Own It! 2 Teach. Book

A2 Key for Schools test content in Own It!
Level 2 has been

checked by Cambridge Assessment English for accuracy and level.
TEACHER’S BOOK
WITH DIGITAL RESOURCE PACK
Alice Copello
University Printing House, Cambridge CB2 8BS, United Kingdom
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Information on this title: www.cambridge.org/9781108726580
© Cambridge University Press 2020
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2020
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Printed in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-72658-0 Own It! Teacher’s Book Level 2
ISBN 978-84-9036-121-4 Collaborate Teacher’s Book Level 2
Additional resources for this publication at www. cambridge.org/ownit/resources
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Contents
Welcome to Own It! 4
Cambridge Life Competencies Framework 6
Student’s Book Unit Visual Guide 8
Course Components 16
Course Research and Rationale 22
Own It! and the Cambridge Life Competencies

Framework 28
Teacher’s notes
Starter Unit Welcome! 34
Unit 1 What are you watching? 40
Unit 2 Out of the past 52
Unit 3 What’s the story? 64
Unit 4 The best things in life are free 76
Unit 5 Dream houses 88
Unit 6 Hidden danger 100
Unit 7 Get connected 112
Unit 8 High flyers 124
Unit 9 Show your moves 136
Finished? answer key 148
Vocabulary Bank answer key 151
CLIL pages teacher’s notes 153
Pronunciation answer key 157
Student’s Book audioscripts 158
Workbook answer key 175
Introduction 3
Welcome to Own It!
‘It’s your world, so ’
Welcome to Own It!; the course which ensures your students are confident and
future-ready through a combination of global topics, collaborative projects and
strategies to develop learner independence.
While developing Own It! we spoke with teachers and students around the world to
identify their top priorities in the Secondary classroom ...
I’d like to do project work with my I want my students to become

students, but it can be too time- more independent learners.
consuming to plan. Maria, Spain
Merve, Turkey
Learn to Learn
Project Work The Learn to Learn feature of the course is
Collaboration is a key strand of this course. designed to introduce students to vital
Own It! includes a CLIL project in every even- learning strategies and techniques which
numbered unit of the Student’s Book and a will help them become more independent
Culture Project for every odd-numbered unit learners, all aligned to the Cambridge Life
available in the Teacher’s Resource Bank online. Competencies Framework.
These are accompanied by a Project Book with For more information: Pages 6, 7 and 24
step-by step guides and practical tips
for teachers.
For more information: Pages 6, 7 and 25
leri Bilim Koleji,

Turkey
4 Introduction
LEARNING OUTCOMES
7
I can …
• understand texts about a folk tale and volunteering at
a music festival
• invite someone to a party
I want my students to
A WORLD OF
• write an email to a friend
• understand how to use the past perfect and reported
speech
feel that they belong to
CELEBRATION the world; that they are
• talk about festivals and live music
• mark word stress, predict information and identify and
understand prefixes and suffixes.
global citizens.
Itana, Brazil
Global topics
Own It! has a global, cultural focus,
with topics from traditional dress to
unique festivals. The documentaries
and the Around the World pages
bring these global topics to life,
exposing students to different
countries, and asking questions which
encourage students to think about the
Start it!
1 LLo
ook
ook
k at th
he p
ph
hotto
o.. Wou
ould
ld you
u like
ik to
to go to this ffe
est
s iv
ival
ival
a? differences between their culture and
2 Be
Befo
fo
ore yo
ou
u wat
a ch
ch, what
wh
hat
a kin
nd of thiings do
do peo
eopl
p e ce
pl cele
ele
ebrat
brat
a e at fes
esti
t va
ti alss?
3 Wh
Wh
he
en was
en as the
e fir
irssstt Snowb
no
ow
wb
bom
ombi
b ng Fes
esttiiva
val?
l Wat
a ch
h and
d check
heck.. other cultures.
4 Wh
What
at is yo
y ur
ur fav
avou
ouri
rite
te
e fes
estiiva
esti al? De
essccrrib
ibe
be it
i.
For more information: Page 23
p85 p87 p88 p90
Language in Language in Everyday Globetrotters
Watch video 7.1 action 7.2 action 7.3 English 7.4 7.5
82 A WO RLD OF C E LE B R ATI O N | U N I T 7
I want a variety of videos

that will help me to engage
my students with the topic
I need resources and support and see the language being
to manage students of different used in a meaningful way.
levels in the same class. Antonio, Mexico
Andrés, Ecuador
Teen-friendly videos
Mixed-ability support Own It! includes four to five videos
In Own It! there is extensive support for teachers per unit made especially for this
with mixed-ability classes, including: course. As well as documentaries,
there are Language in Action and
• graded Workbook activities
Everyday English videos designed to
• suggestions for differentiated activities
appeal to the teenage learner.
• an entire Project Book guiding teachers
through each project For more information: Page 26
• graded grammar and vocabulary worksheets
For more information: Page 27
Introduction 5
Cambridge Life
Competencies Framework
How can we prepare our students to succeed in a world that is rapidly changing?
We need to help students develop transferable skills, to work with people from around
the world, to think creatively, to analyse sources critically and communicate their views
effectively. How can we teach these skills alongside language?
In response to these questions, we have developed the Cambridge Life Competencies

Framework. This Framework underpins the syllabus for the Learn to Learn pages and
the collaborative project work in Own It!, helping teachers recognise and assess the
many transferable skills that the course develops.
Competency
Learning Critical Creative Social

Communication Collaboration to Learn Thinking Thinking Responsibilities
Core Area
Reflecting on and
Taking control of Practical skills for evaluating own learning
own learning participating in learning success
Can Do Statements
Takes effective notes in

class and from homework
reading
Uses a vocabulary
notebook
Uses metacognitive
strategies (e.g. time
management, affective
control) to maximise
learning/exam success
6 Introduction
Learn to Learn LEARN TO LEARN
These core areas are developed in the Learn
LEARN TO … ORGANISE YOUR NOTEBOOK
to Learn feature which appears throughout It’s important to organise your notebook to help you to find your notes and study for exams.
the unit and on the Learn to Learn page 1 Ask and answer with a partner.
1 Have you got a notebook?
3 Look at Azra’s notebook. Is her notebook
different from Omar’s? How?
at the end of each unit.

2 Is it for all your subjects or for English only?
Verb be
grammar
3 Are your notes easy or difficult to read?
Affirmative Negative Questions
2 Look at Omar’s notebook. Match 1–4 with a–d.
This page from Level 1 Unit 1 helps students 1 Today’s vocabulary c

2 Today’s date
I’m from
Turkey.
I’m not from
Turkey.
Am I Brazilian?
vocabulary
3 Today’s homework
organise their notebook by encouraging 4 Today’s grammar
She’s my sister. She’s isn’t my
sister.
Is she Mexican?
them to look at an example of a notebook, a 23 September

He’s my
brother.
He isn’t my
brother.
Is he from
Ecuador?
notes
compare it with their own, and finally, reflect b have got
We’re at
school.
We aren’t at
school.
Are we 12?
I / you / we / they have / haven’t got …

on how theirs could be improved. They’re my They aren’t my Are they at
homework
he / she / it has / hasn’t got … cousins. cousins. school?
c Family members
4 Ask and answer with a partner.
Project Work 1 What is good about Omar’s notebook? What

is good about Azra’s?
The Collaboration competency of the dad

husband
brother
mum
wife
sister
2 What are some other ways to organise a
notebook?
3 Which is your favourite way? Why?
Cambridge Life Competencies Framework son
uncle
nephew
daughter
aunt
niece
also plays a huge part in the course, through grandad

grandson
cousin
grandma
granddaughter
cousin 5 Discuss with a partner. Decide how to organise
projects in the Student’s Book and in the

your notebook.
d Learn the family words from Unit 1.

Teacher’s Resource Bank online. All of which
have extensive support and guidance in the
Project Book.
UNIT 1 | FRIENDS AND FA MILY 21
This project from Level 1 Unit 6 asks students

to analyse some of the key features of a model
project before planning and creating their own.
Finally, they can evaluate other groups’ tasks.
THE PE
PROJECT
L
An information leaflet
TBA L EQUIPMENT
1 Look quickly at the leaflet. Circle its purpose.

1 to give directions to a sports club
ST R E E Bucharest is the unofficial
streetball capital of the
2 to give information about a sport world! Every year more than
3 to give transport times 1,000 streetball players travel
to the Romanian capital city and play in a
streetball competition.
2 Read the leaflet and make notes on the ideas
in the box.
What? When? Where? Who?

Equipment One of the rules One of the benefits
PL AN
3 Read the leaflet again. Are the sentences
6 Work with a group. Choose a street sport
T (true) or F (false)?
or another sport and find out information
1 You need some special equipment to play about it. Complete the steps below.
streetball. F
• Decide on the information you want to
2 There are sometimes ten players in a game include.
of streetball.
• Decide and choose the photos and illustrations
3 You can’t touch the ball with your hands in WHAT IS IT? Equ
Equipment
E qu to include.
streetball. • Draw a rough plan of the layout of the
It’s outdoor basketball in your local area. We
We’ve got a basketball and nets. Just bring
ng
4 Some sports are more expensive than yourself and your trainers!
you leaflet.
streetball. • Make a first draft of your leaflet.
WHERE AND WHEN? Teams
Tea
We meet every Tuesday at 5.30 pm at • Discuss how you can improve your first
A team can play with only two players but
the West Avenue basketball court. draft.
t
there are never more than five.
How to design a leaflet Come along and join us.
Rules
Ru PRESENT
Find us here:
4 Read the tips about designing a leaflet. Circle Diff
Different
Di ff streetball games have differentt rules, 7 Prepare your final leaflet and present it to
the ones you think are good pieces of advice. the class. Remember to include facts about
but these are ours:
your sport, photos, illustrations and maps,
a Use serious colours, not bright ones.
b Use photos and a map.
Players
P
When
W
can bounce, throw and catch the
he ball.
you score, your team gets one point.
ll.
and the tips in How to design a leaflet. For more
After
A you score, your team keeps the ball. CHECK
c Make sure the people are not smiling in the
photos. A team wins when they score 7 points..
8 Look at your classmates’ leaflets and information about
complete the notes.
d Include contact details.
e Choose a clear font (if you’re using a
BENEFITS
BE Which sport is the most interesting? how Own It!
computer) or write neatly. It’s
I free!
f Include everything you know about the sport. It’s
I a great way to get fitter and healthier!
ier! Which leaflet has the best design? correlates to the
The
T matches are faster and more exciting
ting
6.11
5 Listen to the advice and check your answers
to Exercise 4.
WHO?
Everyone is welcome! You don’t need
t
than
It’s
normal basketball.
I great fun!
Which sport do you want to try? Why? Cambridge Life
to belong to a team and you don’t need
special training. Competencies
WHY NOT COME ALONG AND Any questions? Framework, go to
MAKE NEW FRIENDS? Contact Greg at gregscott@jmail.com.
78 SP O RT F O R LIFE | UNIT 6 UNIT 6 | SP ORT F O R LIFE 79
pages 28 and 29.
Introduction 7
Student’s Book Unit
Visual Guide
Every unit in Own It! takes students on a journey from ‘starting it’
to ‘owning it’! Students are gradually introduced to the topic and
target language through a variety of scaffolded activities that build
their confidence and encourage independent learning. Vibrant
videos, readings and listening texts show language in context,
allowing students to respond personally and work collaboratively.
The Own It! projects or Around the World pages at the end of the
unit give students the opportunity to consolidate and demonstrate
all their learning in a fun, personalised way.
Activate prior knowledge

Start it! Get students interested in the topic
Provoke critical thinking
Develop research skills

Explore it! Extend learning beyond the
classroom
Practise target language in a

Use it! personalised, controlled activity
Allow students to respond

Voice it! personally to the topic
Demonstrate topic knowledge and

language learning in a collaborative
project or on the Around the
World pages
The unit journey is underpinned by the Learn to Learn strand

which supports the development of vital learning skills, and the
How to … feature which provides useful tips for completing
project work successfully. These features support students on
their journey from Start it! to Own It!
8 Introduction
Learning outcomes
clearly show unit aims
at a glance.
Start it!
Start it! begins the unit with a

striking image and documentary.
The questions provoke curiosity,
activate prior knowledge and Explore it!
get students thinking critically. Explore it! is a guided activity
to help students develop
research skills and extend their
learning beyond English.
Introduction 9
Use it!
Use it! gets students practising and
producing the target language, often in
a personalised way. The activity builds
student confidence by giving them the
opportunity to prepare what they want
to say before speaking.
Voice it!
Voice it! is a thought-provoking speaking
activity which asks students to give their
personal response to a reading or listening
text, encouraging critical thinking.
10 I n t r o d u c t i o n
LANGUAGE IN ACTION VIDEOS
These videos show teenagers

using the target language in
context, in a teen-friendly vlog-
style, plus an interactive grammar
presentation, perfect for flipped
classrooms.
LEARN TO LEARN
Learn to Learn introduces students
to vital learning strategies and
techniques, which will help them
become more independent learners,
all aligned to the Cambridge Life
Competencies Framework.
I n t r o d u c t i o n 11
Plan, Write and Check
The scaffolded approach of the speaking and writing
pages builds students’ confidence by giving them time
to prepare before they speak and write. The Check
stage encourages self-assessment, a key step towards
learner independence.
Get it right!
Get it Right! activities help
students avoid common
Useful Language
errors as identified by the
Cambridge Learner Corpus.
Useful Language
Everyday English boxes appear
throughout the
In every unit there’s a fun vlog-
unit, highlighting
style video to teach students
genre-specific target
the meaning, form and use of
language.
the Everyday English from the
conversation on the speaking page.
Globetrotters
These documentaries are
AROUND
THE WORLD thematically linked to either
The Around the World pages, the topic of the unit or the
which appear in Units 1, 3, 5, 7 and Around the World pages. They
9, introduce students to different contextualise the grammar
people and cultures from around the and/or vocabulary of the unit
world, encouraging critical thinking and engage students’ interest
and raising cross-cultural awareness. in the topic.
The Culture Project

Extend the page and get students
to ‘own’ their language and topic
knowledge with an optional culture
project available in the Teacher’s
Resource Bank online, with teacher’s
notes available in the Project Book.
Plan, Present and Check
THE CLIL
PROJEC T The step-by-step guide helps
The CLIL project pages appear in students work through the project
Units 2, 4, 6 and 8. They encourage without the need for constant
students to ‘own’ the language and supervision by the teacher,
topic knowledge they have gained promoting peer-learning and
throughout the unit in an individual student autonomy.
or collaborative project.
How to ...
These practical tips help students
complete the project by raising their
awareness of the particular skills
required to carry it out.
Review
LEARN TO LEARN
Revise the language from the
The Learn to Learn pages
unit in these useful review
focus on developing core
pages, which include a self-
areas from the Cambridge Life
assessment task, encouraging
Competencies Framework.
students’ self-awareness.
Students have the opportunity
to ‘own’ their learning by
putting the new skill into
practice.
Course Components Graded activities
Activities are graded, one, two
Workbook or three stars depending on
The Workbook offers extra practice of the how challenging they are. This is
language and skills covered in the Student’s great for mixed-ability classes.
Book. It also includes a special exam-preparation
feature and a Language bank.
EXAM TIPS: Writing skills

Explore it! Writing Part 6: Writing a short email or note
In this part of the test, you have to write a short email or note of 25 words or more. Under the instructions there
is a space to write the text.
The Explore it! feature The instructions in the test tell you exactly what you need to do.
Example:
extends learning
You want to go to the cinema with your friend Jan on Saturday. Write an email to Jan.
The instructions also explain three things you need to include in the text. For example:
In the email:
beyond the classroom

• ask Jan to go to the cinema with you
• say what film you want to see
• say where you can meet.
and helps students Exam guide: Writing a short email or note

• It is important to include all the points from the instructions in the text. It is also better to keep them in the same
develop the research

order as in the instructions.
• The text needs

– an opening sentence
skills that are vital for Exam Tips

– three sentences, one for each point
– a sentence to close (for example a question asking your friend’s opinion)
– (in an email) your name at the end.
learner independence. The exam preparation

• When you finish, read the text again and count the number of words. If you have included all the information
from the plan above, the text should be at least 25 words. If it’s more, that’s OK. If you haven’t written 25
words, go back and check that you have included all the points and the opening and the closing sentences.
pages at the end of Writing Part 7: Writing a short story

In this part of the test, you have to write a short story of 35 words or more. To help you there are three pictures.
You write the story they show. Under the pictures there is a space to write your story.
the Workbook provide Exam guide: Writing a short stor y

• Don’t start writing immediately. Look at the pictures for a minute and
useful tips and practice decide what the story is about. A good way to plan a story is to think
about Who? Where? When? and What?
• Give any people in the picture a name. Then write any useful vocabulary
to help students prepare

you want to use (nouns, verbs, adjectives, etc.) next to each picture.
• Decide how to start (e.g. One day/Yesterday). Use the past tense when REMEMBER!
you write your story. You will be given a piece
for international exams.

• When you finish writing, count the words. You need to write at least of paper to make notes.
35 words. Use it to plan your writing.
82 E X A M TIP S
Digital Tools
All your digital tools together in one place!

With Own It! everything you need is at your fingertips, including Presentation
Plus, audio and video, additional practice, games, Test Centre and an
innovative digital collaboration space for students.
Presentation Plus
• Student’s Book and Workbook with
interactive exercises
• Games
• Accessible online and offline
Teacher’s Resource Bank

• Online teacher’s resource area with
culture projects, graded grammar
and vocabulary practice worksheets,
video worksheets, communication
worksheets, writing template
worksheets, video worksheets, Digital collaboration space
speaking extra activities, and more!
• Students can collaborate digitally online and offline in the
• Test Centre, including end-of unit,
collaboration space, where teachers can set, track and
term and year tests, and exam
assess students’ work.
practice tests.
• Students can also archive and share their work as well as
comment on each other’s projects.
Practice Extra
• Mobile friendly platform and content
• Bite-sized learning activities
• Online speaking tasks with audio and video
• Performance tracking and gamification
For the most up-to-

date information on,
Own It!’s Digital Tools,
visit www.cambridge.
org/ownit/digital or
use this QR code:
How to use the Teacher’s Book
Warmer
Engaging ideas
for introducing
students to the
topic of the unit and
activating their prior
knowledge.
Class challenge
Get students
interested in the
topic and extend
their learning beyond
language, using this
quiz-style question.
Unit aims
Unit aims are clearly
shown at the start of
every unit.
Extra resources
See at a glance all
Flipped class
the extra resources
Useful ideas for activities
available for Digital resources
that students could do at
teachers to use The digital icon
home to consolidate in-class
with this unit. indicates when an extra
learning and encourage
independent study. resource or support is
available online.
Graded activities
Some activities are graded with
one or three stars. One star
Pronunciation
activities show ideas for providing
Find pronunciation
more support to students and
for all target
three star activities show ideas for
vocabulary easily.
providing extra challenge – great Integrated answers
for mixed-ability classes! Find all of the answers
in place on the page
for quick access.
Extend it!
Extension activity
for ways to
challenge students.
Homework
Homework activities
are flagged wherever
you see this icon.
How to use the Project Book
Mixed-ability tips
Learning outcomes
Get ideas for extra
See learning outcomes at a
differentiated
glance, as well as the skills Student roles
practice in each
students will develop, and the Manage student
project; perfect for
resources and evaluation tools roles and
mixed abilities.
you may wish to use. responsibilities.
Project pages Extra resources

This shows where you can find the Find useful
project pages. The CLIL Projects can photocopiable
be found in the Student’s Book and resources.
the Culture Projects can be found in
the Teacher’s Resource Bank online.
Digital collaboration space
Students can work together
on their projects in the digital Evaluation guidelines
collaboration space and teachers See clear guidelines for
can track and assess their work. identifying and assessing
Students can also share and student performance.
comment on each other’s work
via their digital portfolio.
Flipped classroom
Get flipped classroom
ideas for carrying out
the activities both in
and out of class.
Course Research You spoke.
and Rationale We listened.
We at Cambridge University Press have an
unparalleled reputation for English Language
courses underpinned by the latest language and
pedagogical research. Here are some insights I want my students to feel that
into how Own It! is informed by this, as well as they belong to the world; that
feedback from teachers and learners from around they are global citizens.
the world. Itana, Brazil
Own It! is designed to help students take
ownership of their learning. The combination of
learner training and collaborative projects helps Global cultural topics
students develop their individual and collaborative Own It! includes a variety of global
skills and become more confident, independent topics, with a dedicated Around the
learners. Along with the vibrant global topics World page in every other unit.
and diverse range of videos, this empowering This helps students broaden their
approach means that teachers are under less understanding of other people
pressure to manage every aspect of their students’ and places, preparing them for life in a
learning. Instead, students will be motivated to diverse, multi-cultural environment.
take charge of their own learning, empowering
Learners of English now outnumber
them to prepare for their own exciting future.
speakers of English as a first language.
Students are therefore far more likely to
use English to communicate with people
whose first language is not English.
This has significant implications for
traditional English teaching because an
understanding of the language is now
only part of successful communication
and we cannot underestimate the
role of cross-cultural understanding in
communication.
Schema theory
suggests that as
humans learn, we create
mental shortcuts by organising information into
categories. These categories, or schemata, enable
our brains to deal with most ‘typical’ scenarios
English being used by both native and non-
without too much effort, since we can base our
native speakers from different cultural and social
responses on our expectation. Students who are
backgrounds. This interconnectedness is only
told they are going to hear a conversation at a
going to increase, so it is vital that students
train station can reasonably expect to hear certain
develop the skills they need to communicate
language: train times, platform numbers and ticket
effectively.
types. Their expectations about these scenarios
help them listen more effectively. That’s why Own It! has a global, cultural focus,
alongside documentaries in every unit, all of which
However, schemata can also work against a
encourage students to think about the differences
student’s ability to understand. Their expectations
between their culture and other cultures.
are heavily influenced by their culture.
Teachers will be aware that their students are

already interacting with globalised media. From
watching international TV shows to playing online
video games, teenagers are already encountering
You spoke. LEARN TO LEARN
We listened. LEARN TO … CHALLENGE YOURSELF

When you do more, you get better results.
3 Nish and Raj finish a speaking activity before

their classmates. How can they use the extra
minutes well? Why?
a ask each other some more questions in English
I want my students to become b tidy their desks
c listen to the other pairs
more independent learners. 4 Take turns to talk about one of the topics below.
Maria, Spain Then, ask your partner three questions about

their topic.
1 Carlota and Yael finish a project before their
classmates. How can they use their time best? Why? a folk story I know
a do their homework for another subject an interesting festival I have been to
my favourite TV show
Learn to Learn b do extra English activities together or alone
c chat in their language
5 George finishes the last activity of the lesson
2 before his classmates. He makes a mini-plan
When students reach Secondary school, Carlota and Yael decide to play Blank! Read how
to play. Write the missing words. for the next lesson. Complete his plan with the
words in the box.
they are expected to start taking more grammar practise vocabulary
How to play ‘Blank!’
and more responsibility for their own Choose a text you’ve read in this book.
Player A: Read the first half of the
learning, and once they reach school text to Player B but say ‘blank’ instead
Mini-plan
In the next lesson, I want to …
of some words.
leaving age, they should have acquired Player B: Try to remember the
use this 1
use this 2
: past perfect
: programme, atmosphere, crowd
missing words.
the ability to learn independently. The Swap roles.
and 3 this: asking questions
rapid rate of technological advance

OK, Yael, the Japanese folk tale.
means that many jobs in the near future Throughout Blank!, different cultures …
may become automated. To give the History!

6 Choose a reading text from Units 1–7 and
That’s right. … different play Blank!.
next generation the best chance in life, cultures have looked up at the
7 Make a mini-plan for the next lesson like
Blank! 1 in the night
the one in Exercise 5.
they need to be able to acquire new skills sky and told Blank! 2
about them.
and knowledge throughout their lives,
U N I T 7 | A WO RLD OF CELEB R ATI O N 93
making them adaptable to whatever the
future holds.
Yet teachers often find that their students The Learn to Learn sections cover three broad areas of
do not know how to learn, and lack learner training:
basic learning techniques like taking
notes, categorising information, and 1 practical skills for participating in learning
assessing their strengths and weaknesses, 2 taking control of own learning
particularly in the first year of secondary
school. To address this, the Learn to 3 reflecting on and evaluating own
Learn feature appears throughout each learning success
unit, extended by a dedicated full-page After each Learn to Learn tip, students practise
at the end of every unit. them immediately in an activity. This helps students
incorporate these techniques into their learning routine.
You spoke.
We listened.
THE HISTORY
I’d like to do project PROJECT
work with my students,

An interview PL AN
LIVING MEMORIES Clarissa 1949
Cl
1 Look at the photos. What’s the connection between them? 8 Work in pairs. Choose a person to
interview for the Living Memories
2 Listen to Ruby and Jacob’s interview. Check your project. Think about the things you
but it can be too time-

8.11
answers to Exercise 1. Were you correct? want to know. Complete the steps
below.
8.11
3 Listen again and answer the questions.
Before the interview
1 How many people were there in Clarissa’s family? Ten
• Plan and prepare your questions.
consuming to plan.
2 What was her life like when she was younger?
During the interview
3 What buildings were in Clarissa’s street? • Introduce yourself.

• Record the interview or make notes.
Merve, Turkey 4 What happened to Cookie?
5 In Clarissa’s opinion, what are the most important

• Listen carefully to the answers.
After the interview

• Thank the person.
things in life? Do you agree? Radl B
Radley Boulevard
l 1947 • Type or write up the interview.
• Send the person a copy and a thank
you email / letter.
8.12
4 Listen to a teacher talking about questions for a good
PRESENT
interview. What are the three types of questions?
9 Play your recording to the class or
5 Look at the interview questions 1–6 on page 103. display your written interviews on
Are they open, closed or follow-up questions? the wall with the photos. Remember
arissa today
Clarissa to include polite language, photos of
6 Read the How to box. Write the tips (a–h) in the table. the person and place in the past and
Before the During the After the now, and follow the tips in How to do a
interview interview interview recorded interview.
dl Boulevard today for
Interview questions
Radley
a CHECK
Clarissa Briggs 10 Listen to or read your classmates’
How to do a recorded interview 10 am interviews and complete the notes.
Date and time: 17th June,
a Keep the interview short. East Who did they interview?
Place: 937 Houston Street
b Use open and follow-up questions. open
a child?
c Plan your questions. 1 Where did you live as
Which interview question was the most
day?
d Introduce yourself. 2 What did you do each interesting?
e Record your interview on your phone. 3 Why did things change?
the change?
f Send a thank you email / letter. 4 How did you feel about Write down two interesting or surprising
g Check you have everything you need. facts that you learned.
5 Who was Cookie?
h Say why you’re doing the interview or why you did you learn from that
want to interview the person. 6 What lessons for life
Cookie
kie experience?
7 Do you think Ruby and Jacob followed all the tips?
102 LO S T AND F O UND | UNIT 8 UNIT 8 | LO S T AND F O UND 103
Project work
Collaboration is an effective way of empowering However, preparing project work can be very
students. Own It! includes a project in every other time-consuming for teachers. That’s why Own It!’s
unit of the Student’s Book with more available in projects are aligned to the topic of the unit, with a
the online Teacher’s Resource Bank, as well as an step-by step guide and practical tips for students,
accompanying Project Book which offers extra plus a full teacher’s guide in the Project Book. This
support and practical tips for teachers. In addition, is project work made simple!
students can work together on their projects in
the digital collaboration space and teachers can In response to teacher feedback, the projects
track and assess their work there. in the Student’s Book have a cross-curricular
approach, covering topic areas like Science, Art,
Project work allows students to … Music and Maths, giving students the opportunity
to improve their subject knowledge whilst
• build collaborative skills, such as communication,
exploring a wide variety of topics in English. The
teamwork and leadership;
Around the World pages also have an optional
• acquire practical, transferable skills associated double page project available online which allows
with different types of projects, like doing students to further explore the cultural theme of
research and making presentations; the unit.
• choose and explore areas that they are
All of the projects develop competencies
interested in, thereby increasing their
from the Cambridge Life Competencies
motivation;
Framework.
• engage with the real-world issues as projects
are often interdisciplinary and based on real
world scenarios.
You spoke.
We listened.
Teen-friendly videos
I want a variety of videos that
Video is the medium of communication in the modern
will help me to engage my
world, with over 300 hours of video being uploaded
students with the topic and see
to YouTube every minute! So, it is not surprising that
the language being used in a
students respond well to video content being used in class.
meaningful way.
However, finding appropriate videos at the right language
Antonio, Mexico level can be difficult for teachers. That’s why Own It!
includes four to five videos per unit specifically aimed
at teenage learners in which they can see the language
in action.
Documentary videos Language in Action videos Everyday English videos
Language in Action videos Everyday English videos

Documentaries appear at the
appear on every grammar appear on the speaking
beginning of every unit. They
page of the unit. These fun pages. Teachers often find
get students thinking about
vlogs feature teenagers using that students love learning the
the unit topic and activate any
the target language in context latest colloquial words and real
prior knowledge and
and an animated presentation phrases in English, and these
language.
of the grammar. They are videos are a great way of
Globetrotters documentaries designed to make teaching presenting this. They feature
also appear on the Around the and learning grammar more teenagers using authentic
World pages in every other meaningful, and give the English from the speaking
unit. These contextualise the teacher the option of using a dialogue, and give students
grammar and vocabulary of flipped classroom model by the chance to try out these
the unit and are linked to the getting students to watch the phrases for themselves.
topic of the reading. video before class.
Teachers can use the video Teachers can also use

lesson in the downloadable the downloadable video
video worksheets in the worksheets in the Teacher’s
Teacher’s Resource Bank. Resource Bank.
a b
FAQs and
You spoke. c d
fit and
We listened.
dy sessions.
ool day and I need

4 Q There is tooresources and
much noise and support
stress in my life. How can I Mixed-ability support
get a little quiet time?
to manage students of different The average English class will have students with
easy. Not A One word: yoga. The practice of yoga is hundreds of
chool. And if levels
years in when
old and the yousamefind a class.
little time between studying a variety of different language abilities, not to
your lunch and exams to relax in this way, you can concentrate better.
Andrés, Ecuador mention different interests, levels of motivation
school. It’s free and it’s easy to do alone!
and learning preferences. In Own It! there is
and not GET MORE INFORMATION HERE
extensive support for teachers with mixed ability
sk or in front of 3 Read the online FAQs again and answer the classes, including the following:
rent muscles. questions.
e don’t use 1 What times of the day can students do exercise, • On the Student’s Book page, Finished?
e desks, which according to the FAQs?
while working. icons direct fast finishers to fun extra practice at
Before and after school and at lunchtime.
very half an the back of the book to ensure all students are
2 What can happen to the body when we don’t stand
up regularly? challenged.
help me?
g on a big
y to work
3 How often do you need to move around when • Workbook activities are graded 1, 2 or 3 stars
ur back
studying?
to indicate their difficulty level. This means
wn! A fitness
s sitting 4 Why is the fitness ball unpopular with some that students can start at the easiest level
people? and move onto more difficult activities when
ready. Alternatively, teachers can set different
5 How can a fitness ball help your body?
online FAQs activities for different students according to
6 Which activity can students do to relax, according
their ability.
ects muscles to the FAQs?
• Teacher’s Book notes provide suggestions for
grading activities to different students’ abilities.
see words or 4 Answer the questions.
1 Which of the things in the FAQs have you tried? • Project Book teacher’s notes provide specific
ge it to make it suggestions for differentiated instruction. These
2 Think of one more FAQ about young people’s cater for students who need more support, as
osite to the front health and fitness.
well as students who would benefit from more
challenge.
UNIT 4 | HE ALTHY BODY, HE ALTHY MIND 33
Unit 1
ar
Basic Gramm
Unit 1
mmar
Standard Gra
Date
Class Unit 1
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Name Class Extensio
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Teacher’s Resource Bank.

