could get them to
groups what you could do. Then invite each group to offer you rewrite the sentences using could and need to.
some advice.
Answers
1 Point out that ‘be’ in ‘be allowed to’ changes with the subject, e.g. 1 She should choose a more interesting sport. She shouldn’t do
I am allowed to, you are allowed to, he is allowed to. As students something that she hates.
complete the exercise, tell them that their answers may differ from 2 She shouldn’t use her computer at night. She should do some
their partner’s. exercise in the evening.
3 She shouldn’t try and learn everything at the start. She should go on
a course.
Answers
1 We’re allowed / aren’t allowed to chew gum in our school. 5 Explain to students that an ‘agony aunt’ or ‘agony uncle’ is someone
2 We’re allowed / aren’t allowed to go home for lunch from our school. who writes advice columns in newspapers and magazines. Ask
3 We’re allowed / aren’t allowed to use a dictionary in our English for examples of agony aunts/uncles in the students’ own country.
lessons.
Elicit one idea for each problem to check students understand the
4 I’m allowed / not allowed to wear outdoor shoes in my house.
sentences. Then get them to complete the activity alone.
5 You’re not allowed to smoke in restaurants in Spain now.
6 You’re allowed / not allowed to take your dog for a walk in our local
park. Answers Students’ own answers
2 Elicit what students notice about the verbs that follow ‘can’ and ‘be 6 Suggest that students take it in turns to read out one problem, and
allowed’. Point out that ‘be allowed’ is always followed by to + verb, then have other group members give their advice.
whereas ‘can’ is followed by the infinitive without to. Tell students
to use this rule as they complete the exercise.
Answers
2 are allowed 3 can’t 4 aren’t allowed 5 can 6 aren’t allowed Continuous assessment
7 can 8 are allowed 9 can
Teaching tip Grammar Consolidation Worksheet: page 51, exercises 4–5
Point out that when we use adverbs with ‘be allowed to’, we
place the adverbs in the middle of the phrase, e.g. We are
sometimes allowed to use our phones. NOT: We are allowed
sometimes to use our phones.
Write an example sentence on the board: We are not allowed to
wear trainers.
Cross out ‘not’ and replace it with another word, e.g. ‘never’. (We
are never allowed to wear trainers).
Invite another student to the board to cross out ‘never’ and to
replace it with another word, e.g. ‘often’. (We are often allowed to
wear trainers).
Continue like this until several students have come to the board.
Each time, get students to repeat the sentence.
3 First get students to discuss the answers with a partner. Then tell
them to write their answers in full.
239
240
Unit 8 CHALLENGE
In this lesson, students take the roles of interviewers and 5 Before students carry out the activity, ask them to think about
candidates for different jobs and they work in pairs to prepare for what makes a good interview. Elicit some ideas, e.g. confidence in
and role-play a job interview. answering the questions, nice and friendly personality, has the right
skills.

Warmer
Ask the class: How should you prepare for a job interview? 6 Elicit the questions from the class and write some examples on the
In pairs, get students to discuss the question. Write some topics board.
on the board for students to think about (e.g. clothes, research,
what to bring). Answers Students’ own answers
As students feedback their ideas to the rest of the class, tell them
to offer you suggestions and advice about how to prepare for an
interview, e.g. You should wear smart clothes. You mustn’t be late. Fast finishers
Get fast finishers to write a letter to apply for one of the jobs.
1 You could organize students into small groups and assign one of the Tell them to include the following information: say what job you
jobs per group. Get them to discuss the job in their groups and to are applying for; say why you want the job; list the skills and
decide on the necessary qualities and skills for that job in exercise 1. qualities that you have; request an interview.
Then get each group to present the job to the rest of the class. Make
sure they answer the following questions:
• What is the job?
• What will the employee need to do?
• How much does it pay and how long must the employee work?
• What qualities and skills does the employee need and why?
2 Get students to write their sentences alone and then to compare

their ideas with a partner. Ask students if they have added any
further skills and qualities to the mind map. Write them on the
board for other students to copy.
After the exercise, ask students which job they would like to do and
why.
3 Organize groups with four students in each – two candidates and

two interviewers. If the groups don’t divide exactly, have some
groups of five, with three interviewers.
When groups divide into pairs/threes, separate them so that they
do not see the other pair’s preparation notes.
You could reorder the groups so that a pair of interviewers works
with another pair of interviewers, and a pair of candidates works
with another pair of candidates.
4 Help students get into their roles by setting up the tables and
chairs so that interviewers are sitting opposite the candidates.
Encourage them to begin the meetings in an appropriate way by
shaking hands and introducing themselves. Model this example if
necessary.
241
242
Unit 8 INTERACTION
David, Leon and Lily are three students from different countries 5 3.23 Before you play the track, get students to predict why
who become friends while studying English in the UK. In this David feels better and whose advice he followed.
unit, David is suffering from a problem and his friends give him
some advice.
Answers
David told his family that he was hungry, and they gave him ‘supper’,
which is another meal, at 9 o’clock. He ate toast and cheese and ham.
He was able to sleep for nine hours.
Warmer
Ask the class: Who do you talk to when you have problems?
Elicit some ideas and write them on the board. Try to elicit the
Extra activity
following people; a friend, a parent, a brother or sister, a teacher, Organize students into groups of three. Copy the transcripts
a neighbour, an agony aunt in a magazine. on pages 246 and 247 for them. In pairs, tell students to read
In pairs, get students to discuss which person they prefer to talk through the transcripts for tracks 3.21, 3.22 and 3.23. Ask them to
to about their problems and ask them to explain why. add or exchange words with expressions from Express yourself,
e.g. Are you OK? Change to: What’s up?
Invite various groups to read the transcripts using the new and
3.20 Express yourself contains a variety of useful expressions for updated expressions.
students to hear how they are pronounced. 6 Elicit from students different verbs we use to give advice; should,
could, need to. Get them to tell you which verbs are used to give
1 Ask further questions to elicit ideas: Where are the friends? What is strong advice and which are used to make suggestions.
David doing? Why does Lily look worried? Add new expressions to this list, e.g. Why don’t you + infinitive.
Invite various students to guess what they think the problem is. Make sure students understand the following words: revise, fitter,
criticize, homesick. Provide examples of advice you would give to
Answers Students’ own answers each of the problems that contain these words. Then get students
to complete the exercise.
the questions. Then play the track. Answers Students’ own answers
Answers 7 Go round and monitor the activity. Invite some pairs to act out their
1 David is very tired because he can’t sleep at night. role-play in front of the class.
2 Lily tells him to go to bed earlier. Leon tells him not to play so many
video games at night. Answers Students’ own answers
3 3.22 Transcripts page 247 Check that students understand

David is staying with a host family in a country that is different to
his home. After you go through the answers, ask students what
advice they would give to David. Elicit a variety of ideas, checking
that students use the correct language.
Answers
1 David can’t sleep because he feels so hungry.
2 He has this problem because his family eats so early.
3 Leon tells him to take some extra food into his room.
4 David doesn’t accept it because he’s worried his family might find
him eating in his room.
5 Lily says David should be honest and tell his family the truth.
4 3.20 You could practise pronunciation by playing the audio for

Express yourself (3.20). Pause after each phrase and get students to
repeat.
Answers
Are you OK?; You should go to bed earlier; You shouldn’t play so many
video games; I’m not sure that’s a good idea; Why don’t you take some
extra food to your room? You should talk to your family.
243
CAMBRIDGE
Exam Practice
244
TOEFL Junior ®
Exam Practice
Unit 8 WRITING
5 Help students include adverbs by going round the class and

Warmer identifying sentences where they could use them. Get them to
Play a game of Chinese Whispers using school rules. Choose rewrite the sentences using the adverbs and correct any misuse or
a student that sits at the front of the class. Whisper a school incorrect placement.
rule to him or her so that other students cannot hear, e.g. You
mustn’t run in the school corridor. Get the student to whisper the Answers Students’ own answers
same rule to the next student. Continue like this until the rule is
whispered to the final student. Ask him or her to say the rule out 6 Tell students to also check their use of modal verbs: must, mustn’t,
loud. Ask the class if the rule is correct or not. Repeat the game have to, don’t have to.
in the same way or get students to play the game in smaller
As students swap their work, get them to identify which adverbs
groups.
have been used in their partners’ text.
Invite some students to read out their letters and get the other
1 Before or after you go through the answers, tell students to find one students to say whether or not their description of the school is
thing that students must do and one thing that they mustn’t do at correct.
Melissa’s school (Must: start at 8:35 and finish at 3pm; eat lunch in
half an hour. Mustn’t: wear jeans). Answers Students’ own answers
Answers
1 No, Melissa has never met Alicia.
Fast finishers
2 The purpose of Melissa’s email is to tell Alicia a bit about her school. Get fast finishers to reply to Melissa’s letter by asking more
questions about her school. Get them to ask about the subjects,
2 Get students to correct the false sentences. You could also get them food and after school activities.
to identify any adverbs in the text, in anticipation of the Writing
skill section.
Answers
2 false 3 false 4 true 5 true 6 false 7 false 8 true
3 Invite a student to read out each of the sentences in the text that
use the adverbs in the box. Check understanding and if possible, ask
students to ask for the equivalent sentence in their own language.
Answers
2 only 3 instead 4 really … especially 5 just 6 nearly
8 quite 8 also
Teaching tip
Explain to students that often the difference between sounding
natural and unnatural in English is the position of adverbs in a
sentence.
Provide some examples:
There are almost 700 students. NOT Almost there are 700 students.
I also go swimming every day. NOT I go swimming every day also.
Suggest that students choose one or two adverbs from the list
and take note of where they are placed in the sentence, e.g. also
comes before the main verb, instead comes at the end of the
sentence.
Get students to create other sentences using these adverbs
while paying attention to their position. Go round and correct
any mistakes.
4 After students have completed this exercise, get them to compare

their notes with a partner. Encourage them to add any further
details to their notes.
245
Unit 8 TRANSCRIPTS
3.12 Student’s Book page 83, exercises 6 S And what about people? Do you have to work with people?
B Yes, I do. That’s a big part of my job.
Presenter N You mustn’t give extra information, Ben.
B Oh right. Sorry, Nick.
Being a caretaker isn’t an exciting job. You’re normally responsible M Is there a lot of stress in your job?
for a building, maybe a school or an apartment block. But in B Yes, there is.
Queensland, Australia, there’s an opportunity to become the N You have one more question.
caretaker of the beautiful tropical island of Hamilton near the S Um ... I don’t know what to ask.
Great Barrier Reef. The job is for six months – and there aren’t many N Come on. I have to hurry you.
duties! So what does the caretaker of Hamilton Island have to do? M Is it dangerous?
Well, he or she has to write a blog, take photos of the island, and B No, not really. But, you know, you have to be careful. I’m
make videos for the website. That doesn’t seem too difficult. And the working with very hot things.
pay? Well, it’s $120,000 for six months. And you don’t have to sleep N Stop there, Ben! That was the last question! So, Maria and
on the beach in a tent. The caretaker lives in a comfortable three- Sophie. It’s now time for me to ask you... What’s the Job?!
bedroom house with a swimming pool! ‘sted? Well, don’t wait too
long to make your application. The last time this job became vacant,
there were about 35,000 job applications from all over the world!
N = Nick, S = Sophie, M = Maria, B = Ben

N OK, Sophie and Maria, it’s time to make your final guess.
N = Nick, S = Sophie, M = Maria, B = Ben What do you think Ben does? Do you have any idea?
S I think so, Nick.
N Hello, I’m Nick Gold and welcome to another game of What’s M Really?
The Job? And tonight my question panel are Maria Jackson S Well, it’s an only idea...
and Sophie Frost. In What’s The Job?, Maria and Sophie have N Let’s hear it, Sophie.
to discover the job of my Mystery Guests. The rules are S OK, Ben. You work indoors, you work with other people, you
simple but listen carefully. You can ask a maximum of eight wear special clothes... and it’s a stressful job!
questions. These must be questions that only have a ‘yes’ or B That’s right.
a ‘no’ for an answer. You mustn’t ask for information! You can S So .... are you a chef in a restaurant?
guess the person’s job during the game, but remember. Every B Yes, I am.
time you make a guess, that counts as a question! And after N Well done, Sophie! Ben is in fact a chef in a top London
you’ve asked your questions, you have to guess the job. Is that restaurant!
clear? N Well, that’s it for this week’s episode of What’s the Job? We’ll
S I think so, Nick. see you all next week! Goodbye!
M Yes, Nick.
N Great! So let’s meet tonight’s first Mystery Guest.
B My name’s Ben Grant. I’m from Dublin in Ireland and I’m 32
years old. I’ve had my job for 14 years. It’s not an easy job, but 3.21 Student’s Book page 90, exercise 2
I enjoy it very much.
N Thanks, Ben, that’s enough information for now! Le = Leon, D = David, Li = Lily
Le Hey, David. Wake up!

D What? Oh hi, guys.
3.16 Student’s Book page 85, exercise 3 Li Are you OK?
D No, not really. I feel really tired. I can’t sleep at night.
N = Nick, S = Sophie, M = Maria, B = Ben Li You should go to bed earlier.
Le Yeah, and you shouldn’t play so many video games!
N OK, Maria and Sophie. Are you ready? D I go to bed at a normal time. And I don’t play video games in
M I think so. the evening.
N I hope so. You have eight questions, and you can start asking Li So why can’t you sleep?
them... now!
M Do you work indoors or outdoors?
N Now remember, you must ask yes / no questions.
M OK, do you work ... outdoors?
B No, I don’t.
M Do you work in an office?
B No, I don’t.
S Do you use special equipment?
B Yes, I do.
M Do you use a computer?
B Well, I do, but um ... I don’t have to.
M Good. What do you think, Sophie?
S I haven’t got a clue!
M Neither have I!
S Do you have to wear special clothes?
B Yes, I do.
246
3.22 Student’s Book page 90, exercises 3–4 Workbook page 82

1 Three: The shop assistant, teatime girl and call centre operator.
D = David, Li = Lily, Le = Leon
2 1 D You must be friendly and presentable.
D I can’t sleep because I feel so hungry at night. 2 A You have to go out whatever the weather.
Li Why do you feel hungry? 3 C You don’t have to do any housework.
Le Don’t you have dinner with your family? 4 B You must enjoy speaking on the phone.
D We have dinner together – but they eat so early! They eat at 3 1 Paper boy 2 Teatime girl 3 Call centre operator
about five o’clock. 4 Shop assistant
Le Five o’ clock? Really? 4 1 beauty products
Li That’s right, Leon. Lots of British people have their dinner 2 coffee shop
early. 3 housework
D Back home in Spain, I normally eat at about nine o’clock. So 4 netball player
when I’m in bed I start feeling hungry again. 5 paper round
Le Why don’t you take some extra food to your room? You know, 6 schoolchild
biscuits and chocolate muffins... You could eat them there.
D I’m not sure that’s a good idea. What if they come in and find 5 Students’ own answers
me eating in my room? That’s so embarrassing!
Li You should talk to your host family. Workbook page 83
D Do you think so?
Li Yes, definitely. Just be honest and explain your situation.
6 1 doctor 2 firefighter 3 vet 4 pilot 5 architect
Maybe they can eat a bit later.
6 shop assistant 7 police officer 8 bus driver 9 farmer
10 nurse 11 builder 12 sales representative
7 Animals: vet, farmer
Medicine: doctor, nurse
3.23 Student’s Book page 90, exercise 5 Sales and shops: shop assistant, sales representative
Emergency services: firefighter, police officer
Li = Lily, D = David Transport: pilot, bus driver
Construction: architect, builder
Li Hey, David. 8 Students’ own answers
D Oh hi Lily.
Li You look a bit happier this morning.
9 1 cook 2 journalist 3 hairdresser 4 miner
D Yeah, I feel much better, thanks. And I slept for nine hours last
5 flight attendant 6 pharmacy 7 librarian
night! 10 1 journalist 2 flight attendant 3 miner 4 cook
Li Wow, what happened? Did you explain your problem to your 5 librarian 6 pharmacist 7 hairdresser
host family? 11 Students’ own answers
D Yes, I did. I felt a bit nervous... but it was all right. They
understood everything. Workbook page 84
Li And so did you eat your dinner later in the evening?
D Not really... but they showed me another British tradition. 1 1 must 2 must 3 must 4 mustn’t 5 mustn’t 6 mustn’t
Li What’s that? 7 must 8 mustn’t
D They call it ‘supper’. At about nine o’clock, I had toast and 2 1 doesn’t have to go 2 must be 3 has to carry 4 mustn’t leave
cheese and some ham. 5 mustn’t ignore 6 has to answer
Li So you had another meal? And that’s supper?
D Yeah! It was great!
4 1 Do you have to buy any special equipment for your snake?
2 How often do you have to feed your snake?
3 Do you have to play with it?
4 What subjects do you have to take at school?
5 How long do you have to study at university?
6 What does he have to do there?
Workbook page 85
1 1 dawn 2 summit 3 souvenir 4 safety equipment
5 sunset 6 guide
2 C
3 1 C 2 C 3 A 4 B 5 B 6 C
4 1 Joel is from the UK.
2 He climbs the bridge 10 times a day.
3 The bridge is 134 metres high.
4 Some Australians climb the bridge.
5 Joel takes a photo of the climbers at the summit.
6 Jan is scared of heights.
247
Workbook page 86 3 1 Tara’s lost her phone.

2 She lost her phone when she was shopping.
1 B 3 Tara can’t remember all of the shops she went in.
2 1 B 2 C 3 A 4 Beth thinks Tara should phone her number.
3 1 Sadie 2 Olivia 3 Jason 4 Jason 5 Olivia 6 Sadie 5 Tara doesn’t accept this advice immediately.
7 Olivia 8 Sadie 6 Tara uses Beth’s mobile.
4 1 advice 2 tip 4 Suggested answers:
1 What’s wrong?
5 1 tips 2 advice 3 advice 4 tip 2 You should study with a friend to help you.
3 You could help your friend too.
Workbook page 87 4 Why don’t you go to the library every day to revise for your exams?
6 1 Feed 2 Water 3 Make 4 Take 5 Clean 6 Put away 5 Students’ own answers
7 Take out 8 Sweep
7 1 lay 2 clear 3 load 4 do 5 do 6 hang out 7 do Workbook page 91
8 Students’ own answers 1 1 quite 2 especially 3 just 4 really 5 instead 6 only
9 1 table cloth 2 rubbish bin 3 vacuum cleaner 7 also 8 almost
4 ironing board 5 washing machine 2 1 It has just over 200 players.
10 Students’ own answers 2 There are also four girl’s teams.
11 Students’ own answers 3 Sometimes we play a match instead.
4 He’s quite strict.
5 It costs almost £150 a year to be a member of the club.
Workbook page 88 6 We only play them on Sundays.
1 1 ’re allowed to walk 2 ’re not allowed to take 7 I love playing for Bradley Juniors, especially when I score a goal.
3 ’re allowed to ride 4 ’s not allowed 8 I really hope you join the club.
5 aren’t allowed to park 6 aren’t allowed to smoke 3 1 F 2 T 3 T 4 F 5 T 6 T 7 F 8 F
2 1 I’m not allowed to stay out late tonight. 4 Students’ own answers
2 They can wear trainers to school.
3 Millie can’t have a piercing.
4 We’re not allowed to go into that bar.
5 Rafa is allowed to get a part-time job.
6 You can’t take photos in the museum.
3 1 should do 2 should study 3 shouldn’t hang out
4 should wear 5 shouldn’t feed
4 1 should 2 should 3 need 4 should 5 shouldn’t
5 1 take out the rubbish 2 look it up in the dictionary
3 set your alarm clock 4 put away the groceries
Workbook page 89
Extra Challenge
Webquest
1 Chocolate comes from the cocoa tree.
2 The tallest waterslide is in Brazil and is called Isano.
3 The word ‘chef’ comes from French.
4 The telephone number for emergencies in the UK is 999.
5 The minimum rate of pay for a 16-17 year old in the UK is £3.68.
6 You can leave school at 16 in the UK.
Puzzle
1 I have to wear glasses.
2 I don’t have to lay the table.
3 I must take a bus to school.
4 I need to practise my English.
Workbook page 90
1 What’s wrong?
2 You should eat more fruit.
3 You shouldn’t stay up late.
4 I’m not sure that’s a good idea.
5 Thank you. I’ll try that. Great idea! / Thanks. That’s a good idea.
2 1 up 2 I’ll 3 What’s 4 go 5 should 6 a good
248
Ja = Jan, Jo = Joel
Ja Hello. I’m Jan Gold and welcome to another programme in

our series Interesting jobs. Today we’re in Sydney, Australia,
and we’re chatting to Joel. Morning, Joel.
Jo G’day, Jan.
Ja Joel, you’re living in Australia right now, but you aren’t
Australian.
Jo That’s right. I’m from the UK, but I’m spending a year in
Australia and I’ve got a job here, in Sydney.
Ja And it’s an interesting job, isn’t it?
Jo Well, I think so. Actually, it’s my dream job.
Ja Why’s that?
Jo Because I work outdoors.
Ja So, you don’t have to work in an office.
Jo No! Working indoors in an office? What a nightmare!
Ja What else do you like about your job?
Jo It’s active. You have to be fit to do it.
Ja Why’s that?
Jo Because I have to climb up and down the Sydney Harbour
Bridge with tourists to show them a different view of the city!
And, you know, I have to do it ten times a day.
Ja Really?
Jo Yeah! Do you know how high the bridge is?
Ja I haven’t got a clue!
Jo At the summit, it’s 134 metres high.
Ja Wow!
Jo That’s another reason why it’s my dream job. I see beautiful
views every day.
Ja What’s your favourite time of day to climb the bridge?
Jo At dawn. It’s definitely the best time to do it.
Ja Right.
Jo Another thing I love about my job is the people. I meet new
people every day.
Ja Are they Australian?
Jo Some of them are, but there are lots of tourists from around
the world. I like taking their photo at the summit.
Ja Why do you take the photos?
Jo Because the climbers mustn’t take their cameras with them.
It’s dangerous. I’m the only person with a camera.
Ja I see.
Jo How about climbing the bridge now, Jan?
Ja Er, I’m not sure. I’m scared of heights.
Jo Come on, it’s an amazing experience! We’ve got all the safety
equipment...
1 Are you OK?