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rt answers.
?
and the Cambridge Life
Competencies Framework
Although Own It! focuses on both the Learning to Competency: Collaboration
Learn and the Collaboration competencies in the
Core Area: Managing the sharing of tasks
Cambridge Life Competencies Framework, all of
in a project
the six Life Competencies are explored throughout
the course. Can Do Statement: Works with others to
plan and execute class projects
The table on page 29 shows, at a glance, where In this exercise, students need to follow
you can find an activity which concentrates on a steps together to plan, present and reﬂect
particular Core Area. There is also a link below that on their project.
table where you can download the comprehensive
guide of how each level of Own It! correlates to
the Framework.
Here are a few examples of how activities

can help your students develop particular
Can Do Statements:
Competency:
Critical Thinking
Core Area:
Evaluating ideas,
arguments and
options
Can Do Statement:
Assesses strengths
Competency: Creative Thinking
and weaknesses of
possible solutions Core Area: Creating new content from
own ideas or other resources
In the art project in
Unit 4, students are Can Do Statement: Illustrates a new
asked to evaluate poster or webpage with unique symbols or
the effectiveness of persuasive language.
the model project Exercise 7 asks the students to present a
by giving each poster they have made to promote a food
element 1–4 ticks. van, thus including persuasive language.
Competency Area Competency U0 U1 U2 U3 U4 U5 U6 U7 U8 U9
Creative thinking Participating in creative activities

Creating new content from own
ideas and other resources
Using new content to solve
problems and make decisions
Critical Thinking Understanding and analysing links
between ideas
Evaluating ideas, arguments and
options
Synthesising ideas and information
Learning to Learn Practical skills for participating in

learning
Taking control of your own learning
Reflecting on and evaluating own

learning success
Communication Using appropriate language/
register for context
Managing conversations
Participating with appropriate

confidence and clarity
Collaboration Taking personal responsibility for
own contributions to a group task
Listening respectfully and
responding constructively to
others’ contributions
Managing the sharing of tasks in a
project
Working towards a resolution for
a task
Social Responsibilities Understanding personal
responsibilities as part of a group
and in society, including citizenship
Taking active roles, including
leadership
Understanding and describing own
and others’ cultures
Understanding and discussing
global issues – environmental,
political, financial and social
Level 2 click here for more books
Skills Overview
Skill Learners will be able to:
Listening understand phrases and very high frequency vocabulary related to areas of the most immediate
personal relevance;
catch the main point in short, clear, simple, messages.
Reading read short simple texts, personal letters and emails;
find specific information in simple everyday material such as advertisements, menus and
timetables.
Speaking communicate in simple and routine tasks requiring a simple exchange of information on
familiar topics;
handle very short social exchanges;
use a series of phrases to describe in simple terms people, living conditions, their educational
background, and their jobs.
Writing write short simple notes, messages, and emails relating to matters in areas of immediate need;
write a simple personal letter, for example thanking someone.
Skills in detail
How the goals of the CEFR are realised in Own It! Level 2
LISTENING
At A2, learners are expected to be able to understand speech that is clearly and slowly
articulated, and concerns predictable everyday matters.
OVERALL LISTENING COMPREHENSION
Can understand phrases and expressions related to very familiar topics, e.g. very basic personal and family information,
shopping, local geography, employment.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
6 (video) 10 (video) 22 (video) 34 (video) 46 (video) 58 (video) 70 (video) 82 (video) 94 (video) 106 (video)
7 13 (video) 25 (video) 37 (video) 49 (video) 61 (video) 73 (video) 85 (video) 97 (video) 109 (video)
8 (video) 14 26 38 50 62 74 86 98 110
15 (video) 27 (video) 39 (video) 51 (video) 63 (video) 75 (video) 87 (video) 99 (video) 111 (video)
16 28 40 52 64 76 88 100 112
16 (video) 28 (video) 40 (video) 52 (video) 64 (video) 76 (video) 88 (video) 112 (video)
18 (video) 30 42 (video) 54 66 (video) 79 90 (video) 114 (video)
UNDERSTANDING INTERACTION
Can generally identify the topic of discussion around them that is conducted slowly and clearly.
7 16 28 40 52 64 76 86 100 110
30 40 (video) 52 (video) 64 (video) 76 (video) 88 112
54 79 88 (video) 112 (video)
LISTENING TO ANNOUNCEMENTS & INSTRUCTIONS
Can catch the main point in short, clear, simple messages and announcements.
Can understand simple directions relating to how to get from X to Y, by foot or public transport.
15 (video) 73 (video)
75 (video)
LISTENING TO MEDIA & RECORDINGS

Can understand and extract the essential information from short recorded passages.
Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary.
15 (video) 26 39 (video) 51 (video) 63 (video) 74 86 98 111 (video)
16 (video) 27 (video) 40 (video) 52 (video) 64 (video) 75 (video) 87 (video) 99 (video) 112 (video)
18 (video) 28 (video) 42 (video) 66 (video) 76 (video) 88 (video) 114 (video)
90 (video)
READING
At A2, learners can understand short, simple texts on familiar topics which use
high frequency vocabulary.
READING CORRESPONDENCE
Can understand basic types of standard routine letters, emails, short simple personal letters etc.
5 12 77 96
READING FOR ORIENTATION

Can find specific, predictable information in simple everyday material such as advertisements, websites, prospectuses,
menus, reference lists and timetables.
Can understand everyday signs and notices in public places.
30 54 108
READING FOR INFORMATION & ARGUMENT

Can identify specific information in simple written material such as letters, brochures and short newspaper or
online articles.
5 12 24 36 48 60 72 84 96 108
9 17 29 41 53 65 77 89 101 113
18 30 42 57 66 78 90 102 114
81 105 117
SPEAKING
OVERALL SPOKEN INTERACTION
At A2, learners can manage simple, routine exchanges fairly easily, but would struggle with an extended
conversation and often need help with understanding.
CONVERSATION
Can use simple everyday polite forms of greeting, address, farewells, introductions, giving thanks.
Can participate in short conversations in routine contexts on topics of interest.
Can express how they feel in simple terms.
Can make and respond to invitations, invitations and apologies.
Can say what they like and dislike.
4 10 22 34 46 58 70 82 94 106
5 11 23 35 49 60 76 84 95 107
7 14 24 36 50 64 87 96 109
16 28 40 52 91 100 110
19 43 57 93 105 112
115
INFORMAL DISCUSSION (WITH FRIENDS)

Can participate in a discussion about everyday practical issues in a simple way.
Can make and respond to suggestions.
Can agree and disagree with others.
Can discuss what to do, where to go and make arrangements to meet.
16 76 117
81
GOAL-ORIENTED COOPERATION (e.g. Repairing a car, discussing a document, organising an event)

Can manage simple, routine tasks, e.g.
• asking for and providing things.
• getting simple information.
• discussing what to do next.
• making and responding to suggestions.
• asking for and giving directions.
30 54 79 102
31 55 80 103
INFORMATION EXCHANGE
Can ask for and provide personal information e.g. about habits, routines, pastimes and past activities.
Can give and follow simple directions and instructions e.g. explain how to get somewhere.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information.
Can exchange limited information on familiar and routine operational matters.
6 11 22 35 47 61 71 83 97 109
8 13 25 37 49 62 73 85 98 111
14 27 38 51 63 86 99
15 28 87
21 88
INTERVIEWING AND BEING INTERVIEWED

Can answer simple questions and respond to simple statements in an interview.
25 48 100
OVERALL SPOKEN PRODUCTION
At A2, learners can give simple descriptions or presentations about everyday things as a short
series of simple phrases.
SUSTAINED MONOLOGUE: Describing Experience

Can tell a story as a simple list of points.
Can give short, basic descriptions of
• events and activities.
• plans and arrangements, habits and routines, past activities and personal experiences.
• their family, living conditions, educational background, present or most recent job.
• people, places and possessions.
Can use simple descriptive language to make brief statements about and compare objects and possessions.
Can explain what they like or dislike about something.
7 12 28 38 59 74 98
39 64 81
40 69
WRITING
At A2 learners can write a series of simple phrases and sentences linked
with simple connectors like and, but and because.
CORRESPONDENCE
Can write very simple personal letters or emails etc.
77
CREATIVE WRITING
Can write very short, basic descriptions of events, past activities and personal experiences.
Can write a series of simple phrases and sentences about everyday/personal matters e.g. family, people, places, a job or
study experience, living conditions, educational background, present or most recent job.
9 17 29 41 53 65 77 89 101 113
31 55 79 103
COHERENCE
Can use the most frequently occurring connectors to link simple sentences and phrases in order to tell a story or describe
something as a simple list of points.
17 29 41 65 89 113
115
Starter Unit
Welcome! Lesson aim: I can talk about hobbies and sports.
Warmer
Books closed. Ask students
to write down as many
STARTER
hobbies and sports as they LEARN TO LEARN
WELCOME!
can in one minute. Check
Verb and noun phrases
answers and write new We often use verbs and nouns together to make
or unusual words on the different phrases. Learn them together.
board.
VOCABULARY 4 Complete the list with nouns in Exercises
1 and 3.
Free time and hobbies
1 S.01Before doing the Verb Noun
activity, point out that 1 Match verbs 1–11 with the words in the box to
S.01
make phrases. Listen, check and repeat. an instrument, basketball, hockey,
play
some verbs go with more rugby, table tennis, volleyball
a bike ride a blog an instrument
than one item in the box. shopping, sailing, swimming,
books/magazines cakes/videos friends go
Audioscript p158 music online photos windsurfing
shopping songs make cakes, videos
Target vocabulary
chat online /tʃæt ˈɒnlaɪn/ 1 chat online 7 make cakes/videos
write a blog, books, magazines, music
2 download songs 8 play an instrument
download songs
read books/magazines
/daʊnˈləʊd sɒŋz/ 3 go shopping 9
read a blog, books, magazines, music
take photos
go shopping /ɡəʊ ˈʃɒpɪŋ/ 4 go for a bike ride 10
go for a bike ride /ɡəʊ 5 hang out with friends 11 write a blog
Use it!
fər ə baɪk raɪd/ 6 listen to music
hang out with friends 5 Discuss the questions.
2 Listen and write the activities in Exercise 1.
1 What is your favourite sport to watch on TV?
/hæŋ aʊt wɪð frendz/ S.02
1 play an instrument 5 go shopping
2 What is your favourite sport to do?
listen to music /ˈlɪsən tə 2 take photos 6 make cakes
3 What isn’t a good sport to do on your own?
ˈmjuːzɪk/ 3 listen to music 7 read magazines
make cakes/videos /meɪk 4 go for a bike ride Explore it!
keɪks/ˈvɪdiəʊz/
play an instrument /pleɪ Sport Is the sentence T (true)
or F (false)?
ən ˈɪnstrəmənt/ 3 Match the words with the pictures 1–8. Circle Rugby is popular in many
read books/magazines S.03
the two sports that aren’t in the pictures. countries, but it is the only
/riːd bʊks/mæɡəˈziːnz/ Listen, check and repeat. sport in Exercise 3 that isn’t
take photos /teɪk ˈfəʊtəʊz/ played at the Summer Olympic Games. F
athletics 4 basketball 6
write a blog /raɪt ə blɒɡ/ Find another interesting fact about sports and write
gymnastics 1 hockey 8 a question for your partner to answer.
2 S.02★ Pause the recording rugby 2 sailing 3
for a few seconds after swimming 5 table tennis 7
each phrase to allow volleyball windsurfing
students to check their 5 6 7 8

1 2 3 4
spelling in pairs. 3
Audioscript p158
3 After drilling the
S.03
ter p0
pronunciation, put 4 S TA RTER U NIT
students into small groups.
Ask them to take turns to
mime a sport and guess it.
volleyball /ˈvɒl.i.bɔːl/ 4 Encourage students to copy the table into
Audioscript p158 windsurfing /ˈwɪndsɜːfɪŋ/ their notebooks after feedback.
Vocabulary Bank SB p127 5 Students make notes on their answers
Vocabulary Bank SB p127
to 1–3 before speaking.
Target vocabulary Extra vocabulary practice
athletics /æθˈletɪks/ Explore it!
basketball /ˈbɑːskɪtbɔːl/ Point out that all the sports in Exercise
gymnastics /dʒɪmˈnæstɪks/
hockey /ˈhɒki/
Learn to learn 3 are played at the Summer Olympics. If
Encourage students to keep a vocabulary appropriate, allow students to use their
rugby /ˈrʌɡbi/ smartphones to research a fact about sports.
notebook, in which they can record any
sailing /ˈseɪlɪŋ/
verb–noun phrases they notice.
swimming /swɪmɪŋ/
table tennis /ˈteɪbəl ˌtenɪs/ Homework
Workbook p4, Exercises 1–2
34 Sta r t e r U n it | We l c ome !
Lesson aim: I can read a blog post.
1 Elicit the meaning of

blog post and give
students a few minutes
of thinking time before READING THOUGHTS FOR TODAY
discussing the question A blog post
Rosie Wilson
in pairs. Elicit questions
on the board and leave 1 Look at the photos in the blog post. Hi everyone! Today, my blog is
What do you want to know about all about my hobbies, family and
them there, using this the people? friends. I’m always busy! So,
as an opportunity to what do I do?
gauge students’ existing S.04
2 Read the blog post. Do you learn the I go swimming three mornings a
knowledge of question information you wanted to know in week. I always get up at
Exercise 1? 5.30 am . It’s tough, but
formation.
swimming is my favourite thing
3 Find words in the blog post
(after my blog – obviously!).
2 S.04 Set a three-minute that mean:
time limit to encourage 1 doing a lot of things busy
faster reading, and My big brother, Dan
2 difficult tough
tell students not to He plays computer games and he
3 making you a bit angry annoying
sometimes reads magazines (computer
worry about unknown 4 very bad terrible game ones!). He plays football every
vocabulary at this stage. 5 very good brilliant day with his friends, but he doesn’t
Then elicit any answers leave the house!
to the questions on the 4 Read the blog post again and write
the names of the people. Who …
board, together with 1 is a busy person? Rosie My annoying little sister, Nora
questions corresponding 2 are Rosie’s brother and sister? She does her homework and
to extra information given Dan and Nora
she often listens to music at the
in the text. same time. Does she sing too?
3 likes computer magazines and Yes, she does – but she’s
computer games? a terrible singer!
3 ★ Tell students where to Dan
find the vocabulary (2 – 4 is not a good singer?
Best friends forever:
Rosie; 3 – Nora; 4 – Nora; Nora Sara and Fatima
5 – comments section). 5 are Sara and Fatima? I don’t see them during the week
Rosie’s best friends because we don’t go to the same
4 Encourage students to school. That isn’t a problem
6 thinks Rosie’s blog is very good?
underline the keywords in Jody because we usually hang out
the text that helped them together at the weekend. They
find the answers and elicit Voice it! love taking selfies and they post
Snapchat stories every day!
these during feedback,
5 Discuss the questions.
e.g. Rosie, I’m always 1 Are you like any of the people in What about you? Do you often read my blog? How do you
busy! Rosie’s blog? If so, who and why? spend your free time? Let me know!
2 Do you read blogs?
Focus on phrases Why / Why not? COMMENTS:
3 What’s your favourite blog? What’s
it about? Jody I read your blog in my free time. It’s brilliant!
5 ★ Write the following
phrases on the board for
students to use in their
discussion: I’m a lot like … S TA RTER U NIT 5
because ..., I’m nothing

like … because …, I’m a
bit like … because … . Flipped class Homework
Ask students to watch Video S.1 and do Workbook p4, Exercises 3–4
Extend it! the Video worksheet in the Teacher’s
Ask students to work in Resource Bank in preparation for the next
pairs to write a comment lesson.
for Rosie’s blog post, at
the top of an A4 piece
of paper. Display the
comments around the
room, and allow students to
read the comments, ‘like’
them, and respond to them
if they wish.
Wel com e! | Starter Unit 35

Starter Unit Lesson aim: I can use the present simple and adverbs
Welcome! of frequency.
Warmer
Play Video S.1 if it was Watch video S.1
What does Zara do on
not set for homework and the bus?
ask students to raise their LANGUAGE IN ACTION What does the vlogger
hands when Zara mentions Present simple do in the morning?
an activity they also do.

I/you/we/they he/she/it
Elicit that Zara listens to
music and Sophia, the I read your blog in my free time. She 1 does her homework.
vlogger, usually writes short We 2 don’t go to the same school. He 3 doesn’t leave the house.
stories. Students can then 4 Do you often read my blog? 5Does she sing too?
discuss their own summer Yes, I do. / No, I don’t. Yes, she 6 does . / No, she doesn’t.
routines.
1 Complete the examples in the table above. Use Adverbs of frequency
the blog post on page 5 to help you.
1 Give students two Rosie is always busy.
minutes to discuss what 2 Write present simple sentences.
1 Rosie / get up / at 5.30 am three mornings a week. Dan sometimes reads magazines.
they remember from
Rosie gets up at 5.30 am three mornings a week. Nora often listens to music when she does her homework.
Rosie’s blog before
2 Dan / not play / computer games. Rosie usually hangs out with friends at the weekend.
completing the table.
Dan doesn’t play computer games.
2 Remind students that we 3 Nora / not listen / to music when she / do / her 4 Complete the timeline with the adverbs of
homework. Nora doesn’t listen to music frequency in the table above.
use the present simple
when she does her homework. sometimes often
for actions that happen 0% 1 3
100%
4 Sara and Fatima / not see / Rosie during the
all the time, or never never 2 usually 4 always
week. Sara and Fatima don’t see Rosie
happen. during the week.
3 S.05★★★ Ask students to 3 Complete the blog post with the present simple 5 Write the sentences with the words in brackets.
S.05
underline the sentences form of the verbs. Then listen and check. 1 I’m late for school. (never)
don’t know
in the blog post that I’m never late for school.
I like (like) my new school. I
1 2
(not
are true for them. Then know) all the students in my class yet, but I 3 sit 2 I do my homework at the weekend. (always)
they can discuss in pairs, (sit) next to a boy called Jorge in my English class. He’s I always do my homework at the weekend.
asking extra questions to sports mad. He 4 plays (play) basketball every day. 3 Do you go shopping with friends? (sometimes)
find out more information. On some days he 5 (not have) lunch – he’s Do you sometimes go shopping with your
friends?
on the basketball court! 4 I’m tired after school. (often)
Audioscript p158 6 Do
you get (get) a lot of homework? doesn’t I’m often tired after school.
have
Our teachers 7 give (give) us lots! I 8 don’t do 5 Do you take photos on your phone? (usually)
4 ★★★ Challenge students (not do) it at home – I 9 go (go) to homework
Do you usually take photos on your phone?
to fill the gaps before club on Wednesdays. Some of the older students
10 help
reading the table. Elicit (help) us. They’re nice. After homework Use it!
club, I 11 don’t get (not
synonyms of often 6 Discuss the sentences in Exercise 5. Are they
get) home until about
(e.g. frequently, almost 6.30 pm. I 12 listen true for you?
always). Then, write 5% (listen) to music and relax Are you always late for school?
on the board and elicit before dinner.
adverbs like rarely, hardly No, I’m never late for school!
ever or almost never.
6 S TA RTER U NIT
Extra grammar practice
5&6 Focus students’ Grammar game Homework

attention on the table Students write one extra true sentence Workbook p5, Exercises 1–3
and elicit that adverbs about themselves using an adverb of
of frequency go before frequency, e.g. I always eat pizza on Friday.
verbs (go, read, buy, etc.) In groups, or with the whole class, students
but after the verb be. take turns reading out their sentence,
without saying the adverb of frequency. The
other students must guess the adverb of
frequency they think is missing.
Lesson aim: I can talk about personal possessions.
1 S.06 Alternatively, students

can cover the pictures
and play a game in LEARN TO LEARN
small groups. Student A
VOCABULARY AND LISTENING
chooses an object from Personal possessions Making vocabular y cards
Make vocabulary cards to help you learn new words.
the box and draws it. The 1 Match the words with the photos. Listen, check Draw a picture on one side and write the word on the
S.06
first student to guess and repeat. other.
what it is wins a point and
takes the next turn. bus pass 4 camera 9 3 Make your own vocabulary cards for the words
headphones 2 keys 6 in Exercise 1.
Audioscript p158 laptop 10 money 3

passport 8 phone 7 4 Test a partner. Show your cards. Can your
partner say the words in English?
Target vocabulary portable charger 5 tablet 1
bus pass /bʌs pɑːs/ Use it!
camera /ˈkæmrə/ 1 2
5 Describe a possession in Exercise 1 for your
headphones /ˈhedfəʊnz/ partner to guess. Think about:
keys /kiːz/ • when you use it
laptop /ˈlæptɒp/ • where you use it
3 4
money /ˈmʌni/ • what you use it for.
passport /ˈpɑːspɔːt/ I use it every day. I always keep it
phone /fəʊn/ in my bag. I use it to get to school.
portable charger 5 6
/ˈpɔːtəbəl ˈtʃɑːdʒə/
Is it your bus pass?
tablet /ˈtæblət/ A conversation
2 Encourage students to 6 Listen. Circle the club Alex wants to go to.

7 8 S.07
do the activity without a coding club b photography club
looking at the box.
S.07
7 Listen again and circle the correct answers.
1 Emine goes to the … club.
Extra vocabulary 9 10 a coding b photography
practice 2 Alex … taking photos.
a likes b doesn’t like
Vocabulary Bank SB p127 3 Alex has got a … .
a tablet b laptop
2 Complete the sentences with words in Exercise 1. 4 Mr Adams … .
1 Where are my keys ? I can’t open the door. a is a good teacher b knows Bill Gates
Learn to learn
2 Dan is always late. Can I borrow your phone 5 In her free time, Libby writes … .
Using vocabulary cards to message him? a a blog b computer programs
has some advantages over 3 You can’t go to the USA without your
writing lists of words: they passport . Voice it!
can be easier to use when 4 I want to take good photos. I need a nice 8 Do you go to any school clubs? Which ones?
testing yourself and you can camera . What school club would you like to go to?
shuffle them to change the 5 That music is very loud. Use your headphones
.
order.
S TA RTER U NIT 7
3 & 4 Tell students that the

drawings do not need to
be perfect. (e.g. computer, programming, pictures, Flipped class
camera, etc.). Ask students to watch Video S.2 and
5 ★ Allow students Audioscript p158 do the Video worksheet in the Teacher’s
two minutes to think Resource Bank in preparation for the next
and make notes before 7 S.07 Before playing the recording again, ask lesson.
attempting the activity. students in pairs to discuss the questions
based on what they remember from the
Vocabulary Bank SB p127 first listening. Homework
Support weaker students by asking Workbook p5
6 S.07Write coding club and
stronger ones to raise their hand when
photography club on the
they hear an answer in the recording.
board and ask students
what vocabulary they 8 Elicit different school clubs and write a list
might expect to hear, on the board before students discuss the
relating to each club questions.
Starter Unit Lesson aim: I can talk about likes and dislikes and use
Welcome! have got.
Warmer
Play Video S.2 and elicit
that James hates his phone
and going shopping, but LANGUAGE IN ACTION Use it!
loves using his computer, love, like, don’t mind, 4 Think of five sentences using love, like, don’t mind
home, hanging out with hate + -ing and hate. Say your sentences to your partner.
Do you agree?
friends and watching a
sci-fi series. Give students I don’t mind cleaning the kitchen. I hate doing it!
in groups a few minutes to Watch video S.2
What two things have got
discuss the things that they does James hate?
love or hate. What four things I/you/we/they he/she/it
does he love?
We’ve got two new cameras. She 1’s got a new camera.
I2 got a plan of the Alex hasn’t got a plan
1 & 2 After feedback, say I love 1help ing people.
school. have got of the school.
I love ... and then mime Emine likes us ing the new cameras.
2
Have you got your own 4 Has
he got his own
a number of activities Alex and Libby like 3 writ ing computer laptop? laptop?
(skiing, reading, playing programs. Yes, I 3 have . / No, I haven’t. Yes, he has. / No, he 5 hasn’t .
tennis, etc.) and elicit the
-ing form of the verb. 1 Complete the words in the table above. 5 Complete the examples in the table above.
2 Write the sentences with the correct form 6 Complete the sentences with the correct form of
3 ★ Elicit that don’t mind of the verbs. have got.
means that you haven’t 1 Emine likes meeting (meet) new people. 1 Alex hasn’t got his own laptop. ✗
got any strong feelings 2 Alex doesn’t like taking (take) photos. 2 Alex has got a tablet. ✓
about something. 3 Libby doesn’t mind helping (help) Alex. 3 They have got a lot of laptops at coding club. ✓
4 Mr Adams loves telling (tell) stories. 4 Libby has got her own computer. ✓
4 Tell students that they 5 She hasn’t got much free time. ✗
can tell the truth or a 3 Complete the blog post with the correct
lie. Their partner can ask form of the verbs in the boxes.
S.08
7 Complete the text with the correct form of have got.
Then listen and check.
extra questions to guess love like not mind
if the student is lying. not like hate We1 ‘ve got a new student in our class. Her name’s Paola.
What 2 have we got in common? A lot! She
Extra grammar speaking do get up help listen speak 3 has got
brown hair and blue eyes – just like me!
4 Has
practice she got any brothers and sisters? Yes,
Jack 1
likes listening to music. she 5 has . She 6 has got two annoying little
Mic Lowry is his favourite band. sisters, just like me. She 7 hasn’t got any brothers. We
5 Elicit extra personalised 8 have got
the same trainers, phones and headphones!
He 2 hates getting up
examples, for example, early. We both love playing table tennis. We 9 haven’t got
I … glasses, You … an He 3 loves speaking any classes today because it’s a holiday. I 10 ‘ve got
English book, Sera … a English, even in our French class! Paola’s phone number, and I hope she’s free to practise
smartphone, etc. I 4 don’t like doing
my table tennis with me this afternoon.
maths homework. Jack
6 Fast finishers can write 5
doesn’t mind me. Use it!
down the questions that helping
8 Ask and answer questions using have got.
statements 1–5 answer, Have you got any brothers or sisters?
e.g. Has Alex got his own
laptop?. 8 S TA RTER U NIT
7 Explain that we use

S.08
any in negative sentences
and questions. Grammar game Homework
Ask students to think about objects they Workbook p6
Audioscript p159 have got in their bags (they can look up any
unknown words in a dictionary). In pairs,
8 Alternatively, students they take turns asking each other ‘Have
can write questions in you got a/any… (sunglasses/keys/phone/
pairs and carry out a diary)?’. When the answer is yes, the student
class survey, speaking takes the object out of their bag. After three
to as many students as minutes, the student whose partner has the
possible. most items out of their bag wins.
Lesson aim: I can write a personal profile.
1 Elicit the word gymnastics

/dʒɪmˈnæstɪks/ from the
photo and that it is a He likes doing gymnastics and
going for bike rides. He also likes
tough sport, to recycle WRITING hanging out with his friends. 4 Rewrite the sentences with commas and
apostrophes in the correct places.
the vocabulary from p5. A personal profile 1 Were from South Africa.
Then ask students to We’re from South Africa.
underline the parts where 1 Look at the photo. What
does Ernesto like doing? 2 Whats your history teachers name?
the text mentions what Read his profile and check. What’s your history teacher’s name?
Ernesto likes.
3 That isnt my tablet.
1 Hi! My name’s Ernesto Mendes and I’m 14 years
That isn’t my tablet.
2 ★ Guide students to find old. I’m from Vancouver in Canada. I live with my
in the text the key words mum and dad, my grandma and my cat. My cat’s 4 Ive got a cat three horses and a parrot!
name is Tiger . My best friends are Joel and Ruby. I’ve got a cat, three horses and a parrot!
(or their synonyms) from
the questions (2 – early = 2 My favourite free-time activity is gymnastics. I train 5 My sisters friends very noisy!
every day. Training starts at 6am . It’s tough, My sister’s friend’s very noisy!
6am; 3 – on his own = on because I hate getting up early, but I love practising.
my own; 4 – weekend = 3 I also like going for bike rides on my own. I’ve got a
weekend). new bike and I usually go for a bike ride after school. Write your own personal profile.
I haven’t got much free time, but I always hang out
PL AN
3 ★★★ On the board, write with my friends at the weekend. We often go to
My cat’s name’s Dora and Joel’s place because he’s got a swimming pool. 5 Make notes for each paragraph.
You, your family and friends
she is small, black and
cute. Elicit the functions 2 Read Ernesto’s profile again and answer the
questions. Your favourite free-time activity
of the two apostrophes
1 Where is Ernesto from? • what it is and where you do it
and the comma before He’s from Vancouver in Canada. • how often you do it
students attempt the task. Because 2 Why does Ernesto get up early?
he has got
4 After feedback, elicit gymnastics Other free-time activities
training at 3 What does he like doing on his own?
the different functions 6am. • what you like doing on your own or with
of the apostrophes in He likes going for bike rides on his own. friends
sentences 1–5 . 4 What does he do at the weekend? • when and where you do the activities
He hangs out with his friends.
Useful language practice WRITE
3 Look at the Useful language box. Find and
underline examples of apostrophes and 6 Write your profile. Remember to include three
5 Allow students to commas in the profile. Match them with the paragraphs, the information in Exercise 5, the
share their plans after correct use and write them in the box. present simple, adverbs of frequency, love,
etc. + -ing and have got.
completing them, Useful language
encouraging them to ask CHECK
We use apostrophes:
each other questions to • for contractions / short forms: name’s
7 Do you ...
generate extra interesting • describe you, your family and friends?
I’m, It’s, I’ve, haven’t, he’s • explain your favourite free-time activity?
ideas and information • to show possession: My cat’s name is Tiger.
they could include in their • say what other things you like doing, and
Joel’s place when?
profile. We use commas to indicate a pause:
6 Write the things that I live with my mum and dad, my grandma and my cat.
It’s tough, because I hate getting up early, but …,
students need to I haven’t got much free time, but …
remember to do on the S TA RTER U NIT 9
board and ask students

to copy these in their
notebooks, with a box
next to each that they can Homework
tick as they are writing Workbook p7
their profile.
Students can also write a new profile, this
7 After checking their time about their best friend.
work using the questions
in Exercise 5 and the
checklist in Exercise 6,
ask students to display
their profiles around the
room and read as many
of them as possible.
Ask: Which is the most
interesting profile? Why?
Unit 1
What are you watching? Lesson aim: I can talk about TV shows.
Warmer LEARNING OUTCOMES
1
Give students three minutes I can …
to think of a famous TV • understand Tweets, a guided tour and a text about
a Japanese film studio
show and write down a • talk about TV shows and making movies
WHAT
• write a description of my favourite internet or
few sentences about it. In TV personality
• understand how to use the present continuous and
groups, they take turns to
ARE YOU
present simple, and adverbs of manner
read their sentences, one • ask for and give opinions
• use real examples, listen for specific information and
WATCHING?
at a time. The first student understand new words.
to guess their partners’ TV

shows wins a point.
Start it!
Unit quiz
1 & 2 Elicit that the girl

is outside watching
something on her tablet
and then ask students to
name a few other ways
that people can watch TV
shows.
3 Elicit possible answers

from the class. Play
Video 1.1 and elicit that
he built the first television
(or ‘televisor’, as he
called it).
Start it!
4 Give students three
minutes, in groups, to 1 Look at the photo. What is the girl doing?
discuss the questions. 2 Before you watch, where do you watch TV shows?
Get feedback from the 3 What did John Logie Baird build? Watch and check.
whole class. 4 How do you think TV changed the world?
Video comprehension
questions
p13 p15 p16 p18

Flipped class Watch video 1.1
action 1.2 action 1.3 English 1.4 1.5
In preparation for Explore
it! (p11), students research 10 WH AT A RE YO U WATCHIN G? | U NIT 1
interesting facts about TV.
Unit aims Language

I can ...
Extra Resources
Finished? – Student’s Book p118
Skills ● talk about TV shows p11
●
● Vocabulary Bank – Student’s Book p128
I can ... ● understand how to use the present continuous p13
● Pronunciation – Student’s Book p141
understand Tweets p12 ● talk about movies and how they are made p14
● ● Workbook p8
ask for and give opinions p16 ● understand the difference between the present
● ● Teacher’s Resource Bank on Cambridge One
write a description of a celebrity p17 simple and continuous p15
● for tests package, Cambridge Exam practice,
● understand a text about animated films p18 wordlists, differentiated worksheets and many
Learn to Learn other extra resources.
I can ... ● Practice Extra and Digital collaboration space
● use real examples to help learn vocabulary p11
● listen for specific information p14
● understand new words p19
● organise a notebook p21
40 Wh a t a re yo u w a tc h i n g ? | Un i t 1
Lesson aim: I can talk about TV shows.
Warmer
Give students two minutes
to think of as many different 1 2
types of TV programmes as VOCABULARY
they can, and elicit ideas. TV shows
1.01
1 Match eight of the TV shows in the box with the
photos. Circle the four shows that aren’t in the
1 1.01Pause after each word photos. Listen, check and repeat.
3 4
to drill the pronunciation.
cartoon 6 chat show 3
Audioscript p159 comedy cookery show
documentary 5 drama 2
Target vocabulary game show 8 on-demand series 7
cartoon /kɑːˈtuːn/ reality show 4 soap opera 1
5
chat show /ˈtʃæt ʃəʊ/ sports show the news 6
comedy /ˈkɒmədi/
cookery show /ˈkʊkəri 2 Match the sentences with TV shows in Exercise 1.
ʃəʊ/ 1 ‘Put your potatoes in a pan and add some salt.’
cookery show
documentary
2 ‘They’re coming! We need to get out of here.’
/dɒkjəˈmentəri/ 7 8
drama
drama /ˈdrɑːmə/ 3 ‘Giant pandas are in danger. There are only about
game show /ɡeɪm ʃəʊ/ 1,800 left.’ documentary
on-demand series /ɒn 4 ‘We’ve got some really interesting guests on
dɪˈmɑːnd ˈsɪəriːz/ tonight’s show.’ chat show
reality show /riˈæləti ʃəʊ/ 5 ‘Can they score in the last minute?’ sports show
soap opera /səʊp ˈɒpərə/ 6 ‘Today: Hurricane hits city.’ the news
sports show /spɔːts ʃəʊ/ Use it!
the news /ðə njuːz/ 1.02

3 Listen. Write the shows the people talk about.
6 Complete the sentences so they are true for
1 comedy 4 soap opera you. Tell your partner.
2 game show 5 reality show 1 I love watching .
Extra vocabulary 3 6 cartoon
on-demand series 2 My family often watches .
practice
3 My favourite TV show is .
LEARN TO LEARN 4 I hate .
2 Alternatively, act
Using real examples
out a sentence, with Explore it!
When you learn vocabulary, think of examples to help you
appropriate intonation remember it. Guess the correct answer.
and body language (e.g.
Which country in the world
excitedly, Can they score 4 Think of an example of each type of TV show in
watches the most TV?
Exercise 1.
in the last minute?!), and
a Poland b USA c Japan
ask the class to guess 5 Ask about your partner’s TV shows. Can you guess Find an interesting fact about TV. Then write a
the type of TV show (e.g. what they are? question for your partner to answer.
sports show). Students
What type of show is it? A sports show.
can then work in groups
to do the same for each
other to guess. U NIT 1 | WH AT A RE YO U WATCHIN G? 11
3 1.02★ Play the recording

once and ask for
Learn to learn 6 If there is time, ask students to walk
volunteers to come to
Examples can create memorable around the class and talk to as many other
the board and write the
associations, especially if they are people as possible until they find someone
key words they heard, to
personalised (e.g. students could think of they have something in common with.
support students who are
struggling. Then play the their favourite cartoon, soap opera, etc.).
recording again. Explore it!
Students ask each other their questions in
4 & 5 Students could do Exercise 4 in pairs groups. After the answers are revealed, they
Audioscript p159
and Exercise 5 in a group with another vote the most interesting fact, which they
pair, so as to generate more ideas. read to the whole class.
TV shows quiz
Homework
Workbook p8
U ni t 1 | What are y ou w atching ? 41

Lesson aim: I can understand Tweets.
Warmer
Elicit that a Tweet /twiːt/
is a short text posted on
What
Twitter /ˈtwɪt.ər/. Elicit that READING people are
Mad about TV @madabouttv
Twitter is used to share Tweets watching
on TV. Apart from sleeping, the average teenager spends more
ideas and content online, time in front of a television than doing any other free-time
and that the @ (at) symbol 1 Look at the pictures and titles. What do activity! So … are you watching TV right now? Where are
you think the Tweets are about? you watching it and who with? We want to know! Tweet us
is used to reply or publicly and send us your photos. #madaboutTV
message someone, and the 1.03
2 Read the Tweets. Match the people with
# (hashtag) symbol is used the TV shows. JackLong @JLo-o-o-ng
1 Jack a a comedy I’m learning about the history of TV in media studies this
to explain the topic of the week. So for homework, I’m travelling back to 1969 to
2 Holly b the news
Tweet. watch the news about Neil Armstrong, the first person on
3 Rory c an on-demand series the moon.
3 Write J (Jack), H (Holly) or R (Rory).

1 & 2 1.03 Ask students to 1 Who likes different TV shows from his/
skim the text quickly to her friend? R
check their guess to the 2 Who does media studies? J
question in 1. Then allow 3 Who is with his/her friend now? H
the students to read more 4 Who talks about a friend in a different
slowly to answer the place? R Mad about TV @madabouttv
@JLo-o-o-ng Amazing! Neil Armstrong and Buzz Aldrin are
questions in 2. 4 Match the words with the definitions. walking on the moon. 530 million people are watching them
with you. We’re over the moon too! #madaboutTV
3 Encourage students to average episode
underline the sections of season subscribe Holly Bardsley @HBards
At the moment, I’m sitting in my bedroom with my best
the text where they found 1 typical, normal average friend @superfanz. We’re watching our favourite on-demand
the answers. 2 one individual show in a series episode series, Stranger Things, on my new tablet. We’re super fans
and this episode is soooooo scary!
3 arrange to pay and receive something
4 Ask students to find the regularly subscribe
words from the box in the 4 a period in which a show appears
Mad About TV @madabouttv
@HBards Here’s a cool fact for you. More than 100 million
text and read the whole regularly on TV season people around the world subscribe to Netflix and you’re one
sentence around them to of them. Do you want to know about the next season of
Voice it! Stranger Things? Just ask us! Spoiler alert!
guess the meaning from #madaboutTV
context. 5 Imagine you are watching a famous event
from history on the news. Discuss the
questions. Rory Green @RoryG
Extra vocabulary I’m waiting for my favourite comedy to start, so I’m taking
1 Where are you? a selfie and I’m messaging my friend @laughingboi at
practice 2 Who or what can you see? the same time! He isn’t watching TV – he’s listening
to music. He doesn’t like comedies.
3 How many people are there?
5 Elicit a few historical 4 How do you feel? Mad about TV @madabouttv
events to generate ideas, @RoryG Believe it or not, if you’re an average American
then allow a few minutes teenager, you probably send about 128 instant messages a
of thinking time before day! #madaboutTV
asking students to speak

Finished? p118 Ex 1
in pairs.
12 WHAT ARE YO U WATCHIN G? | U NIT 1
Class challenge
The person with the most
Twitter followers is Rihanna Extend it! Flipped class
/ Taylor Swift / Barack In pairs, students choose the most Ask students to watch Video 1.2 and
Obama. interesting idea from Exercise 5 and write a do the Video worksheet in the Teacher’s
Tweet about it in response to @madabouttv. Resource Bank in preparation for the next
The Tweet should be a maximum of lesson.
280 characters (including spaces and
punctuation).
Homework
Workbook p9
Finished?
Students turn to SB p118 and do Exercise 1.
Lesson aim: I can understand how to use the present continuous.
Warmer
Ask students to talk about Watch video 1.2
a TV show they are watching What are Ben and
Nick doing?
at the moment, and discuss
LANGUAGE IN ACTION What two things is
the vlogger doing?
if they like it or not, and why.
Present continuous
Play Video 1.2. Elicit I he/she/it we/you/they
that Ben and Nick are Neil Armstrong and Buzz Aldrin 2 are
I’m sitting in my bedroom. He1’s listening to music.
playing a video game and walking on the moon.
watching her vlog, and that I’m not sitting in class. He 3 isn’t watching TV. We aren’t watching the news.
the vlogger is chatting and Am I listening to music? Is Rory’s friend listening to 4Are you watching TV right now?
vlogging. Yes, I am. / No, I’m not. music? Yes, he is. / No, he isn’t. Where 5 are you watching it?
Pronunciation p141
Get it right!
1 Encourage students to 1.06
4 Complete the conversation with the
complete the table and We don’t usually use some verbs with the present present continuous form of the verbs.
continuous. For example, know, understand, like, love, Then listen and check.
compare answers in pairs
prefer, remember.
before looking at p12. do give interview not do
Do you understand me? NOT Are you understanding me? revise ring talk watch
Pronunciation ROSA What 1 are you doing right now, Toni?
Ask students to turn to 1 Complete the examples in the table above. Use the
TONI I 2 ‘m talking to you.
Tweets on page 12 to help you.
SB p141 for pronunciation ROSA Ha, ha. Very funny. 3 Are you
revising for the maths test? ‘m watching
practice of contractions 2 Write sentences with the present continuous. TONI No, I 4 a chat show. Why
with be. 1 Jack / watch TV / with 530 million other people. 5
are you ringing me?
Jack is watching TV with 530 million other people. ROSA Well, this maths homework 6 is giving
2 Holly and her friend / not sit / in the library. me problems. If you 7 aren’t doing
Grammar game Holly and her friend aren’t sitting in the library. anything important, can you help me?
Refer students back to SB 3 Holly and her friend / watch / an on-demand series now. TONI Sorry, Rosa. I can’t talk now. They 8 ‘re
Ed Sheeran. I’ll call you
p4 and review the phrases Holly and her friend are watching an on-demand series now. interviewing
back, OK? Bye.
for talking about hobbies 4 Rory / not watch / his favourite comedy at the moment. ROSA Great. Thanks a lot, Toni.
and sports. Put students Rory isn’t watching his favourite comedy at the moment.
into teams. Ask one student Use it!
to stand in front of the 3 Complete the blog with present continuous verbs.
5 Write questions. Then discuss them with
class and mime an action. This week I 1’m researching (research) ‘m not doing a partner.
The first team to guess the my favourite subject – TV! I’m very 1 what / you / wear?
action, using the present happy because I 2 (not do) What are you wearing?
it on my own. I 3 (prepare)
continuous (e.g. You are a presentation with my friend Saul. ‘m preparing
2 what / your teacher / do / right now?
playing tennis), wins a point At the moment, Saul 4
(not
What is your teacher doing right now?
and sends a new student to talk) to me. He 5 (watch) a isn’t talking 3 where / your best friend / sit / today?
mime another activity. ‘s watching new online series and he 6 Where is your best friend sitting today?
‘s making (make) notes. I’m tired right
now, so I 7 ‘m having (have) a break. But we 8 are really
enjoying (enjoy) this project.
What are you wearing? I’m wearing ...
Get it right! Finished? p118 Ex 2
Point out to students that U NIT 1 | WHAT ARE YO U WATCHIN G? 13

these verbs usually describe
states (or situations), not
actions.
4 1.06Ask fast finishers to write the verbs in Finished?
2 & 3 Ask students to the box in the correct order on the board, Students turn to SB p118 and do Exercise 2.
check their own work by to support any students who are struggling.
circling all the be verbs Play the audio to check answers.
in their answers in one Homework
colour, and underlining Audioscript p160 Workbook p10
the -ing in another
colour, to promote self- 5 ★★★ Encourage students to write an
correction. extra two questions in pairs, then ask
these to a different pair in the class.
Extra grammar practice speaking game

Lesson aim: I can talk about movies and how they are made.
1 1.07★★★ Students
cover the box and work
in pairs to describe
the picture, using the VOCABULARY AND LISTENING Use it!
present continuous. After Making movies 3 Choose a job in Exercise 1 and describe what
you’re doing. Can your partner guess the job?
feedback, the students 1 Match the words with the people and things in
repeat the task with a 1.07
the picture. Listen, check and repeat. I’m sitting in my chair. I’m talking to the
actors and I’m looking at the set.
new partner, using the
actor 3 camera operator 7
new vocabulary.
costume 9 (digital) camera 4 A guided tour
Audioscript p160 director 10 lights 2
make-up artist 6 script 8 4 Look at the photos. What are they? Where do
Target vocabulary you think you can see these things?
set 1 sound engineer 5
actor /ˈæktə/
camera operator /ˈkæmrə
ˈɒpəreɪtə/ 2
(digital) camera /ˈdɪdʒɪtəl 1
ˈkæmrə/
costume /ˈkɒstʃuːm/
director /dɪrektə/
lights /laɪts/ 1.08
5 Listen and circle Matt’s favourite film.
a Thor b Avatar c The Lord of the Rings
make-up artist /ˈmeɪkʌp
3
ˈɑːtɪst/ 4
LEARN TO LEARN
script /skrɪpt/ 5
set /set/ Listening for specific information

sound engineer /saʊnd 6
7 Check what type of answer you need (a number,
endʒɪˈnɪə/ 8
a name, a place, a job, etc.) before you listen.
9 10 6 Read the questions in Exercise 7. Write the type

2 ★★★ After feedback, of answer you think you need to listen for.
students choose one of 1 a place 4 a place
the words they haven’t 2 a number 5 a number
selected and make a 3 a job 6 a job
sentence with it.
1.08
7 Listen again and answer the questions.
Extra vocabulary practice 2 Circle the correct word in each sentence. 1 Where does Matt live? Wellington
1 It’s too dark. We need extra lights / cameras. 2 How many people visit film locations in New
3 ★ Allow students 2 They’re building the director / set this week. Zealand each year? 3 million
to write down their 3 What is Clara’s job? guide
3 We can’t start filming – the main operator /
descriptions before actor isn’t here. 4 Where do the students go first? costumes
speaking. 4 Who is writing the script / lights? 5 How tall are some of the bigatures? 9 metres
5 I’m not wearing that costume / camera. No way! 6 What is Martin’s job? camera operator
4 Elicit ideas on the board,
6 We can’t hear the voices very well. Where’s the
but don’t give answers at Voice it!
make-up artist / sound engineer?
this stage as they will be 8 What is on your dream film studio tour?
given in the audio.
5 1.08Elicit the exact phrase
in the recording: Avatar’s
my favourite film!
6 ★ Do this as a whole-class activity and guide They then present their ideas to the
Audioscript p160 students to the correct answers. class, and vote for the best tour they
Vocabulary Bank SB p128 heard about.
7 1.08Before they listen again allow students to
discuss the questions in pairs based on what
Learn to learn they remember from the first listening. Flipped class
Reflecting on the type
Ask students to watch Video 1.3 and
of information they need 8 Students work in small groups to invent their do the Video worksheet in the Teacher’s
before listening will help dream tour, thinking about: Resource Bank in preparation for the next
students to cope better 1 a film or TV series lesson.
with longer texts and to 2 what they might see on the tour
understand that they do 3 who they might meet.
not need to understand Homework
absolutely everything.
Workbook p11
Lesson aim: I can understand how to use the present simple and
continuous.
Warmer
Students discuss in pairs
whether they would like to
start a vlog in English and LANGUAGE IN ACTION Use it!
why. Present simple and present 4 Rewrite the sentences with the verbs and time
continuous expressions. Use the correct tense.
Play Video 1.3 if it was do / sometimes drive / now watch / always
not set for homework. Elicit
that the boy is doing a vlog 1 We / sports shows at the weekend..
Watch video 1. 3
for Media Studies. He gives What is he doing?
We always watch sports shows at the weekend.
the following tips: Describe two tips 2 They / their homework together.
he gives.
• You can use a camera They sometimes do their homework together.
with a microphone or Present simple Present continuous
3 My parents / me to sports club.
your phone. My parents are driving me to sports club now.
More than 3 million people Today, I2 am visiting
• Check sound and lights. visit locations a film workshop with my Adverbs of manner
1
• Outline what you want to for films here every year. media studies class.
say (take notes). Time expressions: always, Time expressions: (right) If I’m not explaining things 1 clearly (clear), shout!
• Be yourself – don’t speak sometimes, never, every now, at the moment, today,
Talk 2 quietly (quiet), please.
too quickly. day/week, etc. this morning, etc.
• Have fun! He’s working 3 hard (hard) today.
1 Complete the examples in the table above with
the correct form of visit. 5 Complete the examples in the table above with
1 Point out that we use the the correct form of the word in brackets.
present simple for things 2 Circle the correct verbs.
1 Matt lives / is living in Wellington. 6 Write the adverbs for adjectives 1–6. Circle the ones
that always happen. that don’t use -ly.
2 Matt and his class wait / are waiting for their
We use the present tour guide. 1 nice nicely 4 loud loudly
continuous for things that 3 Martin works / is working hard today. 2 fast fast 5 happy happily
are happening now, but 4 Martin always uses / is using a digital camera. 3 beautiful beautifully 6 good well
will finish.
3 Complete the text with present simple or Use it!
1.09
2 & 3 1.09 ★Allow students continuous verbs. Then listen and check.
7 Write questions. Use the present simple or
to compare answers in continuous and the adverb form of the word in
Media studies 1 is (be) my favourite subject
brackets.
pairs, before conducting at school. I 2 love (love) it! This
1 you always / make / new friends? (easy)
feedback with the whole are studying week, we 3 (study) the
history of film. We 4 (learn) Do you always make friends easily?
class.
all about talkies, CGI and lots more! are learning 2 you / speak / English / today? (good)
Audioscript p160 don’t know I5 (not know) much about Are you speaking English well today?
it. It 6 takes (take) a long time and
3 your maths teacher / explain / everything? (clear)
a lot of people to make a film.
Extra grammar practice Sorry! Time to go! My little brother 7 is making (make) a is watching Does your maths teacher explain everything clearly?
4 you / work / this term? (hard)
speaking game lot of noise downstairs. I think he 8 (watch) his
favourite comedy with my mum and dad. They all 9 love Are you working hard this term?
(love) it and they always 10 laugh (laugh) a lot!
4 Tell students that we 8 Discuss the questions in Exercise 7.
What 11 are you doing (do) at school this week?
don’t use frequency Finished? p118 Ex 3
adverbs like always or
sometimes with the U NIT 1 | WHAT ARE YO U WATCHIN G? 15
present continuous.
5 Explain that adverbs

of manner give extra 7 ★★★ Students write two extra Grammar game
information about questions about TV shows or films, one Students make three sentences about
how someone does with the present simple and one with the themselves using the present continuous,
something. present continuous. one of which is false. In groups, their
classmates ask extra questions to guess
6 Point out that fast is 8 Monitor and make notes of any common
which sentence is false.
both an adjective and an mistakes, writing them on the board for
adverb, and that we need the class to correct.
to change a final -y to -ily.
Finished?
Homework
Workbook p12

Lesson aim: I can ask for and give opinions.
Warmer
Tell students you don’t
know what TV show to
watch at the moment. Elicit SPEAKING 4 Complete the conversations with the
a few recommendations Asking for and giving opinions Everyday English phrases.
from them, drilling the 1 A This actor is great, isn’t he?
phrase You should watch … 1.10
1 Listen to the conversation. B Actually , I don’t really like him.
Does Eva like the show? Yes, she
because it’s … . 2 A Well ? Do you like the show?
does.
B Yes, I do. ! It’s really cool
EVA What are you doing? EVA 3 A Come with us to the gym on Saturday.
ALEX I’m watching the second episode of
B Maybe, but I’m not sure. Let’s see .
1 1.10★★★ Students listen this new comedy series.
and answer the question EVA But it’s lunchtime.
with their books closed. ALEX I’m not having lunch today. Lunch
can wait. PL AN
Elicit that Eva does like ALEX
the show. EVA So what 1 do you think of the show? 5 Write about some TV shows you
want to talk about. Use the ideas
ALEX I 2 love it! 3 Do you like comedies?
below.
Audioscript p160 EVA No, I don’t. I’m not 4 really into them. I
Which shows?
5
prefer watching documentaries
2 1.10 Clarify the meaning and dramas.
What do you think about them?
of I’m not really into (= ALEX Everyone’s watching this one. It’s really cool!
I’m not very interested in) Why don’t you watch it with me?
EVA I’m not sure. Why?
and the pronunciation of
awful /ˈɔːfəl/. ALEX I think you’ll really like it.
EVA OK. Let’s see. SPEAK
Useful language practice ALEX Well? What do you think of it? 6 Practise the conversation with
EVA Actually, it’s 6 not bad ! your partner. Remember to use
the present simple and present
3 Play Video 1.4 and drill continuous, the vocabulary from
the pronunciation of the 1.10
2 Complete the conversation with the phrases from the
Useful language box. Then listen and check. this unit, and phrases from the
phrases, dealing with any Useful language and Everyday
difficulties with meaning. Useful language English boxes.
Do you like … ? CHECK
4 After feedback,
encourage students
I like/love/hate/prefer watching … 7 Work with another pair. Listen to
I’m not really into it/them. their conversation and complete
to rehearse the It’s great/good/not bad/awful. the notes.
conversations in pairs What do you think of … ? Which shows?
using appropriate
intonation. Ask for What do they think about them?
3 Look at the Everyday English box. Find and underline the
volunteers to perform phrases in the conversation.
the conversations for the Why?
whole class. Watch video 1.4
Ever yday English
5 Allow students plenty Actually … It’s really cool!
of thinking time and Let’s see. Well?
dictionaries, if available.
Students can share their 16 WHAT ARE YO U WATCHIN G? | U NIT 1
ideas with a partner,
who should ask extra
questions to generate
more ideas to write 7 If appropriate, students can record their Flipped class
about. conversations on their phones, deleting In preparation for the Writing lesson (p17),
the recording and trying again if they did ask students to research facts about their
6 During rehearsal, not like their performance. They then pass favourite TV or internet celebrity.
encourage one student their phone to another pair, who listens
in each pair to check for and answers the relevant questions.
correct grammar, and one
to check for appropriate
vocabulary.
Lesson aim: I can write a description of a celebrity.
Warmer
Students share what
they learned about a TV
My favourite internet star
or internet celebrity for WRITING By Lidia Suarez
homework, asking each A description of a celebrity 1 b Rosanna Pansino is my favourite

internet star. She’s an American
other extra questions.
1 Look at the photo. What is the woman actor, but she’s also got a cookery
holding? Read the description and find show – Nerdy Nummies. She bakes
the answer. She’s holding a cake. fantastic cakes. I love the show and trying
1 & 2 Set a time limit of her recipes. She’s got more than 10 million subscribers,
one minute for the first 2 Match topics a–c with paragraphs 1–3. and every month her show gets 75 million views.
gist task to encourage a Why I like this person 2 c In each episode, she explains how to make her cakes.
faster reading, then allow b An introduction to the person and her But they aren’t normal cakes! They’re characters or
more time for Exercise show objects from TV shows, video games, films or books.
2, encouraging students c Typical episodes in the show This week, she’s making Batman cakes.
to underline key words 3 a I like her because she’s a great cook and because
3 Read Lidia’s description again. Are the
she makes the videos herself, too. She uses her own
in the text that helped sentences T (true) or F (false)?
computer, camera and lights. She always explains her
them select the correct Rosanna Pansino … recipes clearly. They’re easy to follow and the cakes
answers. 1 is from the USA. T taste great!
2 has a game show on the Internet. F
3 Ask students to discuss 3 likes trying other people’s recipes. F Write a description of your favourite internet or TV
the questions in pairs 4 makes unusual cakes. T personality.
based on what they
PL AN
remember from the text 4 Find and underline examples of but, and
and guess the answers to and or in Lidia’s description. Complete the 6 Make notes about these things.
Useful language box. 1 Who the person is:
1–4 before reading again.
Useful language What he/she does:
2 What he/she does in each episode:
4 ★★★ Ask students to We use and
1
to add similar information.
cover the Useful language We use 2 but to show different information.
What he/she is doing in this week’s episode:
box and find all the We use 3 or when there is a choice of two
instances of and, but and or more things.
3 Why I like this person and the show:
or. In pairs, they discuss
how these words are 5 Circle the correct word.
1 I don’t like making cakes, or / but I love WRITE
used, before checking
eating them!
with the box. 2 Ryan Higa is my favourite internet star
7 Write your description. Remember to include three
paragraphs, the correct present tenses and adverbs,
and / but I often watch his videos. and and, but and or.
5 ★★★ After feedback, 3 Do you prefer watching comedies
ask students to make and / or soap operas? CHECK
three extra sentences, 4 Lots of people love chat shows, and / but 8 Do you ...
one for each useful I think they’re boring. • use sentences with and, but and or?
language word, using • give information about what the person usually
the vocabulary on p7, does and is doing now?
e.g. ‘I have a phone but I • explain why you like the person?
don’t have a tablet’, ‘Do

Finished? p118 Ex 4
you take pictures with
your phone or with your U NIT 1 | WHAT ARE YO U WATCHIN G? 17
camera?’
Useful language practice 7 & 8 After writing, ask students to highlight Finished?
the present simple and continuous forms, Students turn to SB p118 and do Exercise 4.
6 Students write notes adverbs and words from the Useful
about the celebrity they language box in a bright colour. This will
researched for homework help them with self-assessment. Students Flipped class
and show them to a new can swap texts with a partner who gives Prepare for Explore it! (p19). Students
partner. Then, they can them feedback and then write a new draft research an interesting fact about animated
use the notes to discuss if needed. films.
what they will write
about.
Homework
Workbook p13

Lesson aim: I can understand a text about animated films.
Background
information AROUND
Studio Ghibli is a Japanese THE WORLD
studio which makes Globetrotters
The photos show someone Watch video 1.5
animated films. The word
READING drawing a cartoon for the
scene of an animated film, Indian cinema
Ghibli means ‘hot desert
An online article and an actress, who is
wind’. The studio’s films recording her lines. • How many films does India produce a year?
include Spirited Away 1 Look at the photos. What kind of film can you see? • Where does the name Bollywood come from?
and Princess Mononoke, What is happening in each photo? • How many different films can actors film at
amongst many others. the same time?
1.11
2 Read the article and check your answers.
Warmer
In groups, students Welcome to Studio Ghibli –
brainstorm any animated the Japanese Disney!
films they have seen. Then
Studio Ghibli is a Japanese animation studio in Tokyo. It produces films, TV adverts and series.
ask each group to choose The films look a bit like cartoons. They’re exciting fantasy films and they tell stories about
the best and the worst daily life. It can take up to eight years and thousands of hours to produce one film,
ones. Elicit contrasting so there’s usually only one film a year. How do they do it?
ideas from the class and
encourage students to First, someone thinks of an idea for a film
justify their answers. and writers develop a script for the story.
Then they think about the characters.
Video 1.5 develops the What are the characters like? There are
theme of cinema around good and bad characters, and a lot of
them are strong, independent girls. What
the world. Before you play do they look like? They’ve all got big eyes
it, make sure students and colourful clothes, costumes and hair.
understand the questions.
Put students into small
groups to discuss them. Next the script becomes a storyboard
Elicit that India produces with all the drawings and frames for the
almost 2,000 films each film. In this photo, the artist is sketching
each scene beautifully, frame by frame,
year, the word Bollywood on paper with a pencil. In the film Ponyo,
comes from a mixture of there are 170,000 frames. Imagine that!
‘Bombay’ and ‘Hollywood’,
and that actors can film
scenes for four films at the Next, actors record the
After that, the artists The camera operator
same time. dialogue, and the director
add colour to the shoots each frame
checks the recording with the
characters and they draw individually to show
images.. Finally, it’s time to record
Video comprehension the background for each every movement that the
the sound effects, background
questions frame. characters make.
noises and theme music.
Do you like watching films? Why not try a Studio Ghibli film next time?
1 Elicit guesses and write
relevant vocabulary on the 18 WH AT A RE YO U WATCHIN G? | U NIT 1
board, such as drawing,

characters and actor.
2 1.11After checking the

Class challenge
The first ever animated film was made in
answer, ask students if
1917 in Japan / the USA / Argentina.
they have ever seen a
Studio Ghibli film and
invite those who have
to try and explain the
story, helping them with
unknown language.
Lesson aim: I can understand a text about animated films.
Learn to learn
Looking up every unknown
word in a dictionary
5 Read the article again. Put the steps in order.
makes reading hard work, LEARN TO LEARN a 3 They prepare the storyboard.
so students will be less Understanding new words b 5 Actors prepare the words for the pictures.
likely to read in English Don’t worry if you don’t understand some words. First, c 1 A person thinks of an idea.
for pleasure, which is very try to get a general understanding of the article. Then d 6 They record all the sound.
important. They should guess the meaning of the new words.
e 4 Artists add colour.
instead choose which f 2 A writer develops a script.
words are needed for 3 Look at the highlighted words in the article.
Try to guess their meaning. Then check in
comprehension, and which a dictionary. 6 Read the article again. Answer the questions.
words can be ignored. • Look at the words before and after the word. 1 Where is Studio Ghibli?
In Tokyo, Japan.
• Think of similar words in your language.
• Look at any pictures to help you understand. 2 What does Studio Ghibli make?
3 After feedback, Films, TV adverts and series.
• Look for other examples of the word in
encourage students in the article. 3 How long does it take to make a film?
pairs to find one more It takes up to eight years and thousands of hours.
difficult word in the text 4 Think of your own sentences with the new
4 What are the characters like? They are good and bad,
and use the strategies to words. Say each sentence, but don’t say the new
word. Can your partner guess it? and a lot of them are strong, independent girls.
guess its meaning, before 5 What is special about the way they look?
checking in a dictionary. They’ve all got big eyes and colourful clothes, costumes and hair.
6 What do the artists use to create the
4 After the activity, ask storyboards?
students to choose the Paper and pencil.
best sentences they
produced and repeat Voice it!
the exercise in a bigger 7 Discuss the questions.

group, so as to expose 1 The directors, artists and camera operators
each other to as many in Studio Ghibli have a lot of patience. Why do
examples as possible. they need patience?
2 Are you a patient person or not?
Extra vocabulary practice Explore it!

Guess the correct answer.
5 & 6 Allow students to
Spirited Away is a famous Studio
discuss and guess the
Ghibli film. The location for the
answers in pairs before film is in …
reading the article again. a Taiwan. b Tokyo. c Seoul.
Find three more interesting facts about
7 Drill the pronunciation animated films. Choose your favourite fact and
of the patient /ˈpeɪʃənt/ write a question for your partner.
and the noun patience
/ˈpeɪʃəns/, and elicit which The Culture Project Teacher’s Resource Bank
goes with the verb be
and which with have.Then
allow a minute of thinking U NIT 1 | WH AT A RE YO U WATCHIN G? 19
time before asking

students to discuss the
questions in pairs or small
groups.
Explore it!
Students write their questions based on
Students can the facts researched for homework and, in
collaborate digitally groups, prepare a quiz for the whole class.
online and offline in the
collaboration space,
Culture project
where teachers can set,
See Project Book p22 for further information
track and assess students’
and activities.
work. Students can also
share and showcase their
work as well as comment
on each other’s projects.