2 Why don’t you sit down and have a rest?
3 You should get up earlier.
249
9 Out and about Unit overview

● Places in a town: art gallery, bank, bookshop, cinema, ● To learn and use vocabulary related to places in a town
coffee shop, department store, hotel, internet café, library, (page 93) and digital entertainment (page 97)
museum, newsagent’s, park, pharmacy, police station, ● To use the present continuous and be going to to talk
restaurant, sandwich bar, shopping centre, sports centre, about fixed arrangements and future intentions (page 94)
stadium, supermarket, theatre, town hall
● To learn and use will to make predictions (page 98)
● Digital entertainment: Blu-ray disc player, camcorder,
● To learn and use the first conditional to talk about things
digital camera, hard drive, High-Definition TV, microphone,
that are likely to happen (page 98)
mouse, MP3 dock, multicard reader, printer, remote control,
satellite speakers, surround sound, USB port, webcam, ● To report statistics in writing (page 101)
widescreen monitor, wireless keyboard
● Times and timetables: am, pm, once, twice, daily, annual
● Word building: act / action, connect / connection, entertain Skills objectives
/ entertainment, experience / experience
● To read and understand a guide describing things to do in
● Face 2 Face: You are so wrong. That sounds fun!
Oxford in a weekend (page 92)
You won’t regret it!
● To discuss places in town (page 93) and to talk about
activities related to digital technology (page 97)
● To listen and understand a radio programme giving
Grammar information about a carnival (page 95.
● To read and understand an article about entertainment
● Future plans & intentions
technology in the future (page 96)
● will for predictions
● To have a conversation with another person for as long as
● First conditional possible about a range of topics (page 99)
● To ask for and give directions (page 100)
● To do a questionnaire about weekend activities and use
Pronunciation the results to write a report (page 101)
● /k/ and /g/

Assessment criteria
● Students can talk about fixed arrangements, future
Recycled language intentions and make predictions.
● Students can use the first conditional to talk about things
● Present continuous
that are likely to happen and their possible consequences.
● Family
● Students can discuss places in town and talk about
● Everyday activities activities related to digital technology.
● Sport ● Students can pronounce /k/ and /g/ correctly.
● Food ● Students can read and understand a weekend guide and
● Jobs and work an article about entertainment technology.
● Transport ● Students can listen to a radio programme and understand
● Landscapes information about a carnival.
● Students can have a conversation about a range of topics.
● Students can ask for and give directions.
● Students can write a report using the results of a
questionnaire.
250
Resources Go digital!
activities.
Listening
● Using grammar correctly Writing
Speaking page 139
● Read aloud More provides extra interactive practice which can be
practice
Grammar
presentation
251
252
Unit 9 READING
Warmer
Tell students to stand up, and if possible, to make a space in the
middle of the classroom. Get students to walk around the class
and ask each other what they did at the weekend. Encourage
them to ask further questions for information as they talk to
their classmates, e.g. What did you do? Who did you go with?
What was it like?
Tell students to find someone who did something they would
like to. Get students to report back to the class: Tell me about
someone who did something interesting this weekend that you
would like to do.
1 As students report back their ideas, ask further questions about

their choices, e.g. Which museums do you like? Where is your perfect
place to read a book?
Teaching tip
The activities listed in exercise 1 are written using the -ing form
of the verb (e.g. seeing friends). Before students feed back their
answers, write some phrases on the board and ask them if they
are followed by the infinitive or gerund form of the verb:
I like / I enjoy / My perfect weekend includes (seeing friends).
I would like / My perfect weekend would be (to go shopping).
Extra activity
Refer students to the pictures in the text. Point to each picture
and elicit information from the students, e.g. What do you see
here? Where do you think this is? What can you see in this place?
What are the people doing?
Help students identify useful vocabulary (e.g. exhibition, juggling,
workshop, punting, ghost tour) and write the words on the board.
253
CAMBRIDGE CAMBRIDGE
254

Warmer
Tell students to scan the text for key words that relate to the places
and activities listed. It may be helpful to point out that Oxford is a Refer students to the picture in exercise 8. Ask them to discuss
city in the south of England. what kind of shops or offices they can see and what you can do
in these places. Then get students to discuss what places there
Answers are at their local high street. Refer students to the list of places
in exercise 8 and suggest they use their dictionaries if necessary.
1 Pitt Rivers Museum 2 Juggling Club 3 Dancin’ Oxford 4 Ghost As students feed back their answers, write any new vocabulary
Tour 5 Oxford Ice Rink 6 Punting in Oxford 7 Oxford Youth on the board.
Theatre 8 Science Oxford.
3 Point out that ‘try’ is followed by the -ing form of the verb in this 8 As you go through the answers, get students to reply in full
context. sentences, e.g. You can stay the night in a hotel. You can buy lots of
Write other useful phrases on the board and encourage students different things in a department store.
to use them to complete the exercise: Sophie might like to go
ice-skating because …, I suggest / recommend that Sophie goes ice- Answers
skating because…, Sophie would enjoy going ice-skating because… .
2 department store 3 bookshop 4 museum 5 bank
6 shopping centre 7 pharmacy 8 newsagent’s 9 restaurant
Answers Students’ own answers 10 police station
4 Read through the Word Zone box. Remind students that even 9 Encourage students to write at least two things for each place, e.g.
though we write in the 24-hour clock, we don’t speak using the Where can you go for a walk and see some flowers? (park).
24-hour clock, e.g. we say 2 o’clock for 14:00 NOT fourteen hundred
hours. Answers Students’ own answers
Answers 10 You could get students to ask and answer questions from both
1 am 2 once 3 daily 4 annual exercise 8 and exercise 9 and have their partner guess the answer.

Extra activity
Get students to think of an activity that they do before midday,
after midday, every day, once a week, twice a week and once a Extra activity
year. Tell them to write one sentence about each activity using Tell students to draw a map of their high street. If students live
the words learned in Word Zone, e.g. I eat breakfast daily, I go to in the same areas, get them to work in pairs or groups to create a
an annual family reunion at my auntie’s house. map together.
Tell students to label the places on their map. Go round and ask
5 As you go through the answers, elicit alternative ways to express them questions about the map: What is this? What can you do
the statements (e.g. 1 It happens annually). here? How often do you go to this place?
Alternatively, get them to present their maps to other groups by
Answers talking about some of the places.
2 Ghost Tour 3 Oxford Ice Rink 4 Oxford Youth Theatre

5 Science Oxford 6 Juggling Club 7 Pitt Rivers Museum
11 Tell students that they can discuss places that aren’t mentioned in
the lesson.
6 Highlight the example phrases in exercise 6 and write them on the
board: Answers Students’ own answers
Pitt Rivers Museum looks great. I’d like to do the trail. I like the idea of
learning to juggle.
Go round the class and make a note of any other useful phrases you
hear the students use. Write them on the board for other students Teacher’s Resource Book
to copy. Vocabulary Support Worksheet: page 28, exercises 1–3
7 After students feed back their ideas, hold a class vote to find out the
favourite activity.
255
256
Unit 9 GRAMMAR
GRAMMAR OPTIONS Answers
● The grammar box gives a summary of the grammar areas that 2 They’re having dinner with their mum and dad.
3 Joe’s buying the tickets on Saturday morning.
students will practise on this page.
4 No they aren’t. On Saturday afternoon they’re learning to punt.
● The grammar is presented in a complete grammar reference 5 On Sunday morning they’re going to the Science Museum.
on page 121. 6 Joe’s going to the concert with Ricky, Lisa and Steve.
● Visual grammar presentation 7 Joe is doing his homework on Sunday evening.
8 No, he isn’t. Ricky’s going to London by train.
4 Take the time to demonstrate the difference between a future plan

Warmer and an intention. Use the first example: Lola’s going to learn to play
Hand out small pieces of paper. Tell students to write down one the guitar.
thing they are going to do this weekend, e.g. go to the cinema / go Explain that there isn’t a future time reference so we know that this
swimming / have a guitar lesson. is an intention and not a plan. Compare it with the sentence: Lola’s
Tell students to fold their paper and pass it to the front of the having a guitar lesson tomorrow.
class. Point out that some sentences in the exercise will require negative
Read out between 5 and 10 activities at random and ask and question forms.
students about them, e.g. Who is going to the cinema? What are
you going to see? Who are you going with? Answers
2 isn’t going to eat 3 aren’t going to buy 4 are…going to see
5 are going to buy 6 are … going to watch 7 aren’t going to play
1 3.25 Before students start, write a future plan on the board, e.g. 8 ’s going to study
I am visiting my parents this weekend.
Then invite a student to the board to change the sentence into the 5 3.26 Tell students to put their fingers on their vocal cords.
negative. (I’m not visiting my parents this weekend) Pronounce /k/ and get them to repeat. Explain that they should not
Invite another student to change the sentence into the feel a vibration. Then pronounce /g/ and get them to repeat. Explain
interrogative. (Are you / Is she visiting your/her parents this that they should feel a vibration.
weekend?) There is more practice – both listening and speaking – on page 149.
Answers 6 and 7 Elicit example questions from the students to begin the
discussion: What are you doing this weekend? What are you going to
2 ’m meeting 3 are … meeting 4 ’re having 5 isn’t / ’s not coming
6 are driving 7 ’re staying 8 are … doing 9 ’re making do this weekend? What are your plans for this weekend?
10 are … filming 11 ’re filming
Teaching tip
Point out that we often contract the first part of the present Continuous assessment
continuous when we speak and when we write informal text, Teacher’s Resource Book
e.g. We’re going to the cinema tonight. Grammar Support Worksheet: page 52, exercises 1–3
Take the time to elicit examples of each contraction; I’m, you’re, Grammar Consolidation Worksheet: page 53, exercises 1–3
he’s, she’s, we’re, they’re.
Provide contractions in the negative form too: I’m not, you aren’t,
he / she isn’t, we aren’t, they aren’t
2 Remind students to begin their questions with a capital letter and

to end them with a question mark.
Answers
2 What are they doing on Friday evening?
3 When is Joe buying the tickets?
4 Are Joe and Ricky going swimming on Saturday afternoon?
5 What are they doing on Sunday morning?
6 Who is Joe going to the concert with?
7 When is Joe doing his homework?
8 Is Ricky going to London by coach?
3 Suggest that students work in pairs and take turns to ask and
answer the questions about Joe’s weekend plans. Then get them to
write the answers.
257
258
TOEFL Junior ® CAMBRIDGE
Unit 9 LISTENING
Warmer 5 3.29 These expressions are commonly used in spoken English

to react to and give suggestions and ideas. They are highlighted in
Tell the class that they are going to hear about a carnival in the the audio script.
South West of England. Elicit from the class what carnivals they Before students go to page 147, ask them to match the expressions
have heard of around the world (e.g. Rio Carnival, Mardi Gras in to their meaning:
New Orleans). In groups, tell students to make a list of the things
I don’t agree (You are so wrong)
you can do and see in a carnival. As students report back their
ideas, write useful vocabulary on the board. I like that idea. (That sounds fun!)
I recommend it (You won’t regret it!)
1 Ask further questions about the pictures: Where else do people Answers
throw confetti? What types of street performers can you name? At
which events do you usually see fireworks? 1 You are so wrong 2 That sounds fun! 3 You won’t regret it!
6 First elicit ideas about different festivals in your country from the
Answers
class. Get students to describe what happens at those festivals.
Left side photos: a street performer, a parade Then tell students to complete the activity in pairs. If possible,
Right side photos: confetti, a folk band, fireworks, a carnival float arrange it so that not every pair writes about the same festival.
The festival takes place in South West England in August and
September.
Students’ own answers Answers Students’ own answers

the leaflet and ask them what kind of information they are listening Extra activity
for (time and dates). Tell pairs to design a poster for their festival. Get them to include
the following information:
- Title of the festival
WORDS TO KNOW
- Main events and attractions
Check students know what the following activities are: picnic in - Cost, times and dates of the festival
the park, street festival, confetti battle, storytelling tent, circus
- A picture that shows at least one of the events
workshop, marching band.
Organize them into groups and assign an activity to each group.
Get them to decide on a description of each activity, e.g. A picnic 7 Get students to use their posters (if they've done them) as they
in the park is when you bring your own food to the park. present their festivals to the class.
Go round and confirm their answers. Then get each group to
present their descriptions to the rest of the class. Answers Students’ own answers

2 12pm 3 5pm 4 26th 5 27th 6 8pm 7 1st 8 6pm Tell fast finishers to choose an event at either the Carnival in
Devizes or a carnival in their own country. Tell them to write a
brief description of the event including information about what
Teaching tip you can do and see at this event.
Take the time to revise how to write ordinal numbers - 1st, 2nd,
3rd, 4nd, etc. Invite various students to the board to write the
dates of their birthdays.
3 3.28 Transcripts page 272 Tell students to first listen to the

text without writing anything down. Then get them to complete
the exercise and compare their answers with a partner. Play the
track again for students to check.
Answers
1 C 2 B 3 C 4 A 5 B
4 First elicit the different events in the carnival; Picnic in the Park,
Street Festival, Confetti Battle, Carnival Parade. Then get students
to match the pictures to the events.
Answers
Left side: Street Festival, Carnival Parade
Right side: Confetti Battle, Street Festival/Picnic in the Park, Carnival
Parade, Carnival Parade
259
260
Unit 9 READING
Warmer
Ask the class: How did your parents entertain themselves when
they were your age? Elicit some ideas from students. Then
ask students to discuss the questions in small groups and to
compare the entertainment activities and technology then and
now. Invite groups to report back to the rest of the class.
1 As students feed back their ideas, use the opportunity to find

similarities and differences between the students, e.g. How many
people have a TV or computer in their bedroom? Who spends more
than 2 hours a day on the computer and who spends less than 2 hours
a day on the computer?
Write some interesting facts and figures that you learn about the
class on the board for use in the Extra activity below.
Extra activity
Divide the class into five groups and assign one of the questions
in exercise 1 to each group. Tell them to think of ways to present
the information. For example, students asking the first question
could add up the total amount of time spent on the computer
collectively and then divide it by the number of students in the
class to get the average.
Students asking the fourth question could find out how many
students have a TV or computer in their bedroom and then
present the information by finding differences between boys and
girls. Afterwards, get each group to gather the information from
their classmates and to make a chart to present to the class.

As you go through the answers, take the time to check students
understand the different technology. Invite individual students to
describe each one, e.g. An online game is a game that you can play on
the internet.
Answers
Paragraph 2: mobile phone, laptops, podcast, social networking site,
upload photos, emails, HD screen, surround sound
Paragraph 3: stream video and music, store media files in a ‘cloud’,
interactive TV programmes
261
CAMBRIDGE
Exam Practice
262
3 As you go through the answers, ask students to point out the part of
the text where they found the information. Warmer
Draw a large but simple picture of a computer on the board.
Answers Make sure it includes a monitor, screen, keyboard, mouse and
webcam. Invite different students to the board to label the
2 True 3 True 4 False. Families spend less time together now than
they did in the 1970s. 5 True 6 False. We may feel the action and
different parts as named above.
emotions on screen (e.g. this is a prediction not a fact). Then get more students to label other parts of the computer by
asking them to identify where they are, e.g. Where is the hard
4 Go through the questions one by one with the class. First get drive? Where is the USB port? Where is the disc player?
students to identify the key information in the text that relates to Get students to copy the computer into their notebooks and to
the question and then use that to generate further discussion. label the parts.
Answers 7 Take the time to ensure students understand each word in the box.
1 a TV with a few channels and a family phone. Students’ own answers Invite other students to describe the devices that other students
2 Because there is technology in different parts of the house. don’t know.
Answers
5 Present more words from the text and ask students to name their 1 widescreen 2 mouse 3 digital camera 4 microphone
equivalent noun or verb form: interact (interaction), prediction 5 printer 6 disc player 7 speakers 8 remote control
(predict), access (access). 9 camcorder
For extra practice, get students to write five sentences using
varying forms of the different words. 8 Explain that device is word to describe a piece of technological
equipment, e.g. a portable device, a printing device.
Answers
Answers
1 action 2 entertainment 3 experience
2 USB ports 3 keyboard 4 microphone 5 speakers
6 MP3 dock 7 webcam 8 mouse
Teaching tip
There is no simple rule when forming nouns from verbs, but Extra activity
students need to know which endings to use. Take the time to revise
and practise the noun endings -ion and -ment. In pairs, get students to practise the new vocabulary by taking
Provide some verbs and get students to decide if the ending is -ion turns to read the descriptions and for their partner to say what
or -ment: the device is.
admit (admission), enjoy (enjoyment), arrange (arrangement),
replace (replacement), inform (information), describe (description).
9 Go round and check students are using the correct tenses to carry
out the conversations.
6 Tell students to read through the questions. Instead of discussing
each one in order, encourage students to find one that they find Answers Students’ own answers
most interesting and to begin a discussion using that question.
Answers Students’ own answers Continuous assessment

263
264
Unit 9 GRAMMAR
5 Before students start, ask questions to check understanding:

GRAMMAR OPTIONS Which part of the sentence is a prediction? (The part with will).
● The grammar box gives a summary of the grammar areas that Can you use ‘if’ with the part of the sentence that uses ‘will’? (no – if is
students will practise on this page. only used with the present tense).
on page 121. Answers
2 D 3 H 4 A 5 G 6 C 7 F 8 B
6 Write the following sentences on the board and ask students what
Warmer they notice:
If I eat the cake, I’ll be sick.
Play a game of predictions. Invite a student to the front of the
class. Tell him or her to think of a shape to draw on the board.
I’ll be sick if I eat the cake. (When we start the sentence with if, we
use a comma before the second part of the sentence.) Go round and
Before the student draws the shape, ask the rest of the class
make sure students use the comma appropriately as they complete
what shape they think he/she will draw. Tell them: Write your
the exercise.
predictions in your notebooks.
Tell the student at the front of the class to draw the shape.
Answers
Ask the class: Who predicted the right shape?
Repeat the exercise with other simple ideas, e.g. choose a 2 I’ll lend you my speakers if you need them.
number between 1 and 10, write the name of an animal, say the 3 If Ryan gets a new games console, he’ll give me his old one.
4 Ellie will study in London if she passes her exams.
name of someone in the class.
5 Will you send me a text if you’re late?
6 If Ava invites me to her party, I’ll go.
1 Before students complete exercise 1, ask them what verb form 7 They’ll miss the bus if they don’t leave soon.
8 What will you do if it rains tomorrow?
follows will (the infinitive without to).
7 Invite students to report back one or two of their partners’
Answers predictions.
2 will be 3 won’t read 4 will live 5 will go 6 won’t use
7 will discover 8 won’t feel Answers Students’ own answers
2 Elicit some expressions to agree and disagree from the students

and write them on the board, e.g. I agree / I don’t agree, I’m not so Extra activity
sure, I don’t think that’s true, I think you’re right, I think so too.
Organize students into pairs and hand out a piece of paper to
Encourage students to use these expressions as they carry out the
each pair.
exercise.
Tell one student in each pair to write the first part of a first
conditional sentence beginning with ‘If’, e.g. If I go to the zoo
today…. Tell them not to let their partner see what they wrote.
Get the students to fold over their papers and to hand it to their
3 Explain to students they don’t have to use the words in the exercise. partner, who completes the sentence with their own idea, e.g. I’ll
Tell them to write ten predictions and encourage them to think
stay in bed all day.
beyond the topics provided. Offer some more ideas if necessary,
Get the pairs to open up their papers and read the sentences out
e.g. jobs, friends, home. Remind students to think about things that
loud. Invite students to share any funny or interesting sentences
won’t happen, as well as things that will happen.
with the rest of the class.
4 Provide some more opening questions to students to begin their Continuous assessment
discussions, e.g. What will your life be like in the future? Do you think Teacher’s Resource Book
you’ll get married? Grammar Support Worksheet: page 52, exercises 4–6
Teaching tip
Take the time to practise the pronunciation of contracted
forms of will: I’ll, you’ll, he’ll, she’ll, we’ll, they’ll. First model
each contraction and get students to repeat. Then put the
contractions into sentences and write them on the board. Get
students to practise saying the sentences with a partner.
265
266
CAMBRIDGE
Exam Practice
Unit 9 CHALLENGE
In this lesson, students revise language from throughout the 5 You could read out some of the reports yourself and have the rest of
level by devising their own questionnaires and maintaining the class guess which student is being described.
conversations for as long as possible.
Warmer Fast finishers

Get students to play a word association game. Explain the game:
Get fast finishers to build on their reports by writing about
In pairs, one person says a word and the other person must say the
the similarities and differences between themselves and their
first word that comes to their mind. The game continues like this
partner. Tell them to write two similarities and two differences
until one person pauses for more than 5 seconds.
that they found.
Tell students they must react as quickly as possible.
Demonstrate the game with a student if necessary. Give
students topics to begin their game, using one of the topics in
this lesson (friends and family, everyday activities, free time and
entertainment, sport, food, jobs and work, transport). Set a timer
and give students 30 seconds to play the game. Play again by
starting with a new topic, and possibly swapping pairs.
1 Choose a category and write an associated word on the board.

Invite every student to come to the board one at a time to write
a word or expression relating to that subject. This could be done
for one or two of the more challenging topics, e.g. free time and
entertainment, jobs and work, towns and cities and landscapes.
2 After students have written their questions, organize them into

groups and get them to share their questions. Tell students to write
down any new questions they hear for each subject.
3 Arrange the class so that students work with a partner they do

not know very well or they do not usually sit with. This will help to
replicate the idea that the students are getting to know each other.
Tell students to think about things they would like to know about
their partner and to prepare themselves with their first question.
Make sure students try to keep the conversation going as long as
possible. There’s no time limit when they have to move onto a new
question.
4 As students write their reports, encourage them to write about a

range of different subjects.
Get them to pass their report over to their partner to confirm the
information is correct.
267
268
Unit 9 INTERACTION
David, Leon and Lily are three students from different countries Extra activity
who become friends while studying English in the UK. In this
Play Track 3.34 again and get students to note down any useful
unit, the friends are on their way to a farewell party and need
expressions they hear. Write any expressions that don’t appear
directions to get there.
in Express yourself on the board for students to use in exercise 5:
Yes, of course. Go out of (the office). It’s next to…. At the end of the
road. It isn’t far. It’s about 5 minutes on foot. Turn right outside the
Warmer building. Is there a … near here? It’s quite close.
Organize students into groups of four or five. Ask them: How do I Get students to organize these expressions into ‘asking for
get to the school canteen? directions’, ‘giving directions’ and ‘extra information’.
Tell each group to write a list of directions from the classroom
to the canteen. Invite one group to read out their directions and
ask the other groups if they agree or not. Repeat the activity with Teaching tip
other places around the school.
Take the time to practise prepositions of place with the students.
Ask questions to elicit the vocabulary: Where is the town hall?
3.31 Express yourself contains a variety of useful expressions for (opposite the sandwich bar / behind the cinema). Where is the
the situations in the dialogue. Some of them (but not all of them) bank? (between the shoe shop and the post office). Where is the
are used in the dialogue. They are available on the audio if you want car park? (in front of the sports centre and sports shop).
5 Encourage students to use a variety of expressions they have
1 3.32 Transcripts page 272 Get students to predict the
learned in this lesson.
answers to the questions before they listen to the track.
Answers
1 It’s the friends’ last night in Oxford. 6 You could carry out this activity by inviting individual students
2 They hope to come back next year.
to give directions to a place on the map for the rest of the class to
3 They’re going to Fatima’s farewell party.
guess.
2 3.33 Transcripts page 272 First get students to write down the
instructions as they hear them. Play the track twice if necessary. Answers Students’ own answers
Then get them to use the directions to find Fatima’s street.
Answers
C – Regent Street
3 3.33 Transcripts page 272 Before playing the track, get

students to say which expressions they remember. Then play the
track again for them to check.
Answers
Excuse me. Can you tell me where … Street is, please?
How do we get to … Street?
Go straight on. Cross the road.
Take the second right. Turn left.
Go down that road.
You can’t miss it.
4 3.34 Transcripts page 273 Elicit ‘traffic lights’, and write it on

the board for reference. Before you play the track, get every student
to locate the tourist information centre on the map. Remind them
that this is their starting point. After you go through the answers,
play the track once more for students to follow the directions again.
Answers
1 the card shop 2 the department store 3 the museum
4 the bank
269
270
Unit 9 WRITING
4 Tell students to go through the report and highlight statistical

Warmer information. Write some examples on the board as a reference, e.g.
With books closed, tell the class: We are going to do a survey to 8 people have classes outside of school. About 80% of students in my
find out about students’ free time activities. In pairs, tell students class have plans for the weekend.
to write five questions that they want to ask their fellow In the same groups as exercise 3, get students to write one sentence
classmates. Go round and check students’ ideas for grammar. about their findings using the format given in the table. Have each
Invite students to share some of their questions. group share their sentence with the class. Then tell students to
write some more sentences on their own.
1 Suggest that one student reads out the questions to his or her
partner and then makes a note of their answers. Then swap roles. Answers Students’ own answers
Invite some students to report what his or her partner said.
5 Provide one example sentence for each heading and then get
students to continue alone.