Lesson aim: I can review what I have learnt and reflect on my progress.
This page can be set for
1 REVIEW
homework or as a test.
Below are some ideas to
use the exercises in a more 4 Complete the sentences with the present
simple or present continuous. isn’t reading
interactive way.
VOCABULARY 1 The actor the script at the
moment. (not read)
1 The TV shows are wrong. Write the correct ones. 2 Do you usually see friends after
Vocabulary school? (see)
1 My little sister loves soap operas. Her favourite are revising
1 Divide the class into four character is Sponge Bob. cartoons 3 The students for their drama
or five teams. Ask them 2 That new documentary is so exciting, and it’s exam this week. (revise)
to close their books. Read only the second episode! on-demand series 4 Simon always watches TV after school.
the sentences out loud. 3 This sports show is about dolphins. (watch)
The first team to shout documentary
buzz and then correct the 4 Which guests are on the soap opera tonight? 5 Rewrite the sentences with adverbs of manner.
1 The children are talking in the library. (quiet)
sentence wins a point. chat show
5 Only one person can win the car and the money The children are talking quietly in the library.
2 In groups, students in this drama. game show 2 Are you writing in your notebooks? (careful)
brainstorm vocabulary Are you writing carefully in your notebooks?
related to making movies.
2 Write the TV and film words for the definitions.
3 The teacher is explaining the activity. (clear)
1 clothes that actors wear in films costume(s)
Write appropriate words The teacher is explaining the activity clearly.
2 a person who changes the actors’ appearance
and phrases on the board 4 We’re working for our exams. (hard)
make-up artist
before the students We’re working hard for our exams.
3 the words for a film script
attempt the task. 4 the place where they film a TV show set 6 Complete Kim’s blog with the present simple,
5 the person who tells actors what to do director present continuous and adverbs of manner.
Language in action LANGUAGE IN ACTION My friend Ava often 1 comes (come) to my place
3 After feedback, on Saturday afternoons and we 2 listen (listen) to
pairs rehearse the 3 Complete the conversation with the present music together. This Saturday is different. My dad
continuous form of the verbs. 3 is driving
(drive) us to a film premiere. There’s a lot aren’t
conversation, using moving
of traffic, so we 4 (not move)
appropriate intonation. HASAN Hey, Yusuf. Are you at home? 5 quickly
(quick). I usually 6 write (write) my
Ask for volunteers to act YUSUF Yes, I 1 (watch) last blog on Saturday evening in my bedroom, but today I
7 am typing
out the conversation for ‘m watching night’s music show. Where (type) it 8 slowly (slow) on my
phone in the car!
the class. are you calling
2
(you / call) from?
HASAN I 3 (stand) outside the house.
4 ★★★ After feedback, ask ‘m standing I haven’t got my keys.
YUSUF Ring Mum.
Self–assessment
students in pairs to write
three more sentences, HASAN I 4 ‘m ringing (ring) you because Mum I can use words to talk
each with a gap, and give
5
(not answer) her phone. about TV shows.
isn’t answering
Where are you?
them to another pair to I can use words to talk
YUSUF I 6 ‘m sitting (sit) in the garden. The sun about making movies.
complete. 7
is shining (shine), the birds 8 are singing
I can use the present simple
(sing).
5 Before the activity, and present continuous.
HASAN Yusuf, can you let me in, please? NOW!
students in groups I can use adverbs of manner.
have three minutes to
brainstorm as many
adverbs that end in -ly as
possible. The team with
the most correct adverbs
wins. Self-assessment Homework
Ask students to look at the exercises on Workbook pp14–15
6 Ask students to check p20 and in the rest of the unit to help them
their answers in pairs decide how confident they are with each
before feedback. If language point. Encourage them to discuss
students have different their opinions in pairs before deciding which
answers, encourage them face to circle. You can then give students
to discuss their reasons in additional practice exercises from the
pairs. Workbook.
Unit quiz review
Lesson aim: I can organise my vocabulary notebook.
Learn to learn
Encourage students to LEARN TO LEARN
keep their own language
notebooks. The notebooks
can be paper-based or LEARN TO … ORGANISE YOUR NOTEBOOK
digital, but they should be When you organise your notebook, it helps you to study better.
organised in a way that is
clear and easy to use. 1 Ask and answer with a partner. 3 Look at the tips again. Complete the sentences.
1 What do you usually write in your 1 Highlighting and underlining helps you see the
notebook? important information.
1 Put students into small 2 How often do you use your notebook when 2 You can use the plan on the left when
you study at home? you’re writing.
groups. Ask them to
3 How can you organise your notebook 3 The homework notes help you remember what
compare notebooks and
better? to do at home.
discuss which they think
4 You can use different colour pens for different
are the best organised 2 Look at Irina’s notebook. Match the tips 1–5
things. It’s your choice!
and why, then answer with a–e.
5 You can find notes quickly when you use different
the questions. Elicit a 1 Divide your notebook into sections so that
sections .
you can find things quickly. a
few contrasting ideas, as
2 Use different colour pens for different
there are no real correct
things (for example, adjectives can be red,
or incorrect answers at numbers can be green). b
this stage. 3 Highlight or underline important notes, 4 Follow the plan to organise your notebook.
words and facts. e 1 Divide your notebook into sections.
2 After feedback, students 4 When you write something, make a plan on 2 Choose different colour pens for your notes.
discuss which of these the left and then write on the right. c 3 Get a highlighter pen for important information
things they already do 5 Write all your homework notes (what page, (or you can underline it instead).
and why. Encourage what exercise) in the same place so that 4 Start using your notebook today!
volunteers to show the you don’t forget what you have to do. d
class their notebooks, if
5 Discuss with a partner. How can you keep your
notebooks well all year?
appropriate. a c
3 After feedback, students Plan

b My favourite internet star
notes
in pairs rank the tips from Paragraph 1 by Irina Volkov

El Rubius El Rubius is my favourite internet star, and
most to least useful, and Real name: Rubén Doblas Gundersen the most popular internet star in Spain. He
vocabulary
then compare with a new The number 1 internet star in Spain has more than 33 million subscribers. His
pair. 33 million subscribers real name is …
Paragraph 2
each episode: plays games, talks about
funny things
homework
this episode: He’s chatting with some of his

4 Supply students with the subscribers
necessary tools, or ask Paragraph 3
d Why I like him: He’s funny, he always
them to share pens with makes cool videos
grammar
other students. Don’t forget to use: and, or, but e
5 Encourage students
to write a ‘contract’,
in which they explain U NIT 1 | WHAT ARE YO U WATCHIN G? 21
how they will keep their

vocabulary organised. Put
aside time every week for Extend it!
students to check their Establish a notebook competition, taking
partner’s notebooks and place each month. In every first lesson
make sure they are not of each month, ask students to show
breaking their contract! you their notebooks in order to find the
‘best notebook’ and the ‘most improved’
notebook.

Unit 2
Out of the past Lesson aim: I can talk about history.
2
Write explore and explorer I can …
• understand texts about journeys and lives in the past
on the board. Ask students • ask and answer about the weekend
• write an account of a journey
to brainstorm in small • understand how to use the past simple, there was/
OUT OF
groups places and people there were and a, an, some and any
• talk about the weather and useful objects
that come to mind. Elicit
THE PAST
• use word families and categorise vocabulary
• give feedback and design a museum display.
what explorers can explore
today (e.g. outer space and
the deep seas).
Start it!
Unit quiz
1 Elicit that the photo

show early explorers
in Antartica. Elicit how
students think the
explorers feel (e.g.
cold, excited, tired,
curious, etc.).
2 & 3 Ask students to

discuss the questions in
pairs, then play Video
2.1.
4 Students agree on a
list of three places in
small groups. Elicit the
places on the board and Start it!
discuss them with the 1 Look at the photo. Where are the people?
whole class. 2 Before you watch, what do you know about the ancient Egyptians?
3 What did the Egyptians use to make boats? Watch and check. They used wood and
Video comprehension papyrus (a type of paper).
4 Name three things you would like to see in Egypt.
questions
Flipped class
Prepare for Explore it!
(p23). Students research an p25 p27 p28
interesting fact about the Watch video 2 .1

Language in action 2.2 Language in action 2.3 Everyday English 2.4
weather.
22 O U T O F THE PA S T | U NIT 2
Unit aims Language

I can ...
Extra Resources
Skills ● talk about the weather p23
●
I can ... ● understand how to use the past simple p24
● CLIL – Student’s Book p137
understand a text about lives in the past p24 ● talk about useful objects p26
● ● Pronunciation – Student’s Book p141
talk about my weekend p28 ● understand how to use there was/there were p27
● ● Workbook p16
● write an account of a journey p29 ● Teacher’s Resource Bank on Cambridge One for
● create a museum display pp30–31 Learn to Learn tests package, Cambridge Exam practice, word-
I can ... lists, differentiated worksheets and many other
● recognise what word families are p23 extra resources.
● categorise vocabulary p26 ● Practice Extra and Digital collaboration space
● guess the meaning of new words p33
52 Ou t o f t h e pa s t | Un i t 2
Lesson aim: I can talk about the weather.
Warmer
Give students two minutes
to write down as many
weather words as possible. VOCABULARY
1
The ones with the most The weather
correct words win. 2
2.01
1 What is the weather like in the photos?
Circle the weather words that aren’t in
the photos. Listen, check and repeat.
1 2.01Point out that all the
cloudy cold dry foggy hot
pictures, apart from one,
icy rainy snowy stormy
show two or more types of sunny warm wet windy
weather at the same time. 3
1 dry, hot and sunny
Audioscript p161 2 cold and snowy 4
3 cloudy and windy
Target vocabulary 4 foggy
cloudy /ˈklaʊdi/ 5 rainy and wet
cold /kəʊld/
dry /draɪ/ 2 Complete the sentences with
adjectives in Exercise 1. 5
foggy /ˈfɒɡi/
1 It’s cloudy today.
hot /hɒt/
2 Is it cold all year?
icy /ˈaɪsi/
3 August is usually rainy .
rainy /ˈreɪni/
snowy /ˈsnəʊi/ 4 We love snowy weather!
stormy /ˈstɔːmi/ 5 It isn’t . It’s windy .

sunny /ˈsʌni/ stormy
warm /wɔːm/ LEARN TO LEARN
Use it!
wet /wet/ Word families (1)
windy /ˈwɪndi/ Build your vocabulary by learning words 4 Complete the sentences with your own ideas.
Tell your partner.
from the same family. Many adjectives
ending in -y come from a noun. 1 When it’s foggy, it’s difficult to .
2 ★★★ Challenge students 2 In hot, sunny weather, I always wear .
to complete the exercise 3 Write the adjective forms. 3 On wet days, I hate .
without looking at the box. 1 cloud cloudy 4 I think cold, snowy weather is .
2 fog foggy
Vocabulary Bank SB p129 3 ice icy
Explore it!
4 rain rainy
Extra vocabulary practice 5 snow snowy Is the sentence T (true) or F (false)?
6 storm stormy Snow isn’t always white – sometimes
there is pink snow in the Sierra Nevada
7 sun sunny
mountains in the USA. T
Learn to learn 8 wind windy
Find an interesting fact about the weather.
At this level, students should Then write a question for your partner to answer.
start developing their
understanding of word forms,
and be able to recognise U NIT 2 | O U T O F THE PA S T 23
and produce different parts
of speech coming from the
same root word.
4 Challenge pairs to come up with Extend it!
as many options as possible and elicit If appropriate, ask students to use
3 During feedback, elicit these on the board, together with any smartphones to find the weather forecast for
that ice loses the e before contrasting opinions. a destination of their choice over the next
the y when it becomes an few days. In pairs, they write a brief weather
adjective, and that the g forecast using the vocabulary from the
and n in fog and sun are Explore it! lesson and then present it to another pair.
doubled, because there is For an extra challenge, ask students to
a vowel before them. create questions instead of true/false
statements and use this as an opportunity to Homework
Extra vocabulary practice consolidate question formation.
Workbook p16
U ni t 2 | Out of the p ast 53

Lesson aim: I can understand a text about lives in the past.
Warmer
Ask students to discuss the She’s writing about
the American
following questions in small
groups, then elicit answers READING
pioneers who
travelled across
America to California
The Oregon Trail
and relevant vocabulary on Diary extracts to start a new life.
the board.
1 Look at the photos. What do you think the girl is
1 Do you like walking? writing about?
Why/why not?
2.02
2 Read the text. Check your answer to Exercise 1.
2 When you travel long
distances, what is your 3 Read the text again and find these things:
1 two American states Oregon, California
favourite means of 2 two types of furniture tables, chairs
transport? 3 five weather adjectives Between 1843 and 1869, more than 500,000
warm, dry, cold, pioneers left their homes in the east of the USA to
3 How many kilometres do rainy, wet
travel more than 3,000 km west to Oregon and
you think you could walk 4 two musical instruments piano, violin California. Some people wanted to find gold and
in a day? 5 two animals oxen, horses others wanted to start a new life.
4 Match the highlighted words with the The pioneers used wagons to cross the country.
definitions. They took things like tables, chairs, tents and
1 & 2 2.02 After feedback, 1 long trip to another place journey food – and also things they loved, like pianos!
allow students in groups Oxen pulled the heavy wagons, but the adults and
2 wet and dirty after rain muddy
children usually walked or rode horses. The journey
to share their reactions to 3 a difficult task challenge took between four and six months.
the text and elicit a few 4 not deep shallow Louisa Evans made the
opinions about someone 5 vehicles with four wheels to transport heavy
journey with her parents and
walking several kilometres things wagons
two brothers, Samuel and
a day for months. 6 large animals like cows that can pull heavy Jesse. These are extracts from
things oxen her diary.
14
3 Set this activity up as a Louisa, age
challenge, with the fastest 5 Complete the sentences with words from the text.
1 People on the Oregon Trail were called
five students being the 8 April 1850
pioneers .
winners, to encourage 2 Oregon is on the west coast of the USA. I got up at 5.30 am with mother and we made Johnny
fast scanning. 3 The adults and children didn’t usually travel in
cakes for breakfast. Then we tidied the wagon and we left
the . wagons
at 7 am. We didn’t stop until 5 pm. After dinner, Samuel
4 Refer students back to played his violin and we sang songs and danced. It was a
4 Louisa travelled across the country with her
p19 to review strategies warm, dry day and we travelled 24 km.
parents and two brothers .
for guessing meaning 5 One of Louisa’s brothers played the violin . 1 May 1850
from context. During
Last night it was cold and rainy and all the tents got wet. I
feedback, ask students to Voice it!
didn’t sleep well and I felt tired all day. It wasn’t easy to walk
justify their answers. 6 Discuss the questions. on the muddy ground. We didn’t travel far today and we
1 Do you think diaries are important? faced a new challenge: a river. It was high because of the
5 ★ Give students two
2 What challenges do you face each day? rain and it looked dangerous. Did we manage to cross it?
options for each gap: Yes, we did. We found a shallow part and walked across.
1 – explorers / pioneers; Finished? p119 Ex 1 We were lucky, but other people weren’t.
2 – west / east; 3 – wagons
/ horses; 4 – parents and
sisters / parents and two 24 O U T O F THE PA S T | U NIT 2
brothers; 5 – violin / piano.
Extra reading Class challenge Finished?

comprehension questions The first train line to cross from the east of Students turn to SB p119 and do Exercise 1.
the USA to the west opened in 1843 / 1869
6 Tell students about a / 1910.
challenge you face every Flipped class
day, to demonstrate how Ask students to watch Video 2.2 and
personal you expect their do the Video worksheet in the Teacher’s
answers to be. Then allow Resource Bank in preparation for the next
a few minutes of thinking lesson.
time before they discuss
in pairs or groups.
Homework
Workbook p17
Lesson aim: I can understand how to use the past simple.
Warmer
Play Video 2.2 if it was
Watch video 2 .2
not set for homework and How did she
ask students to raise their LANGUAGE IN ACTION travel?
What happened
hands when the vlogger Past simple on the way back?
mentions an activity they
like the sound of. Elicit Other verbs be
that she travelled by ferry I/you/he/she/it/we/they I/he/she/it you/we/they
(a type of ship) and the I got up at 5.30 am. It was cold and rainy. We 1 were lucky.
weather was stormy.
We didn’t stop until 5 pm. It 2 wasn’t easy to walk. Other people weren’t lucky.
Did we manage to cross it? Was it a hot day? Were all the people lucky?
weren’t
1 Encourage students to Yes, we 3 did . / No, we didn’t. Yes, it 4 was . / No, it wasn’t. Yes, they were. / No, they 5 .
complete the table and Pronunciation p141
compare answers in pairs,

before looking at p24. 1 Complete the examples in the table above. Use 4 Put the words in the correct order to make
the diary extract on page 24 to help you. questions. Then ask and answer.
Pronunciation 2 Rewrite the sentences in the past simple.

1 last / your friends / you / see / Did / weekend / ?
Did you see your friends last weekend?
Ask students to turn to 1 More than 500,000 people leave the east coast.
2 you / did / after school / What / yesterday / do / ?
SB p141 for pronunciation More than 500,000 people left the east coast.
practice of the sounds /t/, What did you do after school yesterday?
2 The journey takes between four and six months.
3 night / Were / asleep / at 10.30 pm / last / you / ?
/d/ and /ɪd/. took
Were you asleep at 10.30 pm last night?
3 On 8 April 1850, Louisa doesn’t get up late.
2 ★ Encourage students to 4 any homework / your English teacher / Did /
didn’t get last week / give / you / ? Did your English
use the irregular verbs list 4 8 April is a warm, dry day.
teacher give you any homework last week?
on SB p143 for support. was 5 Was / hot / yesterday / the weather / ?
3 2.05Before students 2.05
3 Complete the text with the past simple form of Was the weather hot yesterday?
attempt the task, elicit the verbs. Then listen and check.
Use it!
what they know about the
ship called the Mayflower,
On 6 September 1620, 102 people 5 Think of questions to interview Louisa or a
1
left (leave) England to travel 4,500 km to person from the Mayflower about their journey.
as this will help their didn’t the USA. They 2 (not agree) Use the ideas below or your own.
reading comprehension. agree with some of the religious views in Europe
at that time, so they 3 (decide) the date the weather the food
decided
Audioscript p161 to start a new life. the other people the challenges new friends
They 4 (travel) in a ship called
travelled
4 ★★★ Books closed. the Mayflower and the journey 5 took 6 Take turns to ask and answer your questions.
(take) 66 days. The first half of the journey 6 went
Increase the difficulty of When did you leave?
(go) well. Then the weather 7 (change) and it 8 changed
this task by dictating the was (be) very cold and stormy. People became ill and I left on 2 April with my family.
words and leaving out all some of them 9 (not survive). didn’t survive
the instances of did. In December they 10 arrived (arrive) in Plymouth Bay.
Finished? p119 Ex 2
didn’t They 11
(not know) anything about this new
know land, but the local Wampanoag people 12 (help)
Extra grammar practice them to find food and build houses. helped
5 & 6 Students rehearse

U NIT 2 | O U T O F THE PA S T 25
their interviews in pairs,
then perform them for
the rest of the class, or a
bigger group. The class Grammar game Finished?
can vote for the most Allow students to review the past simple Students turn to SB p119 and do Exercise 2.
interesting interview. forms of the irregular verbs on SB p143 for
a few minutes, then divide the class into
teams. Read out one present simple verb. Extend it!
The first team to shout out the correct past Give students a few minutes to think about
simple form wins a point. the last time they travelled somewhere.
Then ask them to share their information
with a partner.
Homework
Workbook p18

Lesson aim: I can talk about useful objects.
1 2.06After feedback, play

a game. Divide the class
into teams. The teams
should form one line VOCABULARY AND LISTENING LEARN TO LEARN
each, with one student in Useful objects
Categorising
front of the board. Read
one word from the box 2.06
1 Match the words with the pictures. Listen, check Recording new words in groups in your notebook can
and repeat. help you remember them.
(or play the recording).
The student closest to blanket 4 bowl 9 comb 6 3 Write words in Exercise 1 in the three groups. Can
you add any more words?
the board in each team cup 14 fork 1 hairbrush 11
runs to the board and knife 3 lamp 13 mirror 7 Appearance comb,
draws the item he/she pillow 10 plate 8 scissors 2 hairbrush, mirror
has just heard. The fastest spoon 12 toothbrush 5 Bedtime blanket,
student wins a point for lamp, pillow, toothbrush
their team. Students then 1 2 Meals bowl,
change so new students cup, fork, knife, plate, spoon
are in front of the board. Use it!
3 4 4 Choose an object in Exercise 1. Ask questions to
Audioscript p161
guess your partner’s object.
Target vocabulary Do you use it every day? Yes, I do.
blanket /ˈblæŋkɪt/ 5 6
bowl /bəʊl/ A radio programme
comb /kəʊm/
cup /kʌp/ 2.08
5 Listen to an interview about a discovery from
7 8 the Bronze Age. What can you see in the photo?
fork /fɔːk/
hairbrush /ˈheəbrʌʃ/
knife /naɪf/
lamp /læmp/ 9 10
mirror /ˈmɪrə/
pillow /ˈpɪləʊ/
plate /pleɪt/ 11 12
scissors /ˈsɪzəz/
spoon /spuːn/
6 Listen again and correct the sentences.
toothbrush /ˈtuːθbrʌʃ/ 13 14
2.08
1 Egtved is a small village in southern Germany.
Egtved is a small village in southern Denmark.
2 Challenge students to
2.07 2 The Egtved girl was 15 years old when she died.
cover the box in Exercise The Egtved
1 while doing the activity. 2 Listen. Write the objects the people are using. 3 The girl died in the winter. girl was
2.07
1 toothbrush 4 hairbrush The girl died in the summer. between 16
Audioscript p161 2 scissors 5 spoon and bowl and 18 years
4 She wore a shirt and trousers. old when she
Vocabulary Bank SB p129 3 pillow 6 knife
She wore a skirt and a top. died.
Extra vocabulary
26 O U T O F THE PA S T | U NIT 2
practice
Learn to learn 3 Elicit extra words and, if time allows, extra 6 Allow students in pairs to discuss the
2.08
Encourage students to use possible categories generated by the sentences before playing the recording
different ways of organising students. again.
new vocabulary in their
4 Students win five points if they guess
notebook, and not just use
the same methods.
after one question, four if they guess after Flipped class
two, three after three and so on. Ask students to watch Video 2.3 and do the
Video worksheet in the Teacher’s Resource
5 After listening, elicit that the
2.08
Bank in preparation for the next lesson.
photo shows a body of a girl from the
Bronze Age.
Audioscript p161
Homework
Workbook p19
Lesson aim: I can understand how to use there was / there were.
Warmer
Before playing Video 2.3 if Watch video 2 . 3
it was not set for homework, Was the Viking Age
peaceful?
ask students in groups to LANGUAGE IN ACTION Were there any coins
brainstorm what they know there was/there were in the exhibition?
about Vikings. After playing
the video, elicit that the Singular Plural
Viking Age wasn’t peaceful, There was an exhibition in Copenhagen. There 1 were some summer flowers with her body.
and that there were coins in There 2 wasn’t any information about clothes. There weren’t any plates.
the exhibition.
Was there a blanket with her body? Were there any other things with her body?
Yes, there 3 was . / No, there wasn’t. Yes, there were. / No, there 4 weren’t .
1 Ask students to check
their answers in pairs 1 Complete the examples in the table above with was, 5 Complete the quiz with was(n’t)/were(n’t)
wasn’t, were or weren’t. and a, an, some or any. Then circle the
before conducting correct answer.
feedback with the whole Get it right!
class. We use some and any with plural countable nouns and DID YOU KNOW …?
uncountable nouns.
Get it right! some/any plates NOT some plate
1 There were ✓ some / any humans in
? 250,000 years ago.
some/any information NOT an information a Portugal b Africa
Quickly review uncountable 2 There wasn’t ✗ a / an alphabet with
nouns. Write weather, 2 Correct the sentences about the Egtved girl. letters in ? times.
1 There wasn’t an exhibition about the Egtved girl. a Aztec b Roman
homework, information on
the board, and elicit that There was an exhibition about the Egtved girl. 3 There were ✓ some / any university
courses for students in ? in 1095.
we can’t say weathers, 2 There weren’t any flowers with her body.
a Paris b Oxford
homeworks, informations. There were some flowers with her body.
3 There weren’t any useful objects with her body.
4 There ✗ some / any ? for
eating food in ancient Greece. weren’t
2 Play the recording
2.08 There were some useful objects with her body. a forks b knives
from Exercise 6 in the 4 There was a hairbrush. 5 There was ✓ a / some famous
previous lesson again to There wasn’t a hairbrush Roman ? called Apicius.
a emperor b cook
check students’ answers. 5 There weren’t a lot of travellers in northern Europe.
There were a lot of travellers in northern
3 ★ Give students time to Europe.
2.09
6 Discuss your answers to the quiz. Then
write questions before 3 Ask and answer about the information in Exercise 2. listen and check.
they ask and answer them Was there was an exhibition Yes, there Use it!
in pairs. about the Egtved girl? was.
7 In pairs, choose a photo from Units 1 and
2 and look at it for one minute. Close your
4 ★ Ask students to 4 Circle the correct words.
books. What can you remember?
underline the nouns after 1 There were some / any students at the talk.
the two options and 2 There was an / some interesting exhibition last week. Were there any clouds in the sky?
guide them to decide 3 There weren’t some / any audio guides. Yes, there were. There
if they are countable or 4 Was there some / any snow in the mountains? were some white clouds.
uncountable, and if the 5 There wasn’t a / any documentary on TV last night.
Finished? p119 Ex 3
sentence is positive or
negative. U NIT 2 | O U T O F THE PA S T 27
5 & 6 2.09 After feedback,

7 If appropriate, students can choose Grammar game
pictures on their smartphones and show Students write three sentences about their
challenge students in them to their partner briefly, who has to last holiday using there was/there were. One
small groups to come remember as many details as possible. sentence must be false. Students ask each
up with one extra quiz
other questions to find out the lie.
question. Elicit these and
ask the class to guess the
answers. Finished?
Audioscript p162
Homework
Workbook p20

Lesson aim: I can talk about my weekend.
Warmer
Students write down
three things they did at
the weekend, then move SPEAKING
around the room looking for Talking about your weekend
another student who did at
least two of the things on 2.10
1 Listen to the conversation.
Why was Andy in Wales?
their list. You learn something
new every day!
CARLA Hi Andy. 1How was your weekend ?
ANDY 2 It was OK, thanks.
ANDY
4 Which Everyday English phrase do we
CARLA use to respond to … :
1 2.10 ★★★ Challenge CARLA What 3 ? did you do
ANDY I went to Wales for my grandad’s 70th birthday. 1 negative news? That’s a shame.
students to listen and
CARLA Cool! What 4 like? was the 2 interesting facts?
answer the question with weather
ANDY It was cold, wet and windy. 3 positive news? Sounds good.
their books closed. Elicit Where did
CARLA That’s a shame. 5 ? you stay 4 a question? Nothing much.
that Andy was in Wales
for his grandad’s 70th ANDY We stayed in a cottage.
birthday. CARLA What was it like? PL AN
ANDY Well, there wasn’t any wi-fi and there were loads of
5 Write about something you did in
Audioscript p162 noisy sheep outside. the past. Use the ideas below.
CARLA Really? Where you went:
2 2.10After feedback, ANDY Yes, really. In Wales there are about three million What you did:
encourage students to people and nearly ten million sheep. What the weather was like:
read the conversation out CARLA Wow. You learn something new every day!
loud along with the audio, ANDY What 6 about ? What did you do?
you Any problems you had:
and then to practise it in CARLA Nothing much. I watched TV and made some cakes.
pairs. ANDY Sounds good!
SPEAK
Useful language practice 2.10

2 Complete the conversation with the phrases from the 6 Practise the conversation with your
Useful language box. Then listen and check. partner. Remember to use the past
simple and there was/there were,
Useful language
3 Play Video 2.4 and drill the vocabulary from this unit, and
the pronunciation of the How was your weekend? What did you do? phrases from the Useful language
target phrases. It was (OK/good/great/ What was the weather like? and Everyday English boxes.
amazing/awful), thanks. Where did you stay? CHECK
4 After feedback, tell What about you?
7 Work with another pair. Listen to
students the following, their conversation and complete
and ask them to react 3 Look at the Everyday English box. Find and underline the the notes.
phrases in the conversation.
with an Everyday English Where they went:
phrase: The school is What they did:
Watch video 2 .4
closed tomorrow; It will What the weather was like:
Ever yday English
rain the whole weekend; Nothing much.
Did you know Egyptian Any problems they had:
Sounds good!
men used to wear make- That’s a shame.
up? You learn something new every day!
5 Elicit possible topics that 28 O U T O F THE PA S T | U NIT 2

students could write
about, such as ‘my last
birthday’ or ‘my holiday’
to help generate ideas. 7 In groups of four, two students perform Flipped class
the conversation, one takes notes on Prepare for the Writing lesson. Students
6 If appropriate, ask content and the other is responsible for research a famous journey, real or fictional.
students to record their correcting any mistakes in the students’
conversations on their grammar.
phones, and listen to the
recordings, giving them
time to repeat the task if
they wish. This will help
with their self-correction
skills.
Lesson aim: I can write an account of a journey.
1 Focus students’ attention

on the sea around the
ship in the second
photo and elicit relevant WRITING 3 Read the phrases in the Useful language box.
vocabulary such as ice, An account of a journey In what order are they in the account?
icy, iceberg. Elicit a few Useful language
difficulties that explorers 1 Look at the photos. Where do you think the man
wanted to go? Read the account and check your 2 At first, … 3 There were a lot of problems.
could encounter. Elicit
answer. to the North Pole
that the man wanted to 5 Finally, … 4 The weather was …
go to the North Pole. 1 (He) set off on …
2 ★★★ Challenge students 4 Put the sentences in the correct order (1–5).
to correct each false a 5 Finally, we arrived back safely at 9 pm.
statement (e.g. 2 He b 3 The weather was sunny but cold.
didn’t start the journey on c 1 We set off from home early one morning.
his own, because he was
d 2 At first, we made good progress.
with 12 men.) Elicit these
e 4 There were a lot of problems that day.
during feedback.
3 Turn this into a brief Write an account of a journey.

competition to encourage PL AN
quick scanning. The first
5 Make notes for each paragraph.
five students to circle all 1 Who made the journey:
the phrases in the text When it started:
win. 2 The first part of the journey:
4 Ensure students
The weather:
understand set off (to
3 How the journey continued:
start a journey) by asking
a concept-checking
Any problems:
question such as What
4 The end of the journey:
time did you set off from 2 Read the account again. Are the sentences
T (true) or F (false)? WRITE
home this morning?
1 Nansen left Norway in June 1893. T
6 Write your account. Remember to include
2 He started the journey on his own. F the past simple, there was/there were and
Choose the correct word phrases from the Useful language box.
3 The weather was bad in November. T
4 Nansen and Johansen didn’t have any CHECK
5 Allow students to work problems. F 7 Do you ...
in pairs as this will help 5 Nansen was the first person to reach the • use the past simple to talk about the past?
generate ideas. They can North Pole. F • explain what the journey was like?
share any information 6 Nansen returned to Norway one year after • write your account in the correct order?
they researched for he left. F
homework, then choose
Finished? p119 Ex 4
the most exciting journey
to write about.
6 You may want to allow
students to write in pairs.
This might be more time-
consuming, but can help Finished? Flipped class
students focus on form. Students turn to SB p119 and do Exercise 4. Prepare for The History Project (pp30–31).
Students research a local museum (or
7 Students display their any museum) and find out about three
texts around the room interesting artefacts there.
and read as many as
possible. Then, they vote
for the most exciting Homework
journey. Workbook p21

Lesson aim: I can create a museum display.
Project Book
For more information and THE HISTORY
activities, see the Project PROJECT
Book, p26.
A museum display 2.11
5 Listen again. Answer the questions.
1 What did Sophie like about the display she read?
1 In small groups, students Having more
1 Discuss the questions. information about The information about Tlaloc.
discuss the museum they 1 What museums do you know? the lamp (for 2 What improvement did she suggest?
researched for homework. example, where
2 What can you see in them? they found it). Changing the final sentence to two sentences.
Elicit contrasting ideas 3 What makes a museum interesting? 3 What suggestions did Leo make?
about question 3. Ask:
Do you think museums 2 Read the texts. Then read the sentences and
write S (scissors), M (mirror), L (lamp) or B (bowl). 4 Do you agree with Sophie and Leo?
should be interactive, or
1 The way of making this object is the same
only display artefacts?
today as it was in the 1600s. S 5 What suggestions can you make to improve
Should there be guides or the displays?
2 It’s black but you can see things in it. M
only texts?
3 Only rich people had objects like this. L
2 Ask students to underline 4 This type of object first appeared in Egypt. S
key words in the 5 There was probably water in this. B
sentences and elicit these 6 This object had two uses. M USEFUL OBJECTS DISPLAY
before the students read 7 It took a long time to find this object after a
natural disaster. L SCISSORS, STEEL AND IRON, 1628
the texts. For example,
8 This had connections with weather. B Yi County, Anhui Province, China
2 – black, see things.
3 Which object is your favourite? Why? This is one of the first pairs of scissors from
3 Give students a minute of Zhang Sijia’s shop. Zhang Sijia opened the first
thinking time to form an scissors shop in China in 1628. He made all of
How to give feedback the scissors by hand and followed the same
opinion and think of their
72 steps to make them. There is still a scissors
reason before speaking. 2.11 4 Read the tips about giving feedback. Then
factory in Hangzhou, China, and the workers use
listen. Which objects do Sophie and Leo talk
the same process as they did in the 1600s. The
about?
How to give 1 Read the piece of work.
ancient Egyptians invented scissors, and today
scissors are one of the most common objects
feedback 2 Think about any areas that need in a home.
At this stage, students improvement (the language, facts,
should be improving organisation, design and photos, etc.).
their skills in giving 3 Say what you like about the work.
constructive feedback to 4 Point out things that need improvement and
each other, pointing out make suggestions.
both the positives and Sophie: bowl Leo: lamp
the negatives of each
other’s work in a way that
offers opportunities for
improvement.
4 2.11 Tell students that they

will hear a conversation
between a teacher and 30 O U T O F THE PA S T | U NIT 2
two students, Sophie
and Leo. Sophie and Leo
wrote the descriptions
of the artefacts that the 5 2.11Ask students to answer 1–4 in pairs, Class challenge
students have just read. then do feedback. After this, give students The largest museum in the world is the
The teacher will help a few minutes to work on question 5, Louvre in Paris / British museum in London /
Sophie and Leo give focusing on the scissors and mirror Uffizi in Florence.
feedback to each other displays, and elicit ideas from the whole
on their work. class.
Audioscript p162
Lesson aim: I can create a museum display.
6 Students work in small

groups and work on as
many historical objects
MIRROR, OBSIDIAN, AROUND 4000 BCE
as there are students Çatalhöyük, south-central Turkey
in the group. Students
share information they PL AN
Archaeologists found this mirror in Çatalhöyük. It was
researched about artefacts one of the first cities in the world, and 8,000 people 6 Work in groups. Choose four historical
lived there. The mirror is made from a special black objects. Then complete the steps below.
in their local museum,
stone called obsidian, and it was one of the first • Decide on the object that each student will
or any other museum, mirrors in the world. People used these mirrors to look research.
then choose the most at themselves and also to look at the sun. • Research your object and write a short text
interesting ones. Ask to use in the display.
students to brainstorm • Find a photo or draw a picture of your
extra questions about object.
the artefacts, such as • Read each other’s texts and give feedback.
Where was it found? or • Make any changes or improvements.
Whose was it? Students • Work in your group and make your display.
then research the objects PRESENT
individually and work on 7 Put your display on your classroom wall.
their display. In groups, Remember to follow the tips in How to give
they give each other LAMP, BRONZE, CE 79 feedback and include correct facts, photos or
pictures, and an attractive design.
feedback on their displays Pompeii, southern Italy
using the steps in Exercise CHECK
Archaeologists found this oil lamp in the city of Pompeii
4. Then, they can make any in 1752. It is in the shape of a dolphin. Bronze objects 8 Look at your classmates’ displays. Do they
changes to their displays were expensive to make, so this lamp probably explain the four historical objects well? Give
belonged to a rich feedback to other groups on their displays.
and find or draw pictures.
family. Clay lamps were
cheaper and more
7 & 8 Ensure that
common. The city of
students plan their Pompeii disappeared
feedback before giving when the volcano
it. If possible, provide Vesuvius erupted in the
students with cards with year CE 79.
two columns, one headed

with a face and one TLALOC BOWL, TERRACOTTA, 3RD–8TH CENTURY
with a face. After Veracruz, Mexico
reading all the displays,
This bowl probably held water.
ask students to go back The face shows one of the
to their group and make faces of the Aztec figure Tlaloc,
notes on each display, from ancient Central Mexico.
focusing on things they People believed he sent good
rain when he was happy to
liked and things which
help plants grow, and he sent
need improvement. bad rain and storms when he
Students then form was unhappy.
into new groups with
students from different
teams and give each
other feedback following
the steps in Exercise 4.
For more work on History, students can turn Extend it!
Students can to SB p137. See p153 for teaching notes. Ask students to pretend they are
collaborate digitally
archaeologists from the year 2100 and to
create a humorous museum display, full of
deliberately wrong information about our
modern objects today. This could be, for
example, a display of some hair straighteners
which says that in the past people used this to
make pancakes (e.g. Archaeologists found it
in a shop called a ‘hairdresser’ which was the
old word for a bakery). Collect and correct
language mistakes in the students’ work. Then
display their work for all the class to read.

If you wish to use this page
2 REVIEW
as a whole-class review
session, here are some
ideas to turn the exercises There was an
4 Complete the review with there was(n’t) or
there were(n’t) and a, an, some or any.
into games or interactive
VOCABULARY There were
activities. some I went to my local museum last week.
1 Complete the sentences with the adjective form • 1
amazing exhibition about Egypt.
of the nouns in the box. • 2
amazing things to see, like bronze
Vocabulary cloud fog ice rain storm wind
mirrors and beautiful necklaces.
There was a
1 & 2 Put students into • 3
board game called Senet. It was
great fun to play.
small groups, with two 1 I don’t like it when it’s stormy because it’s There weren’t any
dark and noisy. • 4
Egyptian mummies!
teams in each group. • 5
café. I was hungry.
2 It’s dangerous to drive when it’s foggy and There wasn’t a
Team A reads out the you can’t see well.
6
good exhibitions in your town last week?
sentences in Exercise 1 3 Take an umbrella. It’s very rainy today. Were there any
and team B has five 4 It’s windy outside. The trees are moving. 5 Complete the conversation with past simple
seconds to guess the 5 It’s cloudy today so we can’t sunbathe. verbs or there was(n’t)/there were(n’t). Circle a,
missing word and win a 6 Watch out! It’s icy outside. Don’t slip.
an, some or any.
point. Then, team B does CHLOE What 1 did you do (do) at the
the same with Exercise 2. 2 Complete the sentences. weekend?
1 I need a spoon to stir my drink. MAX I 2 went (go) to my grandma’s village.
2 I’ve got a lamp so I can read in bed. 3
There was 4a / an outdoor film festival.
Language in action 3 You can use a or a comb to make CHLOE Cool! 5 Did you watch (watch)
3 Ask students to check your hair look better. hairbrush 6
some / any films? There
their answers in pairs 4 Have you got any scissors to cut this paper? MAX Yes, I 7 did . 8 were 9
some / any
and discuss any differing 5 I slept on my friend’s sofa last night without a excellent films, but the weather 10 was
blanket or a pillow ! (be) rainy.
answers before feedback.
CHLOE Oh, dear. When 11 did you get (get)
4 Refer students back to p27 LANGUAGE IN ACTION home?
didn’t
to review this language 3 Complete the text with the past simple. MAX This morning. message
CHLOE You 12
(not message) me.
point before attempting
the task in pairs. Meriwether Lewis 1 wanted MAX I know. 13 There 14
some / any wi-fi at
(want) to explore more of home. wasn’t
the USA in the early 1800s.
5 After feedback,
He and William Clark
students can work in 2
left (leave) on 14 May, Self–assessment
pairs to continue the 1804 to go to the west of
conversation, with Max Mississippi. It 3 wasn’t (not I can use words to talk
be) an easy journey. They 4 met about the weather.
asking Chloe about her
(meet) a lot of people, but they I can use words to talk
weekend. didn’t 5
(not speak) their language. At about useful objects.
speak
times, they 6 (not have) enough
Unit quiz didn’t food and it 7 was (be) difficult to survive. I can use the past simple.
have
After two years and more than 13,000 km,
I can use there was/
the men finally 8 (complete) their
there were.
journey in September 1806. completed
Self-assessment
Ask students to write
five weather words, five 32 O U T O F THE PA S T | U NIT 2
words about objects, five
past simple verbs and
five sentences with there
was/there were. Students
Homework
check each other’s work Workbook pp22–23
in groups, calling for help
when needed, then reflect
on their performance and
use this to complete the
self-assessment box.
Lesson aim: I can guess the meaning of new words.
Learn to learn
Understanding word LEARN TO LEARN
formation (how word
beginnings and endings can
help change the meaning LEARN TO … GUESS THE MEANING OF NEW WORDS
and grammar of a word), When you don’t know a word, the beginning of a word, the end of a word and the rest of the sentence can
will help the students help you guess the meaning.
guess the meaning of any
unknown words in a text, as 1 Circle the answer that is true for you. Compare
and discuss your answer with a partner.
will clues in the context. When I see a word I don’t know, I usually …
1 guess the meaning from the rest of the sentence.
1 Encourage students 2 see if I can understand part of the word.
to start reflecting on 3 ask the teacher what it means.
their own practices. Ask 4 look in a dictionary.
them to say because 5 write it in my notebook.
when they discuss their 2 Read the text. Then tell your partner three Our incredible school trip!
answers in pairs, and things that surprise you. By David North
elicit justifications during
feedback. Last February I went on a school trip to Wales. We did lots of enjoyable activities. We went rock climbing
The weather was very unusual for that time of year. and sailing, and I tried windsurfing for the first time. My
2 Set a time limit of two Normally it’s wet and windy, but it didn’t rain once! It was favourite activity was survival skills. We collected wood in
minutes to encourage a bit cold so we wore hoodies and trainers every day. the forest and then we built a small shelter. Clara and Ben
faster reading, and to We set off very early on the first day, at about 5.15 am. The saw some spiders and ran away – they hate things like
spiders and bugs. In the evening, we cooked over a campfire.
prevent students from youth hostel in Wales was over 320 km away and it took
nearly four hours. We couldn’t take phones or tablets with That night, we didn’t sleep in the hostel. We slept in tents,
checking vocabulary with and I shared a tent with my best friends.
dictionaries or translation us, so we chatted and played games instead.
When we saw the youth hostel for the first time, we were It was an unforgettable experience and I was very sad to
software. leave Wales.
really happy. There was a small shop, and a room with
table tennis and a TV. We hung out there in the evenings.
3 & 4 Go through the

demonstration of what
unusual means. Point out
that some vocabulary 3 Read the text again. Discuss the questions about each of the words in
I think ‘unusual’ is an adjective.
bold with a partner. Make notes in your notebook.
items, e.g. set off can 1 Is it a noun, verb or adjective? ‘Unusual’ describes the weather.
have more than one 2 What clues about the meaning can you find in the text? The text says ‘Normally it’s wet and
meaning listed in a 3 Does the word have a special beginning or end? What does it mean? windy, but it didn’t rain once!’
dictionary. Students need 4 What do you think the word means? Yes. It starts with
to use the context that ‘un-’ which means ‘not’.
the vocabulary appeared 4 Check the meanings of the words in a dictionary or
with your teacher. Did the questions in Exercise 3
in to work out the I think ‘unusual’ means ‘not usual’.
help you guess correctly?
correct meaning (here,
‘to start a journey’).
Elicit the meanings of
U NIT 2 |UO
NIT
U T 2O|FFINI
THESHED
PA S T? 33
the other words/phrases
(tent = something you
can sleep in and carry
with you; enjoyable Extend it!
= something you like Ask students to find another word or phrase
doing; ran away = leave from a text in the unit, and use the steps
a bad situation quickly by they have learned to work out what it means.
running; unforgettable = Then, ask them to explain the word to the
something that you can’t rest of the class.
forget).

Unit 3
What’s the story? Lesson aim: I can talk about stories.
3
I can …
Ask the class to make a list • understand a fable and a traditional fairy tale
of famous stories and find •
•
tell an anecdote and express interest
write a story
out if students know what • understand how to use the past continuous and
WHAT’S THE
past simple
they are called in English. • talk about feelings and use prepositions of movement
STORY?
Elicit these on the board. • personalise sentences to remember new words, use
my knowledge and use phrasal verbs.
Start it!
Unit quiz
1 Elicit relevant vocabulary

on the board, such as
reading, story, illustration
etc.
2 & 3 Elicit a list of verbs

on the board, such as act,
travel, sing, dance, etc.
Ask students to raise their
hands if they hear any of
the verbs on the board in
the documentary.
4 Allow students a few

minutes of thinking time
to form an opinion and a
reason why.
Video comprehension
Start it!
questions
1 Look at the photo. What is the boy doing? He’s reading a book.
2 Before you watch, what do you think people did in their free time in the past?
They travelled around,
3 What did storytellers do? Watch and check. shared stories and brought
Flipped class 4 What’s your favourite story? Do you know where it came from? new ones back with them.
(p35). Students research
an interesting fact about
unusual phobias, i.e. things
some people are scared of
(e.g. arachnophobia – the p37 p39 p40 p42
fear of spiders). Language in Language in Everyday Globetrotters

Watch video 3.1
34 WHAT ’ S THE S TO RY ? | U NIT 3
Unit aims Language

I can ...
Extra Resources
Skills ● talk about feelings p35
●
I can ... ● understand how to use the past continuous p37
understand a fable p36 ● understand how to use prepositions of movement p38
tell an anecdote p40 ● understand how to ask questions using the past
● ● Teacher’s Resource Bank on Cambridge One for
write a story p41 continuous p39
● tests package, Cambridge Exam practice, wordlists,
● understand a fairy tale p42 differentiated worksheets and many other extra
Learn to Learn resources.
● personalise sentences to remember new words p35
● use my knowledge to understand a text better p38
● use phrasal verbs p43
● guess the meaning of new words p45
64 Wh a t ’s t h e s t o ry ? | Un i t 3
Lesson aim: I can talk about feelings.
Warmer
In groups, students
brainstorm adjectives to
describe feelings (e.g. VOCABULARY LEARN TO LEARN
happy). They then play Adjectives of feeling
Personalising
against another team. Team
A mimes one adjective from 3.01
1 Circle the adjectives to describe the people in You can write a sentence that is true for you to help you
the photos. Listen, check and repeat. remember new words.
their list, and team B must I often feel tired in the evening.
1 2 3
guess the word to win a
point. 3 Write a personal sentence for six of the
adjectives in Exercise 1.
1
2
1 3.01Alternatively, read
3
out the words and ask
4
students to mime them
5
using facial expressions.
6
Pronunciation angry / bored embarrassed / surprised / 4 Read your sentences to your partner, but
Ask students to turn to tired worried don’t say the adjectives. Can they guess the
adjectives?
SB p141 for pronunciation 4 5 6
practice of word stress in I feel … when I forget someone’s name.
adjectives. Embarrassed?
Audioscript p163 Use it!
Target vocabulary 5 Choose an adjective in Exercise 1 and tell your

partner about a time when you felt like that.
afraid /əˈfreɪd/ Ask questions to find out more.
angry /ˈæŋɡri/
bored /bɔːd/ I felt angry when my brother took
embarrassed /ɪmˈbærəst/ lonely / tired afraid / upset excited / nervous
my bike because he didn’t ask me.
excited /ɪkˈsaɪtɪd/ When did that happen?
lonely /ˈləʊnli/
Pronunciation p141
nervous /ˈnɜːvəs/ Explore it!

surprised /səˈpraɪzd/ 2 Complete the sentences with adjectives in
Exercise 1.
tired /taɪəd/ 1 Sam’s afraid of dogs so he doesn’t want to walk
upset /ʌpˈset/ through the park.
If you have didaskaleinophobia, you are
worried /ˈwʌrid/ embarrassed afraid of …
2 Bruno spoke to me today. I felt so .
a cheese. b spiders. c school.
My face went red. worried
Find out another unusual thing people are
2 ★★★ After feedback, 3 I’m about my exams. What should I do?
afraid of. Then write a question for your partner
put students into pairs to 4 It’s Ana’s birthday today! She’s very . to answer.
make one extra sentence 5 I’m bored . This documentary isn’t very
with a gap and give it to interesting. excited
another pair to complete.
Vocabulary Bank SB p130 U NIT 3 | WHAT ’ S THE S TO RY ? 35
Extra vocabulary
practice 3 & 4 Before the activity, ask students to Explore it!
circle the adjectives in Exercise 1 that were In groups, students make questions about
Vocabulary game
new for them. Then ask the students to the phobias they researched for homework.
include those adjectives in their sentences. Elicit the most interesting from each group.
Learn to learn 5 Allow plenty of thinking time for this

Personalising new activity as it is an opportunity for students Homework
vocabulary is a strategy to associate the language with a real
Workbook p24
that students should be event, and make it personal.
continuing to use in order
to maximise their chance of
remembering it.
U ni t 3 | What’s the story? 65

Lesson aim: I can understand a fable.
Background
information
Aesop’s fables, is a collection READING 3 Find words in the story that mean:
of fables credited to Aesop, A fable 1 a place with a lot of trees jungle
a slave and storyteller They 2 not serious silly
believed to have lived in 1 Read the introduction and discuss the questions. usually have
a moral 3 something that people give you on a
ancient Greece between 620 1 What is special about fables? message. special occasion present
and 564 BCE. These stories 2 Why do you think Aesop’s stories are still important today? 4 a hole in the ground to catch
are still told in modern times. animals or people trap
The fables were originally Aesop’s fables 5 to keep people safe protect
kept alive orally and were Aesop was a writer from ancient Greece. He wrote a lot of short
not written down until about
stories called fables. Fables usually have a moral message. The main 4 Answer the questions.
characters are often animals, but they act like humans. 1 Why were the animals excited?
three centuries after Aesop’s
Because this was the day to
death. The fables covered 2 Read the fable. Circle the best title. choose their new king.
3.04
ethical, religious, social and a The Fox’s Dance b The Monkey as King 2 How did the other animals feel
political themes. about the fox’s speech?
… They felt bored.
One day, all the animals As they were walking through 3 Why did the animals choose the
1 Explain that a moral is from the jungle were sitting the jungle, the fox pointed monkey to be their king?
something which usually towards a tree. ‘Look at all
in a circle. They were feeling
Because he made them laugh.
teaches the reader about excited because this was the those bananas!’ he said. As
day to choose their new king.the monkey was running to 4 What did the fox decide to do?
a good way of doing
the tree, he fell into a trap. He decided to play a trick on the monkey.
something. The animals took turns to
‘Help! Help!’ he shouted. He
give a speech about why they 5 What happened in the end?
wasn’t dancing now.
2 & 3 3.04 Instead of asking wanted to be king. When the The animals chose the fox to be their king
students to read the fox was giving his speech, ‘How can the monkey look (because he was clever and he could protect
a lot of the other animals after us and be our king?’, them).
story, you could tell it to were getting bored, and they asked the fox. ‘He can’t Voice it!
them, eliciting some of weren’t listening. Then it even look after himself.’ The
the vocabulary through was the monkey’s turn, but animals realised that they 5 Discuss the questions.
facial expressions and he didn’t give a speech. He were wrong. ‘You are our 1 What is the moral of the story?
danced, made silly faces king now,’ they told the fox.
miming (i.e. monkey). 2 What do you think a good leader
and made the other animals ‘You are clever and you can
needs?
Engage students by laugh. They decided to make protect us.’
the monkey king. 3 Which other fables do you know?
frequently asking them
what they think will The fox knew it was a bad
happen next. During the decision, and he was angry. Finished? p120 Ex 1
The monkey didn’t have the
story, elicit the vocabulary right qualities to be a good Think carefully before
in Exercise 3. king. He decided to play a you make an important
decision. / Being popular
trick on the monkey. ‘I've and entertaining doesn’t
Reading comprehension got a present for you,’ he told make someone a good
the monkey. ‘Follow me.’ The leader.
questions monkey followed him. All the
animals were watching.
4 If you followed the
alternative technique
above, ask students to
cover the text and answer 36 WHAT ’ S THE S TO RY ? | U NIT 3
the questions from memory.
They can then check these
by reading the text.
Extend it! books. You can read it in 55 / 150 / more
5 Allow students a few Elicit more fables on the board and ask than 300 languages.
minutes of thinking students in groups to discuss the moral of
time to form opinions these stories for a few minutes. Monitor Finished?
and think of relevant and assist where necessary. Encourage Students turn to SB p120 and do Exercise 1.
vocabulary. Monitor and discussions during whole-class feedback.
assist, and encourage
Flipped class
students to agree or
Ask students to watch Video 3.2 and do the
disagree with each other, Class challenge Video worksheet in the Teacher’s Resource
if appropriate. The Little Prince by Antoine de Saint
Exupéry is the one of the most translated
Homework
Workbook p25
Lesson aim: I can understand how to use the past continuous.
Warmer
not set for homework. Elicit Watch video 3.2
that in her first vlog, Sophie LANGUAGE IN ACTION Why was Sophia’s
first vlog bad?
wasn’t speaking clearly or Past continuous: How many people
looking at the camera. She affirmative and negative follow her?
has over 300 followers.
I/he/she/it you/we/they
The fox was giving his speech.
1
The animals 2 were sitting in a circle.
1 In groups, students help He 3 was dancing. They weren’t listening.
each other to remember
as much as possible
1 Complete the examples in the table above. Use 4 Complete the sentences with the past
about the fable on p36 the story on page 36 to help you. continuous form of the verbs in the box.
and retell the story
collaboratively. Then they 2 Complete the sentences with was/were or make not live not work
wasn’t/weren’t. read take travel watch
complete the table. Elicit
1 The animals weren’t standing in a circle. They
that the past continuous 1 At 9 pm last night, I was reading a book.
were sitting.
is used to talk about past 2 Leo was taking selfies this morning.
2 The fox wasn’t quiet. He was giving a
actions which happened 3 Esma a cake when I called.
speech. weren’t was making
for a period of time. 4 My parents at 10 pm last night.
3 The animals watching each other. weren’t
They TV. were watching
They were watching the fox and the monkey. working
2 During feedback, drill the 5 Sandra at home this time last
4 The monkey wasn’t walking to the tree. He
year. She round the world!
pronunciation of was /wəz/ was running. wasn’t living
and were /wə(r)/, and point Use it! was travelling
out that we don’t normally 3.05
3 Complete the story with the past continuous
form of the verbs. Then listen and check.
stress these words in the 5 Think of true sentences about things you were
doing at these times. Use the activities in the
past continuous. One day, a hare was telling (tell) the other
1
box or your own ideas.
animals how fast he could run. At that moment,
at … o’clock yesterday morning/afternoon/evening
a tortoise 2 (walk) past. He heard the
Extra grammar practice was walking hare and he offered to race him. at … o’clock last Monday/Tuesday
The race began. At first, the hare 3 was running this time two days/months/years ago
3 & 4 3.05 After completing (run) very fast and the tortoise 4 was going (go) this time last week/month/year
the activities, encourage very slowly. The hare was soon near the end of weren’t
the race. The other animals 5 (not
watching chat to friends do my homework get up
students to circle each watch), so he decided to stop for a rest. He soon go to bed have breakfast/lunch/dinner
was/were and underline was fell asleep. The tortoise continued to walk slowly play basketball/computer games
sleeping
all the -ing verbs, to help while the hare 6 (sleep). Just as the walk home/to school sleep
them self-correct before tortoise 7 (finish)
was
checking the answers finishing
the race, the hare woke up. 6 Compare your sentences with a partner.
The other animals
with the whole class 8
(shout) loudly – At 8 o’clock yesterday morning, I was
were the tortoise was the winner! walking to school. What about you?
Audioscript p163 shouting The moral of the story is: don’t
I wasn’t walking to school.
be too sure that something is
I was cleaning my teeth.
easy. Sometimes things are
5&6 ★★★ Alternatively,
more difficult than you think.
students make two Finished? p120 Ex 2
true sentences and one
false one. Students then U NIT 3 | WHAT ’ S THE S TO RY ? 37
ask each other extra
questions to find the lie.
Finished? Homework
Grammar game Students turn to SB p120 and do Exercise 2. Workbook p26
If possible, find a picture
of a group of people doing
different activities and
display it for 30 seconds.
Students in groups then
write down sentences about
it using the past continuous
(e.g. ‘a girl was laughing’).
The team with the most
correct sentences wins.

Lesson aim: I can use prepositions of movement.
1 3.06After feedback,
students work in pairs to
come up with gestures
to correspond to each VOCABULARY AND LISTENING Use it!
preposition. Prepositions of movement 3 In your notebook write about your journey to

school today using the prepositions in Exercise
Audioscript p163 3.06
1 Match the prepositions with the pictures. 1. Compare with a partner.
Listen, check and repeat. First, I went out of my house. Then I walked along
Target vocabulary across 12 along 11 between 4 the road and over the bridge.
across /əˈkrɒs/ down 1 into 5 off 7 A radio phone-in
along /əˈlɒŋ/ out of 2 over 3 past 8
between /bɪˈtwiːn/ through 10 under 6 up 9 LEARN TO LEARN
down /daʊn/ Using your knowledge
into /ˈɪntu/ 1 2 3 Before you listen, think about what you already know
of /ɒv/ on the topic and words you might hear.
out of /aʊt ɒv/
4 Look at the photos and think about words you
over /ˈəʊvə/ might hear.
past /pɑːst/
4 5 6
through /θruː/
under /ˈʌndə/
up /ʌp/
2 3.07During feedback,
7 8 9
encourage students to
use the gestures they
came up with in Exercise
1 to reinforce their
understanding of the 10 11 12 5 Listen to Melissa’s story. How many of your
prepositions. 3.08
words in Exercise 4 do you hear?

6 Listen again and put the events in the correct
order.
3.07
2 Circle the correct prepositions. Then listen
a 4 A boy fell into the lake in the park.
Extra vocabulary and check.
practice 1 Be careful! Don’t fall over / down the stairs. b 3 A photographer was taking a photo of
2 Who is that coming out of / under Bruno’s Clayton’s wife.
3 Students then delete house? Is it Carla? c 2 Clayton and his wife were in a park.
the prepositions from 3 Let’s jump into / up the water together! Are d 1 Clayton Cook got married.
their description and give you ready?
e 6 Clayton jumped into the water and
it to another student to 4 Don’t cross the road through / between those rescued the boy.
cars. It’s dangerous.
complete. f 5 Some children started shouting.
5 Why don’t we swim across / off the lake to the
other side? It isn’t far.
Vocabulary Bank SB p130 7 Close your books. Take turns to tell the story.
6 Laura walked along / past me without Can you remember the events in order?
saying hello.
Learn to learn 38 WHAT ’ S THE S TO RY ? | U NIT 3

Students might already know
about a topic, even if they
don’t fully understand how
to talk about it in English. 5 Ask students to raise their hand when
3.08
Flipped class
Thinking about the type they hear a word on the board. Ask students to watch Video 3.3 and do
of things they might hear the Video worksheet in the Teacher’s Resource
will help them guess what Audioscript p163 Bank in preparation for the next lesson.
speakers are talking about.
6 3.08Allow students to discuss the events in
pairs and guess the order before listening Homework
4 Put students into teams again. Workbook p27
and give them four
minutes to brainstorm as 7 ★ Write some key vocabulary from the
many words as possible. story on the board to support students.
Then elicit the words and
write them on the board.
Lesson aim: I can use the past simple and past continuous.
Warmer
If appropriate, ask
students to show one of
their own photos on their LANGUAGE IN ACTION Past simple and past continuous
smartphones and tell each Past continuous: questions When Clayton jumped into the water, he
other the story behind it. was wearing 1
(wear) his wedding clothes. was preparing
While the photographer 2
(prepare)
Play Video 3.3 if it was Watch video 3. 3 his camera, Clayton noticed three children.
not set for homework. What were they doing
in the countr y? past simple
Elicit that the people were What was her sister
walking, and the sister was holding?
past continuous
✗
holding an apple.
I/he/she/it you/we/they
Was he wearing his 3
Were the children the correct form of the word in brackets.
1 Point out that we wedding clothes? standing close to the lake?
pronounce was and were Yes, he 1 was . / Yes, they 4 were . / No,
Get it right!
more fully in questions No, he 2 wasn’t . they weren’t. We can use when, while and as + past
and short answers. continuous for a longer action in progress.
1 Complete the examples in the table above. We use when + past simple for a shorter
2 3.09★★★ After feedback, action that interrupts a longer one.
2 Complete the dialogues with the past continuous
challenge students to 3.09
write one more short 1 A you / TV at 8 pm last night? (watch) 3.10
4 Complete the text with the past simple or past
dialogue using a past continuous. Then listen and check.
Were you watching TV at 8 pm last night?
continuous question. B ✓ Yes, I was.
2 A What / your friends / at 7 am this morning? (do) I 1 was walking (walk) to the bus stop one afternoon
Audioscript p164 What were your friends
when I 2 fell (fall) over on the icy street.
doing at 7 am this morning? I3 (carry) a heavy bag with all my school
3 Explain that the past things and I 4 broke (break) my glasses.
were
B get up was I 5 felt (feel) very embarrassed.
simple is one, complete carrying waiting
They were getting up. A lot of other people 6 (wait) for the bus,
action in the past. We can
3 A What / you / yesterday? (wear) but they 7 didn’t help (not help) me. However, one
use the past continuous woman 8 picked up (pick up) my bag and glasses
to give background What were you wearing yesterday? and she 9 found (find) an empty seat for me.
information about what While I 10 was sitting (sit) there, she 11 cleaned
B jeans and a hoodie (clean) my face and gave me some water. But when
was happening before
I was wearing jeans and a hoodie. I 12 looked (look) for her a few minutes later,
and after the past simple
4 A your best friend / at 5 pm yesterday? there was no one there.
action. (chat online)
Was your best friend chatting online Use it!
Get it right! at 5 pm yesterday?
B ✗ play basketball 5 Work in pairs. Take turns to say a sentence to
continue and finish the story below. Use the
Explain that clauses starting No, he/she wasn’t. He/She was past simple and past continuous.
playing basketball.
with when or while cannot While I was walking to school this morning,
stand on their own (e.g. I saw …
While I was doing my Finished? p120 Ex 3
homework), but always

need a main clause (She U NIT 3 | WHAT ’ S THE S TO RY ? 39
called me while I was doing

my homework).
5 Allow students to first make up the Grammar game
Extra grammar practice story as they go, then work on retelling it Students show their photo from the warmer
properly, and finally, if time, write it down. with a different partner. Encourage them to
4 3.10★ Before students
ask each other questions about what was
attempt the task, go
happening, and win a point every time they
through the text with
can use a correct past continuous question.
them, eliciting whether
each action is one,
complete action or Finished?
background information. Students turn to SB p120 and do Exercise 3.
Audioscript p164
Homework
Workbook p28

Lesson aim: I can tell an anecdote.
Warmer
Tell the students a funny
It’s about Adrian. He was in the
story about your life (you can new shopping centre. He was
invent one if you want), and SPEAKING looking for new trainers. 3 Look at the Everyday English box. Find and
elicit reactions and follow-up Telling an anecdote underline the phrases in the conversation.
questions. Explain that an
anecdote is a short, often 3.11
1 Listen to the conversation. Who is the story
about and what was the person doing?
funny story, about something
someone has done. DAVID 1
Guess what happened yesterday? Watch video 3.4
LAURA No idea. Ever yday English
DAVID Well, it didn’t Go on. No idea. What a great story!