2 Refer the students to the report and explain that it is based on the
answers to the questionnaire in exercise 1.
Point out that some paragraphs relate to more than one question. 6 and 7 Suggest to students that they write about the statistics
that interest them most. Go round and help them write the final
After you go through the answers, highlight the first and last
conclusion by giving them questions to think about, e.g. What is
paragraph and ask students what information is included in these
surprising or interesting about the results of the survey? What have
paragraphs (The first paragraph is an introduction and it says what
you learnt about students’ free time?
the report is about. The last paragraph is the conclusion and it gives
a personal opinion about the report).
Answers
1 D 2 C 3 D 4 D 5 B 6 B Fast finishers
3 Take the following steps to carry out this activity: Tell fast finishers to draw a bar chart to represent some of the
answers to the survey.
1 Organize the class into six groups and assign a question to each
group.
2 Have students work together in their groups to create a method
for recording the answers to their question. Remind them that
they will need to ask every student in the class. They may for
example choose to write down every student’s name. Or they
could write a list of activities and leave a space to tick the activity
as they ask the question to each student.
3 Collect information. First, get each group to answer the question
that they have been assigned and to record the results from each
group member.
Then, have each group nominate one student. Tell each
nominated student to go round to every other group to ask the
question to the students and record their answers.
4 Present the findings. Give each group time to decide the best
way to present the information to their class. Encourage them to
summarize the results into easy-to-use information.
Then get each group to present their findings to the rest of the
class. Tell other students to see if the other groups’ findings
match their own.
Teaching tip
Show students a useful way to record information using tally
marks (IIII). Provide an example of how to use this in the context
of the survey:
1 Are you going to a theatre, art gallery or museum this
weekend?
theatre III art gallery IIII II museum I none IIII IIII IIII
271
Unit 9 TRANSCRIPTS
E = Evan, J = Jess D = David, Li = Lily, Le = Leon
E OK, now it’s time for What’s On with Jessica White. Hi, Jess. D I can’t believe this is our last night in Oxford. The time’s gone so
J Hi, Evan. quickly.
E So what special events are coming up this month? Li I’m going to miss you guys.
J Well, my favourite event has to be the Carnival in Devizes. Le Me too. We’ve had a fantastic time.
E Before we go any further, where exactly is Devizes? D Well, I’ve decided. I’m coming here next year.
J It’s an old market town in Wiltshire in the southwest of England. Li Really? Then so am I!
E A carnival in an old market town? That doesn’t sound very D What about you, Leon?
exciting. Le I have to talk to my parents ... but I’m sure it’ll be fine!
J You are so wrong, Evan! I think it’s one of the best summer Li Brilliant. And it’s really nice of Fatima to have a farewell party at
festivals in the UK. her host family’s house.
E OK, Jess. Tell me about the carnival. What are the key dates? D Yeah, I really like Fatima! Have you got the map, Lily?
J Well, the carnival happens every summer, and it lasts for two Li No, Leon’s got it.
weeks. This year, it’s all starting on Sunday 19th August with the Le Wait a minute... I think I left it at home.
Picnic in the Park. That’s from 12 o’clock midday until five in the D Oh, Leon! Can you remember the address?
afternoon. Le Oh, um...
E Let’s hope the weather is good. Li I think I can remember it. We can ask someone for directions.
J I’m sure it will be. D Hey, this is our bus! Let’s get on.
J The next big event is the International Street Festival. This year,
it’s on Sunday 26th and Monday 27th August. Then two days
later, there’s going to be the amazing Confetti Battle.
E The Confetti Battle? That sounds fun. 3.33 Student’s Book page 100, exercises 2 and 3
J It is! It starts at 8pm in the Market place, and I’ll tell you more
about it in a minute. Finally, there’s the wonderful Carnival D = David, M = Man, Li = Lily, Le = Leon
Parade on Saturday 1st September.
E What time is that starting? D Excuse me. Can you tell me where *** Street is, please?
J At six pm. But get there early. It’s really popular. M I’m sorry?
D How do we get to *** Street?
M Oh, right. Let me think. Oh yeah. Go straight on... then cross the
road...
3.28 Student’s Book page 95, exercise 3 D Uh huh.
M And take the second on the right.
E = Evan, J = Jess D The second on the right.
M Yeah. Then go down that road and take the third left.
E OK, tell me more about the main events. What’s going to happen D The third left.
at the Picnic in the Park? M That’s right. Then go straight on and turn left.
J Well, all you have to do is take your own food and drink to the D Turn left?
Picnic in the Park and enjoy some great live music. For the kids, M Yeah. Do you know the number?
there’ll also be a storytelling tent where they can listen to stories, D Yes, it’s number 55.
and a circus workshop where they can learn circus skills. It’s a M Well, it’s only a short road. You can’t miss it.
great free event and I’m going to be there! Li Could you repeat the directions again, please? Just to be sure?
E And then there’s the Street Festival. M Yes, of course. Cross the road and take the second right. Go down
J That’s right. It’s one of the biggest street festivals in the country that road and take the third left. Then take the first on the left.
and attracts around 10,000 people. And that’s *** Street.
E Wow. What kind of performers are going to be there? Li Thank you!
J Every kind! There’ll be clowns, actors, acrobats... This is a big M No worries.
international event with performers coming from all over the Le Can you remember the directions?
world. There’ll be bands from Ireland, Africa, the United States, D Can you remember them, Lily?
Europe… and from the UK, too. There’s going to be a British brass Li I think so. Come on. Let’s go to the farewell party!
band with 60 members. They’re going to make a very loud noise!
E Now tell me about the famous Confetti Battle. How do people
fight with small pieces of paper?
J This really is an amazing event. People will start arriving at about
7.30. But the confetti fight starts at exactly 8 o’clock. There’s a big
bang and cannons shoot confetti into the air. Now, it isn’t really a
battle. It’s a fun half hour with people throwing bags of confetti
at each other. Then at the end of the evening, there’ll be a big
firework display.
E And how will the Carnival finish?
J There’ll be a huge Carnival Parade with big carnival floats and
loads of people in fabulous costumes. Before it begins, there’s
going to be a competition for the best float. There’ll be lots of
music, too, from reggae to marching bands. And I forgot to say
probably the most important thing. The entire carnival is free.
E Free? That’s brilliant!
J Yeah, so go to Carnival in Devizes. You won’t regret it!
272

1 1 D 2 B 3 A
M = Male tourist, TI = Tourist information officer, F = Female tourist You don’t need heading C
1 2 1 T 2 F 3 DS 4 DS 5 T
M Excuse me, can you tell me where the … is? 3 1 The Lowry is named after the famous local artist L.S. Lowry.
TI Yes, of course. Go out of the office and turn right. Take the first 2 The Lowry opened in April 2000.
left and then the second right. Go down Chester Street. It’s on the 3 You can have something to drink at the restaurant, cafés or bars.
right, next to the Café. 4 The dance classes are one hour long.
2 5 Amy has done a class at the Lowry before.
F Excuse me, where is the nearest …? 4 1 daily 2 weekly 3 monthly 4 nearly
TI Go out of the office and turn right. Go down London Road, past
the first and second traffic lights. At the end of the road, turn left. 5 1 yearly 2 weekly 3 daily 4 monthly
It’s on your right. It’s on the corner opposite the car park.
3 Workbook page 93
M Excuse me, how do I get to the …?
TI Yes, it isn’t far. About five minutes on foot. Turn right outside this
6 1 sandwich bar, coffee shop
building. Then take the second left. Go past the traffic lights and
2 sports centre, stadium
it’s on your right. You can’t miss it.
3 museum, art gallery
4
4 police station, town hall
F Excuse me, is there a … near here?
5 bookshop, news agents
TI Yes, there is. It’s quite close. Go out of this building and turn right. 7 1 hotel 2 bank 3 cinema 4 pharmacy 5 department store
Take the first left and the first right. At the traffic lights turn right 6 theatre 7 library 8 restaurant
into Queen Street. It’s opposite you between a shoe shop and the 8 Students’ own answers
Post Office. 9 1 till 2 room 3 desk 4 trolley 5 machine 6 office
10 1 24 hour cash machine 2 box office 3 shopping trolley
4 changing room 5 till 6 reception desk
Workbook page 94
1 1 ’s taking 2 ’s visiting 3 are having 4 ’s going
5 are watching
2 1 is Kate travelling
At 10.35.
2 is Kate visiting
She’s visiting the British Museum.
3 are Kate and William having
They’re having dinner at the Hard Rock Café.
4 is Kate meeting
Kate is meeting her parents.
5 Are Kate and her parents playing
No, they’re watching tennis.
4 1 isn’t going to do
2 he’s going to take
3 isn’t going to watch
4 aren’t going to hang out
5 ’s going to stay
6 ’s going to study
5 1 What are you going to do when you’re older?
2 ’m going to be
3 Are you going to be a maths teacher?
4 ’m going to teach
5 Which university are you going to study at?
6 ’m not going to study
7 What are you and your friends going to do when school finishes?
8 ’re going to relax
9 Are you and your family going to go on holiday?
10 ’re going to visit
273

1 1 dance floor, to dance 2 funfair, to go on rides Extra Challenge
3 stage, to perform 4 tent, to camp Students’ own answers
2 B Webquest
3 1 Cornbury Festival 1 The opening hours are 10.00 to 16.30 on Tuesday-Sunday and
2 in a village about 30 km from Oxford 12.00 to 16.30 on Monday.
3 3 days 2 The part of the River Thames that’s in Oxford is called the Isis.
4 4 3 The Latin name of Devizes was Castrum ad divisas.
5 folk, reggae, rock, pop 4 The town hall is on St John’s Street.
6 in the Disco Shed 5 To phone the UK from another country the code is 0044.
7 there’s a funfair 6 John Logie Baird was a Scottish engineer.
4 1 Leo is going to be 14 on Saturday.
2 There are 3 bedrooms in Lara’s tent. Puzzle
3 You aren’t allowed to take dogs. What are you doing at the weekend?
4 Lara is going to see Will Young. Who will win the next World Cup?
5 Lara asks Leo to come on Sunday. Are you going to wear jeans tomorrow?
Workbook page 100
Workbook page 96 1 1 Excuse me.
1 A 2 How do I get to the sports centre? / Can you tell me where the
sports centre is please?
2 A 3 B 2 C 1 D 4 3 Go straight on.
3 1 NO 2 NO 3 YES 4 YES 5 YES 6 NO 7 NO 8 YES 2 1 where 2 Go 3 turn 4 cross 5 tell 6 take 7 go
4 1 appearance 2 performance 3 identification 4 control 8 corner 9 how 10 traffic 11 When 12 town
5 1 appearance 2 control 3 performance 4 identify 3 1 T 2 T 3 F 4 T 5 F
Workbook page 97 1 Go down Hale Street. Take the third left.
2 Go to the end of West Street. Turn right.
6 1 webcam 2 camcorder 3 printer 4 keyboard 5 mouse 3 Go down Ashley Road.
7 1 remote control 2 MP3 dock 3 digital camera 4 The pharmacy is on the left, next to the Newsagent’s and the
4 High Definition TV 5 hard drive 6 disc player bookshop.
7 USB port 8 surround sound speakers 5 1 Excuse me, where’s the nearest internet café?
8 Students’ own answers 2 Excuse me, how do I get to the library?
9 1 spam 2 backup 3 password 4 screensaver 3 Excuse me, can you tell me where the coffee shop is?
5 computer data
10 1 spam 2 data 3 backup 4 password Workbook page 101
11 Students’ own answers 1 1 Only one person 2 Some of them 3 Everyone I spoke to
4 No one in the group 5 Only two of them
Workbook page 98 2 1 Everyone I spoke to enjoys going to the cinema.
2 Only two of them go every week.
1 1 ’ll be 2 ’ll get 3 ’ll have 4 ’ll invite 5 ’ll make 3 Some of them buy sweets from the supermarket.
6 won’t buy 7 won’t come 4 No one in the group enjoys watching horror films.
2 1 Will you get a new mobile in the next year? 5 Only one person is going to wait for the DVD.
will; ’ll 3 1 strangers 2 weekly 3 Just over half 4 the supermarket
2 What will the weather be like on Saturday? 5 everyone 6 the least
’ll; won’t
3 Will you be famous when you’re older? 4 Students’ own answers
won’t; ’ll
4 1 if it rains
2 we’ll have to walk home
3 if I find a pharmacy
4 you won’t be able to get up early
5 if I can watch 3D films on my television.
6 you’ll feel sick
5 1 lose 2 ’ll go 3 aren’t in 4 ’ll take 5 will…borrow
6 ’ll start
6 1 ’m 2 ’ll visit 3 won’t do 4 doesn’t rain 5 ’ll have
6 won’t hire 7 ’ll take 8 walk
274
La = Lara, Le = Leo
La Hi, Leo.
Le Hi, Lara. How are you?
La Good, thanks.
Le Lara, I wanted to invite you to a party I’m having next Saturday.
I’m turning 14.
La Next Saturday? 30th June?
Le Yeah.
La I’m sorry, Leo, but I can’t. I’m going to the Cornbury Festival with
my parents and my sister.
Le The Cornbury Festival? What’s that?
La It’s a music festival in a village about 30 km from Oxford.
Le A festival ... with your parents? That sounds boring.
La You are so wrong, Leo! There’s something for everyone at the
Cornbury Festival, from the very young to teenagers and adults.
Le How long is it?
La Three days. It starts on Friday and finishes on Sunday evening.
Le Where are you staying?
La We’re going to camp. We’ve got a great tent. It’s got three
bedrooms!
Le Are you taking your dog?
La No! You aren’t allowed to take dogs!
Le So, what are you going to do at the festival?
La Listen to music... obviously! There are four stages and you can
hear all different types of music.
Le Like what?
La Folk, reggae, rock, pop ... Will Young is singing at Cornbury this
year. I’m definitely going to see him!
Le So is it just a music festival?
La No, there are loads of other things to do, especially for young kids
and teenagers.
Le Really?
La You can dance in the Disco Shed. It’s a special dance floor in a big
tent.
Le That sounds fun!
La There’s a funfair too.
Le I love going on rides. I wish I could come.
La Why don’t you come to the festival on Sunday? We can hang out
together.
Le Can you go for one day?
La Yeah, you can. It’ll be cheaper, too. Do it, Leo! You won’t regret it!
Le OK, I will. I’ll come on Sunday, but what will we do if it rains?
La It won’t matter. We’ll have fun anyway!
Le Yeah, you’re right.
1 Excuse me, where’s the nearest internet café?

2 Excuse me, how do I get to the library?
3 Excuse me, can you tell me where the coffee shop is?
275
276
Units 7–9 REVIEW
Warmer
Get students to review and discuss the reading texts in units
7–9. Tell students to look through the reading texts from the last
three units and to pick one that they liked the most. Give them
ten to fifteen minutes to read through the text and make notes
about the following; What is the text about? What did you learn
from the text? Why did you like it?
Organize students into groups of three or four and get them to
discuss the texts that they liked. Tell them to use their notes to
help guide discussions.
1 Help students by eliciting key information from the photo, e.g. What
can you see in the photo? What are the people standing on? How do
you think the boat moves if it doesn’t have sails?
2 Check that students understand ‘solar power’.
Answers
It’s a boat. It is the first to travel right around the world using solar
power alone.
3 In pairs, get students to correct the false statements.
Answers
1 false 2 true 3 true 4 false 5 false 6 true 7 false 8 true
Extra activity
With books closed, ask further questions to see what students
remember about the text: How long did it take to complete the
trip? (19 months). How many countries did it stop in? (28). How
much did it cost to build the boat? (15 million euros).
4 Go round the class and monitor the conversations. Make notes on

interesting ideas you hear then invite students to expand on those
ideas for the rest of the class to discuss.
277
278
5 Ask further questions to draw out information, e.g. What can you see
in the photo? Where do you think the photo was taken? Why is this an
Warmer
interesting place for students to visit? Ask the class: Which countries border India? In groups, get
Try to elicit the following vocabulary: climate change, environment, students to answer the question. Award a point to the groups
explore / exploration, glaciers, wildlife. that identify the most bordering countries.

Bangladesh, Bhutan, China, Myanmar (Burma), Nepal, Pakistan
6 3.35 Transcripts page 280 Play the track once and get
students to listen without answering the questions. 1 Write some topics on the board to stimulate students’ ideas, e.g.
Ask the class: Why is Sally making notes about the expedition? landscape, famous people, exports, language, events.
(because she wants to enter the competition to win the trip).
Then play the track again for students to complete the exercise. Answers
The photo shows the Taj Mahal in Agra.
1 August 2 boat trips 3 essay 4 4 5 Sunday, June 12th
6 photos 2 Tell students to work in pairs, then feed back as a class on exercises
1 and 2 together.
7 Write some ideas on the board to guide students: safety, personal
behaviour, work assignments, things to bring with, interaction with Answers Students’ own answers
wildlife and scenery.
3 Transcripts page 280 Ask the following questions to check
Answers Students’ own answers comprehension:
Which word refers to a religion? (Hinduism)
8 and 9 Elicit from the class some example questions for Student Bs Which word is a famous river? (The Ganges)
to ask Student As, e.g. What things did you see during the expedition?
What was your favourite part of the trip? Which part of the world
Which word relates to an important part of international history?
(trade routes)
would you like to explore next?
Answers
trade routes: India has been at the centre of trade routes, especially
focused on its enormous variety of spices.
1947: The year India gained independence from Britain.
Hinduism: The biggest religion. 80% of the population is Hindu.
The Ganges: One of the most important spiritual places for Hindus.
Millions of Hindus come to wash themselves in a ritual of purification.
cricket: It is the king of Indian sports and Indians are crazy about it.
4 Transcripts page 280 Give students time to read through the

questions. Play the video and pause after each answer is revealed to
give students time to complete their answers.
Answers
1 colourful, crowded, chaotic, beautiful, spiritual
2 Hinduism: 80% of the population are Hindu. Islam: India has been
ruled by Muslim dynasties. Buddhism is an important world religion
that was born in India.
3 cows (in the street), bulls (on farms) and elephants
4 meditation and yoga
5 Cricket is compared to baseball. Because you play both with a bat
and ball, and players must try to hit the ball and run.
5 First get students to describe some of the images they saw in the
video. Ask them: Did any images surprise you? Which images did you
like? Which didn’t you like?
FIND OUT
Invite students to say what they know or remember about
cricket. If necessary, replay the section of the video that shows
cricket.
279
3.35 Student’s Book page 103, exercise 6 Video Student’s Book page 103, exercises 3–4
▼
Are you a high school student? Have you done great things to help Ask people who have been to India to describe it and you’ll get a
the environment at your school, or in your town or city? Would you variety of comments. It’s colourful. It’s crowded. It’s chaotic. It’s
like to learn more about climate change? If so, enter our fantastic beautiful. It’s spiritual. Well, the truth is it’s all of these things. India
competition to win a place on an educational expedition to the is a land of contrasts: the beauty of the Taj Mahal and the slums
Canadian Arctic this August. of cities like Calcutta, New Delhi and Mumbai, the fast-growing
If you are successful, you will join explorer Tim Green and his team IT industry and the traditional rural populations, the chaos of its
of experts and scientists on a trip to the north of Canada. Every streets and the peace of its spiritual practices. India has over
day of the expedition will be different from the last. The activities 1.2 billion people, with many different languages and religions, all
include hikes, workshops, talks and boat trips. You’ll learn about the living together in the world’s second most populous country.
amazing wildlife of the area, the way of life of local people and of India has had a long, rich and complex history. It has been at the
course, climate change. centre of trade routes, especially focused on its enormous variety of
To enter the competition, you’ll need to visit our website. That’s spices, has been ruled by Hindu and Muslim dynasties, as well as the
www.canadianarcticdream.com. You can either write a short essay British until independence in 1947, and has seen the birth of some
of 500 – 1000 words, or you can upload a short video. If you make important world religions, most famously Buddhism.
a video, it must be between 2 and 4 minutes long. In your essay or In fact, religion and spirituality play an important part in Indian
video you should explain what you’re doing in your school or town life. Hinduism is the biggest religion, and 80% of the population
to help the environment, and tell us why you should be the next are Hindu. Hindus have more than 300 million gods, and they have
student explorer in the Arctic! many colourful religious rituals. One of the most important spiritual
You must do this before midnight on Sunday, June 12th. Please note places for Hindus is the Ganges river, where millions of Hindus come
that only high school students are allowed to enter this competition. to wash themselves in a ritual of purification . But India has many
If you have left school already, then I’m afraid you are too old. So, other religions and spiritual beliefs, including different types of
don’t delay – apply today! meditation and, of course, yoga.
For more information, search our website. We have posted lots of And what else is important to Indians? Well, two things seem
photos from last year’s expedition, and we are going to upload some obvious. The first is food. For Indians, food is a big part of life. Eating
interviews with past students and leaders very soon. with your family is an important social occasion, and the food can
be very spicy. The other is the king of Indian sports, cricket. A bit like
baseball, you play cricket with a bat and ball, and players must try
to hit the ball and run. And did you know, cricket games can go on
for five days! Cricket is probably not ever going to be as popular as
football in the rest of the world, but Indians are crazy about it.
So maybe the best description of India is simply that it’s not really
like anywhere. It’s just … India.
280
▼
1 Build plump, slim, short
Do you like going to the cinema? Well, probably not as much as most
Jobs pilot, vet, builder Indians. Indians go to the movies in greater numbers than people
Places in town town hall, park, stadium from any other country in the world. They love it. And what do they
Personality cheerful, shy, serious enjoy most? Bollywood, a cinema as lively and colourful as the
country itself.
Technology mouse, printer, speakers The name ‘Bollywood’ is a combination of ‘Bombay’, the old name
for the city of Mumbai, and ‘Hollywood’. Bollywood, like the old
2 1 away 2 at 3 up 4 about 5 out 6 on Hollywood musicals from the 1920s to the 1950s, is full of music and
3 1 wavy 2 eyes 3 piercing 4 adores 5 architect 6 library dance. In fact, the film’s music often comes out first, and if the music
7 art isn’t popular they may even cancel the film. The main actors don’t
4 1 mustn’t 2 since 3 must 4 gone 5 for 6 have 7 ever necessarily have to sing – the singing is done by special playback
8 been singers. However, dancing is very important and the actors have to
5 1 F 2 B 3 E 4 A 5 D 6 C dance a lot .
Indian cinemagoers adore their movie stars. Aishwarya Rai, one of
6 1 have you lived India’s most famous movie stars, has even been Miss World. And
2 ’ll pass actor Sharukh Khan was once called ‘the world’s biggest movie star’.
3 doesn’t arrive The Bollywood film industry also has its own awards ceremony, like
4 ’s never flown the Oscars, every year in a different city outside of India. Only their
5 ’re meeting carpet isn’t red; it’s green.
6 ’m studying So what are Bollywood films about? As you can imagine, there’s a
lot of romance, usually acted out in dance routines in spectacular
Workbook page 103 locations. There are often fights between the hero and the bad guys,
and sometimes family problems to resolve. Many films are designed
7 1 A 2 B 3 A 4 A 5 C 6 C 7 B 8 B 9 C 10 A simply to entertain, but some have had more social or historical
Video themes. And increasingly Bollywood is taking influences from
2 1 It comes from the combination of ‘Bombay’ and ‘Hollywood’. Western cinema, with MTV-inspired dances and stories that are
2 Both are full of music and dance. adapted from Hollywood films or even Shakespeare’s plays.
3 They are movie stars. But Bollywood films are also having some influence on Western
4 Romances, dances, fights between the hero and the bad guys, cinema, as you can see in films like Moulin Rouge and Slumdog
family problems… Millionaire. Perhaps in future there will be even closer collaboration
5 These two films have been influenced by Bollywood films. between Hollywood and Bollywood, and both film industries will be
much better off for it.
281
282
Review Unit 1 ANSWERS and WORKBOOK ANSWERS
Student’s Book page 104 10 3.36 Play the track once through without stopping. Tell
students to write what they remember. Then play the track again
1 1 wife and pause for a short time after each sentence.
2 son
3 daughter
4 husband My name’s Jim and I live in London. I’ve got two brothers and a
5 brother sister. I play football every Saturday and I often go out with my
6 sister friends.
7 cousin
8 aunt
9 grandparents Workbook page 104
10 nephew
Crossword
2 1 D Across
2 G
3 E 3 brush
4 A 5 stepfather
5 C 6 get
6 F 7 only
7 B 9 uncle
10 does
3 1 up
2 get Down
3 shower 2 nephew
4 school 4 hardly
5 online 5 shower
6 evening 8 niece
Students’ own answers Error correction
4 1 Spanish 2 Jenny likes computer games.
2 The UK 3 I don’t play football.
3 Canadian 4 Do you watch TV after dinner?
4 Italy 5 ‘Thanks!’ ‘No worries!’
5 Portuguese 6 I have breakfast at eight o’clock.
6 Germany 7 I often listen to music at home.
7 Dutch 8 I can’t play the piano.
8 Mexican
5 1 Do … work
2 loves
3 Does … teach
4 play
5 does
6 go
6 1 I don’t like getting up early at the weekend.
2 My brother doesn’t play football every day.
3 My grandparents don’t speak Chinese.
4 I don’t go to the park every day.
5 Jane doesn’t know my brother well.
7 1 ✓
2 He usually goes online after dinner.
3 ✓
4 My parents sometimes like to go to a restaurant.
5 I rarely take the rubbish out at home.
6 ✓
8 Cath can play the guitar and ride a horse, but she can’t speak French
or juggle.
Toby can ride a horse and juggle, but he can’t speak French or play
the guitar.
Jessie can speak French, play the guitar and juggle, but she can’t ride
a horse.
Ollie can speak French, ride a horse and juggle, but he can’t play the
guitar.
283
284
Student’s Book page 105 Workbook page 105

1 1 do Crossword
2 play Across
3 do 3 are
4 do 4 goes
5 go 7 athletics
6 go 8 rugby
7 go 10 playing
8 play
9 play Down
1 gear
2 1 score, E 2 slope
2 hands, D 5 sailing
3 throw, A 6 baseball
4 running, C 9 goal
5 wall, B
3 1 helmet Error correction
2 hockey stick 2 Miranda is watching the tennis on TV.
3 racket 3 Thierry usually plays volleyball on Tuesdays.
4 paddle 4 ‘Are you listening?’ ‘Yes, I am.’
5 surfboard 5 Do you know the football pitch near my house?
6 You can use my hockey stick if you want.
4 1 racket. It isn’t a sports venue. 7 I’d like to ask for some information.
2 cycling. It isn’t a water sport. 8 Sam isn’t here at the moment.
3 swimming. You don’t need a ball for it.
4 paddle. It isn’t used for hitting something.
5 1 ’s reading
2 ’re having
3 ’m doing
4 ’s sleeping
6 1 Are you waiting for the bus?
2 Why is Dad talking to the neighbour?
3 Is your brother using the computer?
4 Are you watching the football match?
5 What’s Tom doing in my room?
7 1 D
2 E
3 B
4 A
5 F
6 C
8 1 Do … know
2 think
3 ’s listening
4 don’t understand
5 do … want
6 isn’t staying
9 3.37 Play the track once through without stopping. Tell
students to write what they remember. Then play the track again
and pause for a short time after each sentence.
I’m in my school athletics team so I am trying to get fit. We have

a competition next week and I want to do well. I go jogging every
morning before school, and I go swimming three times a week. But
I’m not doing sport tonight. I’m resting because I’m really tired!
285
286

1 1 cabbage Crossword
2 beans Across
3 peach 4 beef
4 yoghurt 6 onions
5 butter 9 fork
6 pineapple 11 would
7 tuna 12 some
8 aubergine
9 cheese Down
10 rice 1 bread
2 napkin
2 1 cereal, yoghurt, rice, olives 5 flour
2 mineral water 7 slice
3 tea 8 few
4 tuna, peas, soup, olives 10 oil
5 milk
6 milk Error correction
7 bread 2 We haven’t got any milk in the fridge.
8 pasta, flour, rice, sugar 3 Granddad sometimes has a glass of wine with dinner.
3 1 A 4 Get me a bottle of mineral water from the shop.
2 B 5 How much homework does your teacher give?
3 C 6 ‘Is there any cheese?’ ‘Yes, there’s a lot.’
4 B 7 ‘How much is that?’ ‘That’s €5.’
5 C 8 ‘Anything else?’ ‘Yes, I’d also like two coffees.’
4 D, F, C, E, G, I, B, H, A
5 Countable: banana, egg, meal, slice, tomato
Uncountable: chicken, homework, information, milk, money, news,
pasta
6 1 some
2 any
3 no … any
4 any … some
5 some … any
7 1 many
2 much
3 a lot of
4 much
5 lots of
6 many
8 1 Is there any interesting news on TV today?
2 ✓
3 ✓
4 Those trousers are too small for you – you need some new ones. /
you need a new pair.
5 Can I have a bowl of soup please?
6 ✓
9 3.38 Play the track once through without stopping. Tell students
to write what they remember. Then play the track again and pause
for a short time after each sentence.
The traditional English breakfast is famous around the world. It

usually includes one or two sausages, some bacon, an egg and
some beans. But not many people eat this every day. Most English
people just have a cup of tea and some cereal, or a piece of toast
and jam.
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288

1 1 miss: a bus, a train, a plane, a tram Crossword
2 catch: a bus, a train, a plane, a tram Across
3 get on: a bus, a motorbike, a train, a plane, a tram, a bike, a horse 4 stopped
4 get off: a bus, a train, a plane, a tram, a bike, a horse 6 up
5 drive: a bus, a car, a train, a tram 9 on
6 board: a train, a plane 10 drove
7 ride: a motorbike, a bike, a horse 12 return
8 fly: a plane
Down
2 1 train. It doesn’t travel through the air. 1 moped
2 bike. It only has two wheels. 2 ate
3 tram. It doesn’t travel in the water. 3 yard
4 train. It doesn’t travel on roads. 4 ship
5 bus. It has four wheels. 5 Did
3 1 across 6 under
2 out of 7 foot
3 on 8 were
4 around 11 off
5 off Error correction
6 towards
7 between 2 My family went to Portugal by coach.
3 His mother drove him to school last year.
4 1 library … get … course 4 We were late because of the bus.
2 return … journey … platform … board 5 Shelley didn’t walk home yesterday.
5 1 wasn’t 6 Did Charlie go with you?
2 was 7 The ferry left ten minutes ago.
3 were 8 How long does it take to get there?
4 were
5 weren’t
6 1 went
2 broke
3 forgot
4 left
5 wore
6 took
7 1 had
2 woke up
3 missed
4 didn’t have
5 gave
6 made
7 didn’t enjoy
8 rained
9 got
10 couldn’t wait
8 A: What did you do on Saturday?
B: I went shopping with Pete.
A: Did you buy anything?
B: No. I didn’t find anything nice.
A: Did you have a good holiday?
B: Yes thanks.
A: Where did you go?
B: We went to London. We had a good time.
A: Did you take lots of pictures?
B: Of course!
Last summer my family and I went to stay with friends in Paris.

The journey to their apartment took 8 hours. First we drove to
Dover and caught the ferry. I was OK but my brother felt a bit sick.
Then we got on the train to Paris. Our friends met us at the station
in Paris. We had a drink in a café and then took the bus to their
apartment.
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290

1 1 F Crossword
2 E Across
3 D 4 sounds
4 G 6 short
5 B 10 than
6 C 12 long
7 A 13 decade
2 1 far, near Down
2 late, early 2 as
3 shallow, deep 3 most
4 heavy, light 5 strong
5 narrow, wide 6 soft
6 thick, thin 7 out
3 1 C 8 wet
2 A 9 range
3 E 11 hard
4 F Error correction
5 D
6 B 2 Uranus is very far from the Sun but Neptune is further.
3 Canada is bigger than Australia.
4 1 forest 4 Hockey isn’t as exciting as rugby.
2 lake 5 Sally is the most intelligent student in our class.
3 farmland 6 The test was less difficult than I thought.
4 stream 7 I’d like one of those fridge magnets, please.
5 valley 8 I’m sorry, we’ve sold out of maps. They’re very popular.
6 hill
5 1 Today isn’t as cold as yesterday.
2 Mercury is closer to the Sun than Earth.
3 This museum is more interesting than that one.
4 Jenny is one month older than me.
5 It’s hotter today than it was yesterday.
6 These boots are less comfortable than my shoes.
6 The Garden Hotel’s food isn’t as good as The Hillside Hotel’s food.
The Garden Hotel’s swimming pool isn’t as big as The Hillside Hotel’s
swimming pool.
The Garden Hotel’s rooms are more comfortable than The Hillside
Hotel’s rooms.
The Garden Hotel is nearer to the sea than The Hillside Hotel.
The Garden Hotel’s staff are friendlier than The Hillside Hotel’s staff.
7 1 the oldest, F
2 most beautiful, C
3 the largest, D
4 the driest, E
5 the wettest, A
6 most famous, B
Tuvalu is one of the smallest countries in the world. It is in the

Pacific Ocean and the nearest continent is Australia. It consists of
nine tiny islands spread across 700 km of ocean. The population
of Tuvalu is about 10,500 people. There are no hills or mountains
in Tuvalu, and there are no streams or rivers. It rains all year round
but the wettest period is between November and April.
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292

1 1 D Crossword
2 B Across
3 E 5 Was
4 C 6 shoplifter
5 A 7 sure
6 F 9 burglar
2 1 thirsty Down
2 upset 1 upset
3 angry 2 into
4 tired 3 joyrider
5 calm 5 While
6 happy 6 smell
3 1 B 8 calm
2 E Error correction
3 C
4 A 2 I’d like to have lunch soon. I’m very hungry.
5 D 3 When you texted me, I was watching that new science
programme.
4 1 detective 4 Come closer. I can’t see you.
2 pickpocket 5 The burglar broke into the house.
3 witness 6 While Sheila was cooking dinner, she heard a strange noise
4 hacker outside.
5 vandal 7 Was it raining when you left the house?
6 graffiti artist 8 ‘How was your weekend?’ ‘I had a great time.’
6 1 wasn’t riding
2 wasn’t watching
3 wasn’t raining
4 weren’t wearing
5 wasn’t feeling
6 weren’t talking
7 1 Who were you dancing with at the party?
2 Why was Dad running down the street?
3 What was Paul wearing at the restaurant last night?
4 Where were Tom and Mandy going this morning?
5 Why was Sonia laughing during the Maths lesson?
8 1 was running … fell
2 rang … answered
3 was doing … left
4 were playing … got
5 was tidying … arrived
Last November, police in Belgium arrested a man for robbing

a jewellery shop. The man told them it definitely wasn’t him.
When the police asked him where he was while the robbery was
happening, he explained to them that at the time, he was busy
breaking into a school in another part of the town. The police
immediately arrested him for breaking into the school.
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1 1 on Crossword
2 at Across
3 of 6 stand
4 in 8 been
5 about 9 How
6 at 11 dark
Students’ own answers 12 lazy
2 Students’ own answers Down
3 1 brown. It isn’t a build. 2 each
2 plump. It isn’t a hair type. 3 ever
3 clever. It isn’t a hair type. 4 straight
4 medium-height. It isn’t a personal quality. 5 fond
5 fair. It isn’t appearance. 6 since
4 1 B 7 bald
2 D 8 beard
3 E 10 wavy
4 C Error correction
5 A 2 She can’t stand football.
5 1 I have been to the USA three times. 3 Have you ever played Angry Birds?
2 My sister has met Daniel Radcliffe. 4 We’re best friends – we’ve know each other for years.
3 We have finished unit 7 of our English book. 5 She doesn’t like meeting new people, she’s very shy.
4 I have swum in the Atlantic Ocean. 6 Joan’s lived in Wales for two years.
5 My mum and dad have bought a new car. 7 How long have you had that mobile phone?
6 2 Has Carlos ever visited New York? Yes, he has. 8 Joan’s not here. She’s gone to the swimming pool.
3 Has James ever met the Queen? No, he hasn’t.
4 Has your family ever had a holiday in the mountains? Yes, they
have.
5 Has Rihanna ever given a concert in your town? Yes, she has.
6 Has Luisa ever slept in a tent? No, she hasn’t.
7 2 Carlos has visited New York.
3 James has never met the queen.
4 My family has had a holiday in the mountains.
5 Rihanna has given a concert in my town.
6 Luisa has never slept in a tent.
8 1 for
2 since
3 since
4 for
5 for
6 since
9 2 Have you ever met a famous person? Yes, I have.
Who did you meet? I met Kate Middleton.
3 Have you ever won a prize? Yes, I have.
What did you win? I won a gold medal for swimming.
4 Have you ever stayed up all night? Yes, I have.
When did you do that? I did it last year.
David Beckham is one of the most famous footballers in the world.

You have probably heard of him even if you are not at all interested
in football, because he has also appeared in lots of advertisements.
Beckham has played for several important football clubs. He
started at Manchester United and then moved to Real Madrid.
After that he played for LA Galaxy in the United States. He has had
a very successful career.
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1 1 shop assistant Crossword
2 nurse Across
3 pilot 7 sales
4 architect 9 out
5 police officer 10 have
6 vet 11 nurse
2 You need to study at university to do this job: accountant, doctor, Down
engineer, lawyer, university professor. 1 feed
You don’t need to study at university to do this job: builder, bus 2 manager
driver, firefighter, plumber 3 must
3 1 washing 5 ironing
2 clear 6 allowed
3 take 8 should
4 bed Error correction
5 water
6 sweep 2 My Dad’s an architect. He designs buildings and houses.
7 dishwasher 3 At my school, we must turn off our mobile phones.
4 I can’t talk now. I have to take the dog for a walk.
4 1 E 5 Mum has done the shopping and now I have to put away the
2 C groceries.
3 D 6 My father has a new job.
4 A 7 Cheryl needs to study harder if she wants to pass.
5 B 8 I don’t think that’s a good idea.
5 1 must
2 mustn’t
3 mustn’t
4 must
5 must
6 mustn’t
6 1 don’t have to
2 can
3 can’t
4 have to
5 can … can’t
6 have to
8 1 Do you have to help around the house?
2 I need to finish my Science project today.
3 Are you allowed to take your phone to school?
4 Do you have to do homework every night?
5 You could help your sister do the washing up.
Most students at British schools have to wear a uniform. After

school, students are allowed to stay and do their homework in the
library, or they can go to a club. Most schools offer a wide range of
activities, including music, sport, cooking and drama. At the age
of 14, students decide what subjects they want to study for the
next two years. Everyone has to do English, Maths, Science and PE.
They choose another six or seven subjects to study.
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1 1 C Crossword
2 D Across
3 E 5 centre
4 A 6 park
5 B 10 hall
2 1 stadium 11 regret
2 pharmacy Down
3 supermarket 2 if
4 hotel 3 restaurant
5 library 4 café
6 bank 6 player
3 digital camera 7 reader
hard drive 8 going
high-definition TV 9 will
remote control Error correction
satellite TV
wireless keyboard 2 Lisa went to the bookshop to buy the last Harry Potter book.
wireless speaker 3 Jeff goes to the sports centre once a week.
surround sound 4 ‘What are you doing this weekend?’ ‘I’m visiting my grandparents.’
5 What are you going to do when you grow up?
4 1 camcorder 6 We just bought a new home entertainment system.
2 webcam 7 I won’t go to school if it snows.
3 mouse 8 You can store all your digital photographs on your digital camera.
4 MP3 dock
5 USB ports
6 microphone
5 At 12 o’clock on Saturday afternoon, Maria’s going shopping with
Sue.
At 4 o’clock on Saturday afternoon, Maria’s visiting Grandma.
At 11 o’clock on Sunday morning, Maria’s meeting Hugo in the park.
At 3 o’clock on Sunday afternoon, Maria’s having lunch at Aunty
Monica’s.
At 7 o’clock on Sunday evening, Maria’s going to the cinema with
Nat.
6 2 Are you going to buy that shirt? No, I’m going to buy this jacket.
3 Are you and your brother going to do the washing up? No, we’re
going to watch TV.
4 Are you going to buy a ticket for the Lady Gaga concert? No, I’m
going to buy a ticket for the Adele concert.
7 1 D
2 C
3 E
4 A
5 B
8 1 I’m going
2 won’t drive
3 I’m going to buy
4 I’ll see
5 We’re going to watch
I’m going to the Notting Hill carnival this year with my family. It
is held every August in West London and it is the largest street
carnival in Europe. This year the carnival will take place over two
days, Sunday 26th August and Monday 27th. Sunday is children’s
day and there will be a competition and prizes awarded for the
best costumes. Monday is adult’s day, and that’s when the main
parade will happen. There will be lots of Caribbean food to try and
bands playing. It’s going to be fantastic and I can’t wait.
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Unit 1 PREPARE FOR CAMBRIDGE EXAMS
This lesson focuses on Part 1 of the Speaking Paper from the Cambridge ABOUT THE EXAM
English: Preliminary exam.
Read through the exam information box with the class.
Warmer 4 Elicit what is happening in the picture (the two students are doing
their speaking exam). Explain that in this part of the exam they will
Hangman
have to speak for about two to three minutes and give information
This is a fun game which provides pronunciation practice of the
letters of the alphabet and revises spelling. Tell the class you are going about themselves, e.g. their hobbies, past experiences, present job,
to play hangman using the names of famous people. Choose a famous studies, where they live and future plans.
person and write dashes representing each letter of their name on
the board. Then get students to guess the letters and try to work out Answers
the name of the person. Each time a student shouts out an incorrect
letter, write it on the board and draw a section of the hangman's 1 D 2 G 3 F 4 E 5 B 6 C 7 A
scaffold. If students can guess the famous person before you complete
the ‘hangman’, they win the game. Get individual students to take Extra activity
turns to choose a famous person and conduct the game on the board.
Before students read the Tip box, ask them to look at the answers
in exercise 4 and ask: Which are the longest answers? Why? (the
1 4.1 Transcripts page 346 Do the first one with the class as answers to the questions which begin with Tell me… because they
are ‘open’ questions).
an example. Play the first part of the audio and elicit the answer
(N-A-D-A-L). Then play the rest of the audio. Play the audio again
(they'll hear it twice in the actual exam) so students can check their TIP
answers. Ask them to compare their answers in pairs and check the Read the Tip aloud. Elicit other questions the examiner might ask
spellings. beginning with Tell me about... e.g. Tell me about your hobbies. Point
out that it’s good to add extra information when answering any of
Answers the questions including the Wh- and Yes/No questions: e.g. Do you
study English at school? Yes, I do. It’s one of my favourite subjects.
1 N-A-D-A-L 2 S-P-I-E-L-B-E-R-G 3 C-R-U-Z 4 D-I-C-K-E-N-S
5 J-O-H-A-N-S-S-O-N 6 O-B-A-M-A 7 G-A-S-O-L 8 P-I-T-T 5 Once students have done the activity, you could get them to repeat
it with a different partner.
2 You could do this activity as a game. You will need pictures of the
famous people in exercise 1. Put students into two teams. Show
them the pictures. The first team to shout out the name of the
celebrity and spell their first name correctly gets a point. Students
get a bonus point if they can say why each person is famous. If Teaching tip
they get it wrong, the opposing team gets the chance to answer
Following pairwork activities get students to report back to the class
correctly. The team with the most points at the end wins the game. interesting things they found out about their partner. This increases
interest and also encourages students to listen better to each other.
Answers It also practises the use of the third person and reported speech in a
natural context.
1 Rafael. He is a Spanish tennis player.
2 Steven. He is an American movie director.
3 Penelope. She is a Spanish actress and model.
4 Charles. He was an English author.
5 Scarlett. She is an American actress, model and singer.
6 Barack. He is the President of the United States.
7 Pau. He is a basketball player for the Chicago Bulls
8 Brad. He is an American actor.
3 Give students about one minute to write down the names, without
letting their partner see them. In pairs, they take turns to spell them
out. Tell them to listen to their partner, write the name correctly
and guess why they are famous, e.g. R O N A L D O - Ah! he's a famous
footballer and he plays for Real Madrid!
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Unit 1 PREPARE FOR THE TOEFL JUNIOR® TEST
Warmer 3 4.4 Transcripts page 346 Do the first one together with the
students as a model. Play the first part and elicit the reason why
To set the context for the listening, find pictures of a sports coach
B is incorrect. Then play the rest of the audio. Encourage them to
talking to his team and a teacher talking to a class of students.
Cover the pictures in post-it notes (about twelve of them). Number discuss and compare their ideas with a partner.
them 1-12. Put the students into teams. They take turns to choose
a number and you remove the relevant post-it note. Ask them to Answers
guess what is happening in the picture as you gradually reveal it.
B Milk is mentioned but the students are told to 'take one cup of milk',
Write prompts on the board: It could be... It might be... to encourage
not to drink it.
students to practise modal verbs in context. The first team to guess
C They are trying to make plastic milk, not vinegar. Vinegar is only
correctly wins the game.
mentioned as an ingredient.
D The next class (lesson) is mentioned because the milk will be hard like
ABOUT THE TEST plastic by the time they have their next class. There is no mention of
who is coming to the next class.
Read through the exam information with the class. It's important
to spend a little more time answering any questions the students 4 4.5 Transcripts page 346 Read through the Tip with the
may have. students. You could elicit the reason for the talks in exercise 1 as
examples (The teacher wants to congratulate the volleyball team
1 4.2 Transcripts page 346 Give students a few seconds to read / The Science teacher explains how to make plastic milk). Check
the multiple-choice answers. Check they understand them. Remind students know what to do, then play the audio. After they have
them that they don’t need to understand every word of the audio, completed the task, encourage them to compare their answers
just get the general idea. with a partner. Get class feedback and try to elicit reasons why the
other answers are incorrect.
Answers
Talk 1 Answers
B The volleyball team has won a competition. D
Talk 2
A The teacher is explaining how to do the Science experiment.
Teaching tip
Explain to the class that in multiple-choice tasks they need to
listen carefully for ‘distractors’ which often appear in the wrong
answers. These are words which can also be heard in the audio
and can lead them towards choosing the wrong answer instead of
the correct one.
2 4.3 Transcripts page 346 The aim of this activity is to

highlight the ‘distractors’ in the wrong answers. Give students a
few moments to read choices A-D and reasons 1-3, and then get
them to listen to the talks again. Encourage students to compare
their answers in pairs. Elicit what the ‘distractors’ were in each
answer (volleyball, coach, Saturday).
Answers
A 2 C 3 D 1
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314
This lesson focuses on Writing Part 3 of the Reading and Writing Paper from 3 After students have read the texts individually they can discuss the
the Cambridge English: Preliminary exam. questions from exercise 2 in pairs.
Warmer Answers
Search for 'create a word cloud' in a search engine, and create a word Answer 1
cloud with the names of different sports. Show it to the class on a digital 1 Yes. It's 102 words
projector, or print it and give students a copy if you don’t have a projector. 2 No. The answer doesn't stay on the topic.
Give students one minute to look at the words, then remove the picture. 3 No. Antonia doesn't answer all of Pat's questions.
Tell them to work with a partner and write down as many of the words 4 Yes. Antonia does start and end the letter correctly.
as they can remember. The pair that remembers the most words wins. Answer 2
1 Yes. It's 103 words.
2 Yes. The answer stays on the topic.
3 Yes. Carl answers all of Pat's questions.
4 Yes. Carl starts and ends the letter correctly.
4 Elicit which is the best letter and get students to give reasons.
Answers
Carl’s letter is good because he keeps to the topic and answers all the
questions, and he ends it correctly.
Antonia's letter is poor because she includes irrelevant information
about homework and science, and she doesn’t answer all the questions.
Teaching tip
Extra activity Tell students that in this part of the exam, if they choose the letter
Put the students in pairs and get them to discuss their favourite task, it is a good idea to underline the questions in the letter they are
sports. Encourage them to explain why they like them. Bring replying to so they don’t forget to answer any of them.
students’ ideas together on the board and find out the most popular
sports.
5 In the exam students are allowed to make notes before they start
the writing task, so encourage them to do that here. They could
ABOUT THE EXAM make a note of useful vocabulary, for example, and key points they
Read through the exam information box with the class. Tell want to include in the letter. Remind students to follow the exam
students that they will be penalised if they write fewer than 80 tips. You could set a time limit so students get used to writing
words. They won't lose marks if they write more than 100 words, under pressure, but remind them not to worry too much about
but they are more likely to make mistakes and include irrelevant making grammar mistakes. In Writing Parts 2 and 3 communicating
information. relevant information is more important than accuracy.
TIP 6 Put the students into pairs and get them to read and check each
Elicit students’ own ideas on how we start and finish a letter before other's letters. Ask: Which students can answer ‘yes’ to all four
you read through the Tip with them. questions about their partner’s letters? Get class feedback and
highlight nice ideas and good use of English.
1 Remind students that they must remember to ask themselves the two
questions in the rubic when writing a letter in this part of the exam.
Answers
The topic is sport.
There are three questions.
2 Write Golden rules for the writing exam! on the board, and then
write the incomplete questions 1-4 underneath. Elicit the words to
fill the gaps. Tell students they must keep these questions in mind
when writing a letter in this part of the exam.
Answers
1 Is the answer about 100 words?
2 Does the answer stay on the topic?
3 Does it answer all the friend’s questions?
4 Does it begin and end correctly?
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316

Chain game As a follow-up, get students to write a correct version of the email,
This is a fun speaking and listening activity which revises verb + ing and then compare with a partner. This also provides good practice
sentences and the third person singular. Ask the class to stand in for part 1 of the writing exam.
a circle with yourself included. Demonstrate the activity by saying
your name and what you like or love doing: e.g. My name is Tom and
I like playing football. The student on your left has to repeat what Answers
you said (in the 3rd person) and then say what they like, love or enjoy Thanks for your email. (Missing preposition)
doing themselves: e.g. Tom likes playing football. My name is Anna It's great news… (Missing apostrophe in subject + verb contraction)
and I love going to the beach. The student on his / her left continues Do you want to come? (Missing question mark)
in the same way. If they forget what their classmate said, they have I think you would enjoy playing a team sport because...
to sit down. The last person standing wins the game. (No comma needed)
You like to play / You like playing...
(Should be like + infinitive or like + gerund)
ABOUT THE TEST try (Incorrect spelling)
Read through the exam information with students. Remind them tell me (Missing pronoun)
that it's very important to answer the questions in clear, correct
sentences and to always check their writing when they've finished. 3 Set a seven-minute time limit so students get used to writing under
pressure. Remind them to check their writing when they finish and
1 In pairs, get students to underline the questions in the letter correct any mistakes.
including the two question words Why? This will highlight them
and ensure that they don't forget to answer them. Elicit the 4 Put students in pairs and get them to read and check each other's
complete questions for the question words Why? (Why do you enjoy emails. Get class feedback and highlight nice ideas and common
them / these sports? Why do you think I would enjoy it / this sport?) errors on the board.
Point out that sometimes a question may include two parts as in
the last question in the letter. They need to answer both parts of the
question.
Answers
The topic of the email is sport / joining a sports club.
There are 7 questions:
Do you remember when we were younger?
What sports do you enjoy at school?
Why (do you enjoy them)?
Which sport do you think I would enjoy?
Why (do you think I would enjoy it)?
What sports equipment would I need for that sport?
Where is the best place to buy it?
TIP
Before reading through the Tip with the class, elicit students’ ideas
on how we start and finish a letter to a friend.
2 Review the Tip information in About the test again before getting
students to answer the questions in pairs.
Answers
1 Yes. The email salutations are correct.
2 No. Jenny doesn't answer all of Alex's questions.
3 No. The email does not stay on the same topic.
4 No. The email isn't correct. There are 8 mistakes.
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This lesson focuses on Parts 3 and 4 of the Speaking Paper from the TIP
Cambridge English: Preliminary exam. Read through the Tip with the class. Students sometimes use the
same words again and again so encourage them to use a wide
Warmer range of vocabulary when they describe the pictures.
Revise the present continuous with students by playing this miming
game. Model the activity by miming a simple action (eating an 4 Students will get a minute to do this in the exam, so set a time limit
ice cream, opening a door, using a mobile, typing on a keyboard). to get students used to speaking under pressure. Encourage them
Students have to guess what you are doing (Are you eating a pizza? No, to try not to hesitate too much. If there is a word they don't know,
I’m not. Are you …? I know, you’re eating an ice cream!). The student they should talk about something else they do know.
who guesses correctly then comes to the front and mimes an action.