1 3.11★★★ Books closed. happen to me, You’re kidding!
Students listen twice, 2 It happened to
Adrian.
then work in pairs to retell DAVID LAURA 4 Which Everyday English phrases do you use
LAURA Go on. when you …
the story. Elicit the story What was
on the board, together DAVID He was at the new shopping centre. he doing in 1 don’t know? No idea.
with relevant vocabulary. LAURA You’re kidding! 3 a 2 hear something surprising? You’re kidding!
shopping centre? He hates shopping. 3 want someone to continue? Go on.
DAVID He was looking for new trainers.
Audioscript p164 4 liked a story that someone told you?
LAURA 4
Really?
What a great story!
2 3.11After feedback, play DAVID Yes, really. Now please stop interrupting.
the recording again and While he was looking at the trainers,
someone bumped into him.
ask students to read the PL AN
LAURA Who was it?
text out loud with the 5 Write about something funny or unusual that
DAVID It was Neymar! happened. Use the ideas below.
recording.
LAURA No way! Who did it happen to?
5
That’s amazing!
3 Encourage students to What was the person doing when it happened?
DAVID I know.
use the context of the
LAURA Did he take a photo?
conversation to guess What happened?
DAVID No, he didn’t. He was
what the phrases mean. SPEAK
too embarrassed.
4 PlayVideo 3.4 and drill

Can you believe it? 6 Practise the conversation with your partner.
LAURA What a great story! Remember to use the past simple and past
the pronunciation of the continuous, the vocabulary from this unit,
phrases. and phrases from the Useful language and
3.11
2 Complete the conversation with the phrases Everyday English boxes.
from the Useful language box. Then listen and
Everyday English check. CHECK
practice Useful language 7 Work with another pair. Listen to their
conversation and complete the notes.
5 Ask students to work in Guess what happened (yesterday)? Who the story happened to:
small groups to share any It happened to … What the person was doing when it happened:
funny or unusual stories Really?
they have. Then, they can That’s amazing/incredible! What happened:
choose the best ones to What was (he) doing (in) … ?
focus on.
6 If appropriate, encourage
students to record their
conversations on their
phones, and listen to the 7 Encourage students to use the Everyday Extend it!
recording, giving them English phrases to react to each others’ Students have a new conversation about
time to repeat the task if stories. Then, they swap pairs and tell a story that was not chosen in Exercise 5,
they wish. their stories again. This task repetition ensuring that they use the phrases from the
will help to improve students’ fluency and Everyday English box.
confidence.
Lesson aim: I can write a story.
1 ★ Elicit relevant language

on the board, such as
night, bed, bedroom,
teddy bear and pyjamas. WRITING 3 Complete the sentences in the Useful language
After feedback, elicit the A story It’s about Berat’s brother who box with sequencing words and phrases from
word sleepwalking and went sleep walking one night. the story.
ask students if they 1 Look at the photo. What do you think Berat’s story
Useful language
is about? Read the story and check your answers.
know anyone who has 1
One night last summer , I was lying in bed.
done this. 2 At first , I thought it was our cat.
2 Students discuss the 3
A few minutes later , I saw Eymen.
questions in pairs before 4
Suddenly , he stopped.
checking them against 5
In the end , we walked back home together.
the text. 6
The next morning , he was very tired.
3 ★★★ Give students two

minutes to read the story A funny story By Berat Demir Write a story.
again and to memorise 1 One night last summer, I was lying in bed when I PL AN
heard a noise downstairs. At first, I thought it was
useful words. They then
our cat. I got up to see, but then I noticed my brother 4 Think about a time when something interesting,
cover the story and try funny or scary happened to you. Make notes
Eymen wasn’t in his bedroom. I was worried. about these things.
to complete the exercise 2 I went downstairs. The front door was open, so I
1 What was happening before the main events
without checking the went out. I started walking down the road. A few started:
story. minutes later, I saw Eymen. He was walking along
the pavement on the other side of the road. He was
What happened first:
Useful language practice wearing his bear pyjamas and he was carrying his
teddy bear. Suddenly, he stopped. I ran towards him.
4 After planning, students 3 In the end, we walked back home together. Eymen 2 The main events of the story:
was still sleeping. The next morning, he was very tired.
share their ideas with a
When I asked him about the night before, he didn’t 3 What happened in the end:
new partner, who can ask remember it at all!
follow-up questions to
WRITE
generate more ideas. 2 Read the story again and answer the questions.
1 When did the events happen? 5 Write your story. Remember to include
5 & 6 Ask students to three paragraphs, the past simple and past
One night last summer. continuous, and the vocabulary from this unit.
highlight in different
2 Why did Berat go downstairs?
colours the past simple, CHECK
Because he heard a noise downstairs
the past continuous, and he noticed his brother wasn’t in 6 Do you ...
vocabulary from the his bedroom. • use the phrases from the Useful language box?
3 What did he do after that?
unit and any Useful He went out of the open front door • explain the main events?
language phrases. (and he saw Eymen). • explain what happened in the end?
4 What was Eymen doing?
This will encourage
He was walking along the pavement.
self-assessment. Then, 5 What happened the next morning? Finished? p120 Ex 4
students read each
others’ stories and When Berat asked Eymen about the night before,
he didn’t remember it at all.
vote for the most
interesting ones. U NIT 3 | WHAT ’ S THE S TO RY ? 41
Finished?
Students turn to SB p120 Flipped class Homework
and do Exercise 4. Prepare for Explore it! (p43). Students Workbook p29
research an interesting fact about a fairy tale.

Lesson aim: I can understand a fairy tale.
Warmer Picture a shows a

boy who is walking
Play Video 3.5 and elicit AROUND away from a house.
He looks happy.
the answers. THE WORLD Picture b shows the
• In Slovenia. same boy near a Globetrotters
clock tower and lots
• To make drinks and food of birds are flying Watch video 3.5
sweet, and for medicine. READING around him. Picture A bee’s stor y
c shows a boat on
• Characters from folk tales A Turkish fairy tale the sea in a terrible
storm. • Where are bees very busy?
and history.
1 Look at the pictures. What is happening in each • What is honey used for?
picture? What do you think the story is about? • Who did artists in the 18th century paint?
Video comprehension
questions 2 Read the fairy tale. Put the pictures
3.12
in the order of the story. 4 Read the fairy tale again. Answer the questions.
1 Why did the boy start his journey?
He wanted to find fear (because he
a b didn’t understand what it was).
1 Focus students on 2 How did he feel when he started the journey?
1 3
the pictures, and elicit He felt confident.
relevant vocabulary 3 What did the ogre try to do?
before students predict He tried to attack the boy.
the story’s plot: path, 4 Why do you think he felt afraid at the end?
clock tower, doves, storm,
ship, danger, etc.
The story is about a boy’s

journey to understand
what fear is. The boy who found fear
2 3.12Encourage students
to circle key words in the
2
c
O nce upon a time, a woman and her
son lived in a small house in a forest.
They didn’t have any neighbours, and the
text which relate to the lonely boy stayed at home with his mother
pictures (e.g. set off, sea) every day.
and elicit these during One winter’s evening, they were having
dinner when a storm started. The wind
feedback.
blew the door open and the mother said,
‘Close the door. I feel fear.’
3 In pairs, students discuss
‘What is fear?’ asked the boy.
where in the text they
‘Fear is when you feel afraid,’ she replied.
might find each word
before checking the text 3 Find words in the fairy tale that mean: ‘I don’t understand. I want to find fear.’
1 people who steal things robber So the next morning, the boy set off
for the answers.
2 a very big and frightening creature ogre confidently. While he was looking for
3 very afraid terrified fear, he met a lot of different people and
Matching pictures to he faced a lot of challenges. First, there
4 not alive dead
sentences was a group of robbers. They made him
5 a white bird dove do dangerous and difficult things, but he
6 something that gives information sign wasn’t afraid. He continued his journey.
4 Allow students a minute
of thinking time to form
an opinion about question
4. If appropriate, students
can discuss this in their
own language first, then
work together to form their
opinion in English, using a
dictionary if available.
Class challenge
There is a statue of the
Little Mermaid, famous from
Hans Christian Anderson’s
fairy tale, in London / New
York / Copenhagen.
Lesson aim: I can understand a fairy tale.
Learn to learn
Remind students that they
shouldn’t always record and
6 Complete the sentences with the phrasal verbs
learn individual words, but LEARN TO LEARN in Exercise 5.
also groups of words and Phrasal verbs 1 Are we all ready to go? Let’s set off now
phrases. This is particularly A phrasal verb is a verb + a small word like for or on. before it gets too hot.
true of phrasal verbs, as They have a special meaning which is different from 2 A I don’t think it’s a good idea to
the word set has many the verb on its own. go on in the dark.
meanings, none of which B OK. Let’s camp here for the night.
5 Find phrasal verbs in the story that mean:
3 Can you help me look for my phone?
have the meaning of set off. 1 to start a journey set off
4 A How long did it take you to get to
2 to try to find go on
the beach?
5 Make sure students are 3 to find by accident look for
B Ages! It was quite far away.
clear about the meaning 4 to arrive or reach get to
5 While I was doing some research,
of definitions 1–5 before 5 to continue came across I came across this photo of our street in
they look in the text for 1885.
synonyms. 7 Think of your own sentences with the phrasal
verbs in Exercise 5. Say your sentences but
6 ★ Elicit the answers using don’t say the phrasal verb. Can your partner
less complex vocabulary guess it?
first (1 – go; 2 – continue;
Voice it!
3 – search for; 4 – arrive
to; 5 – found). 8 Answer the questions.
Next, he came across an angry ogre who 1 When does the boy show fear? Why?
7 Monitor carefully, to make tried to attack him, but the boy ran away. 2 Is fear a positive or a negative quality?
sure students are using After that, he got to the sea. There was a
3 Is everybody always afraid of the same things?
the correct meaning of terrible storm and he saw a ship in great
danger. The people on the ship were
the phrasal verbs. Explore it!
terrified and they were shouting for help,
so he jumped into the water and saved Is the sentence T (true) or F (false)?
8 Allow students a minute them. He wasn’t afraid at all. The story of Cinderella first appeared
of thinking time to He went on until finally he got to a in a Chinese book around the year
form an opinion, then city. There were people everywhere and it 850. T
monitor and assist as was very busy. One man told the boy that Find another interesting fact about a fairy tale.
needed. During feedback, the people were sad because their king Write a question for your partner to answer.
encourage students to was dead, but today they were choosing a
new king. Just then, three beautiful doves
justify their answers and flew down from a tower and they sat on The Culture Project Teacher’s Resource Bank
elicit contrasting ideas if the boy’s head. The people were excited.
possible. ‘This is the sign! You are our king!’
At that moment, he saw into the future:
Students can he was the king, he was trying to make
collaborate digitally everyone happy, but the people were
online and offline in the angry. And he suddenly realised what fear
collaboration space, was, and he was afraid.
track and assess students’ U NIT 3 | WHAT ’ S THE S TO RY ? 43
on each other’s projects. Explore it!
Turn this into a class quiz. Divide students
into two groups. Students from different
Culture Project teams take turns to read out a question and
See Project Book p30 for the other team wins a point if they guess the
further information and correct answer.
activities.

The aim of this review page
3 REVIEW
is for students to revise the
grammar and vocabulary
from the unit. You can either 4 Write past continuous questions. Then match
them with the answers (a–d).
do it in class, as a timed
VOCABULARY 1 you / wear / jeans / yesterday?
progress test or set it for
Were you wearing jeans yesterday? d
homework. 1 Complete the sentences with the adjectives.
2 Lidia / work / at 10 pm last night?
afraid embarrassed surprised tired upset Was Lidia working at 10 pm last night? b
Vocabulary 1 Elsa looks upset and she’s crying. surprised 3 where / we / go / last Saturday at 7 pm?
1 Before the activity, 2 I can’t believe I won! I’m really . Where were we going last Saturday at 7 pm? a
brainstorm vocabulary 3 My dad is afraid of heights. He can’t go up 4 what / Ollie and Brad / do / an hour ago?
from p35 and elicit tall buildings. embarrassed What were Ollie and Brad doing an hour ago? c
example sentences from 4 I forgot my friend’s birthday. I was so ! a We were going to the cinema.
students. After feedback, 5 I’m really tired . I didn’t sleep much. b Yes, she was.
students in pairs choose c They were taking photos.
2 Complete the story with the prepositions.
d Yes, I was.
one more adjective and
write a sentence with across between down into
out of through under up 5 Complete the text with the past simple or past
it. They then delete the continuous form of the verbs.
adjective and give the was studying
sentence to another pair between Tiger the cat went 1 out of the front door and walked Beth 1 (study) at school when
2
two cars 3 across the road. He went she 2 wrote (write) her first novel.
to complete. 4 into the park and climbed 5 up a tree. Then She 3 posted (post) her book online
a mouse appeared. ‘Lunch!’ thought Tiger. He climbed while she 4 was sitting (sit) in her bedroom
2 After feedback, 6 down
the tree and at home. She soon 5 discovered(discover) that reading
were
encourage students to followed it. The mouse ran lots of young people 6 (read) her story. Two
read the story in pairs, 7
through the grass and years later, it had 19 million reads on the website and it 7
using the gestures they then disappeared 8 under won (win) a prize for teen fiction.
a stone. ‘Maybe I’ll have lunch When Beth 8
associated with each left (leave) school, she
at home today,’ said Tiger.
preposition on SB p38.
9
went (go) to university. She 10 completed
(complete) two more books while she 11 was doing
(do) a physics course, and a TV company 12 made
LANGUAGE IN ACTION (make) her first novel into a film in 2018.
Language in action
3 Before the activity, elicit 3 What was happening at 10.30 am yesterday?
Write two sentences in the past continuous.
the form of the past Self–assessment
1 it / not snow – rain
continuous on the board I can use adjectives to talk
It wasn’t snowing. It was raining.
and elicit examples with about feelings.
2 I / not study – chat / with my friends
different verbs. After I wasn’t studying. I was chatting with my friends. I can use prepositions to talk
feedback, students make about movement.
3 Alex / not read / a book – listen / to music
true sentences about I can use the past continuous to
what was happening (to Alex wasn’t reading a book. make affirmative and negative
He/She was listening to music.
them) two hours ago. sentences and questions.
4 Eva and Helen / not talk – have / a snack
I can use the past simple and
4 Ask fast finishers to write Eva and Helen weren’t talking. the past continuous.
They were having a snack.
questions for sentences
1–4 in Exercise 3 (e.g.
Was it snowing this
morning?)
5 Before the activity, elicit

the difference in meaning Self-assessment Extend it!
between the past simple After students have completed the checklist, In pairs, students write a conversation with as
and past continuous, assign homework from the Workbook, much language from the unit as possible. They
drawing a timeline on depending on the areas students need to then perform it in groups, with other students
the board and eliciting focus on. raising their hands every time they hear
examples from the language from the unit.
students.
Homework
Unit quiz
Workbook pp30–31
Lesson aim: I can guess the meaning of new words.
Learn to learn
The act of writing test LEARN TO LEARN
questions is useful for
students, as it focuses
them on creating accurate LEARN TO … GUESS THE MEANING OF NEW WORDS
language that other people You can help your partner learn vocabulary by writing sentences with missing words for them to guess.
need to understand.
1 Elif writes sentences with missing words for a
friend to guess. Can you guess what the words
1 Encourage students to are? Discuss with a partner.
discuss what type of OK, the first one. Is it an adjective?
word it might be, and the Yes, it is.
meaning of the whole
sentence, rather than just Is it ‘happy’?
say what they think the No. Try again!
missing word is.
1 I was excited because my football team were winning.
2 & 3 Allow plenty of time 2 The plane fl ew over the city.

for this activity. Stress
that the sentences should 3 The boy felt when he called his teacher ‘mum’.
make the meaning of the
vocabulary very clear. For embarrassed
example: In the jungle 2 Choose five words from the box. Write five sentences with 3 Show your sentences to your partner.
missing words like the sentences in Exercise 1. Can they guess the missing words?
there are lots of trees
and exotic animals is a between bored jungle nervous protect 4 Why is it a good idea to learn words in
good sentence, but We surprised tired trap under worried sentences? Discuss with your partner.
were in the jungle isn’t,
because the answer is not
5 Close your book. Take turns to say
1 the five words you chose in Exercise
necessarily jungle. 2. Can your partner remember your
sentences?
4 Refer students back to
2 The word was ‘bored’.
SB p42, where they learnt What was the sentence?
that it’s better to learn
words in context than ‘I feel bored when … .’ No,
3
in isolation, especially sorry, can you help me?
phrasal verbs.
OK. It starts, ‘I was bored because …’.
4
5 This exercise will help I remember! ‘I was bored because … ’.
students focus on
how words are used in 5
context.
Extend it! U NIT’ S2 THE

U NIT 3 | WHAT | FINISSHED
TO RY ? 45
Ask students to choose a

few more vocabulary items
from the previous units and
create gapped sentences
for a partner to work with.

Unit 4
The best things in life are free Lesson aim: I can talk about helping people.
4
Students in groups I can …
• understand texts about money and caring jobs
brainstorm things that make • make and respond to requests
• write an opinion essay
people happy, but which • understand how to use could, comparative and
THE BEST
don’t cost any money, such superlative adjectives, too, too much, too many and
(not) enough + noun
as friendship. Elicit the idea
THINGS IN
• talk about money and caring jobs
• remember words with similar meanings and listen for
of helping others. key words
LIFE ARE
• reach agreement as a group and make a poster.
Start it!
FREE
Unit quiz
1 Use this as an opportunity

to revise the adjectives
to describe feelings from
p35. Elicit ideas about
how the girls probably
feel and why.
2&3 Students discuss

the questions in groups.
Elicit ways of helping
people on the board.
Play Video 4.1 and ask
students to raise their
hands when they hear an
idea that’s on the board.
4 Allow students one

minute of thinking time
before discussing in pairs. Start it!
1 Look at the photo. How are the girls feeling? They look happy.
Video comprehension 2 Before you watch, how do you help other people?
questions 3 How do you feel when you help? Watch and check.
It makes you feel healthier
4 Which of the ways of helping in the video do you like best? and fitter.
Flipped class
an interesting fact about p49 p51 p52
money. Language in action 4.2 Language in action 4.3 Everyday English 4.4
Watch video 4.1
46 THE B E S T THIN G S IN LIF E A RE F RE E | U NIT 4
Unit aims Language

I can ...
Extra Resources
Skills ● talk about money p47
●
I can ... ● understand how to use could and comparative and
understand an article about money p48 superlative adjectives p49
understand a monologue about caring jobs p50 ● talk about caring jobs p50
make and respond to requests p52 ● understand how to use too, too much, too many
write an opinion essay p53 and (not) enough p51
● create a poster for a community project pp55–56 differentiated worksheets and many other extra
Learn to Learn resources.
● understand words with similar meanings p47
● identify key information before listening p50
● organise my homework p57
76 The be s t t h in g s i n l i fe a re fre e | Un i t 4
Lesson aim: I can talk about money.
Warmer
Put students into teams
to brainstorm vocabulary
related to money, e.g. VOCABULARY 4.01
2 Listen to the verbs in Exercise 1 and repeat.
expensive, banknotes, Money verbs
3 Listen and write the correct verb from Exercise
price, etc. The team with 4.02
1 for each situation. Sometimes there is more
the most words wins. 1 Look at the verbs in the box. Then match the
than one possible answer.
sentences with the photos.
1 pay 4 change
borrow change cost earn lend 2 borrow/lend 5 sell
1 ★★★ After feedback, owe pay save sell spend
3 save
challenge students to 1 Don’t worry. I can pay for you, too. g
test each other in pairs. 2 Don’t spend your money on more video LEARN TO LEARN
Student A reads one of games. Save it for something you need. e
the sentences, replacing Similar words
3 Friendships don’t cost money. They’re free! c Many words have similar meanings. Think of ways to
the verb in bold with 4 I want to earn money. Can I wash your car? b help you understand the differences.
‘beep’. Student B repeats 5 I owe my friend £50. I can sell my bike. f
the sentence, adding the 6 A Could you lend me some money? You lend money to someone (it’s yours).
correct verb. B How much do you want to borrow? d You borrow money from someone (it isn’t yours).
7 I want to change this money, please. a
Target vocabulary
4 Look at these pairs of verbs. Think of more ways
borrow /ˈbɒrəʊ/ a to remember the different meanings.
b
change /tʃeɪndʒ/ spend / buy earn / win
cost /kɒst/
earn /ɜːn/ 5 Compare with a partner. How does your partner
remember the meanings?
lend /lend/
owe /əʊ/ Use it!
pay /peɪ/ c d
6 Complete the sentences with your own ideas.
save /seɪv/ Tell your partner.
sell /sel/ 1 A good way to earn money is to
spend /spend/ .
2 The last time I borrowed money was
2 4.01★★★ If students need .
practice with spelling, ask e f 3 I spend most of my money on
them to listen and write .
down the words they
hear, then check their Explore it!
$3,00
0,000
spelling with the words in Is the sentence T (true) ,0 00
the box. g or F (false)?
In Zimbabwe, there was a $100 trillion banknote.
Audioscript p164 At that time, bread cost $300 billion. T
Find another interesting fact about money. Then
Extra vocabulary write a question for your partner.
practice
3 ★ After feedback,
4.02 U NIT 4 | THE B E S T THIN GS IN LIF E A RE F RE E 47
students in pairs write

a new conversation
and then perform it for Learn to learn 6 After feedback, elicit that writing
another pair, who must Encourage students to record easily confused personalised example sentences, when
guess the correct verb. words in their vocabulary notebooks, with possible, is an important way to remember
full example sentences and an explanation of vocabulary.
Audioscript p164
their differences. Point out that in these cases,
translation may not always be appropriate. Explore it!
After pair work, students choose the most
4 & 5 Elicit that you buy something, but you interesting question they discussed and read
spend money, and that you earn money by it out loud for the rest of the class to answer.
working, but win money through luck. Elicit
other ideas the students may have had.
Homework
Extra vocabulary practice Workbook p32
U ni t 4 | The bes t thi ngs i n life are free 77

Lesson aim: I can understand a text about money.
Warmer
The students in groups talk
about what they bought
or spent money on in READING Voice it!
the last 24 hours. Elicit A newspaper article 4 Imagine you can interview Mark Boyle
full sentences, revising after his three years without money.
vocabulary from the 1 Look at the photos. What do you think the man did? Write questions to ask him using the
ideas below.
previous lesson and the 2 Skim the article and choose the correct summary.
Family and friends:
past simple. a A man sold his home and bought a caravan to travel
around the world for three years.
Clothes:
b A man lived without money for three years.
1 & 2 Students discuss
the question in pairs, 4.03
3 Read the article and answer the questions. Food:
looking at the photos 1 Where did Mark live after he sold his own home?
and predicting which of In a caravan on a farm. Work:
the two summaries might 2 How did he use his laptop without electricity?
fit best. Elicit guesses He used solar power. Travel:
and give students a time 3 Which three things were difficult for him at first?
limit to encourage faster Getting food, washing and travelling.
skimming. 4 What did he buy after his time without money? 5 Take turns to be Mark Boyle and the
interviewer and do the interview.
A pair of trainers from a charity shop.
$
3 4.03Allow students to How often did you see your family?
discuss the questions in
A different life
When did you see your friends?
pairs before reading the
€ $$
article again. Students
$ $ £
then read and underline Can you imagine living for a day without money?
the sentences in the text Mark Boyle, from Ireland, did that for three years.
where they found the
€
answers. They then check Mark had a good job and he earned The first few months were the
€$
a lot of money. One day, a friend worst – simple things were more
them with a partner.
£
challenged him to live without difficult than before. Mark couldn’t
money. Mark decided he could buy food, have a shower or travel
Reading comprehension So, was life without money better
change his life and do it. easily. But he soon found his own
for Mark than life with money? Yes,
questions food – usually vegetables, fruit and
£
First, he sold his houseboat, and he
€
it was. He was happier than before,
went to live in a caravan on a farm. other plants. He made a stove to
and the best thing was that he felt
4 Elicit a few questions He kept his laptop and mobile – he cook outside and he collected wood
more alive. He also discovered that
to revise past simple knew he could use solar power to to use as fuel. He washed in a river
friendship is more important than
£
question formation. Then charge them. He couldn’t make any and he used plants to clean himself.
money.
calls, but he could receive them. He even made his own toothpaste!
students write questions The biggest and most difficult
He walked or cycled everywhere, so
€ $
in pairs about what Mark decision for Mark was returning to
he was fitter and healthier than he
Boyle did in the past.
Monitor and correct £ was before.
a life with money. After three years
without money, what was the first
thing he bought? A pair of trainers
mistakes with the past
from a charity shop!
$
simple.
€
Finished? p121 Ex 1
5 Monitor and make a note 48 THE B E S T THIN GS IN LIFE A RE FREE | U NIT 4

of common mistakes
with the past simple
and question formation.
Write these on the board Class challenge Finished?
for the whole class When he was younger, Mark Boyle studied Students turn to SB p121 and do Exercise 1.
to correct, then elicit Business / Farming / History at university.
the most interesting
questions that were asked Flipped class
and discuss the possible Ask students to watch Video 4.2 and
answers. do the Video worksheet in the Teacher’s
Resource Bank in preparation for the next
lesson.
Homework
Workbook p33
Lesson aim: I can use could and comparative and superlative adjectives.
Warmer
not set for homework and
elicit the answers to the LANGUAGE IN ACTION Comparative and superlative adjectives
two questions (she couldn’t could more
important Adjective Comparative Superlative
buy a horse, but she could Short fit 1
fitter the fittest
draw them). Elicit that could adjective happy 2 happier the happiest
Watch video 4.2
is the past of can, and is Could she buy a Long important 3
the most important
used to talk about ability in horse? adjective difficult 4 more difficult the most difficult
Could she draw Irregular better the best
the past. horses?
good 5
adjective bad worse 6 the worst
1 After feedback, drill the He 1 could change his life. 5 Complete the examples in the table above. Use the article
on page 48 to help you.
pronunciation of could / He 2 couldn’t make any calls.
kʊd/ (or /kəd/ in faster Could he live without money?
Get it right!
speech) and elicit that Yes, he 3 could . / No, he 4 couldnt . We use than, not that, to compare two things.
there is no /l/ sound My sister is fitter than me. NOT My sister is fitter that me.
present. 1 Complete the examples in the table
above. Use the article on page 48 to
help you. 6 Complete the sentences with the comparative or
2 After feedback, elicit that superlative form of the adjectives.
there is no to after could. 2 Complete the sentences with could 1 Life for Mark without money was better (good) than before.
or couldn’t and the verbs in brackets.
2 The best (good) thing was that he felt more alive.
Check your answers in the article.
Extra grammar practice 3 (difficult) decision was to return to a life with
1 Mark could receive calls on his
money. The most
phone. (receive) couldn’t buy difficult
3&4 ★★★ After
feedback, ask students to
2 He food. (buy)
4.04
7 Complete the text with the comparative or superlative form of
3 He his laptop with solar the adjectives. Then listen and check.
repeat the task, this time could charge power. (charge)
using their own ideas. 4 He could have a shower. (have) It’s the fourth Friday in November and it’s Black Friday.
It’s 1the busiest (busy) shopping day of the year. Things
5 ★ Point out that a ‘short’ Use it! the most are 2 cheaper (cheap) than usual today. Shoppers
stylish can get 3 better (good) prices for 4 the latest
adjective has one syllable 3 Complete the sentences. Use could/ (late) gadgets or 5 (stylish) trainers. In my opinion, Black Friday
(or one syllable and couldn’t and the ideas in the box. is 6 the worst (bad) day of the year. People seem to be 7 more interested
another ending in -y). A buy my own clothes
(interested) in shopping than anything else! I think we could all be
‘long’ adjective has two
8
happier (happy) people without spending money all the time.
make my own lunch
or more syllables. ride a bike use a laptop
Use it!
1 When I was five, I .
Get it right!
2 When my grandparents were young, 8 Choose a topic from the box or use your own. Discuss with
they . a partner. Use comparatives and superlatives.
Drill the pronunciation
3 A year ago, I .
of than in the example maths / history / science
sentence. When market / shopping centre / online shopping
4 Ask and answer with a partner.
pronounced naturally as Could you buy your own History is more difficult than … but … is the most difficult.
part of a sentence, it is clothes when you were five?
Finished? p121 Ex 2
/ðən/ rather than /ðæn/.
U NIT 4 | THE B E S T THIN GS IN LIFE ARE FREE 49
6 After feedback, students
in pairs briefly discuss
what was the most
interesting fact about 8 Elicit some more adjectives on the board, Finished?
the text on p48. Elicit which students can use, such as boring, Students turn to SB p121 and do Exercise 2.
ideas and several uses easy, interesting, exciting, useful, etc.
of ‘more interesting’ and
‘most interesting’ during Homework
feedback. Grammar game Workbook p34
Put students into groups. One student in
7 4.04★ Remind students each group thinks of another student in the
that they need to use class. The others must guess the student but
the before superlative can only ask questions with comparatives or
adjectives. superlatives, e.g. ‘Is he taller than you?’, ‘No,
he is shorter than me’. The first student to
Audioscript p165 guess wins and thinks of the next student.

Lesson aim: I can talk about caring jobs.
1 4.05Before the activity,

students cover the box
and work in pairs to think
of the names of the jobs VOCABULARY AND LISTENING Use it!
in the pictures. Caring jobs 3 Work with a partner. Discuss the questions.
1 What do the jobs in Exercise 1 have in common?
1 Match eight jobs with the photos. Circle the jobs
2 Which people in these jobs do you see every week?
that aren’t in the photos. Listen, check
and repeat. 3 Which job would you like to do?
Target vocabulary
carer /keərə/ carer charity worker 5 Monologues
charity worker /ˈtʃærəti firefighter 3 lawyer 2
4 What do you think are the best and worst things
wɜːkə/ lifeguard nurse 6 about doing a caring job? Discuss with a partner.
firefighter /ˈfaɪəfaɪtə/ paramedic police officer 7
lawyer /ˈlɔɪə/ refuse collector 4 surgeon 8 4.08
5 Listen and match the speakers with their jobs.
There is one extra job.
lifeguard /ˈlaɪfɡɑːd/ vet 1 volunteer
Speaker 1 c a lifeguard d nurse
nurse /nɜːs/ 1 2 Speaker 2 e b paramedic e vet
paramedic /pærəˈmedɪk/ Speaker 3 a c volunteer
police officer /pəˈliːs Speaker 4 b
ˈɒfɪsə/
refuse collector /ˈrefjuːs LEARN TO LEARN
kəˈlektə/ 3 4
surgeon /ˈsɜːdʒən/ Identif ying key information
When you are matching people with information, check
vet /vet/ key words before you listen. This helps you to focus on
volunteer /vɒlənˈtɪə/ the information you need.
5 6
Pronunciation 6 Read the questions in Exercise 7. Circle the key
words you need to listen for.
Students turn to the
pronunciation exercises 4.08
7 Listen again. Write 1, 2, 3 or 4.
on SB p141 for practise of Who …
7 8 a studies and works? 3
saying the schwa at the end
of words. b doesn’t have a job now? 1
c sometimes doesn’t have lunch? 2
2 ★★★ After feedback, d was bored in their old job? 4
students in pairs make e sells things that help other people? 1
Pronunciation p141
one extra sentence and f enjoys making people feel happier? 2
give it to another pair to 2 Write which person you need in these situations.
guess the person. 1 You’re at the swimming pool. Your friend has a 8 Imagine a day in the life of one of the people in
problem. lifeguard the jobs in Exercise 1. Write five sentences about
your day in your notebook. Read your sentences
2 There’s a fire at your school. firefighter
Extra vocabulary but don’t say the job. Can your partner guess?
3 Your grandma needs help at home. carer
practice 4 Your cat has a problem with its eye. vet I sometimes work all night.
5 Your friend is in hospital. This person is doing Is it a nurse?
3 Allow a minute of an operation on them. surgeon
thinking time, then
monitor closely and assist 50 THE B E S T THIN GS IN LIFE A RE FREE | U NIT 4
when needed.
4 & 5 4.08 Before listening,

Learn to learn Before students play, write these on the
elicit ideas from Exercise
Listening is often a demanding skill, so board and elicit corrections.
4 and write relevant
vocabulary on the board, making sure they know what information
to support students while they need to listen out for, and being clear Extend it!
about what their task is, will help students. Students play the game in Exercise 8 again,
they listen. Check with
but this time choosing any profession they like.
the students if they heard
any of the ideas or ideas 6 Point out that key words are often nouns,
they discussed, then play verbs or adjectives. Flipped class
Ask students to watch Video 4.3 and
the recording again 7 In pairs, students discuss the questions
4.08
do the Video worksheet in the Teacher’s
and what information they remember, Resource Bank in preparation for the next
Audioscript p165
before listening again. lesson.
8 Monitor students’ writing closely and
make notes of common mistakes. Homework
80 The be s t t h in g s i n l i fe a re fre e | Un i t 4 Workbook p35
Lesson aim: I can use too, too much, too many and (not) enough.
Warmer
Play Video 4.3 and elicit Watch video 4. 3
the reasons why people Say three reasons why some
don’t volunteer: they are LANGUAGE IN ACTION people don’t volunteer.
How does volunteering help
too busy; they have too too, too much, too many at school?
much homework; they don’t
have enough time. Also, too + adjective too much + uncountable noun too many + plural countable noun
elicit that volunteering
I’m too 1 busy to have lunch. Lots of people have got too much 2 work . We’ve all got too many 3 clothes .
helps the vlogger with his
IT class. 1 Complete the examples in the table above with (not) enough + noun enough
the words in the box. money
I’ve got 1 (time). I don’t have 2 (money).
1 Point out that we often busy clothes work
enough
use too (many/much) time 5 Complete the examples in the table above with
when we are complaining 2 Read the sentences about the people you
the words in brackets and enough.
listened to on page 50. Circle the correct words.
or not happy about
something.
1 The hours were too / too much / too many
4.09
6 Complete the text with the words in the box.
long in the paramedic’s last job. Then listen and check.
2 The volunteer thinks people own too /
2 & 3 ★ Guide students enough chairs enough space enough time
too much / too many books.
too far too many animals too many people
to underline the words 3 Sometimes the pool is too / too much / too much information too noisy too young
after the options or gaps too many noisy for the lifeguard.
and identify if they are 4 The vet spends too / too much / too many
adjectives, uncountable time at work. I’m 1 too young to have a full-time job, but
every Saturday I’m a volunteer with a local
nouns or nouns.
3 Complete the questionnaire with too, too much vet. I cycle there because it isn’t enough
or too many. too many 2 too far from my house. I help the time
4 Challenge students to people receptionist when she hasn’t got 3 to do everything.
All about you!
?
turn each question into a enough Last week, there were 4 in the waiting room – we
conversation with at least chairs didn’t have 5 for them to sit on! Sometimes it gets
Have you got … 6
too noisy for me, especially when there are 7 too many
two follow-up questions. and there isn’t 8
in the waiting room. animals
1 too much homework this week?
5 Point out that enough 2 too many clothes?
? The best thing: I love animals and I can spend all day with them!
?
The worst thing: Sometimes there’s 9 for me and I
goes before nouns, but Do you … don’t understand it all.
after adjectives, e.g. The 3 spend too much money on clothes? too much
enough
chair is not comfortable 4 buy too many sweets? space information
Use it!
enough.
?
Are you … 7 Imagine a day doing your dream job. Make
6 4.09Fast finishers can 5 too busy to listen to your friends? notes. Then compare with a partner.
retell the story to their 6 too young to drive a car? • What the job is:
partner using only the • The best thing:
phrases in the box as Use it! • The worst thing:
prompts. 4 Work with a partner. Ask and answer the questions My dream job is to be a firefighter. It’s
in Exercise 3. an exciting job, but it can be dangerous.
Audioscript p165
Finished? p121 Ex 3

7 Encourage students to
use too and not enough
when they describe the Grammar game Finished?
worst thing about the job. Put students into groups. One student Students turn to SB p121 and do Exercise 3.
chooses something (e.g. a job, a TV
program, a restaurant, a book, etc.) and
talks about it, e.g. ‘I don’t like it because Homework
there isn’t enough action and there are too Workbook p36
many characters, so I find it too boring’ (a
TV show). The other students in the group
guess what the student is talking about.