ABOUT THE EXAM
Read through the exam information with the class. Tell them not to
ABOUT THE EXAM
worry if there are words they don’t know, they should focus on what
Read through the exam information with the class. Tell the students
they do know how to say, even if it is quite simple.
not to worry if their partner is a stronger or weaker speaker. They'll
be assessed individually and not compared to their partner.
1 4.6 Transcripts page 346 Before you play the audio, you
could review vocabulary related to the kitchen. Elicit words for
kitchen, oven / cooker / hob, spoon, saucepan, wok, onion, red pepper,
5 4.7 Transcripts page 346 Focus students’ attention on the
picture of the task and check they understand it. Play the audio and
garlic, potatoes, vegetables, stir, cook. Before students listen, give
do the first one together as a model. Then play the rest of the audio
them a minute to study the questions so they know what to listen
and get students to compare their answers in pairs.
for. After they have done the activity, elicit and highlight on the
board the expressions In the foreground / background and the
verb look + adjective (They look happy). You could also teach the Answers
expression It looks like (a kitchen) which students will find useful for How often do you go to restaurants?
this type of task. Elicit what tense the student is using in the audio What about you?
(present continuous). What’s your favourite restaurant?
Do you? (love Chinese food)
Answers
6 4.7 Transcripts page 346 Play the audio again and elicit ways
Where are the people? that the students show interest and keep the conversation going
What are they doing? (What about you? Me too! Do you? Yes, so do I. That’s interesting). Ask
How are the people feeling?
them to pay attention to the intonation and then practise saying
What food and other objects can you see?
the phrases together.
TIP
Teaching tip Read through the Tip with the class. Remind students that the
It's often helpful to get students to compare their answers in pairs examiner is assessing their ability to listen and respond to their
after doing a listening activity. This encourages them to help each partner as well as their ability to speak. Therefore they should give
other, and provides extra speaking practice. their partner opportunities to speak, and show they understand
them by responding to what they are saying using expressions such
2 If students have smart phones you could encourage them to video
as those in exercise 6.
each other and then watch how they did afterwards. This helps
them notice any small mistakes or long pauses and gives ideas for
improvement. Monitor round the class and make a note of common
7 Choose two students to model the activity encouraging them
to ask questions using correct intonation to show interest. Set a
errors. Go through these on the board at the end of the activity.
three-minute time limit so they get used to the exam format. Get
feedback afterwards and highlight good ideas and common errors.
Extra activity
3 Before students do the activity, elicit and write on the board useful phrases
for describing the picture: I think … There’s / There are … , I can / can’t see … , Put the students into pairs and ask them to turn their chairs back-
He / She looks … , It looks like … . Review the questions in exercise 1 and to-back. Give one of the students a picture, and ask them to describe
it in detail to their partner. Their partner has to listen carefully
give them time to make notes about what they are going to say.
and draw what they hear. Encourage them to ask questions for
clarification. After they have finished, get them to compare their
Answers pictures together. This activity is fun, encourages lots of speaking
Suggested answer and interaction and also practises prepositions of place, there is /
These people are in a restaurant. It looks like an Italian restaurant there are and present continuous. It is important to choose pictures
because I can see they are eating pizzas. I think this is a family with a which give scope for students to say a lot, e.g. pictures with people
mother and a father and four children, two girls and two boys. I think the in them doing a variety of things in familiar settings (restaurants,
oldest child is about 12 or 13, and the youngest is about five. The father home, shops etc).
is putting a slice of pizza onto a plate. The boys are wearing the same
t-shirts in different colours, blue and yellow. In the background I can see
some empty tables and chairs. The youngest girl is sitting next to her
father. The mother is smiling. She looks quite happy.
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Best friend
Write the following questions on the board: Who is your best friend?
Where did you meet? Why do you like them? In pairs, get students to
discuss the questions.
ABOUT THE TEST

Read through the test information with the class and answer any
questions they might have about the reading test.
1 Set a short time limit to encourage students to read quickly for gist.
Encourage them not to worry about unknown words.
Answers
1 C 2 D 3 B 4 A
Teaching tip
It's often helpful to tell students to write down their answers when
they have read the text. This helps them remember what they've
read and also gives you a clear indication that they have finished.
TIP
Read through the Tip with the class and reiterate the importance of
recognising these ‘distractors’ in the answers; words which are the
same as those in the text. They need to read the whole answer and
check the context, so as not to be misled by these.
2 Do the first one with the class as a model and elicit the correct
answer. Then get students to complete the task and make a note of
the answers.
Answers
1 C 2 C 3 C 4 D
3 Put the students into pairs to compare their answers, then check
answers with the class. Ask students if they noticed any distractors
in the wrong answers (e.g. buddy in line 4).
Extra activity
Ask students to read the story again and write three true or false
statements about the text. Then, in pairs, get them to take turns
reading their sentences. They have to say whether their partner's
sentences are true or false, and then correct the false sentences.
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This lesson focuses on Part 5 of the Reading and Writing Paper from the
Cambridge English: Preliminary exam. Extra activity
Write the following events from the text on slips of paper and
Warmer mix them up or write them on the board in the wrong order. In
pairs, ask the students to read the text again and put the events in
Write the word travel on the board. Ask students to work in pairs chronological order (not the order in which they appear in the text).
and think of as many words as they can associated with the word What happened first, second, third etc?
travel. Get class feedback and encourage further discussion. Ask: Do
you like travelling? Where do you like to go? How do you like to travel?
Encourage students to give reasons for their ideas.
Answers
The brothers grew up in Dayton, Ohio.
ABOUT THE EXAM They did not go to college.
Read through the exam information with the class and answer any They opened a bicycle shop.
questions they might have about the reading exam. The multiple- The shop did well.
choice activity in part 5 of the reading exam tests their vocabulary They used the money they earned to build their first aeroplanes.
The first flights took place on 17th December 1903.
and grammar. As with all reading texts, encourage students not to
Wilbur flew 260 metres in 59 seconds.
worry about unknown words but to try and guess their meaning They later started the Wright company.
from the context. The original plane that flew at Kitty Hawk is now in a museum.
1 Ask students to write down five predictions about what happens in
the text, then share their ideas with a partner. Get quick feedback
from the class, and check their ideas.
2 Ask students to read the text quickly and check if their predictions
and guesses were correct. Then, in pairs, with the multiple-choice
answers covered, get them to try and guess the missing words.
3 Go through the example with the students and elicit the answer.
Then get students to do the rest of the task. Tell them not to leave
answers blank, even if they aren't sure. They should eliminate the
answers they know are definitely incorrect, then guess from the
remaining ones.
Answers
1 C 2 B 3 B 4 D 5 D 6 A 7 B 8 C 9 B 10 D
4 Get feedback from the class and find out how many answers
students were able to guess correctly without looking at the
multiple choice answers.
TIP
Read through the Tip with the class and discuss how helpful and
effective the reading strategies were.
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6 Get students to check their predictions in pairs and discuss how

Warmer helpful and effective the reading strategies were in feedback.
Hearing mistakes
Read a short text that is well known to students (it could be one they
have recently worked on in class) but introduce small grammatical Extra activity
mistakes as you do so. Put students into two teams. When they hear
Put students into small teams of three or four, and show them the
a mistake, they should put up their hand and tell you the correct
titles of news articles from the Internet. Get them to predict what
word or phrase. Alternatively, you could ask them to listen and
the story is about. If they guess correctly, they get a point. The team
note down the mistakes. The team that finds and corrects the most
with the most points at the end wins the game.
mistakes wins the game.
ABOUT THE TEST

questions they might have about the reading test. The multiple-
choice activity aims to test students’ knowledge of grammar and
vocabulary.
TIP
Read through the Tip with the class. Tell students that, before
trying to predict the missing the words, it is always a good idea to
read through the whole text quickly for gist, as they would do for
other types of reading task.
1 As a follow up activity, you could get students to write their own

sentences on the board with a blank in them. The rest of the class
then guesses the missing word. Alternatively, they could write the
sentence with one incorrect word in it, and get other students to
spot the mistake.
2 Remind students that there are a large number of prepositions in

English and, with words like trip, it is useful to record them in their
vocabulary books together with the preposition, e.g. (on a) trip to
help them remember it. Tell them we can also say be on a trip.
Answers
B
3 When students have told you what the text is about, ask them:
Have you heard of the Wright Brothers? Elicit as much information
about them as you can. If possible, show them a picture of the
brothers with their aeroplane to help elicit ideas.
Answers
The text is about the Wright Brothers and their historic first flight at
Kitty Hawk, North Carolina.
4 Tell students to note down the words or phrases they agree on so

they can refer to them in exercise 5.
5 Get students to do the task individually, then compare their

answers. Remind them to use their knowledge of grammar, for
example, make sure they choose the correct form and tense of a
verb depending on the verb’s subject and the immediate context.
If they're not sure of the answer, tell them to eliminate the choices
which they know are incorrect, then guess from the remaining
choices.
Answers
1 A 2 C 3 A 4 D 5 B 6 A
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This lesson focuses on Part 2 of the Speaking Paper from the Cambridge
English: Preliminary exam. Teaching tip
Monitor round the class when students are doing speaking tasks,
Warmer and make a note of nice ideas and good use of language. Highlight
these in feedback and write them on the board. This positive
Ask students: What presents do you like receiving? Do you prefer
feedback provides encouragement and also introduces helpful
giving or receiving presents? What is the nicest present you have ever
words and phrases that other students can use. You can also make a
received? Why was it special / meaningful? Elicit answers from one or
note of common errors and go through these on the board too.
two students, then get them to discuss in pairs.
6 Get students’ feedback on the task. Ask: What did you find easy /
ABOUT THE EXAM difficult? Would you like to practise more? They could repeat the task
Read through the exam information with the class. Part 2 of the with a different partner.
speaking exam practises making and responding to suggestions,
discussing alternatives, making recommendations, and agreeing. Answers Students’ own answers
Remind students that they should remember to ask their partner
questions, listen to their answers and look at them to show they are
interested in what they are saying.
1 Elicit the words for the items in the picture (tie, telescope, tickets
for an exhibition, birthday cake, science book, class photo, poster).
Then read through the task together.
2 Elicit students’ ideas about the first item. Point to the picture of
the telescope. Ask: Is this a good present for the teacher? Is it cheap
or expensive? Do you think it might be better to get something a little
cheaper? Students note down comments for this, and then do the
same for the remaining pictures.
3 4.8 Transcripts page 346 Play the audio twice, if necessary.

The first time students can note down the answers to question 1,
and the second time they can focus on question 2. Get students to
discuss their answers in pairs.
Answers
1 telescope, tie, science book, tickets for an exhibition
2 Students' own answers
4 4.8 Transcripts page 346 Model the pronunciation and

intonation of the phrases, and get students to repeat them. Then
play the audio and get them to tick ✓ the phrases they hear.
Answers
What do you think ...? But ... Yes, you’re right. Maybe ...
That’s true. I’m not sure.
What about ... ?
I agree. That’s a good idea.
TIP
Read through the Tip with the class. Tell them not to speak for
too long without involving their partner. Remind students not to
choose the best idea too quickly because they need to talk for two
to three minutes.
5 Tell students to focus on language they know and not to try and
say things which are too complicated. Encourage them to use the
expressions in exercise 4.
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Receiving a present
Take into class some pictures of items which could be given to
people as presents, some desirable (a car, a coat, a video game) and
some not so desirable (a single shoe, a mouse, some string). Tell
students they are going to do a role play. They are going to give and
receive presents. Elicit language they might use when receiving
presents, e.g. Thank you, that’s lovely / really useful. I haven’t got one
of those. I’ve always wanted a … . Get a student to come out to the
front, show them one of the pictures and say: I’ve got a present for
you. They have to thank you and say why they like it (even if they
don't!). Give out the pictures and get students to do the role play in
pairs.
ABOUT THE TEST

Read through the exam information with the class and answer any
questions they have.
TIP
Read through the Tip with the class and remind them to read the
questions before they hear the audio so they know what to listen
out for.
1 Check answers with the class.
Answers
1 Two 2 The main topic 3 Only once.
2 4.9 Transcripts page 347 Play the audio. Remind students

they are just listening for gist to answer this first question. Check
answers with the class.
Answers
1 D
3 4.9 Transcripts page 347 This time get students to answer

questions 2 – 4 individually, then compare their answers with a
partner.
Answers
2 C 3 A 4 A
4 4.10 Transcripts page 347 Give the class time to quickly

look at the questions before they listen. Encourage them to check
their answers with a partner afterwards. Highlight any difficult
vocabulary, e.g. gadget, compass, flashlight, wind-up, hike, and write
it on the board.
Answers
1 B 2 D 3 A 4 C
Extra activity
Ask students to work with a partner and discuss why the incorrect
choices are wrong. You could play the audio again and get students
to read through the audioscript while they listen.
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This lesson focuses on Writing Part 3 of the Reading and Writing Paper
from the Cambridge English: Preliminary exam.
Warmer
Chain story
Put students into small groups and tell them they are going to
create a story together. Give one of the students in each group the
first sentence of the story, e.g. I felt nervous when the phone rang … ,
I really wanted to help John, but … , It was all Sally’s fault … . They
read out the sentence to the rest of the group and the person sitting
next to them continues the story. When they have finished, get one
member of each group to read out their story to the rest of the class.
ABOUT THE EXAM

questions they have. Part 3 of the exam practises writing stories or
informal letters.
1 Students could do this in pairs to encourage extra speaking and

brainstorm more ideas.
2 Check any unknown vocabulary before students answer the

questions. Ask students if they think it is a good story.
Answers
They were looking for a present for Jack’s sister.
A strange-looking man came into the shop.
He pushed Jack, grabbed the gold necklaces and ran out of the shop.
The shop assistant pressed a red button to call the police.
Everyone was very frightened.
3 Ask students to discuss the story endings with a partner. Get class
feedback and elicit which was the best ending and why.
Answers
The first ending is very boring. The second story is more exciting and
ends in a very positive way.
TIP
Read through the Tip with the class. Tell them that a good way
to end their story is with direct speech as in the second example
in exercise 3. This will impress the examiner. Remind students to
leave enough time to check through their stories and correct any
mistakes they see.
4 Tell students to write their own stories. Encourage them to use

adjectives and adverbs like strange, nervous and suddenly to make
their stories more exciting and interesting.
5 Tell students to swap stories with five other students. Get feedback
and vote for the best ones.
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Ask students: Have you ever seen a robbery? Has anyone ever stolen
anything from you or someone you know? What sort of places do
thieves operate in, and at what time of day? Discuss with students
what advice you might give to tourists visiting a town where there
is a lot of petty crime, such as keeping expensive phones or cameras
hidden, not looking at maps in open places because this will make it
obvious you are a tourist and wearing handbags across your body, so
they are more difficult to snatch.
ABOUT THE TEST

questions they have. As students only have a minute to tell their
story, they need to prepare carefully and focus on language they
know how to say. They shouldn’t try and over-complicate the story
or they will start hesitating and run out of time.
TIP
Read through the Tip with the class. Explain to students that most
stories can be divided into sections: 1) setting the scene (place and
people), 2) main event, 3) a series of events which happen as a result
of the main event, 4) resolution or end of story. This should give
them a helpful structure to follow when they tell their stories.
1 Get students to discuss this in pairs.
Answers
3
2 Encourage students to brainstorm useful words with a partner and

elicit ideas in feedback. Write the words on the board so students
can refer to them when telling their stories.
Answers
Suggested answers: walking stick, suit, handbag, shop window, fall out,
hoodie, pick up, trip over, handcuffs, terrified, pleased
3 4.11 Transcripts page 347 Play the audio and get students to
find the mistakes. To extend the activity, describe the other pictures
incorrectly, and get students to correct you (But then a boy on a red
skateboard suddenly appeared! No! He's got a yellow skateboard!).
Answers
1 Only one boy was skating.
2 Only a woman was looking in the shop window.
3 It wasn't raining, it was sunny.
4 Give students one minute to quickly think of ideas. Put them in pairs
and get them to take turns to tell each other their stories. Remind
them to use some of the words from exercise 2 to help them.
Extra activity
Not quite true
Give students pictures from newspapers or magazines. In pairs they
take turns to describe the picture, including a few incorrect facts.
Their partner has to listen carefully and spot the mistakes.
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This lesson focuses on Part 2 of the Listening Paper from the Cambridge
English: Preliminary exam. Extra activity
Memory test!
Warmer Put students into two teams. Tell them you are going to check what
they can remember about the interview. Get them to close their
Ask: What types of film do you like? What is your favourite film? books, and then ask about 10 questions, such as What is the film
Who is your favourite actor? Why do you like him / her? Elicit a few called? What is Molly's surname? What did Isobel find? Which two
ideas from students, then get them to discuss the questions in adjectives describe Isobel? What colour is Isobel’s hair? What colour is
pairs. Ask one or two students to report back to the class something Molly’s hair? What colour are Molly’s eyes? What was Molly wearing
interesting they found out about their partner. during the film? Did Molly have pets when she was younger? Which
animals did she work with on the film? The first team to shout out
ABOUT THE EXAM the correct answer wins a point. The team with the most points at
the end wins.
TIP
Read the Tip with the class. Tell students not to panic if they
don't understand everything on the audio. They don’t need to
understand everything to get the questions right.
1 Do this activity together with the class. Read the sentences out
pausing when you get to a gap. Get students to shout out the
missing words.
Answers
1 one, two 2 six 3 45 4 two
2 Students need to refer to the questions in the task to order the

topics. The questions are in the same order as the interview on
the audio. One of the aims of this activity is to show students
that by reading the task and looking at the questions before they
listen, they can guess a lot about what they are going to hear. An
alternative way to do this activity would be to cover up the list of
topics and ask students to guess what the six main topics in the
audio will be by reading the questions. Then they can compare
their guesses with the list of topics in exercise 2, and see how many
they guessed correctly.
Answers
1 2 people (Molly and interviewer)
2 What the film is like.
The main character.
What Molly looks like in the film.
Music in the film.
Animals in the film.
Molly's future.
3 4.12 Transcripts page 347 Do the first one with the class as a
model and elicit the answer. Then play the rest of the audio.
4 4.12 Transcripts page 347 Play the audio again. Remind

students not to leave any questions unanswered. Tell them that if
they still aren't sure of the answer after the second listen, just make
a best guess.
Answers
1 B 2 C 3 A 4 C 5 B 6 A
5 Get class feedback and elicit why the incorrect options were wrong.
Highlight any difficult vocabulary, write it on the board and check
meanings with the class.
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Ask students: Do you like acting / singing / dancing? Are you good
at art? Have you ever been in a play / show? What did you do? Have
you ever done an audition for something? Elicit answers from a few
students, then get them to discuss in pairs.
ABOUT THE TEST

Read through the exam information with the class and answer
any questions they have. The types of text they will usually find in
this part of the exam are factual texts, such as emails, schedules,
menus, announcements or news articles.
TIP
Read through the Tip with the class. Remind students that it is
important to read the text for gist first. Then they can read again in
more detail and complete the answers.
1 Do the first one with the class as an example. After they have
finished, get them to compare their answers in pairs.
Answers
1 B 2 C 3 D 4 A
2 You could do this together as a whole class activity. Elicit other

words, synonyms or definitions for the underlined words.
Answers
1 A 2 C
3 Point out that the questions are not necessarily in the same order
as the information in the text, and that they will need to refer
to the information in the table as well as the text. Tell students
to think about the final question carefully. The information isn't
given directly in the text, but they can work out the answer by
eliminating the wrong answers. After the students finish the task,
get them to compare their answers with a partner.
Answers
1 D 2 C 3 D 4 A
4 Ask the students to discuss why the incorrect options are wrong
and get class feedback.
Extra activity
Definitions
Write single words on some cards. These should include words
students know or have learned recently. Put students into small
teams of five or six. Give one person in each team a set of word
cards. They have to describe the word on the card, using synonyms
or definitions, while the other students in the team try to guess
what it is. You can impose a time limit, say 60 seconds, for each word
to make it more fun. The team that guesses the most words wins.
This is a fun activity, useful for reviewing and expanding students’
vocabulary.
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This lesson focuses on Reading Part 2 of the Reading and Writing Paper
Warmer
What's my job?
Write jobs on post-it notes and stick them on the students'
foreheads. They have to ask their partner yes/no questions and try to
guess what their job is (Do I work outdoors / indoors? Do I work with
animals / people? Do I work at week-ends / in the evenings?). Model
the game with one of the students so they understand the activity.
ABOUT THE EXAM

TIP
Read through the Tip with the class. Check they've all understood.
There are generally three key pieces of information in the
descriptions of the people so tell students to underline these before
they read the texts. Tell them they will find some of the key pieces of
information in more than one text, but they will only find ALL three
pieces of information in one of the texts.
1 Get students to do this in pairs.
Answers
Key information:
2 Saturday job, fashion, morning or afternoon
3 Evenings, speaking with customers, avoid anywhere very busy
4 weekend job, variety, food
5 outdoors, doesn’t want to deal with people, four hours a week or less
2 Do the first one together with students as an example, and elicit the
correct answer. Ask them why the answer is not H, as this involves
animals (because Tony can only work after school, and this job
needs someone who can work during the afternoon). Encourage
students to read the descriptions of the people one at a time,
finding the matching job for them before moving on to the next
person.
Answers
1 C 2 B 3 E 4 G 5 D
3 Put the students in pairs to compare their answers and also get
them to identify why other options are incorrect choices. Get class
feedback and their thoughts on the tips and ways of doing the task.
Extra activity
Asks students to choose one of the people (Tony, Dannie, Ken, Leila or
Katy) and write the perfect job description for them. Tell them to use
the job descriptions in the task to help them. Tell them to include
the hours of work, salary and nature of the job.
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Ask students: Do you wear a school uniform? Can you describe it? If
not, would you like to wear a uniform? Teachers say it makes you work
harder if you wear a uniform, do you agree with this? What are the
advantages / disadvantages of wearing a uniform? Get students to
go round the class and carry out an opinion poll on whether they are
‘for’ or ‘against’ school uniform. Get class feedback.
ABOUT THE TEST

Read through the test information with the class. Ask questions to
check they have understood properly.
TIP
Read through the Tip with the class. You could write a series of ‘dos’
and ‘don’ts’ on the board (leaving a gap for do and don’t), then go
through the list asking students to shout out do or don’t, e.g. learn
a whole paragraph (don’t), read the question carefully (do), learn
some useful essay phrases (do), forget to leave time to check your
work (don’t), plan your writing (do).
1 With books covered, try to elicit some of the stages of doing a

writing task. Then get students to do the activity. An alternative way
to do this activity would be to write the sentences on slips of paper.
Put the students in pairs and get them to order the slips correctly.
Answers
D A E B F C
2 Try to elicit other words students could use to order their ideas (To
begin with … , Furthermore … , Additionally … , Lastly … , To conclude … ,
In conclusion … ).
Answers
1 First 2 Also 3 Finally
3 Tell students to cover up activity 3, and ask them to read the text
again and underline expressions for giving an opinion.
4 Get students do the activity, and then compare answers with a

partner. Tell them they should always try to follow this simple but
effective framework when doing this type of writing task.
Answers
1 Blue 2 Red 3 Green 4 Orange
To sum up … introduces the summary
5 Emphasize the importance of reading the question properly by

asking students to explain the task to you before they start. After
they've finished, get them to read each other's paragraphs and
correct any mistakes they find.
Extra activity
Tell students that they should always allow time at the end of the
test to edit their writing. Write a check list on the board of things to
look out for when editing, e.g. verb endings, position of adjectives,
prepositions.
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This activity reviews reported questions which is the first grammar
item in the task. Get students to write a yes / no question to ask the
student sitting next to them, e.g. Do you like going to the cinema?
Would you like to be a footballer? Did you see … on TV last night? Go
round the class and ask students one at a time to read out their
questions. The student sitting next to them answers it. Ask another
student in the class: What did A ask? Students should answer: A
asked B if she / he ….
ABOUT THE EXAM

Read through the exam information with the class. Check students
have understood by writing an example on the board, e.g.
I want to pass my exams so I’m going to work harder.
I’m going to work harder I want to pass my exams.
Elicit the correct answer from the class.
TIP
Read through the Tip. Remind students that contractions count as
two words.
1 Check students have understood the information by writing down

these sentence starters on the board and getting them to finish
them off:
This part of the exam tests...
You are given...
The second sentence...
You must complete it... so that it...
If you make...
2 Do the example with the class and elicit the answer. After they
have finished the task, get students to check their answers with a
partner.
Answers
1 looking at 2 as big a 3 are not / aren't 4 because 5 mine
3 Get students to match the grammar points to the questions, and

get class feedback. Elicit other examples of each grammar point
from students, and write them on the board.
Answers
EXAMPLE F 1 A 2 E 3 D 4 B 5 C
4 Ask students if they were happy with how they did. Ask: Which
question did you find most difficult / the easiest? If students made
quite a few errors, tell them that you are going to repeat the activity
again tomorrow, and get them to revise each grammar point for
homework.
Extra activity
In pairs, ask students to write four transformation sentences
themselves, like the ones in the task. Tell them to swap their
sentences with another pair, and to try and complete the other
pair’s sentences. Alernatively, you could take in the sentences, and
do them as a whole class on the board.
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Warmer 5 4.16 Transcripts page 348 The 'Read Aloud' section in this
part of the test often introduces words students might not know,
Guess the country in this case budget, solution and communicate. Students will hear
Ask students to think of a country. In pairs tell them to hum the
these words separately before the rest of the audio. Ask students
name of the country, making sure they stress the correct syllable
in the name. Their partner must try and guess the name of the to study the words and, for each word, ask: How many syllables
country. Alternatively, you could ask students to draw the name of does the word have? Which is the stressed syllable? Then ask them to
the country in syllables, indicating where the stress is, e.g. 0 o o listen and check.
(Portugal) or o o 0 o o (Lithuania), then get their partner to guess it.
Teaching tip
ABOUT THE TEST
To encourage students to use the correct stress in words, get them to
Read through the exam information with the class and answer any hum the words, so they focus just on the stress.
6 Get students to practise reading the text out loud. If they have
TIP 1 smart phones, encourage them to video each other. Then get them
Read through the Tip with the class. Elicit that in questions the to listen to themselves and assess their performance
intonation usually goes up at the end. Model a few examples for
students and get them to repeat.
1 4.13 Before students listen, ask them to underline the question.

Ask one or two students to read out the question, then get the rest
of the class to comment on the stress and intonation. Then play the
audio and get students to discuss what was good or bad about the
pronunciation of each speaker.
Answers
1 The student was reading too quickly.
2 The student was reading slowly but mumbling so not clear
3 The student was reading well and clearly.
2 4.14 Ask students to listen and practise in pairs. Get them to

comment on each other’s intonation.
TIP 2
Read through the Tip with the class and highlight the stress in the
sentences in exercise 1 as an example. Point out that verbs and the
names of place are often stressed.
3 4.15 Check answers with the class. Write the sentences on the
board showing the stressed words by writing them in larger letters.
This gives the students a clear, visual idea of the stress pattern.
You could also show the intonation pattern with rising and falling
arrows.
Have you ever been to New York?
I went there last year with my school to practice English.
Elicit from students why the words went, year, school and English
are stressed (they are the key words which give the information).
4 Monitor round the class checking that students are using correct
stress and intonation.
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This lesson focuses on Part 1 of the Speaking Paper from the Cambridge ABOUT THE EXAM
English: Preliminary exam.
Read through the exam information box with the class.
Warmer 4 Elicit what is happening in the picture (the two students are doing
their speaking exam). Explain that in this part of the exam they will
Hangman
have to speak for about two to three minutes and give information
This is a fun game which provides pronunciation practice of the
letters of the alphabet and revises spelling. Tell the class you are going about themselves, e.g. their hobbies, past experiences, present job,
to play hangman using the names of famous people. Choose a famous studies, where they live and future plans.
person and write dashes representing each letter of their name on
the board. Then get students to guess the letters and try to work out Answers
the name of the person. Each time a student shouts out an incorrect
letter, write it on the board and draw a section of the hangman's 1 D 2 G 3 F 4 E 5 B 6 C 7 A
scaffold. If students can guess the famous person before you complete
the ‘hangman’, they win the game. Get individual students to take Extra activity
turns to choose a famous person and conduct the game on the board.
Before students read the Tip box, ask them to look at the answers
in exercise 4 and ask: Which are the longest answers? Why? (the
1 4.1 Transcripts page 346 Do the first one with the class as answers to the questions which begin with Tell me… because they
are ‘open’ questions).
an example. Play the first part of the audio and elicit the answer
(N-A-D-A-L). Then play the rest of the audio. Play the audio again
(they'll hear it twice in the actual exam) so students can check their TIP
answers. Ask them to compare their answers in pairs and check the Read the Tip aloud. Elicit other questions the examiner might ask
spellings. beginning with Tell me about... e.g. Tell me about your hobbies. Point
out that it’s good to add extra information when answering any of
Answers the questions including the Wh- and Yes/No questions: e.g. Do you
study English at school? Yes, I do. It’s one of my favourite subjects.
1 N-A-D-A-L 2 S-P-I-E-L-B-E-R-G 3 C-R-U-Z 4 D-I-C-K-E-N-S
5 J-O-H-A-N-S-S-O-N 6 O-B-A-M-A 7 G-A-S-O-L 8 P-I-T-T 5 Once students have done the activity, you could get them to repeat
it with a different partner.
2 You could do this activity as a game. You will need pictures of the
famous people in exercise 1. Put students into two teams. Show
them the pictures. The first team to shout out the name of the
celebrity and spell their first name correctly gets a point. Students
get a bonus point if they can say why each person is famous. If Teaching tip
they get it wrong, the opposing team gets the chance to answer
Following pairwork activities get students to report back to the class
correctly. The team with the most points at the end wins the game. interesting things they found out about their partner. This increases
interest and also encourages students to listen better to each other.
Answers It also practises the use of the third person and reported speech in a
natural context.
1 Rafael. He is a Spanish tennis player.
2 Steven. He is an American movie director.
3 Penelope. She is a Spanish actress and model.
4 Charles. He was an English author.
5 Scarlett. She is an American actress, model and singer.
6 Barack. He is the President of the United States.
7 Pau. He is a basketball player for the Chicago Bulls
8 Brad. He is an American actor.
3 Give students about one minute to write down the names, without
letting their partner see them. In pairs, they take turns to spell them
out. Tell them to listen to their partner, write the name correctly
and guess why they are famous, e.g. R O N A L D O - Ah! he's a famous
footballer and he plays for Real Madrid!
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Warmer 3 4.4 Transcripts page 346 Do the first one together with the
students as a model. Play the first part and elicit the reason why
To set the context for the listening, find pictures of a sports coach
B is incorrect. Then play the rest of the audio. Encourage them to
talking to his team and a teacher talking to a class of students.
Cover the pictures in post-it notes (about twelve of them). Number discuss and compare their ideas with a partner.
them 1-12. Put the students into teams. They take turns to choose
a number and you remove the relevant post-it note. Ask them to Answers
guess what is happening in the picture as you gradually reveal it.
B Milk is mentioned but the students are told to 'take one cup of milk',
Write prompts on the board: It could be... It might be... to encourage
not to drink it.
students to practise modal verbs in context. The first team to guess
C They are trying to make plastic milk, not vinegar. Vinegar is only
correctly wins the game.
mentioned as an ingredient.
D The next class (lesson) is mentioned because the milk will be hard like
ABOUT THE TEST plastic by the time they have their next class. There is no mention of
who is coming to the next class.
Read through the exam information with the class. It's important
to spend a little more time answering any questions the students 4 4.5 Transcripts page 346 Read through the Tip with the
may have. students. You could elicit the reason for the talks in exercise 1 as
examples (The teacher wants to congratulate the volleyball team
1 4.2 Transcripts page 346 Give students a few seconds to read / The Science teacher explains how to make plastic milk). Check
the multiple-choice answers. Check they understand them. Remind students know what to do, then play the audio. After they have
them that they don’t need to understand every word of the audio, completed the task, encourage them to compare their answers
just get the general idea. with a partner. Get class feedback and try to elicit reasons why the
other answers are incorrect.
Answers
Talk 1 Answers
B The volleyball team has won a competition. D
Talk 2
A The teacher is explaining how to do the Science experiment.
Teaching tip
Explain to the class that in multiple-choice tasks they need to
listen carefully for ‘distractors’ which often appear in the wrong
answers. These are words which can also be heard in the audio
and can lead them towards choosing the wrong answer instead of
the correct one.
2 4.3 Transcripts page 346 The aim of this activity is to

highlight the ‘distractors’ in the wrong answers. Give students a
few moments to read choices A-D and reasons 1-3, and then get
them to listen to the talks again. Encourage students to compare
their answers in pairs. Elicit what the ‘distractors’ were in each
answer (volleyball, coach, Saturday).
Answers
A 2 C 3 D 1
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This lesson focuses on Writing Part 3 of the Reading and Writing Paper from 3 After students have read the texts individually they can discuss the
the Cambridge English: Preliminary exam. questions from exercise 2 in pairs.
Warmer Answers
Search for 'create a word cloud' in a search engine, and create a word Answer 1
cloud with the names of different sports. Show it to the class on a digital 1 Yes. It's 102 words
projector, or print it and give students a copy if you don’t have a projector. 2 No. The answer doesn't stay on the topic.
Give students one minute to look at the words, then remove the picture. 3 No. Antonia doesn't answer all of Pat's questions.
Tell them to work with a partner and write down as many of the words 4 Yes. Antonia does start and end the letter correctly.
as they can remember. The pair that remembers the most words wins. Answer 2
1 Yes. It's 103 words.
2 Yes. The answer stays on the topic.
3 Yes. Carl answers all of Pat's questions.
4 Yes. Carl starts and ends the letter correctly.
4 Elicit which is the best letter and get students to give reasons.
Answers
Carl’s letter is good because he keeps to the topic and answers all the
questions, and he ends it correctly.
Antonia's letter is poor because she includes irrelevant information
about homework and science, and she doesn’t answer all the questions.
Teaching tip
Extra activity Tell students that in this part of the exam, if they choose the letter
Put the students in pairs and get them to discuss their favourite task, it is a good idea to underline the questions in the letter they are
sports. Encourage them to explain why they like them. Bring replying to so they don’t forget to answer any of them.
students’ ideas together on the board and find out the most popular
sports.
5 In the exam students are allowed to make notes before they start
the writing task, so encourage them to do that here. They could
ABOUT THE EXAM make a note of useful vocabulary, for example, and key points they
Read through the exam information box with the class. Tell want to include in the letter. Remind students to follow the exam
students that they will be penalised if they write fewer than 80 tips. You could set a time limit so students get used to writing
words. They won't lose marks if they write more than 100 words, under pressure, but remind them not to worry too much about
but they are more likely to make mistakes and include irrelevant making grammar mistakes. In Writing Parts 2 and 3 communicating
information. relevant information is more important than accuracy.
TIP 6 Put the students into pairs and get them to read and check each
Elicit students’ own ideas on how we start and finish a letter before other's letters. Ask: Which students can answer ‘yes’ to all four
you read through the Tip with them. questions about their partner’s letters? Get class feedback and
highlight nice ideas and good use of English.
1 Remind students that they must remember to ask themselves the two
questions in the rubic when writing a letter in this part of the exam.
Answers
The topic is sport.
There are three questions.
2 Write Golden rules for the writing exam! on the board, and then
write the incomplete questions 1-4 underneath. Elicit the words to
fill the gaps. Tell students they must keep these questions in mind
when writing a letter in this part of the exam.
Answers
1 Is the answer about 100 words?
2 Does the answer stay on the topic?
3 Does it answer all the friend’s questions?
4 Does it begin and end correctly?
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Chain game As a follow-up, get students to write a correct version of the email,
This is a fun speaking and listening activity which revises verb + ing and then compare with a partner. This also provides good practice
sentences and the third person singular. Ask the class to stand in for part 1 of the writing exam.
a circle with yourself included. Demonstrate the activity by saying
your name and what you like or love doing: e.g. My name is Tom and
I like playing football. The student on your left has to repeat what Answers
you said (in the 3rd person) and then say what they like, love or enjoy Thanks for your email. (Missing preposition)
doing themselves: e.g. Tom likes playing football. My name is Anna It's great news… (Missing apostrophe in subject + verb contraction)
and I love going to the beach. The student on his / her left continues Do you want to come? (Missing question mark)
in the same way. If they forget what their classmate said, they have I think you would enjoy playing a team sport because...
to sit down. The last person standing wins the game. (No comma needed)
You like to play / You like playing...
(Should be like + infinitive or like + gerund)
ABOUT THE TEST try (Incorrect spelling)
Read through the exam information with students. Remind them tell me (Missing pronoun)
that it's very important to answer the questions in clear, correct
sentences and to always check their writing when they've finished. 3 Set a seven-minute time limit so students get used to writing under
pressure. Remind them to check their writing when they finish and
1 In pairs, get students to underline the questions in the letter correct any mistakes.
including the two question words Why? This will highlight them
and ensure that they don't forget to answer them. Elicit the 4 Put students in pairs and get them to read and check each other's
complete questions for the question words Why? (Why do you enjoy emails. Get class feedback and highlight nice ideas and common
them / these sports? Why do you think I would enjoy it / this sport?) errors on the board.
Point out that sometimes a question may include two parts as in
the last question in the letter. They need to answer both parts of the
question.
Answers
The topic of the email is sport / joining a sports club.
There are 7 questions:
Do you remember when we were younger?
What sports do you enjoy at school?
Why (do you enjoy them)?
Which sport do you think I would enjoy?
Why (do you think I would enjoy it)?
What sports equipment would I need for that sport?
Where is the best place to buy it?
TIP
Before reading through the Tip with the class, elicit students’ ideas
on how we start and finish a letter to a friend.
2 Review the Tip information in About the test again before getting
students to answer the questions in pairs.
Answers
1 Yes. The email salutations are correct.
2 No. Jenny doesn't answer all of Alex's questions.
3 No. The email does not stay on the same topic.
4 No. The email isn't correct. There are 8 mistakes.
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This lesson focuses on Parts 3 and 4 of the Speaking Paper from the TIP
Cambridge English: Preliminary exam. Read through the Tip with the class. Students sometimes use the
same words again and again so encourage them to use a wide
Warmer range of vocabulary when they describe the pictures.
Revise the present continuous with students by playing this miming
game. Model the activity by miming a simple action (eating an 4 Students will get a minute to do this in the exam, so set a time limit
ice cream, opening a door, using a mobile, typing on a keyboard). to get students used to speaking under pressure. Encourage them
Students have to guess what you are doing (Are you eating a pizza? No, to try not to hesitate too much. If there is a word they don't know,
I’m not. Are you …? I know, you’re eating an ice cream!). The student they should talk about something else they do know.
who guesses correctly then comes to the front and mimes an action.

ABOUT THE EXAM
Read through the exam information with the class. Tell them not to
ABOUT THE EXAM
worry if there are words they don’t know, they should focus on what
Read through the exam information with the class. Tell the students
they do know how to say, even if it is quite simple.
not to worry if their partner is a stronger or weaker speaker. They'll
be assessed individually and not compared to their partner.
1 4.6 Transcripts page 346 Before you play the audio, you
could review vocabulary related to the kitchen. Elicit words for
kitchen, oven / cooker / hob, spoon, saucepan, wok, onion, red pepper,
5 4.7 Transcripts page 346 Focus students’ attention on the
picture of the task and check they understand it. Play the audio and
garlic, potatoes, vegetables, stir, cook. Before students listen, give
do the first one together as a model. Then play the rest of the audio
them a minute to study the questions so they know what to listen
and get students to compare their answers in pairs.
for. After they have done the activity, elicit and highlight on the
board the expressions In the foreground / background and the
verb look + adjective (They look happy). You could also teach the Answers
expression It looks like (a kitchen) which students will find useful for How often do you go to restaurants?
this type of task. Elicit what tense the student is using in the audio What about you?
(present continuous). What’s your favourite restaurant?
Do you? (love Chinese food)
Answers
6 4.7 Transcripts page 346 Play the audio again and elicit ways
Where are the people? that the students show interest and keep the conversation going
What are they doing? (What about you? Me too! Do you? Yes, so do I. That’s interesting). Ask
How are the people feeling?
them to pay attention to the intonation and then practise saying
What food and other objects can you see?
the phrases together.
TIP
Teaching tip Read through the Tip with the class. Remind students that the
It's often helpful to get students to compare their answers in pairs examiner is assessing their ability to listen and respond to their
after doing a listening activity. This encourages them to help each partner as well as their ability to speak. Therefore they should give
other, and provides extra speaking practice. their partner opportunities to speak, and show they understand
them by responding to what they are saying using expressions such
2 If students have smart phones you could encourage them to video
as those in exercise 6.
each other and then watch how they did afterwards. This helps
them notice any small mistakes or long pauses and gives ideas for
improvement. Monitor round the class and make a note of common
7 Choose two students to model the activity encouraging them
to ask questions using correct intonation to show interest. Set a
errors. Go through these on the board at the end of the activity.
three-minute time limit so they get used to the exam format. Get
feedback afterwards and highlight good ideas and common errors.
Extra activity
3 Before students do the activity, elicit and write on the board useful phrases
for describing the picture: I think … There’s / There are … , I can / can’t see … , Put the students into pairs and ask them to turn their chairs back-
He / She looks … , It looks like … . Review the questions in exercise 1 and to-back. Give one of the students a picture, and ask them to describe
it in detail to their partner. Their partner has to listen carefully
give them time to make notes about what they are going to say.
and draw what they hear. Encourage them to ask questions for
clarification. After they have finished, get them to compare their
Answers pictures together. This activity is fun, encourages lots of speaking
Suggested answer and interaction and also practises prepositions of place, there is /
These people are in a restaurant. It looks like an Italian restaurant there are and present continuous. It is important to choose pictures
because I can see they are eating pizzas. I think this is a family with a which give scope for students to say a lot, e.g. pictures with people
mother and a father and four children, two girls and two boys. I think the in them doing a variety of things in familiar settings (restaurants,
oldest child is about 12 or 13, and the youngest is about five. The father home, shops etc).
is putting a slice of pizza onto a plate. The boys are wearing the same
t-shirts in different colours, blue and yellow. In the background I can see
some empty tables and chairs. The youngest girl is sitting next to her
father. The mother is smiling. She looks quite happy.
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Warmer
Best friend
Write the following questions on the board: Who is your best friend?
Where did you meet? Why do you like them? In pairs, get students to
discuss the questions.
ABOUT THE TEST

questions they might have about the reading test.
1 Set a short time limit to encourage students to read quickly for gist.
Encourage them not to worry about unknown words.
Answers
1 C 2 D 3 B 4 A
Teaching tip
It's often helpful to tell students to write down their answers when
they have read the text. This helps them remember what they've
read and also gives you a clear indication that they have finished.
TIP
Read through the Tip with the class and reiterate the importance of
recognising these ‘distractors’ in the answers; words which are the
same as those in the text. They need to read the whole answer and
check the context, so as not to be misled by these.
2 Do the first one with the class as a model and elicit the correct
answer. Then get students to complete the task and make a note of
the answers.
Answers
1 C 2 C 3 C 4 D
3 Put the students into pairs to compare their answers, then check
answers with the class. Ask students if they noticed any distractors
in the wrong answers (e.g. buddy in line 4).
Extra activity
Ask students to read the story again and write three true or false
statements about the text. Then, in pairs, get them to take turns
reading their sentences. They have to say whether their partner's
sentences are true or false, and then correct the false sentences.
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This lesson focuses on Part 5 of the Reading and Writing Paper from the
Cambridge English: Preliminary exam. Extra activity
Write the following events from the text on slips of paper and
Warmer mix them up or write them on the board in the wrong order. In
pairs, ask the students to read the text again and put the events in
Write the word travel on the board. Ask students to work in pairs chronological order (not the order in which they appear in the text).
and think of as many words as they can associated with the word What happened first, second, third etc?
travel. Get class feedback and encourage further discussion. Ask: Do
you like travelling? Where do you like to go? How do you like to travel?
Encourage students to give reasons for their ideas.
Answers
The brothers grew up in Dayton, Ohio.
ABOUT THE EXAM They did not go to college.
Read through the exam information with the class and answer any They opened a bicycle shop.
questions they might have about the reading exam. The multiple- The shop did well.
choice activity in part 5 of the reading exam tests their vocabulary They used the money they earned to build their first aeroplanes.
The first flights took place on 17th December 1903.
and grammar. As with all reading texts, encourage students not to
Wilbur flew 260 metres in 59 seconds.
worry about unknown words but to try and guess their meaning They later started the Wright company.
from the context. The original plane that flew at Kitty Hawk is now in a museum.
1 Ask students to write down five predictions about what happens in
the text, then share their ideas with a partner. Get quick feedback
from the class, and check their ideas.
2 Ask students to read the text quickly and check if their predictions
and guesses were correct. Then, in pairs, with the multiple-choice
answers covered, get them to try and guess the missing words.
3 Go through the example with the students and elicit the answer.
Then get students to do the rest of the task. Tell them not to leave
answers blank, even if they aren't sure. They should eliminate the
answers they know are definitely incorrect, then guess from the
remaining ones.
Answers
1 C 2 B 3 B 4 D 5 D 6 A 7 B 8 C 9 B 10 D
4 Get feedback from the class and find out how many answers
students were able to guess correctly without looking at the
multiple choice answers.
TIP
Read through the Tip with the class and discuss how helpful and
effective the reading strategies were.
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6 Get students to check their predictions in pairs and discuss how