Lesson aim: I can make and respond to requests.
Warmer
Elicit the difference
between lend and borrow,
and write on the board ‘you SPEAKING 3 Look at the Everyday English box. Find and
underline the phrases in the conversation.
should never lend or borrow Making requests
money’. Ask students if they Watch video 4.4
agree and why. 4.10
1 Listen to the conversation. Who lends Rita
Ever yday English
some money? Greg.
cute I owe you one.
There you are. What’s up?
1 4.10★★★ Challenge
answer the question with 4 Complete the conversations with the Everyday
English phrases.
their books closed. 1 A What’s up, Kate?
BILLY RITA GREG
B I need a favour. I owe you
Audioscript p165 2 A Thanks for paying.
one
.
BILLY Hey, Rita. What’s up? You look a bit worried.
B Any time.
2 4.01After feedback, RITA I am. 1 Could you do me a favour ?
It depends 3 A Can I borrow your phone for a second?
students practise creating BILLY 2
. What do you need?
I’m sorry, B Sure. . There you are
short conversations using RITA 3 Would you mind lending me £10? I can’t. 4 Look at that little dog! It’s so cute .
the language in the box. BILLY Ah. 4 . I spent too much
money at the weekend.
RITA OK, no worries. What about you, Greg? PL AN
Useful language practice GREG Maybe. What’s it for? 5 Work in groups of three. One person wants to
RITA I want to buy a bag for Maisie’s birthday. borrow something. One friend can’t lend it,
3 Play Video 4.4 and drill but the other can. Make notes.
There’s a really cute one that I want to get
the pronunciation of the her, but I haven’t got enough money. What the person wants to borrow and why:
target phrases, focusing GREG When’s her birthday?
students’ attention on the RITA Yesterday! Please, Greg. Why one friend can’t lend it:
stressed words. GREG 5 Sure , since you
asked so nicely. There you SPEAK
4 After feedback, are.
encourage students to RITA Thanks, Greg. You’re the 6 Practise the conversation in your groups.
Remember to use (not) enough and too, too
read the conversation out best! I owe you one.
much, too many, the vocabulary from this
loud along with the audio, GREG Actually, you owe me ten! unit, and phrases from the Useful language
and then to practise it in and Everyday English boxes.
pairs. 2 Complete the conversation with the phrases
4.10
from the Useful language box. Then listen CHECK
5 & 6 Challenge students and check.
7 Work with another group. Listen to their
to take notes and Useful language conversation and complete the notes.
rehearse the conversation Could you do me a favour? What the person wanted to borrow and why:
as many times as needed I’m sorry, I can’t.
to memorise it. It depends.
Sure. Why one friend couldn’t lend it:
7 Encourage groups to give
Would you mind … + -ing … ?
each other feedback on
the language used in the
52 THE B E S T THIN GS IN LIFE A RE FREE | U NIT 4
conversations.
Extend it! Flipped class

Students improvise a new conversation using Prepare for the Writing lesson. Students
one of the objects on SB p26, but replace make a list of their ideas about one of the
the object with a gap. The group listening two essay questions in Exercise 5, p53.
must guess what beep is. For example:
– Can you do me a favour?
– It depends.
– Can I borrow your (mirror). I want to check
my make-up.
– Sure.
Lesson aim: I can write an opinion essay.
Warmer
Students in pairs or small
groups share the ideas they
brainstormed for homework WRITING 3 Complete the phrases in the Useful language box.
about one of the two essay An opinion essay Useful language

Personally
questions in Exercise 5. 1
In my opinion 2 First of all
1 Read Min-Seo’s essay. Does she agree with
the statement? Yes, she does. 3
, I think that 4
To sum up
5
I believe that
Class challenge Professional spor ts stars earn
e?
In 2019, Lionel Messi, the too much money. Do you agre
Barcelona FC footballer,
4 Put the words in the correct order.
By Min-Seo Lim 1 need / less / think / Personally, /we / homework /
was the best paid 1 Nowadays, sports stars can I / that Personally, I think that we need
sportsperson in the world. earn a lot of money. Some less homework.
He earned 12.7 / 127 / 172 basketball players earn
2 students / homework / In / too much / have /
more than $40 million every
million dollars. opinion, / my In my opinion, students
year. In my opinion, this is
too much.
have too much homework.
2 First of all, sports stars work less than other 3 work / all, / enough / in class / do / we / of / First
1 Before reading, ask people. They only entertain people for a First of all, we do enough
students if they agree with short time each week. Also, they have long work in class.
the statement and allow holidays.
one minute of thinking 3 Personally, I think that other jobs are more Write your own opinion essay.
time before eliciting ideas. important. For example, nurses, like my dad,
save lives. I also think it’s easier to live without
PL AN
2 Allow students to briefly sport or sports stars than to live without 5 Choose one of these topics. Make notes about
nurses and firefighters. the information you need for each paragraph.
discuss each statement 4 To sum up, I believe that some sports stars • Pop stars earn too much money.
in pairs before rereading earn too much money and people with • Money can’t buy happiness.
the essay. important life-saving jobs don’t earn enough. 1 Introduce the topic and give your opinion
We need to find a better and fairer way to
2 Give a reason for your opinion
3 After feedback, elicit pay those people more.
3 Give a second reason
that a text without these
4 Summarise your opinion
type of phrases would 2 Circle the correct words.
feel strange, because it WRITE
1 According to Min-Seo, sports stars earn
wouldn’t be a text, but enough / too much money. 6 Write your opinion essay. Remember to include
(not) enough and too, too much, too many, and
more like a collection of 2 Min-Seo thinks sports stars help / entertain
phrases from the Useful language box.
separate sentences. people.
3 In Min-Seo’s opinion, sports stars have got CHECK
4 ★★★ Books closed. more / less important jobs than firefighters. 7 Do you ...
Dictate the jumbled 4 It is easier / more difficult to live without • have four paragraphs?
nurses than without sports stars. • give reasons for your opinions?
words in each sentence as
5 People with life-saving jobs don’t • summarise your opinion at the end?
in the book, but don’t say earn enough / earn too much money.
(1) think, (2) my and (3) of.
Students in pairs reorder
the words and add the Finished? p121 Ex 4
missing ones.
Useful language practice
5 Students can use the

ideas they discussed in 6 & 7 Encourage students to highlight the Finished?
the warmer. target grammar in their writing in different Students turn to SB p121 and do Exercise 4.
colours, to encourage self-assessment.
Students then swap essays and discuss
ways to improve the writing. Allow time Homework
for students to make any necessary Workbook p37
corrections before collecting the essays.

Lesson aim: I can create a poster for a community project.
Warmer
Write the following on the THE SOCIAL STUDIES
board and allow students PROJECT
to discuss in groups for a Could you be a volunteer
few minutes before eliciting with us?
ideas. A poster Have you got enough
1 How can you encourage time to help us? All ages
more people to go to 1 What is the purpose of the poster? Read and check.
a to encourage more people to use a local park are welcome.
your local park?
b to ask for more volunteers to clean the park Don’t give us your money
2 What do you think about
c to tell people about a charity event – give us your time!
how clean your local
park is? 2 Read the poster again. Under which heading can you
3 What type of charity find this information?
events can you think of? 1 the place for the activity Where?
2 the type of activity What?
3 the people organising the activity Who?
Project Book 4 the reasons why it is a useful thing to do Why?
For more information and 5 the time and place to meet When?
activities see the Project 6 why volunteers enjoy the activity What are the benefits?
Book p34.
How to agree as a group
1 Allow one minute for 3 Read the tips on how to agree as a group. Put them in the
students to skim the text best order.
and find the answer. a 3 Ask other people for their opinions.
b 6 Make a decision as a group. Check everyone agrees.
2 Allow students to discuss c 1 Introduce the decision you need to make.
ideas in pairs before d 2 Give your own opinion politely.
checking the text. e 4 Interrupt politely if you want to comment.
f 5 Sum up all the opinions.
How to agree as a
group 4.11
4 Listen to the students. Write Y (Yusuf), L (Lara) or T (Thiago).
Who …
At this stage, students
1 suggests ideas (two people)? L, T
should be able to work
2 interrupts politely? T
collaboratively in decision-
3 asks other people for their opinion and sums up the
making tasks, inviting others’ opinions? Y
opinions, expressing their
own opinions respectfully,
Together we
and interrupting and can make our
agreeing in appropriate ways.
park better!
3 Students check in pairs
before feedback. Ask
students to write , or
next to each tip, based 54 THE B E S T THIN GS IN LIFE A RE FREE | U NIT 4
on how confident they feel
about carrying them out.
4 4.11After feedback, show

or hand the students the
audioscript, if possible. In
pairs, students underline
each tip from Exercise 3 in
the script, and make notes
of any useful phrases
they want to practise,
especially for those tips
they wrote next to.
Audioscript p165
Lesson aim: I can create a poster for a community project.
5 Assign students roles.

Suggested roles may
be: a chairperson, who
Your community
introduces the topic,
asks for opinions and
summarises; someone
who writes down
everyone’s ideas; a
graphic designer. Monitor
needs you!
closely and check that
students are following
the tips from Exercise
3, reminding them if
needed. Encourage
students to use English
as much as possible.
Make notes on common
language problems and
stop the class halfway
through the activity to PL AN
write these on the board 5 Work in groups. Plan a poster for a
and elicit corrections, volunteer project. Complete the steps
before letting students below.
resume their work. • Choose an idea for a volunteer project.
WHAT? WHY? Use the ideas below or your own.
6 & 7 Alternatively, each – Teach older people how to use the
Help us to make the park It helps your community! latest gadgets.
group displays their
a cleaner space for the There aren’t enough – Help at an after-school or local
poster in a corner of whole community. people using the park. sports club for younger students.
the room, four groups We want more people to
WHERE? – Work in an animal shelter.
at a time. Other groups use it.
• Think of phrases to attract volunteers.
read the posters and
Greenhill Park • Prepare your poster.
ask follow-up questions. WHAT ARE THE
• Add photos.
Students then swap and WHO? BENEFITS?
new groups display their PRESENT
We have a team of five We need only an hour of 6 Display your poster on your classroom
poster in the corners
volunteers, but there’s your time once a week. wall. Remember to include useful
of the room. At the too much work for us. We information for volunteers, photos
You can get fitter and
end, students write on need more volunteers. have fun. and follow the tips in How to agree as
pieces of paper which It’s one of the best ways a group.
volunteering activity
WHEN?
to make new friends and CHECK
they would like to sign make a difference!
10 am every Saturday. 7 Look at your classmates’ posters. Would
up for, and why. Collect Meet at the park café. you like to work on their projects? Vote
the votes and reveal the for the best poster.
winner, then discuss
the reasons given on
the pieces of paper.
Students can
Extend it!
You may want to provide more practice of
group decision-making. In groups, students
create a radio advert for their charity activity
and record it using their smartphones, if
appropriate. Play the recordings for the class
and discuss which were best and why.
For more work on Social

Studies, students can turn
to SB p138. See p154 for
teaching notes.
4 REVIEW
from the unit. You can either 4 Put the words in the correct order.
do it in class as a timed 1 lifeguard / you’re / too / be / young / to / a
VOCABULARY You’re too young to be a lifeguard.
2 a / money / I / drink / to / haven’t / got /
homework. 1 Complete the conversations with the pairs of
enough / buy
verbs in the box.
I haven’t got enough money to buy a drink.
borrow / owe pay / lend spend / save sell / earn
Vocabulary 3 room / there / too / people / were / the /
many / in
1 Encourage students to 1 A Can you lend me £2 for a coffee?
There were too many people in the room.
refer back to the example B Don’t worry. I can pay for yours.
4 much / night / we / last / spent / too / money
sentences they wrote 2 A Those people sell hats at the market.
during the lesson on B Yes, but they don’t earn much money. We spent too much money last night.
SB p47 before attempting 3 A Shall I save my money for the future? 5 Complete the blog with too, too many, too much,
the task. B No! Why don’t you spend it now? Let’s go (not) enough and the comparative or superlative
shopping. form of the adjectives. Use than if necessary.
2 Before the activity, 4 A Could I borrow some money for the bus?
students in groups write a
list of all the jobs from SB
B Sure, but you now owe me £5!
All about Holly
p50 they can remember. 2 Read the descriptions and write the correct job.
Appearance She’s 1 taller than (tall)
1 I give my free time to help people. I don’t earn me and she’s got 2 longer (long) shorter than
The group with the most any money but I love my job. volunteer hair. So, I’m 3 (short) her in two ways!
jobs wins. 2 I’ve got a difficult job in a hospital. I’m not a
the
Personality She always makes me laugh. She’s happiest
normal doctor or a nurse. surgeon 4
(funny) and 5 (happy) person I know!
3 I keep our community safe. I can arrest people Sport Holly’s 6 best
Language in action who are breaking the law. police officer
(good) sport is basketball.
Unfortunately, the school team has got 7 enough players at
3 ★ Before the activity, ask 4 I treat very ill people at home and then take the moment, so she only plays for fun.
braver
students to identify the them to hospital. paramedic Jobs She wants to be a firefighter. She’s 8 than (brave)
adjectives as short, long the me – that job is 9 (dangerous). There are
LANGUAGE IN ACTION funniest 10
too many things to say about Holly – I don't have
or irregular, and revise the
enough time now. I’ve got too much homework.
11 12
formation of comparative 3 Complete the quiz with the comparative or

too dangerous
and superlative adjectives superlative form of the adjectives. Then decide
if the sentences are T (true) or F (false).
with them. Self–assessment
4 & 5 Ask students to 1 Basketball players are usually taller than I can use words to talk
footballers. (tall) T about money.
refer back to SB p51 to
2 Finland is country in the world. I can use words to talk
review how to use the about caring jobs.
(happy) T the happiest
target grammar before 3 Chris Hemsworth is older than Chris Evans.
attempting the task. (old) F I can use could and couldn’t.
the
4 The Istanbul Cevahir shopping mall is biggest in
I can use comparative and
the world. (big) F
Unit review quiz superlative adjectives.
5 A hippo is than a lion. (dangerous) T
6 New York is city to live in. (expensive) F I can use too, too much, too
many and (not) enough.
the most
Extend it! expensive more dangerous
Students write a brief text, 56 THE B E S T THIN GS IN LIFE A RE FREE | U NIT 4
similar to but shorter than

the one in Exercise 5 about
themselves or their best Self-assessment
friend.
Homework
Encourage students to be honest when Workbook pp38–39
circling the appropriate emoji, thinking back
to how hard they found each exercise on
the page. Encourage them to ask for extra
homework from the Workbook, depending
on what they need to focus on.
Lesson aim: I can organise my homework.
Learn to learn
At this stage, students LEARN TO LEARN
should be starting to take
more responsibility for
their learning, organising LEARN TO … ORGANISE YOUR HOMEWORK
their work and out-of-class When you organise your homework, you study and use your time better.
activities and thinking about
their learning preferences. 1 Do the quiz. Find out your score. Do you agree with what
it says about you? Discuss the results with a partner. Deciding what comes first
You have too much homework and not
Warmer enough time. Do you …
If students have a diary in Homework superstar? a do the most important things first?
which they write down their b do the easiest things first?
homework assignments, ask Knowing what to do c look at your books but never start?
…
When your teacher gives you homework, do you
them to share this in small
awrite it in your notebook or homework diary? Concentrating
groups and discuss whose
bwrite it on your hand? While you’re doing your homework, do you …
looks the most organised. a
c listen but then forget? switch off your phone?
b try not to look at your phone?
1 Put students into groups, Organising your time c spend a lot of time checking your phone?
and ask them to guess

a
When do you do your homework?
After school or at the weekend. a = 2 points b = 1 points c = 0 point
Results
who among them is
b Sometimes after school, sometimes
before.
6–8: You’re a superstar! You organise your homework well.
the biggest ‘homework c Always while I’m having break fast! 3–5: Not bad! You try to organise your homework, but our
superstar’. Students then advice can help.
complete the quiz and 0–2: Oh, dear! You really need our advice!
share their results. Elicit a
few results from the class. 2 Complete Esma’s homework diary with the words in the box.
difficult first For when? Homework hours Notes Other things Subject
2 Allow students plenty
of time to deal with this
individually and then Date 1 Subject 2
Homework 3
For when? 4
Notes
compare their answers Mon 11 Feb English Page 27, Exercise 4 Mon 18 Feb Nice and easy!
with a partner’s. After Tues 12 Feb Science Label the parts of the plant. Thurs 14 Feb This is 5 difficult – ask Azra for help.
feedback, ask students History Page 36 Thurs 14 Feb Do maths 6 first – there’s a LOT
in pairs to discuss Esma’s Wed 13 Feb
Maths Study for the test. Fri 15 Feb to study!
homework diary and say Thurs 14 Feb English Write story. Tues 19 Feb I need about two 7 hours .
what they like and don’t Fri 15 Feb No homework!
like about it. Elicit ideas 8
Remember Zoe’s party on Saturday afternoon!
from the whole class.
Other
things
3 Students in pairs show

each other their diaries 3 Complete your own homework diary for next week.
and explain their choices,
then make any changes U NIT 4 | THE B E S T THIN GSU NIT 4
2 | FINI
IN LIFE ARESHED
FREE? 57
necessary.
Extend it!
Challenge students to
use this technique for one
month. Quickly check their
homework diaries once a
week. Praise students who
keep it going for a whole
month.

Unit 5
Dream houses Lesson aim: I can talk about unusual homes.
Start it! LEARNING OUTCOMES
5
I can …
• understand texts about different homes and doing
Unit quiz household chores
• describe a photograph
• write a description of a house
1 In pairs, student A opens
DREAM
• understand how to use (not) as + adjective + as, (not) +
adjective + enough and have to/don’t have to
the book, looks at the
HOUSES
• talk about furniture and household chores
• make spidergrams to record vocabulary, use
picture and describes techniques to answer multiple-choice questions
and use word families.
it to their partner. They
then look at the picture
together and discuss if
they would like to live
there and why.
2 Describe your home to

students. Say if it’s a flat
or house, how big it is,
how many rooms it has,
if it’s new or old, if you
like it and why. Invite
questions. Then ask
students to describe their
own home in pairs.
3&4 Allow students

to check in pairs after
watching Video 5.1
the first time, and then
play it again. Elicit the
answers and show the
video a third time,
without volume, and elicit
Start it!
vocabulary to describe
the houses that they see. 1 Look at the photo. Would you like to live in this house?
2 Before you watch, where do you live?
3 Why did people build homes in mountains? Watch and check. They felt safe. The caves stayed dry in
Video comprehension winter and cold in summer.
4 What other unusual homes are there?
questions
Flipped class
p61 p63 p64 p66
an interesting fact about action 5.2 action 5.3 English 5.4 5.5
Watch video 5.1
furniture.
58 D RE A M H O US E S | U NIT 5
Unit aims ● understand how to use as + adjective + as and

Extra Resources
Skills (not) + adjective + enough p61 ●
● talk about household chores p62
I can ... ● understand how to use have to and don’t ● Pronunciation – Student’s Book p141
● understand a magazine article about homes p60 ● Workbook p40
have to p63
● discuss a photo p64 ● Teacher’s Resource Bank on Cambridge One
● write a description of a house p65 Learn to Learn for tests package, Cambridge Exam practice,
● understand a text about living in igloos pp66–7 I can ... wordlists, differentiated worksheets and many
Language ● use spidergrams p59 other extra resources.
Practice Extra and Digital collaboration space
● answer multiple-choice questions p62 ●
I can ... ● understand word families p67
● talk about furniture p59
● use a memory journey p69
88 D re a m h o u se s | Un i t 5
Lesson aim: I can talk about furniture.
Warmer
In teams, students have
two minutes to write down
as many furniture words as VOCABULARY 5.02
3 Listen again and circle the words in Exercise 1
that you hear. carpet, ceiling, chest
possible. The team with the Furniture of drawers, cupboard,
most words wins.
1 Match the words in the box with 1–13 in the LEARN TO LEARN desk, floor, fridge,
picture, shelves, sink,
5.01
pictures. Listen, check and repeat. wardrobe
Using spidergrams
1 5.01 Alternatively, students Recording words in different ways will help you
armchair 12 bookcase 11 remember them. One way is to create spidergrams.
cover the pictures and carpet 13 ceiling 1
work in teams. One chest of drawers 9 cupboard 2 4 Complete the spidergram using the words in
student chooses a word desk 8 floor 5 Exercise 1 and your own ideas.
and draws a picture. The fridge 3 picture 10
first student in the team shelves 6 sink 4
to guess what the picture wardrobe 7 Other Rooms
is wins a point and is the places
next person to draw. 1 2 Home
other
Audioscript p166
things on Other
Furniture
Target vocabulary 3 walls things
armchair /ˈɑːmtʃeə/ 5
4 to sit or
lie on
bookcase /ˈbʊkkeɪs/ other to store
carpet /ˈkɑːpɪt/
things
6
ceiling /ˈsiːlɪŋ/ 7
chest of drawers /tʃest əv
ˈdrɔːz/ 8 Use it!
cupboard /ˈkʌbəd/
5 Describe the furniture in a room in your home.
desk /desk/ Your partner listens and draws the room.
floor /flɔː/ 9
fridge /frɪdʒ/ My bedroom has a wardrobe, a chest of

drawers, and two pictures on the wall …
picture /ˈpɪktʃə/ 10 11
shelves /ʃelvz/
sink /sɪŋk/
Explore it!
wardrobe /ˈwɔːdrəʊb/
12 13 The oldest bookcases in the world are … years old.
Extra vocabulary practice
a 200 b 400 c 600
2 & 3 5.02 ★★★ After 5.02

2 Listen and match the speakers (1–4) with the Find an interesting fact about furniture. Then
rooms in the box. There is one extra room. write a question for your partner.
feedback, put students
into pairs to write one bathroom 2 bedroom 1 kitchen 4
more short text and read living room study 3
it for another pair to
guess the room.
U NIT 5 | D RE A M H O US E S 59
Audioscript p166
4 Copy the spidergram onto the board while Flipped class
Extra vocabulary students complete it in their books. Ask Prepare for the next lesson. Students
practice volunteers to write the vocabulary on the research one unusual house on the internet
board when conducting feedback. and prepare to describe it to a partner.
Learn to learn 5 ★ Before the activity, you may want to
Spidergrams are visual elicit or revise in front of, behind, next to, Homework
aids which may help to the left/right of, opposite, etc. Workbook p40
some students remember
vocabulary related to
one particular topic more Explore it!
efficiently. Students should Monitor closely and choose the most
try out different ways of interesting questions you hear. Get students
recording vocabulary to find who wrote them to ask them to the whole
the ones best suited to them. class to answer.
U ni t 5 | D ream houses 89
Lesson aim: I can understand a magazine article about homes.
Warmer
In groups, students
Picture 1: everything is curved
describe the unusual houses Picture 2: it’s very narrow
they have researched for READING Picture 3: you can skateboard in it 3 Read the article again and correct the
sentences.
homework, share images of A magazine article 1 The entrance to Keret House is through the
them and discuss which is kitchen. The entrance to Keret House is
the most unusual and why. 1 Look at the pictures. Discuss the questions.
through the living room.
1 What’s unusual about these homes?
2 Five people live in Nautilus House.
2 Who do you think lives in them?
Four people live in Nautilus House.
1 Allow students one
minute of thinking time 5.03
2 Read the article. Match the pictures with the 3 The rooms in Nautilus House have straight walls.
houses. The rooms in Nautilus House have curved walls.
and allow dictionaries
4 The PAS House is in France.
and translation software
Amazing
Everyone’s home The PAS House is in the USA.
before discussing ideas in is special, but
some homes are 5 An architect had the idea for the PAS House.
pairs. Then elicit relevant
vocabulary such as round, s home really amazing… A skateboarder had the idea for the PAS House.
1 2
small, thin/narrow, etc. 4 Look at the underlined words in the text. What
do they refer to? Circle the correct answers.
2 Allow two minutes to
5.03 1 a Polish architect / Keret House
encourage faster reading. 2 the fridge / the sink
3 Ordinary houses / The couple
3 After feedback, students 3
4 the PAS house / skateboarding
write one more statement 5 the PAS House / France
with incorrect information
and give it to their 5 Match the words with the definitions.
partner to correct. 1 architect a a home for a sea animal
2 Keret House, Poland 2 author b a door in the floor
A Polish architect designed this house for an Israeli author. It’s
1
4 ★★★ Ask students to in a space between two apartment blocks in Warsaw. To enter 3 apartment block c a writer
cover the options in 1–5 the house, you climb through a trap door in the floor of the living 4 trap door d not straight
room. The living room is wide enough for a small sofa, but the 5 shell e a building with homes in it
and decide what the
back of the house is only as wide as a large armchair! There’s a
underlined pronouns refer 6 curved f a person who designs
tiny bathroom upstairs, and a tiny kitchen with a sink and a fridge
… but you need to stand in another room to open it!
2 buildings
to in the text. They then
check the options and Voice it!
1 Nautilus House, Mexico
choose the correct ones. Nautilus House isn’t as tiny as Keret House, but it’s also very
strange. Its owners – a Mexican couple and their two children 6 Discuss the questions.
5 Disallow dictionaries and – thought ordinary houses weren’t close enough to nature. 1 Which house do you like most?
3
They wanted their home to feel like a beautiful, colourful shell. 2 Why do you like it?
translation software and Everything in Nautilus House is curved: the floors, the ceilings
encourage students to 3 Do you know any other unusual houses?
and, of course, all the furniture.
Describe them.
guess the meaning of USA
words 1–6 only by looking 3 The PAS House, Finished? p122 Ex 1
Lots of kids love skateboarding, but not many kids are as crazy
at the context in the text. about 4it as Pierre André Senizergues. Senizergues learned to
skateboard at school in France and later became the world
champion. He designed the PAS House as a dream home for
Extra vocabulary skateboarders. You can skate in every room. You can even skate
practice on the furniture 5there, and your mum won’t shout at you!
60 D RE AM H O U SE S | U NIT 5
justify their answers,
saying not only why they
like one of the houses, Class challenge Finished?
but also what they dislike The thinnest house in the world is in Poland Students turn to SB p122 and do Exercise 1.
about the others. For and it is 52 / 152 / 552 cm wide
question 3, students can
talk about the unusual Flipped class
homes they researched Ask students to watch Video 5.2 and
for homework. do the Video worksheet in the Teacher’s
lesson.
Homework
Workbook p41
Lesson aim: I can understand how to use (not) as + adjective
+ as and (not) + adjective + enough.
Warmer
Play Video 5.2 if it was Watch video 5.2
not set for homework and What ’s wrong
ask students to discuss LANGUAGE IN ACTION with bedroom 1?
Why does the
which bedroom they (not) as + adjective + as, vlogger prefer
prefer and why. Elicit (not) + adjective + enough wide bedroom 3?
as wide as enough
that bedroom 1 isn’t big
The back of the house is only 1 (wide) a large armchair. The living room is 2 (wide) for a small sofa.
enough, and the other
They thought ordinary houses were 4 not close
bedrooms aren’t as lovely Nautilus House is 3 (not / tiny) Keret house.
(not / close) to nature. enough
as bedroom 3. not as tiny as
5.04
5 Complete the text using (not) as ... as or (not)
as or enough and the words in brackets. Use the enough and the adjectives in brackets. Then
1 After feedback, point article on page 60 to help you. listen and check.
out that we normally
pronounce as with 2 Circle the correct words. Check your answers in the Kids’ toys aren’t cheap
article on page 60. these days, but not many
a schwa /əz/ in full 1 Keret House is as wide as / isn’t as wide as other toys are 1as expensive as
sentences. houses in Warsaw. (expensive) Astolat
2 Keret House is large enough / not large enough for Dollhouse Castle. It’s an
2 ★ Point out that a kitchen. American doll’s house
– but it isn’t an ordinary
students have to read 3 The Mexican couple think that straight walls are one. It’s 2 as tall as
and understand the as interesting as / not as interesting as curved walls. (tall) a small Christmas as heavy as
information on SB p60 tree and 3 (heavy) a horse. The castle was
Get it right! as beautiful
in order to get the the idea of an American artist, Elaine Diehl, and it took
as her 13 years to build. Of course, it isn’t really a toy. It’s
information they need. We never put adjectives after enough.
a work of art, and it’s 4 (perfect) to be in a
I’m not tall enough. NOT I’m not enough tall.
museum. small perfect enough
Get it right! The furniture is 5 enough (small) to fit in your hand,
3 Complete the sentences with as … as or enough and and it’s 6 (beautiful) the furniture in a real
Remind students that nouns the adjective in brackets. palace. The tiny sofas and beds are 7 as soft as (soft)
tall enough
can come after enough (e.g. 1 My bedroom isn’t as big as my sister’s. (big) the real things. The books on the shelves aren’t
I haven’t got enough time), wide 2 I’m not to reach the top shelf. (tall)
8
(large) to read, but they have real pages.
enough One thing that isn’t small is the price – over $8 million!
but not adjectives. 3 Is this sofa for us all to sit on it? (wide)
Are you 9 (rich) to buy it?
as expensive 4 That car is an apartment. (expensive) large
as enough rich
Extra grammar practice enough
4 Complete the second sentence so that it has the Use it!
same meaning as the first. Use (not) as ... as or (not)
3 & 4 After feedback, enough and the adjective in brackets. 6 Write one true sentence and one false
students make extra sentence about places in the world with
1 We can’t put a sofa in this small room.
(not) as ... as or (not) enough.
sentences with the target This room isn’t large enough for a sofa. (large)
The Amazon is as long as the Nile.
language about their own 2 My room is tidier than my sister’s room.
homes, e.g. My house My sister’s room isn’t as tidy as my room. (tidy)
isn’t large enough for a 3 A microwave is quicker than a cooker.
pool. A cooker isn’t as quick as a microwave. (quick) 7 Say your sentences to a partner. Can you
4 Enes is 18 now so he can drive a car. guess which sentences are true?
5 5.04★ Students check Enes is old enough to drive a car. (old) Finished? p122 Ex 2
their answers in pairs and

discuss any differences U NIT 5 | D RE AM H O USE S 61
before whole-class
feedback.
Audioscript p166 Grammar game Finished?