Warmer helpful and effective the reading strategies were in feedback.
Hearing mistakes
Read a short text that is well known to students (it could be one they
have recently worked on in class) but introduce small grammatical Extra activity
mistakes as you do so. Put students into two teams. When they hear
Put students into small teams of three or four, and show them the
a mistake, they should put up their hand and tell you the correct
titles of news articles from the Internet. Get them to predict what
word or phrase. Alternatively, you could ask them to listen and
the story is about. If they guess correctly, they get a point. The team
note down the mistakes. The team that finds and corrects the most
with the most points at the end wins the game.
mistakes wins the game.
ABOUT THE TEST

questions they might have about the reading test. The multiple-
choice activity aims to test students’ knowledge of grammar and
vocabulary.
TIP
Read through the Tip with the class. Tell students that, before
trying to predict the missing the words, it is always a good idea to
read through the whole text quickly for gist, as they would do for
other types of reading task.
1 As a follow up activity, you could get students to write their own

sentences on the board with a blank in them. The rest of the class
then guesses the missing word. Alternatively, they could write the
sentence with one incorrect word in it, and get other students to
spot the mistake.
2 Remind students that there are a large number of prepositions in

English and, with words like trip, it is useful to record them in their
vocabulary books together with the preposition, e.g. (on a) trip to
help them remember it. Tell them we can also say be on a trip.
Answers
B
3 When students have told you what the text is about, ask them:
Have you heard of the Wright Brothers? Elicit as much information
about them as you can. If possible, show them a picture of the
brothers with their aeroplane to help elicit ideas.
Answers
The text is about the Wright Brothers and their historic first flight at
Kitty Hawk, North Carolina.
4 Tell students to note down the words or phrases they agree on so

they can refer to them in exercise 5.
5 Get students to do the task individually, then compare their

answers. Remind them to use their knowledge of grammar, for
example, make sure they choose the correct form and tense of a
verb depending on the verb’s subject and the immediate context.
If they're not sure of the answer, tell them to eliminate the choices
which they know are incorrect, then guess from the remaining
choices.
Answers
1 A 2 C 3 A 4 D 5 B 6 A
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This lesson focuses on Part 2 of the Speaking Paper from the Cambridge
English: Preliminary exam. Teaching tip
Monitor round the class when students are doing speaking tasks,
Warmer and make a note of nice ideas and good use of language. Highlight
these in feedback and write them on the board. This positive
Ask students: What presents do you like receiving? Do you prefer
feedback provides encouragement and also introduces helpful
giving or receiving presents? What is the nicest present you have ever
words and phrases that other students can use. You can also make a
received? Why was it special / meaningful? Elicit answers from one or
note of common errors and go through these on the board too.
two students, then get them to discuss in pairs.
6 Get students’ feedback on the task. Ask: What did you find easy /
ABOUT THE EXAM difficult? Would you like to practise more? They could repeat the task
Read through the exam information with the class. Part 2 of the with a different partner.
speaking exam practises making and responding to suggestions,
discussing alternatives, making recommendations, and agreeing. Answers Students’ own answers
Remind students that they should remember to ask their partner
questions, listen to their answers and look at them to show they are
interested in what they are saying.
1 Elicit the words for the items in the picture (tie, telescope, tickets
for an exhibition, birthday cake, science book, class photo, poster).
Then read through the task together.
2 Elicit students’ ideas about the first item. Point to the picture of
the telescope. Ask: Is this a good present for the teacher? Is it cheap
or expensive? Do you think it might be better to get something a little
cheaper? Students note down comments for this, and then do the
same for the remaining pictures.
3 4.8 Transcripts page 346 Play the audio twice, if necessary.

The first time students can note down the answers to question 1,
and the second time they can focus on question 2. Get students to
discuss their answers in pairs.
Answers
1 telescope, tie, science book, tickets for an exhibition
2 Students' own answers
4 4.8 Transcripts page 346 Model the pronunciation and

intonation of the phrases, and get students to repeat them. Then
play the audio and get them to tick ✓ the phrases they hear.
Answers
What do you think ...? But ... Yes, you’re right. Maybe ...
That’s true. I’m not sure.
What about ... ?
I agree. That’s a good idea.
TIP
Read through the Tip with the class. Tell them not to speak for
too long without involving their partner. Remind students not to
choose the best idea too quickly because they need to talk for two
to three minutes.
5 Tell students to focus on language they know and not to try and
say things which are too complicated. Encourage them to use the
expressions in exercise 4.
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Warmer
Receiving a present
Take into class some pictures of items which could be given to
people as presents, some desirable (a car, a coat, a video game) and
some not so desirable (a single shoe, a mouse, some string). Tell
students they are going to do a role play. They are going to give and
receive presents. Elicit language they might use when receiving
presents, e.g. Thank you, that’s lovely / really useful. I haven’t got one
of those. I’ve always wanted a … . Get a student to come out to the
front, show them one of the pictures and say: I’ve got a present for
you. They have to thank you and say why they like it (even if they
don't!). Give out the pictures and get students to do the role play in
pairs.
ABOUT THE TEST

TIP
Read through the Tip with the class and remind them to read the
questions before they hear the audio so they know what to listen
out for.
1 Check answers with the class.
Answers
1 Two 2 The main topic 3 Only once.
2 4.9 Transcripts page 347 Play the audio. Remind students

they are just listening for gist to answer this first question. Check
answers with the class.
Answers
1 D
3 4.9 Transcripts page 347 This time get students to answer

questions 2 – 4 individually, then compare their answers with a
partner.
Answers
2 C 3 A 4 A
4 4.10 Transcripts page 347 Give the class time to quickly

look at the questions before they listen. Encourage them to check
their answers with a partner afterwards. Highlight any difficult
vocabulary, e.g. gadget, compass, flashlight, wind-up, hike, and write
it on the board.
Answers
1 B 2 D 3 A 4 C
Extra activity
Ask students to work with a partner and discuss why the incorrect
choices are wrong. You could play the audio again and get students
to read through the audioscript while they listen.
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Warmer
Chain story
Put students into small groups and tell them they are going to
create a story together. Give one of the students in each group the
first sentence of the story, e.g. I felt nervous when the phone rang … ,
I really wanted to help John, but … , It was all Sally’s fault … . They
read out the sentence to the rest of the group and the person sitting
next to them continues the story. When they have finished, get one
member of each group to read out their story to the rest of the class.
ABOUT THE EXAM

questions they have. Part 3 of the exam practises writing stories or
informal letters.
1 Students could do this in pairs to encourage extra speaking and

brainstorm more ideas.
2 Check any unknown vocabulary before students answer the

questions. Ask students if they think it is a good story.
Answers
They were looking for a present for Jack’s sister.
A strange-looking man came into the shop.
He pushed Jack, grabbed the gold necklaces and ran out of the shop.
The shop assistant pressed a red button to call the police.
Everyone was very frightened.
3 Ask students to discuss the story endings with a partner. Get class
feedback and elicit which was the best ending and why.
Answers
The first ending is very boring. The second story is more exciting and
ends in a very positive way.
TIP
Read through the Tip with the class. Tell them that a good way
to end their story is with direct speech as in the second example
in exercise 3. This will impress the examiner. Remind students to
leave enough time to check through their stories and correct any
mistakes they see.
4 Tell students to write their own stories. Encourage them to use

adjectives and adverbs like strange, nervous and suddenly to make
their stories more exciting and interesting.
5 Tell students to swap stories with five other students. Get feedback
and vote for the best ones.
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332
Warmer
Ask students: Have you ever seen a robbery? Has anyone ever stolen
anything from you or someone you know? What sort of places do
thieves operate in, and at what time of day? Discuss with students
what advice you might give to tourists visiting a town where there
is a lot of petty crime, such as keeping expensive phones or cameras
hidden, not looking at maps in open places because this will make it
obvious you are a tourist and wearing handbags across your body, so
they are more difficult to snatch.
ABOUT THE TEST

questions they have. As students only have a minute to tell their
story, they need to prepare carefully and focus on language they
know how to say. They shouldn’t try and over-complicate the story
or they will start hesitating and run out of time.
TIP
Read through the Tip with the class. Explain to students that most
stories can be divided into sections: 1) setting the scene (place and
people), 2) main event, 3) a series of events which happen as a result
of the main event, 4) resolution or end of story. This should give
them a helpful structure to follow when they tell their stories.
1 Get students to discuss this in pairs.
Answers
3
2 Encourage students to brainstorm useful words with a partner and

elicit ideas in feedback. Write the words on the board so students
can refer to them when telling their stories.
Answers
Suggested answers: walking stick, suit, handbag, shop window, fall out,
hoodie, pick up, trip over, handcuffs, terrified, pleased
3 4.11 Transcripts page 347 Play the audio and get students to
find the mistakes. To extend the activity, describe the other pictures
incorrectly, and get students to correct you (But then a boy on a red
skateboard suddenly appeared! No! He's got a yellow skateboard!).
Answers
1 Only one boy was skating.
2 Only a woman was looking in the shop window.
3 It wasn't raining, it was sunny.
4 Give students one minute to quickly think of ideas. Put them in pairs
and get them to take turns to tell each other their stories. Remind
them to use some of the words from exercise 2 to help them.
Extra activity
Not quite true
Give students pictures from newspapers or magazines. In pairs they
take turns to describe the picture, including a few incorrect facts.
Their partner has to listen carefully and spot the mistakes.
333
334
This lesson focuses on Part 2 of the Listening Paper from the Cambridge
English: Preliminary exam. Extra activity
Memory test!
Warmer Put students into two teams. Tell them you are going to check what
they can remember about the interview. Get them to close their
Ask: What types of film do you like? What is your favourite film? books, and then ask about 10 questions, such as What is the film
Who is your favourite actor? Why do you like him / her? Elicit a few called? What is Molly's surname? What did Isobel find? Which two
ideas from students, then get them to discuss the questions in adjectives describe Isobel? What colour is Isobel’s hair? What colour is
pairs. Ask one or two students to report back to the class something Molly’s hair? What colour are Molly’s eyes? What was Molly wearing
interesting they found out about their partner. during the film? Did Molly have pets when she was younger? Which
animals did she work with on the film? The first team to shout out
ABOUT THE EXAM the correct answer wins a point. The team with the most points at
the end wins.
TIP
Read the Tip with the class. Tell students not to panic if they
don't understand everything on the audio. They don’t need to
understand everything to get the questions right.
1 Do this activity together with the class. Read the sentences out
pausing when you get to a gap. Get students to shout out the
missing words.
Answers
1 one, two 2 six 3 45 4 two
2 Students need to refer to the questions in the task to order the

topics. The questions are in the same order as the interview on
the audio. One of the aims of this activity is to show students
that by reading the task and looking at the questions before they
listen, they can guess a lot about what they are going to hear. An
alternative way to do this activity would be to cover up the list of
topics and ask students to guess what the six main topics in the
audio will be by reading the questions. Then they can compare
their guesses with the list of topics in exercise 2, and see how many
they guessed correctly.
Answers
1 2 people (Molly and interviewer)
2 What the film is like.
The main character.
What Molly looks like in the film.
Music in the film.
Animals in the film.
Molly's future.
3 4.12 Transcripts page 347 Do the first one with the class as a
model and elicit the answer. Then play the rest of the audio.
4 4.12 Transcripts page 347 Play the audio again. Remind

students not to leave any questions unanswered. Tell them that if
they still aren't sure of the answer after the second listen, just make
a best guess.
Answers
1 B 2 C 3 A 4 C 5 B 6 A
5 Get class feedback and elicit why the incorrect options were wrong.
Highlight any difficult vocabulary, write it on the board and check
meanings with the class.
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Warmer
Ask students: Do you like acting / singing / dancing? Are you good
at art? Have you ever been in a play / show? What did you do? Have
you ever done an audition for something? Elicit answers from a few
students, then get them to discuss in pairs.
ABOUT THE TEST

Read through the exam information with the class and answer
any questions they have. The types of text they will usually find in
this part of the exam are factual texts, such as emails, schedules,
menus, announcements or news articles.
TIP
Read through the Tip with the class. Remind students that it is
important to read the text for gist first. Then they can read again in
more detail and complete the answers.
1 Do the first one with the class as an example. After they have
finished, get them to compare their answers in pairs.
Answers
1 B 2 C 3 D 4 A
2 You could do this together as a whole class activity. Elicit other

words, synonyms or definitions for the underlined words.
Answers
1 A 2 C
3 Point out that the questions are not necessarily in the same order
as the information in the text, and that they will need to refer
to the information in the table as well as the text. Tell students
to think about the final question carefully. The information isn't
given directly in the text, but they can work out the answer by
eliminating the wrong answers. After the students finish the task,
get them to compare their answers with a partner.
Answers
1 D 2 C 3 D 4 A
4 Ask the students to discuss why the incorrect options are wrong
and get class feedback.
Extra activity
Definitions
Write single words on some cards. These should include words
students know or have learned recently. Put students into small
teams of five or six. Give one person in each team a set of word
cards. They have to describe the word on the card, using synonyms
or definitions, while the other students in the team try to guess
what it is. You can impose a time limit, say 60 seconds, for each word
to make it more fun. The team that guesses the most words wins.
This is a fun activity, useful for reviewing and expanding students’
vocabulary.
337
338
This lesson focuses on Reading Part 2 of the Reading and Writing Paper
Warmer
What's my job?
Write jobs on post-it notes and stick them on the students'
foreheads. They have to ask their partner yes/no questions and try to
guess what their job is (Do I work outdoors / indoors? Do I work with
animals / people? Do I work at week-ends / in the evenings?). Model
the game with one of the students so they understand the activity.
ABOUT THE EXAM

TIP
Read through the Tip with the class. Check they've all understood.
There are generally three key pieces of information in the
descriptions of the people so tell students to underline these before
they read the texts. Tell them they will find some of the key pieces of
information in more than one text, but they will only find ALL three
pieces of information in one of the texts.
1 Get students to do this in pairs.
Answers
Key information:
2 Saturday job, fashion, morning or afternoon
3 Evenings, speaking with customers, avoid anywhere very busy
4 weekend job, variety, food
5 outdoors, doesn’t want to deal with people, four hours a week or less
2 Do the first one together with students as an example, and elicit the
correct answer. Ask them why the answer is not H, as this involves
animals (because Tony can only work after school, and this job
needs someone who can work during the afternoon). Encourage
students to read the descriptions of the people one at a time,
finding the matching job for them before moving on to the next
person.
Answers
1 C 2 B 3 E 4 G 5 D
3 Put the students in pairs to compare their answers and also get
them to identify why other options are incorrect choices. Get class
feedback and their thoughts on the tips and ways of doing the task.
Extra activity
Asks students to choose one of the people (Tony, Dannie, Ken, Leila or
Katy) and write the perfect job description for them. Tell them to use
the job descriptions in the task to help them. Tell them to include
the hours of work, salary and nature of the job.
339
340
Warmer
Ask students: Do you wear a school uniform? Can you describe it? If
not, would you like to wear a uniform? Teachers say it makes you work
harder if you wear a uniform, do you agree with this? What are the
advantages / disadvantages of wearing a uniform? Get students to
go round the class and carry out an opinion poll on whether they are
‘for’ or ‘against’ school uniform. Get class feedback.
ABOUT THE TEST

Read through the test information with the class. Ask questions to
check they have understood properly.
TIP
Read through the Tip with the class. You could write a series of ‘dos’
and ‘don’ts’ on the board (leaving a gap for do and don’t), then go
through the list asking students to shout out do or don’t, e.g. learn
a whole paragraph (don’t), read the question carefully (do), learn
some useful essay phrases (do), forget to leave time to check your
work (don’t), plan your writing (do).
1 With books covered, try to elicit some of the stages of doing a

writing task. Then get students to do the activity. An alternative way
to do this activity would be to write the sentences on slips of paper.
Put the students in pairs and get them to order the slips correctly.
Answers
D A E B F C
2 Try to elicit other words students could use to order their ideas (To
begin with … , Furthermore … , Additionally … , Lastly … , To conclude … ,
In conclusion … ).
Answers
1 First 2 Also 3 Finally
3 Tell students to cover up activity 3, and ask them to read the text
again and underline expressions for giving an opinion.
4 Get students do the activity, and then compare answers with a

partner. Tell them they should always try to follow this simple but
effective framework when doing this type of writing task.
Answers
1 Blue 2 Red 3 Green 4 Orange
To sum up … introduces the summary
5 Emphasize the importance of reading the question properly by

asking students to explain the task to you before they start. After
they've finished, get them to read each other's paragraphs and
correct any mistakes they find.
Extra activity
Tell students that they should always allow time at the end of the
test to edit their writing. Write a check list on the board of things to
look out for when editing, e.g. verb endings, position of adjectives,
prepositions.
341
342
Warmer
This activity reviews reported questions which is the first grammar
item in the task. Get students to write a yes / no question to ask the
student sitting next to them, e.g. Do you like going to the cinema?
Would you like to be a footballer? Did you see … on TV last night? Go
round the class and ask students one at a time to read out their
questions. The student sitting next to them answers it. Ask another
student in the class: What did A ask? Students should answer: A
asked B if she / he ….
ABOUT THE EXAM

Read through the exam information with the class. Check students
have understood by writing an example on the board, e.g.
I want to pass my exams so I’m going to work harder.
I’m going to work harder I want to pass my exams.
Elicit the correct answer from the class.
TIP
Read through the Tip. Remind students that contractions count as
two words.
1 Check students have understood the information by writing down

these sentence starters on the board and getting them to finish
them off:
This part of the exam tests...
You are given...
The second sentence...
You must complete it... so that it...
If you make...
2 Do the example with the class and elicit the answer. After they
have finished the task, get students to check their answers with a
partner.
Answers
1 looking at 2 as big a 3 are not / aren't 4 because 5 mine
3 Get students to match the grammar points to the questions, and

get class feedback. Elicit other examples of each grammar point
from students, and write them on the board.
Answers
EXAMPLE F 1 A 2 E 3 D 4 B 5 C
4 Ask students if they were happy with how they did. Ask: Which
question did you find most difficult / the easiest? If students made
quite a few errors, tell them that you are going to repeat the activity
again tomorrow, and get them to revise each grammar point for
homework.
Extra activity
In pairs, ask students to write four transformation sentences
themselves, like the ones in the task. Tell them to swap their
sentences with another pair, and to try and complete the other
pair’s sentences. Alernatively, you could take in the sentences, and
do them as a whole class on the board.
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344
Warmer 5 4.16 Transcripts page 348 The 'Read Aloud' section in this
part of the test often introduces words students might not know,
Guess the country in this case budget, solution and communicate. Students will hear
Ask students to think of a country. In pairs tell them to hum the
these words separately before the rest of the audio. Ask students
name of the country, making sure they stress the correct syllable
in the name. Their partner must try and guess the name of the to study the words and, for each word, ask: How many syllables
country. Alternatively, you could ask students to draw the name of does the word have? Which is the stressed syllable? Then ask them to
the country in syllables, indicating where the stress is, e.g. 0 o o listen and check.
(Portugal) or o o 0 o o (Lithuania), then get their partner to guess it.
Teaching tip
ABOUT THE TEST
To encourage students to use the correct stress in words, get them to
Read through the exam information with the class and answer any hum the words, so they focus just on the stress.
6 Get students to practise reading the text out loud. If they have
TIP 1 smart phones, encourage them to video each other. Then get them
Read through the Tip with the class. Elicit that in questions the to listen to themselves and assess their performance
intonation usually goes up at the end. Model a few examples for
students and get them to repeat.
1 4.13 Before students listen, ask them to underline the question.

Ask one or two students to read out the question, then get the rest
of the class to comment on the stress and intonation. Then play the
audio and get students to discuss what was good or bad about the
pronunciation of each speaker.
Answers
1 The student was reading too quickly.
2 The student was reading slowly but mumbling so not clear
3 The student was reading well and clearly.
2 4.14 Ask students to listen and practise in pairs. Get them to

comment on each other’s intonation.
TIP 2
Read through the Tip with the class and highlight the stress in the
sentences in exercise 1 as an example. Point out that verbs and the
names of place are often stressed.
3 4.15 Check answers with the class. Write the sentences on the
board showing the stressed words by writing them in larger letters.
This gives the students a clear, visual idea of the stress pattern.
You could also show the intonation pattern with rising and falling
arrows.
Have you ever been to New York?
I went there last year with my school to practice English.
Elicit from students why the words went, year, school and English
are stressed (they are the key words which give the information).
4 Monitor round the class checking that students are using correct
stress and intonation.
345
PREPARE FOR EXAMS TRANSCRIPTS
1 N-A-D-A-L Student
2 S-P-I-E-L-B-E-R-G
3 C-R-U-Z These people are at home – they are in the kitchen. It’s a very nice
4 D-I-C-K-E-N-S kitchen. I think this is a family with a mother and a father and two
5 J-O-H-A-N-S-S-O-N children, two girls. I think they are quite young children, maybe
6 O-B-A-M-A the oldest is 8 and the youngest is about 5 years old. They look
7 G-A-S-O-L very happy. They are preparing the dinner and the children are
8 P-I-T-T helping the parents to get everything ready. The mother is cooking
something on the oven – I don’t know what it is, exactly, maybe a
sort of soup? She’s stirring it. And the younger girl is picking up some
vegetables. Her father is standing behind her. I think she’s going to
4.2 Student’s Book page 123, exercises 1, 2 and 3 give the vegetables – I think it’s some onion – to her mother. There’s
also a red pepper, which they’re going to cut up and put in the
dinner, I think.
1
The other girl is in the background, and I can’t see what she’s doing,
Teacher 1
but I think she’s helping to cook the dinner too. In the background,
Finally today, I’d like to say ‘Well done!’ to all the volleyball players there’s a big window, but I can’t see what’s outside.
and their coach – they are this year’s champions. This is the first year In the foreground, I can see some more vegetables – some onion,
that we have a volleyball team at the school and they won all eight some potatoes, and some garlic.
matches. On Saturday, they became the champions of the Southern
Division. This is fantastic news for both the team and, of course, for
the school.
4.7 Student’s Book page 126, exercise 5 and 6
2
Teacher 2 S1 = Student 1, S2 = Student 2
Today’s Science experiment is to make plastic milk! Take one cup of S1 How often do you go to restaurants?
milk and heat it up until it is hot. Add four teaspoons of vinegar and S2 About once a month. What about you?
mix it for one minute. You will make white solid pieces. Wait until S1 Um, not very often. Three or four times a year I think. It’s usually for
these are cool; then wash with water, make them into a shape, and a special occasion, like a birthday. I love going out to eat though!
leave. By the next lesson, they will be hard like plastic. S2 Me too! What’s your favourite restaurant?
S1 It’s called Char Char. It’s near my home and we sometimes go there
at the weekend. It’s a Chinese restaurant. I love Chinese food!
S2 Do you? I prefer Italian food.
4.3 Student’s Book page 123, exercise 2 S1 Oh, I love Italian food too, especially pizza and pasta. I have pasta
quite often at home.
See track 4.2, Teacher 1 S2 Yes, so do I. My dad makes it for us. He’s a great cook. He often
cooks a big meal at the weekend for friends and family.
S1 That’s interesting – my dad hates cooking!
See track 4.2, Teacher 2

4.8 Student’s Book page 130, exercise 3 and 4
S1 = Student 1, S2 = Student 2
S1 So, what do you think about this idea –buying the teacher a
Examiner telescope?
S2 Well, it’s a great present and I think the teacher would love it.
You will listen to a teacher, principal, or other school staff member But telescopes cost a lot of money. I think it’s too much for the
talking to students. Then you will answer one question based on students. Do you agree?
what the speaker says. Listen to a teacher talking to a class. S1 Yes, you’re right. Maybe the tie is a better idea. It’s much easier to
Teacher pack into a suitcase! And it’s got a really good picture of the solar
system on the front.
I want to remind you all about the details for tomorrow’s trip. We S2 That’s true. But it’s difficult to buy clothes for other people. He
leave school early tomorrow morning – please be here at 8:00am. might not like it. What do you think about the idea of getting him
We’ll spend two hours in the museum in Brampton, in the morning. a Science book?
Then, in the afternoon, we arrive at the adventure center at about S1 I’m not sure. It’s not a very exciting present. What about the
1:00pm. First you’ll have lunch and then your activities begin at tickets for the exhibition? They look more interesting, I think.
2:00pm. Please wear comfortable clothes. S2 I agree, and if they buy him two tickets he can take a friend with him.
S1 That’s a good idea. But it’s possible that he has already seen the
Examiner exhibition. The students need to check that before they buy the
What is the purpose of the teacher’s announcement? tickets.
346
4.9 Student’s Book page 131, exercise 2 and 3 4.11 Student’s Book page 133, exercise 3
T = Teacher, S = Student 1
Student 1
T Hi, Jane!
S Hi, Mrs. Smith. One morning a few people were walking downtown, and two boys
T Are you looking forward to the Science trip tomorrow? were skating, when suddenly something happened.
S Yes. I can’t wait. I went three times last year – it’s an amazing place.
T Really? Three times – I didn’t know you were so interested in space. 2
S There’s a new exhibit at the moment called "Exploring the Student 2
universe." I hope we get to visit that.
T Yes, we do. That day, like every day, I was skating downtown. A man and woman
S That’s great. were looking in a store window. There was also an old man.
T Yes, you’ll go on a tour of the exhibit in small groups. The rest 3
of the time you have a handout to complete – you can find the
Student 3
answers in the rest of the museum. But it sounds as if you’ll be
able to answer it without looking. Last week it seemed like a normal day downtown. It was raining and
S Maybe! I’m not sure. Is it a difficult handout? a few people were walking and a boy was skating.
T Well, you need to think hard. I hope it’s not as difficult as Mrs.
Henry’s History handouts I heard about.
S Oh, yes. On the last History trip I couldn’t answer half the questions.
T I’m sure you’ll be fine tomorrow – especially as it’ll be your fourth 4.12 Student’s Book page 134, exercise 3 and 4
visit. There’s a prize for the winning group!
S Oh, I’ll try to be in Ryan’s group. He’s much better at science than
I = Interviewer, M = Molly
me. He’s the best in the class. When he’s older he wants to study
astrophysics! I Hello everyone! Today on the show we have the actor Molly
T Well, you’ll see tomorrow which group you’re in. Good luck! Brown – Molly, welcome to the show!
M Thanks! It’s great to be here.
I So Molly, tell us a bit about your latest film.
M Well, it’s called City of Adventure. It’s about a girl who finds a special
4.10 Student’s Book page 131, exercise 4 door in her grandmother’s house that takes her into another
world. She meets lots of interesting people but she also has lots of
S1 = Student 1, S2 = Student 2
problems to deal with. It’s exciting and fast-moving, but it’s funny as
Examiner well. It’s the sort of film that people of all ages can enjoy together.
I You play the main character Isobel, don’t you? What’s she like?
You will listen to a conversation between two students or a student M Well, Isobel is very clever and very brave. She’s not a bit like me!
and a school staff member. Then you will answer four questions I run away from danger, but she loves it. As soon as I read the
based on what the speakers say. Listen to a conversation between script I knew I wanted to play her. I’ve played a lot of quiet, shy
two friends at school. girls during my career and to be honest, I was ready for a change.
I She doesn’t look like you at all, does she?
S1 Hi, Tom. Do you know it’s Charlie’s birthday on Saturday?
M No, she’s got dark eyes and long, dark curly hair. I’ve got blue eyes and
S2 Oh. Hi, Saffi. Yes, are you going to his party?
short blond hair. And I had to wear glasses. Isobel doesn’t care about
S1 Yes. I’m not sure what to buy as a present, though. I find it more
clothes at all, so I just wore old jeans and a jumper for the whole film. I
difficult to buy presents for boys. What do you think he’d like?
didn’t look like myself at all, but it was fine. It’s all part of the job!
S2 Mm … well, he’s into science, and he likes hiking in the
I I haven’t seen the film yet, but I’ve read that you sing in it. Is that true?
mountains. How about a gadget of some kind?
M Yes, I’m afraid so! I’m not a trained singer and I’ve never sung in
S1 That sounds cool!
any of my films so I was really worried about it. But everyone was
S2 Perhaps a compass would be a good idea or a flashlight.
really kind and helped me a lot and actually I sound quite good. I
S1 Doesn’t he have a compass on his phone? I think a flashlight
couldn’t believe it when I heard it!
would be more useful.
I Was that the hardest thing about making this film?
S2 Well, smart phones also have flashlights. The worst thing about
M No, it wasn’t. The hardest thing was working with the animals.
using your phone when you’re up a mountain is that there’s
I’ve never been very keen on animals – we never had pets like
nowhere to recharge it, so Charlie only uses his phone for really
cats and dogs when I was growing up, and in this film I had to
important things.
get close to lots of different kinds of animals, including rats and
S1 Well, I guess a wind-up flashlight is a great idea then. When it
snakes! The rats were OK in fact, but I really couldn’t stand the
runs out, you simply wind it up again.
snakes. I hope I never have to work with them again.
S2 Yeah! I think he’ll really like that.
I And what about the future? Have you started working on a new film?
S1 What are you getting him?
M No, not yet. I haven’t spent much time with my friends and
S2 I bought two tickets for the new gadget exhibit next weekend –
family recently, so I’d really like to do that for a while. Then, in a
we’re going together.
few weeks, I’ll start thinking about the future. I may do another
S1 Wow – I think that’ll be the most popular present!
film or I may go to university. I’m not sure yet.
Examiner I Well, the best of luck with everything – and thanks very much for
talking to us.
Now answer the questions. M You’re welcome.
1 What’s the main topic of the conversation?
2 What does Saffi find difficult?
3 What does Saffi think at first about buying a compass?
4 According to the conversation, which of the following is NOT true?
347
Examiner
Now you will read a paragraph about “A Trip to New York”. First read
the passage silently. After the beep, you will have one minute to
record your reading of the passage. The reading passage includes
the following words: budget, solution, communicate
348
PREPARE FOR EXAMS WORKBOOK TRANSCRIPTS

Students’ own answers 1 1 D
2 C
Workbook page 123 3 A
4 C
1 D
2 5 A
2 C
6 C
3 A
7 D
4 D
8 B
Workbook page 124

Workbook page 132
Workbook page 125

Workbook page 133
Workbook page 126

Workbook page 134
1 B
2 C
3 B
Workbook page 127 4 A
1 B 5 C
2 B 6 B
3 D
4 D Workbook page 135
1 B
Workbook page 128 2 B
1 A 3 D
2 D 4 C
3 B
4 C Workbook page 136
5 D
1 F
6 A
2 C
7 A
3 A
8 A
4 E
9 C
5 D
10 D
Workbook page 137

Workbook page 129
1 A
2 D
3 B Workbook page 138
4 C Suggested answers:
5 A hasn’t got any
6 C every day
since
Workbook page 130 little
as powerful as
Suggested answers:
Yes he was one of my favourite teachers. Maybe we could get him a
Workbook page 139
cake?
You’re right, he never eats them! What about a photo of the class? Students’ own answers
I’m not sure, telescopes are very expensive. Perhaps we could get
him a book instead such as A Brief History of Time?
That’s a bit boring, how about something more exciting like a ticket
to the science exhibition?
Yes, definitely! It’s very easy to buy them online. We should do that!
349
1.29 Workbook page 123 1.30 Workbook page 131, task 1
Examiner W = Wayne, B = Bobby
Listen to four different teachers talking to students. For each Examiner

question, mark the correct letter A, B, C, or D.
Listen to a conversation between two students at school and then
1 answer questions 1-4.
Teacher 1
W Did you hear about the probe landing on the comet?
Our new topic is data. We will learn how to collect, record, and
B Yes, it’s amazing that we can land the probe on a small comet
represent data. Today I want all of you to write a questionnaire
moving at over one million kilometres per hour.
in groups. You need to select a topic, for example: everyday
activities, sport, music, or languages. Then write five multiple- W Do you believe it happened then?
choice questions about your topic to find out what people do and B Yes, of course. I saw the pictures. Don’t you believe it?
how often they do it. Make sure your questions are relevant and W I’m not sure. I believed it at first, but then I read a magazine that
can be answered by choosing one of the answer choices you give. was talking about some of the hoax theories. You know, when
Once everyone completes their questions, I can give you the next people try to prove that an important event didn’t actually happen.
instructions.
B It has to be true. You couldn’t get so many people to lie and keep it
2 a secret.
Teacher 2 W I guess so, but there are examples in history of lies that were told
and kept secret at the time.
Marie Curie was the first woman to get two Nobel Prizes. Her
husband, Pierre Curie and their daughter, Irene also got Nobel Prizes B What about the pictures? You can see for yourself that the probe
for their work. For homework, I’d like you to find out about the Curie lands on the comet. You can also listen to the sound it made online.
Family and prepare a short paragraph about them and their work. W Well, there are a lot of computer programs that make special effects
Don’t forget to use several sources for your information and to avoid like that easy to create. We don’t know what the comet should look
copying the information word for word. like, do we? So they could create anything and we’d believe it was real.
B I guess so. There are some really good movies which are set in
3
space and they look real.
Teacher 3
W Yes, exactly.
I’d like you to meet Freddy – it’s his first day at Brambell High B I’m not sure, though. Why bother inventing stories like that?
School. He’s a really interesting person and he can speak three
W I don’t know what to believe.
languages – English, French, and Swahili. Before living in New York,
he lived in Quebec and Tanzania. Freddy is happy to tell us about B Let’s take a look online at the reports again and see what we think.
his experiences in these places, so please take two minutes to think W OK. Good idea.
about some questions to ask him.
4
Teacher 4 1.31 Workbook page 131, task 2
It’s a very exciting semester. In six weeks we will be in Argentina
at the Language School. As you know, we all need to speak a lot of T = Teacher, L = Lucy
Spanish. In the next six weeks, we’ll look at some of the important
Examiner
things you’ll need to remember how to say. Today we will look at
greetings and introductions. Let’s see what you remember. Listen to a conversation between a social science teacher and a
student at school and then answer questions 5-8.
T So, Lucy. How is your group doing with the project?

L Well, we’re doing a presentation on cloud forests.
T That’s interesting. Not many students will know about cloud
forests.
L Yes, that’s why we chose the subject. It’s more interesting to listen
to a presentation about a topic that’s new to you.
T That’s true. How are you coming along with the research?
L Fine. We’re researching temperate cloud forests in South America.
They can be found in Argentina, Bolivia, Chile, and Ecuador.
T I was lucky enough to visit a cloud forest in Chile.
L Is that the Fray Jorge National Park?
T That’s right! Your research is almost as good as your memory.
L It relies on moisture from the sea, doesn’t it? It’s very close to the
Atacama Desert – the driest place on earth.
T I’ll look for my photos and bring them to the next class, if you'd like.
L That would be great. Thanks Ms. Gray.
350
1.32 Workbook page 134
Examiner
You will hear someone talking about their three children. For each
question, choose the correct answer A, B or C.
Parent
Honestly, you would not believe how different brothers and sisters
can be! We have been fortunate enough to have three children –
they’re all adults now. We’ve got two boys and a girl – or should I say
two men and a woman! The eldest, Ewan, is 35. He was born in 1980.
Ruben is two years younger than Ewan and the boys’ sister, Mollie, is
the baby of the family – she’s 21, and she’s just finished university.
I used to think that the differences between men and women were
a result of how they were brought up. I thought that if you treated
boys and girls the same when they were young, there would be no
more gender stereotypes! So, we always did lots of creative things
with the boys as well as with Mollie – and if they wanted to play
with dolls, they could! Equally, Mollie could play football and cricket
with the boys, and she always had access to toy cars and aeroplanes.
This way, I believed, the children would have similar interests and
abilities when they were adults.
However… it soon became clear that my theory was completely

wrong! Not only are boys and girls very different – but every child
is a complete individual, with unique skills and interests. Ewan is
quiet, and he has always loved reading and the arts, for example. His
brother Ruben, on the other hand, hasn’t read a novel since he was
about eight, and he can’t stand going to art galleries and museums.
Instead, he’s really into sport of all kinds – from rugby to kayaking;
anything to give him an adrenaline rush! I think that’s what keeps
him cheerful!
Ewan and Ruben’s physical appearance is as different as their

pastimes. The older of the two is tall and thin, with long, wavy black
hair that he often wears in a ponytail. Ruben is short and well-built
– he’s really strong, actually. His hair is short and brown, and he’s got
a beard at the moment.
And our daughter? Well, she’s different again! Mollie is medium-

height and slim, and she’s got curly red hair. She has never looked
anything like her brothers! She’s a musician, and she plays the piano
and the saxophone beautifully. She’s really outgoing and she’s got
lots of friends. She’s like a dynamo – she never stops!
351
352
Answers page 358
353
354
Answers page 358
355
356
Answers page 359
357
Stories ANSWERS
Student’s Book page 140–141 Student’s Book page 142–143
Warmer Warmer
Put students into pairs or small groups. Give them the word Tell students they’re going to read a story about an expedition
‘mountain’ and tell them to think of as many words as they can to the South Pole. In small groups, get them to discuss the
that are related to mountains. Give them about 5 minutes. Then following questions: What would be the point of going on an
tell all students to stand up and go round the class one by one, expedition to the South Pole? How would you travel to the South
each student saying a word related to mountains. If a student Pole? What are the advantages / disadvantages of each way of
repeats, gives an answer that the class reject, or can’t answer, travelling? What would you take with you? Feed back as a class.
they sit down. Go round the class again until only one student
is left.
1 A team of explorers in the snow.
1 Suggested answers: 2 There is a boy watching them from the sky.
1 The girl is on a mountain. 3 The people look tired and depressed.
2 She feels tired. 4 Students’ own answers
3 She running up a mountain. 5 It’s called White because of all the snow in Antarctica.
4 She’s doing it for charity. 2 Students’ own answers
2 Students’ own answers 3 4.18 Students’ own answers
3 Students’ own answers 4 1 Sixteen men started the journey.
4 4.17 Students’ own answers 2 Scott’s team walked 1,300 km to get to the South Pole.
3 They got there on the 17th of January.
5 F, A, H, B, G, D, C, E 4 Only five British men reached the South Pole.
6 Suggested answers: 5 Their journey took 78 days, about two and a half months.
1 She feels tired because she doesn’t like mountains and she hates 6 It got to -30°C temperatures.
running. 7 The Norwegians got to the South Pole 33 days before the British
2 She feels happy because she’s a hero. men did.
3 She’s happier at the end because she’s become a hero, and 8 The last three men died in the tent: Bowers, Wilson and Captain
because she is resting in bed eating breakfast and listening to the Scott.
radio.
4 She uses her sunglasses to see in the mist. She uses a cart, donkey
1 Jacob couldn’t concentrate in the museum because he was tired.
and nylon rope to get Nick down the mountain. She films a video
2 Alice smiled at Jacob because she answered a question right when
of Nick in the cart.
he couldn’t.
3 The motor sledges stopped working because their engines were
frozen by the -30°C temperatures.
4 The days were getting shorter in January in Antarctica because
the South Pole was further away from the Sun.
5 Captain Oates’ death was especially sad because it was on his
32nd birthday.
6 The guide was surprised at Jacob’s answer because he hadn’t
been able to answer the question before.
358
Stories ANSWERS
Student’s Book page 144–145
Warmer
Ask students to think of someone they know who is
exceptionally talented at something. Put them into small groups
and ask them to tell the other students about the talented
person. Encourage other students to ask questions about the
person.
Feed back by asking a few students to tell the class about one of
the talented people that they’ve heard about.

4 4.19 Students’ own answers
5 1 Jamie thought Oscar was strange because he was really quiet and
got embarrassed easily.
2 Jamie wasn’t happy with his band’s music because it wasn’t very
original.
3 They rehearsed in Lola’s parents’ garage because they could make
noise there.
4 He blushed because he hadn’t done his homework.
5 Mrs Maguire was surprised because Jamie often didn’t do his
Math’s homework.
6 Oscar was able to buy all his technological equipment because he
got money from selling an app he invented for mobile phones.
7 Jamie asked Oscar to join the band because he had written a
fantastic tune and could play the guitar well.
8 Jamie ‘thanks’ Mrs Maguire because thanks to her difficult
question Jamie met Oscar.
1 Three Plus One is the name of band after Oscar joins it.
3 Oscar got embarrassed easily because he was shy and he was new
in Jamie’s class.
4 Oscar changed the lives of Jamie, Lola and Harvey because they
became very famous after he joined.
359
360
Answers page 364
361
362
Answers page 364
363
Pronunciation ANSWERS
Student’s Book page 147 4 4.30

1 Have some bread.
2 Go to work.
UNIT 1 3 Ben was late.
4 Jane’s a nurse.
1 4.20 Students’ own answers 5 Films are fun.
2 4.21 6 Where’s the key?
/s/: works, tastes, looks, walks, waits, stops 7 I can speak Portuguese.
/z/: tries, ends, travels, needs, smells, cleans, decides 8 My friends were hungry.
/ɪz/: reaches, watches, rises, washes, fixes 5 4.31 Students’ own answers
Student’s Book page 149
UNIT 2
UNIT 6
2 4.24 1 4.32 Students’ own answers
/ŋ/: singer, thing, long, ring 2 1 stressed
/ŋg/: angry, single, dongle, hungry 2 unstressed
/ŋk/: uncle, rink, thank, link 3 unstressed
4 unstressed
Student’s Book page 148 5 stressed
6 unstressed
7 unstressed
UNIT 3 8 stressed
2 1 Words ending -ia and -ian: Norwegian, Albania, Colombia,
Brazilian, Canadian, Peruvian UNIT 7
2 Words ending in -ese: Portuguese, Nepalese, Vietnamese
3 Other two and three syllable words: Serbia, Norway, Portugal, 1 Students’ own answers
Poland, Swedish, Turkey, Chile, Mexico, Italy, Canada 2 4.34
3 4.26 Students’ own answers 2 Have you ever seen a play?
3 I’ve visited three countries.
4 We’ve bought a new dog.
UNIT 4 5 Joe’s run a marathon.
6 They’ve never seen Star Wars.
1 1 /d/ 7 Grace has been on the radio.
2 /ɪd/ 8 I’ve never eaten squid.
3 /t/ 3 4.35
4 /d/ 1 ever, tried, surfing
5 /ɪd/ Have you ever tried surfing?
6 /t/ 2 Paul, lots, actors
7 /d/ Paul’s met lots of actors.
8 /ɪd/ 3 won, three, prizes
2 4.27 Students’ own answers They’ve won three prizes.
4 Harry, slept, tent
Has Harry ever slept in a tent?
UNIT 5 5 ever, downloaded, film
My mum hasn’t ever downloaded a film.
1 4.28 Students’ own answers 6 never, cooked, meal
2 river I’ve never cooked a meal.
computer 7 had, holiday, sea
around We haven’t had a holiday by the sea.
doctor 8 Adam, ridden, camel.
America Adam has ridden a camel.
lemon
August
today
calculator
364
Pronunciation ANSWERS
UNIT 8
1 4.36
1 /v/
2 /f/
3 /v/
4 /f/
5 /f/
6 /v/
2 4.37
Pronounced with /h/: hotel, who, hair, hello, happy, have, hospital,
hear, hurt, half, help, whole, perhaps, history
3 4.38
1 Help me for half an hour.
2 Where’s your holiday home?
3 What a high class hotel!
4 Hi, Harry. How are you?
5 Can I have a helping hand?
6 How many hours do you have to stay here?
7 Who hit the ball the hardest?
8 He’s an honest man.
UNIT 9
2 4.40
1 gold
2 class
3 log
4 glare
5 game
6 mac
7 dogs
8 back
365
366
Answers page 327
367
368
Achievers is an engaging For the Student
six-level English course Student’s Book
matched to the CEFR which • Integrated exam training to prepare students
for Cambridge and TOEFL® tests
aims to motivate and challenge
• Focus on natural spoken language and
teenage students throughout contemporary and idiomatic expressions
the language learning process. • Unique Challenge lessons with an ambitious
extended speaking task
With its ambitious vocabulary • Fast Finisher activities to keep challenging
the strongest students
and grammar syllabus and • Audiovisual material to open the door to
thorough skills development, English-speaking culture worldwide
Achievers prepares students Workbook

to use and enjoy English at • A page of practice for each Student’s Book page
every level, and to succeed • Key language extended in new vocabulary
sections in each unit
in the Cambridge English: • Communication skills reinforcement with
Key, Preliminary, First and listening and speaking activities
Advanced exams and in the • Additional Audiovisual material sections
• Downloadable Workbook audio
TOEFL Junior® test.
For the Teacher

Teacher’s Book
• Includes all Student’s Book pages
• Unit overview for quick lesson plans
• Complete teaching notes, transcripts
and answer keys
• Tests at two levels for every unit, plus end-of-
term and end-of-year tests
• Vocabulary and Grammar worksheets at two levels
• Speaking worksheets for fun communicative activities
• Festivals worksheets
Teacher’s Audio Material
Teacher’s i-book for smartboards
• A complete digital version of the course with instant
access to audio, tapescripts and answer keys
www.richmondelt.com/achievers A1 A2 B1 B2 C1 C2

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Publisher: María Lera

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All rights reserved.

Every effort has been made to trace the holders of copyright,

TOEFL Junior® is a registered trademark of Educational Testing Service (ETS).

The publisher would like to thank all those who

Introduction and course highlights ................................................... page 2

Student’s Book contents .......................................................................... page 16

Achievers has an ambitious vocabulary and

Achievers has a full component package

containing complete teaching notes EXAM PREPARATION

● Teacher’s Resource Book

containing a complete pack of photocopiable

● Teacher’s Audio Material Pack

containing all the audio for the course

Every unit has Cambridge and TOEFL® exam preparation

Every Achievers unit contains four varied Fast Finishers to keep

WORD ZONE FACE 2 FACE

Face 2 Face pulls out common idiomatic spoken language

All lessons include speaking activities to allow students to share

The unique Challenge lesson gives students the chance to

● There are four optional Starter lessons at the start of the

1 Each Reading lesson contains

1 Common expressions from

2 Students listen to 3 Writing skill focuses on 4 In Your Turn To Write,

1 Each End-of-Unit Review

1 An exam-style activity at the

2 Help and advice to allow

3 Key information about

Prepare for the TOEFL Junior® Test

1 An exam-style activity at the 2

2 Help and advice to allow

3 Key information about

End-of-Unit Reviews Exams

Writing Reference Vocabulary Bank

The Teacher’s Resource Book contains photocopiable worksheets to supplement

Vocabulary and Grammar Worksheets Tests

Teacher’s Audio Material Pack

1 Additional smart board

4 All course materials

5 Interactive Answer key 5

8 Show and hide

Visual grammar presentations Additional IWB activities

Extra interactive practice 9 Use the Richmond i-tools

The Richmond i-tools

Save all your teaching sessions to meet

Vocabulary Language objectives

Starter A, B, C and D are optional, self-contained lessons that

3 1.2 Transcripts page 28 Invite students to see if they

9 Go round the class and monitor the activity.

Answers Students’ own answers

Starter A, B, C and D are optional, self-contained lessons that

Starter A, B, C and D are optional, self-contained lessons that

Answers Students’ own answers

Starter A, B, C and D are optional, self-contained lessons that

5 Encourage students to use their dictionaries to look up items of

A Hello, Miss Campbell. K Hello?

1.3 Student’s Book page 4, exercise 4

1 My granddad is 85 years old.

Workbook page 4 Workbook page 7

Vocabulary Language objectives