Students in groups have three minutes Students turn to SB p122 and do Exercise 2.
6&7 You may want to to write as many true sentences about
turn this into a group themselves as possible, e.g. Sarah isn’t as tall
game, with students as James. The group with the most correct Homework
taking turns to read sentences wins. Workbook p42
out their sentences and
guessing the correct
ones, winning points as
they go.
Lesson aim: I can talk about household chores.
Warmer
Elicit the word chores
/tʃɔːrz/ (a job or piece of
work that is often boring VOCABULARY AND LISTENING Use it!
or unpleasant but needs Household chores
3 How often do you do the chores in Exercise 1?
to be done regularly). Ask Compare with your partner.
students to say a few chores 5.05
1 Match the phrases in the box with the pictures.
Listen, check and repeat. I do the washing-up every day!
that they do at home.
clean (the kitchen) 6 do the ironing 1 Street interviews
do the washing 2 do the washing-up 4
4 Look at the diagram. Does the information
1 5.05After feedback, drill empty (the washing load the dishwasher 3 surprise you?
the pronunciation of the machine) 9 make your bed 5
tidy up (the living room) 8 vacuum (the carpet) 7 Do UK teenagers help with household chores?
phrases.
11% a lot
Audioscript p166
1 2 3
51% not at all
Target vocabulary
clean (the kitchen) /kliːn
(ðə ˈkɪtʃɪn)/
38% a little
4 5 6
do the ironing /duː ðə
ˈaɪənɪŋ/ LEARN TO LEARN
do the washing /duː ðə Answering multiple-choice questions
ˈwɒʃɪŋ/ 7 8 9 Before you listen, read the questions and options
do the washing-up /duː carefully. Try to guess the answers before you listen.
ðə ˈwɒʃɪŋ ʌp/
empty (the washing 5 Read the questions in Exercise 6. Discuss with a
partner which answers are probably wrong.
machine) /ˈempti (ðə
ˈwɒʃɪŋ məˈʃiːn)/ 5.07
6 Listen and circle the correct answers.
load the dishwasher 1 In the kitchen, Cindy …
2 Complete the note with verbs in Exercise 1.
/ləʊd ðə ˈdɪʃwɒʃə/ 5.06
Then listen and check. a cooks every day. b loads the dishwasher.
make your bed /meɪk jə c does the washing-up.
bed/ Hi kids, I’m working all day today. Can you please help 2 Kim and her sister help with the household
with some things around the house while I’m out? chores …
tidy up (the living room)
/ˈtaɪdi ʌp (ðə ˈlɪvɪŋ ruːm)/ Ollie: Please 1 clean the kitchen and 2 load the a every morning. b at the weekend.
dishwasher with the plates and cups from breakfast. c during school holidays.
vacuum (the carpet)
Can you also 3 tidy up the living room, please,
/ˈvækjuːm (ðə ˈkɑːpɪt)/
3 Kim doesn’t like …
and 4vacuum the carpet? a cleaning the bathroom.
Mia: Tidy up your bedroom and 5 make your bed. b vacuuming the living room.
Extra vocabulary Then can you please 6 do the ironing for me? The
c practising the piano.
practice clothes are still in the washing machine, so 7 empty
4 When Tim does the ironing, he likes …
that first.
a listening to music. b moving around.
Thanks, kids. I’ll see you this evening.
2 5.06★★★ Challenge c doing his homework.
Love, Dad
students to cover the box
in Exercise 1 to complete
the exercise, then play 62 D RE AM H O USE S | U NIT 5
the recording to check
answers.
Audioscript p166 Learn to learn Audioscript p167

Trying to predict answers prepares the Vocabulary Bank SB p132
3 During feedback, find students for both the vocabulary and the
out what percentage of ideas that they might hear, and can help Flipped class
the class does chores a make listening less stressful. Ask students to watch Video 5.3 and
lot, a little or not at all,
do the Video worksheet in the Teacher’s
and why. 5 ★ Point out that all the people in the story Resource Bank in preparation for the next
are teenagers, to support them with the lesson.
4 Discuss any interesting
task. Encourage students to justify their
differences between the
guesses during feedback.
percentages you got from Homework
the last activity and the 6 5.07 Play the recording once and allow Workbook p43
UK statistics. students to check ideas in pairs before
listening again and eliciting answers.
Lesson aim: I can use have to and don’t have to.
Warmer
Play Video 5.3 if it was Watch video 5. 3
How does Syd from Brazil
not set for homework and help in the restaurant?
elicit the answers to the LANGUAGE IN ACTION What does Harumi have
to clean?
two questions. (Syd has to have to/don’t have to
load the dishwasher, and
I/you/we/they he/she/it
Harumi has to clean her
school.) I 1 have to clean the kitchen. He has to make his bed.
I don’t have to load the dishwasher. He 2 doesn’t do much.
have to
3
Do you do the washing-up? Does Liam have to help your parents?
1 Stress that have to means
Yes, I do. / No, I don’t. have to Yes, he does. / No, he 4 doesn’t .
‘must’, but don’t have to
doesn’t mean ‘must not’. Pronunciation p141–142
It means ‘don’t need to’.

1 Complete the examples in the table 4 Complete the sentences with the correct form of have to
above with the correct form of have to/ and a verb from the box.
Pronunciation don’t have to. doesn’t have do help go work
Ask students to turn to to help
2 Complete the sentences with the
1 The children don’t have to go to school in summer.
pages SB 141–142 for correct form of have to.
pronunciation practice of 2 Sam with chores because he’s only four.
1 Cindy has to (+) tidy up the kitchen.
have: /f/ and /v/. have 3 I the ironing on Saturdays and it’s so boring.
2 Kim and Maisie have to (+) do a
to do 4 Does your mum have to at the weekends?
lot of homework.
2 After feedback, read 1–5 work
3 They (–) do housework
to the students and check
don’t
on school days. 5 Complete the text with the correct form of have to and the
have to 5.10
verbs in brackets. Then listen and check.
their understanding, doesn’t 4 Liam (–) help a lot.
asking ‘is it necessary? have to 5 Tim has to (+) do the ironing. 1
Do you have to help (help) with the
housework? 2 Do you have to tidy
(1, 2, 5 – yes; 3, 4 – no).
3 Circle the correct answer. (tidy) your bedroom or clean the kitchen?
13-year-old Martha Pinter and her 9-year-old
1 I … do the gardening this weekend
Extra grammar and because my parents are on holiday. brother, Ben, 3 have to do(do) more than
most young people of their age. They live on
vocabulary practice a has to b have to has to a farm in Queensland, Australia, and all the family 4 have to share
c doesn’t have to get
up (share) the work. Martha 5 (get up) early to milk the
3 ★★★ Challenge stronger 2 … to do a lot of homework at the cows. In spring, she also 6 (look after) the new lambs
weekends? – that’s her favourite job. Ben 7 (collect) the hens’
has to collect
students to cover the
a Does you have b Do you have eggs before breakfast. However, Martha and Ben 8 don’t have to catch
options and fill the gaps, c Do you has (not catch) the bus to school every day. There isn’t a school near
then check against the 3 We … go to school on Monday their farm, so they 9 (have) all their lessons at home.
options. because it’s a national holiday. have to has to look after
a don’t have to Use it! have
4 After feedback, elicit b doesn’t have to
extra example sentences c have to 6 Think of questions to ask your partner using have to. Ask
and answer your questions.
from students, using the 4 Dad … do the cooking in the
vocabulary on p62. evenings because Mum works then. Does your dad have to do the ironing at the weekend?
a has to b have to
No, he doesn’t. I have to do it!
5 5.10After feedback, put c doesn’t have to
students into pairs to Finished? p122 Ex 3
discuss whether they
would like to live on a U NIT 5 | D RE AM H O USE S 63
farm.
Audioscript p167
Grammar game Finished?
6 ★ Support weaker Say one of the actions below and get Students turn to SB p122 and do Exercise 3.
students by asking students to say if they have to, don’t have
them to write down to or must not do this action at school. The
their questions before first student to say a correct sentence wins Flipped class
speaking. a point. If appropriate, ask students to take a photo
• wear a tie of their room at home. They will use it in the
• clean the classroom next lesson.
• wear shorts
• do homework
• arrive late Homework
• raise their hand to speak Workbook p44
• bring a laptop
Lesson aim: I can discuss a photo.
Warmer
Put students into pairs. Ask
them to describe their room
at home, ask each other SPEAKING 4 Match the phrases in the Everyday English box
questions about them and Discussing a photo with these phrases.
discuss what they like and 1 I feel the same way (after a positive statement).
don’t like about the rooms. 5.11
1 Listen to the conversation. Who likes the room Me too.
more, Oscar or Nina? Oscar 2 I feel the same way (after a negative statement).
OSCAR Hey, Nina. Me neither.
1 5.11★★★ Challenge Look at this 3 I don’t think I like it. I’m not convinced.
students to listen and photo – it’s 4 It looks great. It looks awesome!
answer the question with Liam’s bedroom OSCAR NINA
in his new house.
their books closed. NINA Oh! It looks big enough for two people. PL AN
Does he have to share it?
Audioscript p167 OSCAR No, it’s all his. Actually, it isn’t as big as it 5 Write about a room. Make notes about the
photo below or your own photo.
looks. There’s a large mirror in the What’s
2 5.11Use one of the pictures 1
background , so it looks bigger. that
on SB p59 to check NINA Oh yes, I see. 2 thing on the wall?
students’ understanding OSCAR It’s a clock. What do you think of the colour
of the phrases, e.g. What’s of the walls?
NINA Hmm. I’m not convinced.
that at the bottom on the OSCAR Really? I think it looks awesome! I don’t
left? A bin. think much of those curtains, though.
NINA: Me neither. And what’s that 3 at
Useful language practice the bottom? Is it a carpet?
OSCAR Yes, I think so. I quite like it. And I love those
pictures 4 on the left.
3 Play Video 5.4 and drill NINA Me too. They look great.
the pronunciation of the
target phrases, focusing Who does the room belong to?
2 Complete the conversation with the phrases
students’ attention on the 5.11
from the Useful language box. Then listen What is in it?
stressed words. and check.
Useful language SPEAK

4 After feedback, if
appropriate, ask students at the bottom/top in the background
6 Practise the conversation with your partner.
Remember to use adjectives with (not) as …
to think of equivalent on the left/right What’s that … ? as and (not) enough, have to/don’t have to, the
phrases in their language vocabulary from this unit, and phrases from
and test each other using the Useful language and Everyday English
3 Look at the Everyday English box. Find and
boxes.
the translations. underline the phrases in the conversation.
CHECK
5 Encourage students to Watch video 5.4
use photos of their own Ever yday English 7 Work with another pair. Listen to their
room, if appropriate. I’m not convinced. Who does the room belong to?
Alternatively, students It looks awesome! What is in it?
could draw a simple sketch Me neither. Me too.
of their room to talk about.
6 Allow students to perform 64 D RE AM H O USE S | U NIT 5
the conversation twice.

The first time, they should
only worry about content.
The second time, they
Flipped class
In preparation for the Writing lesson,
focus on language and
ask students to think about their dream
(if possible) record their
house and make notes.
conversation to improve
self-correcting skills.
7 Students look at the other

pair’s picture for a minute
before listening to the
recorded conversation
(or the pair performing
it). Then pairs give each
other feedback.
Lesson aim: I can write a description of a house.
Warmer
In pairs, students share their
ideas about their dream
house, which they thought WRITING It’s a big house near the beach. 3 Read the description again. Draw Olivia’s house
about for homework. A description of a house and garden in your notebook.
1 Look at the information about the competition 4 Find and underline the Useful language phrases
and the photo. What can you guess about in the description. Answer the questions.
1 Support students by
Olivia’s dream house? Discuss with a partner. 1 Which go at the end of a sentence?
eliciting guesses about as well , too
the size, the location, 2 Read Olivia’s description of her dream house. 2 Which goes before a thing? as well as
the view and the style Match headings a–c with paragraphs 1–3.
of the house, and elicit a What has the house got? Useful language
ideas about what might b Where is the house? also as well as well as too
be inside that makes the c What is the best thing about the house?
house special.
Describe your dream house Write a description of your own dream house.
2 Allow one minute to read
the text to encourage
and win a digital camera! PL AN
faster reading. 5 Imagine your dream house and make notes.
1 Where is your house?
3 You may want students to
do this in pairs to improve Why do you like it?
collaboration skills.
Students then compare 2 What rooms, furniture and other things has
it got?
drawings with other
pairs. Choose the most
3 Why is this your dream house?
accurate one to show the
class during feedback.
1 b I’d like to tell you about my dream WRITE
4 Elicit more examples of house. It’s near the beach on a sunny 6 Write your description. Remember to include
the use of this language island. It has to be near the sea because adjectives with (not) as ... as, (not) enough
I love swimming. and have to/don’t have to and phrases from
by eliciting sentences to
the Useful language box.
describe the classroom 2 a The house has got big windows and a
from different students. fantastic view of the sea. There’s a lovely CHECK
garden, too. It’s large enough for people to
play in and it’s also got a swimming pool. 7 Do you ...
As well as a pool, there’s a skatepark. • have three paragraphs?
Useful language practice Inside the house, there’s a huge fish tank.
• describe what the house has got?
It’s full of beautiful tropical fish.
• explain why this is your dream house?
5 Allow students to share
3 c But the really special thing about my
their plans with a partner, house is the technology. There are robots
to generate more ideas. in every room. I think they’re as intelligent Finished? p122 Ex 4
as humans. They cook the meals and do
the washing-up. They make my bed and
6 & 7 After writing, they tidy the living room as well. I don’t
students highlight (not) have to do any chores.
as ... as, (not) enough and Olivia Reed (13), Newcastle

have to/don’t have to
U NIT 5 | D RE AM H O USE S 65
and expressions from the
Useful language box in
a bright colour. This will
help them with their self- Extend it! Flipped class
assessment. Students display their descriptions around Ask students to watch Video 5.5 and
the room for other students to read and vote do the Video worksheet in the Teacher’s
for the most interesting dream home. Resource Bank in preparation for the next
lesson.
Finished? Prepare for Explore it! (p67). Students

Students turn to SB p122 and do Exercise 4. research an interesting fact about Inuits.
Homework
Workbook p45
Lesson aim: I can understand a text about living in igloos.
Warmer
In pairs, students discuss AROUND
how people can live in very THE WORLD
cold places. Ask them to Globetrotters
make a list of ideas, e.g. Watch video 5.5
wear warm clothes, have Living in a ger
a fireplace, eat a lot of READING
• Do you like moving house? Why?
fat, etc. An encyclopaedia entry
• What does ‘ger’ mean in Mongolian?
Play Video 5.5 if it was 1 Look at the photos. Where are these homes? • Would you like to live in a ger?
Who lives there? What do you know about
not set for homework and the homes?
ask students to answer the 3 Read the entry again. Match headings a–e with
questions in groups. Elicit 5.12
2 Read the encyclopaedia entry. Check your paragraphs 1–5.
answers to Exercise 1. a Why use igloos? d Life inside
that ‘ger’ means ‘house’ in
The homes are in the Arctic Circle. b Keeping warm e How to build an igloo
Mongolian. The Inuit live there.
c Who are the Inuit?
Video comprehension
questions
LIFE IN AN 1 c The Inuit are the native people of the Arctic Circle. Today, they
usually live in modern houses in small villages. Until recently,
1 Elicit relevant vocabulary INUIT IGLOO however, they still used their famous houses made of snow – igloos.
such as snow, ice, igloo, 2 a The Arctic isn’t warm enough to farm, so the Inuit had a nomadic life.
tent, frozen, dome, etc. This means they travelled during the year to find food. Every winter
and summer, the Inuit travelled thousands of kilometres across the
2 ★★★ Ask students in frozen Arctic sea. All nomads have to make temporary homes while
pairs to write down an they travel, and in summer, the Inuit lived in tents made from animal
skins, called tupiqs. Igloos were their traditional winter homes.
additional question they
have about igloos and 3 e Snow is a perfect material for building. It’s as light as wood and easy
to cut. The snow has to be dry and hard enough to make good
read the text to see if it blocks, because wet snow doesn’t have the strength an igloo needs.
mentions an answer. The Inuit make a dome shape by putting the snow blocks in a spiral.
This is quick to build and creates a very strong structure.
3 Encourage students to 4 b The heat inside an igloo comes from people’s bodies only, but this is
underline language in the warm enough to keep the igloo comfortable. This is because snow
text that helped them is a good insulator. In other words, it keeps the cold out and the
match the headings with warmth in. The entrance is a tunnel that goes under the walls. The
heavy, cold air always stays in the tunnel and the light, warm air stays
the paragraphs. Elicit this
in the igloo.
during feedback.
5 d Igloos don’t have windows, but there are small holes in the walls.
These let in clean air and let out dangerous smoke from the small oil
lamps. Traditionally, the Inuit didn’t have any furniture, but a platform
of snow just below the ceiling provided a simple sofa and bed in the
warmest part of the igloo. Inuit families spent all winter in small
igloos with no furniture, no bathroom … and no Internet.
66 D RE A M H O US E S | U NIT 5
Lesson aim: I can understand a text about living in igloos.
4 Refer students back

to the strategies they
learned on SB p62 to
identify key words in LEARN TO LEARN
the questions. Then ask
Word families (2)
Many nouns have a related adjective. We usually form the
questions in pairs before 4 Are the sentences T (true) or F (false)? related adjective or noun by adding extra letters. We
reading the text again. 1 The Inuit live in the Arctic Circle. T sometimes need to change other letters.
2 In summer, the Inuit are farmers. F
Noun Adjective Extra letters
Reading comprehension 3 Dry snow isn’t as strong as wet snow. F
beauty beautiful -ful
questions 4 An igloo doesn’t take long to make. T
truth true -th
5 There are no heaters in an igloo. T
6 The tunnel lets smoke escape. F 5 Complete the table. Use the example to help you.
Learn to learn Noun Adjective

Understanding how tradition 1
traditional
word families work and 2 strength strong
how words are formed comfort 3 comfortable
is an advantage in both 4 warmth warm
comprehension and danger 5 dangerous
production skills, because
it is a way of quickly 6 Complete the sentences with the correct form of the words
in brackets. Use the extra letters in the box.
expanding vocabulary.
-ful -ic -ous -ly -th
1 My neighbour isn’t very friendly . (friend) famous

5 & 6 After feedback,
2 Andy’s bedroom is full of photos of people. (fame)
challenge students to
3 Hassan found a helpful website for his homework. (help)
think of extra adjectives
4 Ava’s garden is the length of a football pitch! (long)
ending in -ful, -ic, and
5 My sister runs a lot. She’s really athletic . (athlete)
-ous and what nouns they
come from. The team 7 Ask each other to say sentences with words in
with the most words wins. Exercises 5 and 6.
Elicit as many as practical Tell me a sentence with Ed Sheeran is a
on the board. the adjective of fame. famous singer.
7 Challenge students to
also use some of the Explore it!
words on the board. Guess the correct answer.
The Inuit live in Canada, Alaska and …
Students can a Iceland. b Greenland. c Norway.
collaborate digitally Find three more interesting facts about the Inuit. Choose
online and offline in the your favourite fact and write a question for your partner.
where teachers can set, The Culture Project Teacher’s Resource Bank
work. Students can also U NIT 5 | D RE A M H O US E S 67
Explore it!
Students write their questions on a piece
Class challenge of paper and give it to you. Put students
The temperature in Death into teams and read out all the questions,
Valley in the USA, which awarding points for each correct guess and
is the hottest place on encouraging the writer of the question to
Earth, is usually 38 / 47 / 57 add extra information.
degrees.
Culture project
and activities.
5 REVIEW
from the unit. You can either
do it in class as a timed
progress test or set it for VOCABULARY 4 Complete the conversation. Use the words in
brackets with as … as, enough or the correct
homework.
1 Complete the sentences with words for furniture. form of have to/don’t have to.
1 The shelves on my walls are full of books.
2 This room needs some nice pictures on the walls. RENA Have you seen Bianca’s new house? She
Vocabulary told me it isn’t 1 as nice as (nice) her
3 Can you put this milk back in the fridge , please?
1 Before the task, put old one.
4 I do all my homework on the kitchen table
students into groups and because I haven’t got a desk in my room.
MIKE Really? The garden’s amazing. It’s
2 as large as
give them two minutes to (large) a football pitch!
5 We painted the ceiling in my bedroom blue. It
brainstorm words related RENA Wow!
looks nice when you look up at it.
to furniture. The group MIKE Well maybe it’s not that big. But it’s
6 There’s a lovely soft carpet on the floor. 3
(big) to play football
with the most words wins. big enough anyway.
2 Complete the ‘to do’ list from John’s mum. as happy as
RENA So why isn’t she 4 (happy)
2 Ask students to revise the
John: To do on Saturday morning she was in her old house? has to share
vocabulary to talk about
• Please tidy your bedroom and make your MIKE Because now she 5 (share)
chores on SB p62 before her room with her little sister.
attempting the task. 1 bed .
dishwasher RENA I’ve got a little sister so I know how she
feels! 6 Does she still take
• After breakfast, load the
2 and do
(take) the bus to school? close
Language in action the 3 in the sink. washing-up MIKE No, her new house is 7 enough (close)
3 ★ Guide students to • Empty the 4 when it finishes, but don’t for her to walk. She and her sister are
pleased because they 8 don’t have to wake up
identify which gaps are
do the 5
ironing ! I’ll do that when I get home. (wake up) as early as before.
followed by nouns or
washing machine
noun phrases and elicit
that these will require as LANGUAGE IN ACTION Self–assessment
... as because they will be
comparisons. 3 Complete Katy’s email with as … as or enough and I can use words to talk
the adjective in brackets. about furniture.
4 Ask students to revise big enough I can use words to talk
Hi Livvy, about household chores.
the meaning of have to I’m living in a new house. It isn’t 1 as big as (big) our old I can use (not) as
and don’t have to on SB one, but it’s 2 (big) for all of us and we like it. + adjective + as.
p63 before attempting We’re in the middle of the countryside, but the nearest town
I can use (not) enough
the task. Elicit that don’t close is
3
(close) to go shopping or to the cinema. The
+ adjective.
enough best thing is the garden. It isn’t 4
(beautiful) as beautiful
have to means ‘it is not as I can use have to/don’t
yours, but I like it! Anyway, it’s 5
(good) for our
necessary’. pet rabbit. He’s 6 (happy) a baby, running good have to.
about in the sunshine. enough
as happy
Unit quiz review Write soon with your news. as
Katy
Self-assessment
Encourage the students 68 D RE AM H O USE S | U NIT 5
to write one sentence
with each piece of target
language to better decide
which face to circle. Give
students homework from
the Workbook, depending
on what they need to
focus on.
Homework
Workbook pp46–47
Lesson aim: I can use a memory journey.
Learn to learn
Students should be LEARN TO LEARN
encouraged to try out
different methods of
recording and remembering LEARN TO … USE A MEMORY JOURNEY
vocabulary, so that they A memory journey connects images with words. It can help you remember lists of vocabulary.
can find methods that are
suitable for them. 1 Imagine you’re going to use a memory journey
to learn the words in the box for a test. Put
steps a–d in order.
1 ★ Check students awesome beautiful dangerous
understand the words famous traditional warm
in the box before the
a 3 Imagine walking around your house,
activity. Then focus their looking at those pieces of furniture.
attention on those in a, b 4 Think of an image of each word you need
which will support them in to learn and put it with one of the pieces of
ordering it after c. furniture. Be creative!
c 2 Think of six pieces of furniture in your
2 Ask students to read the house, for example, the shelves in your
text and decide which bedroom, the living room carpet, the
step (a–d) it matches. kitchen sink.
d 1 Think of your house.
3 Allow plenty of time for
this task. If you think 2 Match these thoughts with one of
the steps a–d in Exercise 1. 4
students may struggle
with creativity, put them
into pairs or small groups
First I walk through the
to generate more ideas. front door and into the living room. 5 Use rooms and objects in your school to make a
memory journey for the words in the box.
My dad and brother are having an
4 Monitor closely and help awesome game of football on the carpet. comfortable curved friendly
where needed. During Then I go into the kitchen. I see a famous helpful nervous strong
feedback, elicit the most singer cleaning the sink. After
interesting journeys you that I go up to my bedroom. There’s
a dangerous snake on one 6 Close your books. Can you remember the words in
heard while monitoring. Exercise 5? Describe your memory journey to your
of the shelves. Next …
partner.
7 What other places could you use for memory

journeys? Discuss with a partner.
5 & 6 Encourage students 3 Follow the steps in Exercise 1 to make your own
memory journey for the words in the box.
to try the activity on
their own this time, and 4 Describe your memory journey in Exercise 3
ask students to give to your partner. Who has the strangest or
each other feedback funniest images?
or suggestions after
listening to their partner’s
story.
U NIT 5U|NIT 4
2 AM
D RE | FINI
HO SHED
USE S? 69
7 Elicit as many places on
the board as possible.
Remind students that the
places don’t need to be Extend it!
real. They can come from Students choose another six words from
fiction or from their own this unit that they want to learn and create a
imagination. memory journey for.
Unit 6
Hidden danger Lesson aim: I can talk about dangers.
6
Write the word danger on I can …
• understand texts about dangers at the beach and in
the board and give students the desert
two minutes to brainstorm • make suggestions
• write a blog post
HIDDEN
dangerous things, animals • understand how to use should/shouldn’t, must/mustn’t,
the zero conditional and first conditional
and situations. Elicit these
DANGER
• talk about accidents and injuries and parts of the body
• use places to remember words and use pictures to
on the board. predict a story
• work in a group and make an information leaflet.
Start it!
Unit quiz
1 After feedback, elicit

more examples of
dangerous things
students can find in the
sea.
2&3 Before playing

Video 6.1, elicit the
meaning of pavement
and encourage students
in pairs to guess what
smartphone pavements
might be. Elicit a few
ideas for the students to
check in the video.
say why they do or don’t
Start it! a jellyfish
do this.
1 Look at the photo. What dangerous thing can you see?
Video comprehension 2 Before you watch, when do you not have your phone with you?
3 Where are there special smartphone-pavements? Watch and check. There are special smartphone-
questions pavements in China.
4 Do you use your phone while walking in the street?
Flipped class
(p71). Students research an
interesting fact about an
p73 p75 p76
animal that bites or stings.
Language in action 6.2 Language in action 6.3 Everyday English 6.4
Watch video 6.1
70 HID D E N DA N G E R | U NIT 6
Unit aims Language

I can ...
Extra Resources
Skills ● talk about accidents and injuries p71
●
I can ... ● understand how to use should(n’t) and must(n’t) p73
understand a text about dangers at the beach p72 ● talk about parts of the body p74
make and respond to suggestions p76 ● understand how to use zero and first
write a blogpost p77 conditionals p75
● create an information leaflet pp78–79 tests package, Cambridge Exam practice, wordlists,
Learn to Learn differentiated worksheets and many other extra
I can ... resources.
● use places to remember words p71 ● Practice Extra and Digital collaboration space
● use pictures to predict a story p74
● give useful opinions about my partner’s English p81
100 H id de n da n ge r | Un i t 6
Lesson aim: I can talk about accidents and injuries.
1 6.01★★★ Students cover

the box and look at the
pictures. In pairs, they
try to fill the gaps, then
VOCABULARY Get it right!
check with the box. Accidents and injuries We usually use words like my, your, his, her when
we talk about parts of the body.

1 Complete the phrases with the words in the I hit my head. Did Lisa burn her hand?
box. Listen, check and repeat.
Target vocabulary be bitten be stung break bruise burn cut 2 Listen. Write the accidents and injuries in
be bitten /biː ˈbɪtən/
6.02
fall off hit scratch slip sprain trip over Exercise 1 that you hear.
be stung /biː stʌŋ/ 1 be stung 4 slip
1 2
break /breɪk/ 2 fall off 5 burn
bruise /bruːz/ 3 trip over
burn /bɜːn/
cut /kʌt/ LEARN TO LEARN
cut your finger slip
fall off /fɔːl ɒf/ Using places to remember words
3 4
hit /hɪt/ It can help you to remember new words if you think of
scratch /skrætʃ/ where they might happen.
slip /slɪp/ 3 Think of a place where each accident in Exercise

sprain /spreɪn/ be stung by a bee be bitten by a mosquito
1 might happen.
trip over /trɪp ˈəʊvə/ trip over a chair – in the classroom
5 6
4 Test your partner. Say a place that you thought of
Extra vocabulary in Exercise 3. Your partner guesses the accident or
practice injury you thought of.
hit your head burn your hand The kitchen. Cut your finger?
Get it right! 7 8
Use it!
Point out that we usually 5 Ask and answer these questions about the
don’t say I hit the head or phrases in Exercise 1.
Lisa burned the hand, but 1 When was the last time one of these things
scratch your arm break your leg
happened to you or someone you know?
use possessive adjectives 9 10
2 Where did it happen?
(my, her, etc.) instead.
3 What happened?
2 6.02After feedback,
students in groups play Explore it!
trip over a chair fall off your horse
a game. Students take Is the sentence T (true) or F (false)?
11 12
turns to mime a phrase All bees can sting. F
from Exercise 1. The first Find an interesting fact about another animal
student to guess the that bites or stings. Then write a question for
phrase wins a point and your partner to answer.
mimes the next word. sprain your ankle bruise your leg
Audioscript p168
Vocabulary Bank SB p133 U NIT 6 | HID D E N DA N GE R 71
Extra vocabulary
practice
5 Allow a few minutes of thinking time Extend it!
before asking students to discuss the Students in groups make up a story called
questions in pairs. For an extra challenge, ‘Fred’s unlucky day’ using the vocabulary
Learn to learn tell students they may lie, and their partner from Exercise 1. The story begins with
Associating new vocabulary must ask questions to guess if the story is ‘Yesterday, Fred had a really bad day. In the
with places, people, times, true or not. morning, he was making breakfast and he …’.
etc. increases the chances
that it will be remembered.
Explore it! Homework
3 & 4 Encourage Monitor and correct language mistakes Workbook p48
personalisation. Students before eliciting the questions for the whole
think of places where class to answer.
these things have
happened to them.
U ni t 6 | H id d en d ang er 101
Lesson aim: I can understand a text about dangers at the beach.
In the photos you can see: broken glass,

Warmer a sign saying ‘no swimming’ because
of rip currents, a shark in the water, an
In groups, students animal that can sting (an octopus) and a
brainstorm all the dangers sign warning of quicksand.
at the beach they can think READING 4 Are the sentences T (true) or F (false)?
of. Elicit ideas and relevant An online article 1 Some beaches are more dangerous than
vocabulary on the board. others. T
1 Check the meaning of the words in the box. 2 Rip currents move away from the beach. T
Can you see them in the photos?
3 Crocodiles don’t live near the sea. F
1 Allow dictionaries for this
animals that sting broken glass large waves 4 The blue-ringed octopus is big and ugly. F
activity, and ask pairs to
quicksand rip currents shark attack 5 One blue-ringed octopus can kill a lot of
match the phrases to the people. T
pictures.
6.03
2 Read the article. Which danger in Exercise 1 isn’t 6 All British beaches are safe. F
in the article? large waves
2 6.03Disallow dictionaries Voice it!
and translation software 3 Find words in the article that mean:
as it would pre-empt the 1 difficult to find hidden 5 Discuss the questions.
1 What other dangers at the beach can you
following activity. 2 quickly swiftly
think of?
3 something dangerous from an animal venom
2 What other dangerous places do some people
3 ★ Support students by 4 move your body to get free struggle like to visit? Why do they go there?
telling them where the 5 when the sea goes in and out at different times
Finished? p123 Ex 1
vocabulary can be found in of the day tide
the text (1 – introduction;
2 – Hawaii; 3 – Australia;
4 – UK; 5 – UK).
DANGER S AT THE BEACH
Beaches promise sun, AUSTRALIA
4 Fast finishers can write sand and fun and are Everyone knows that huge sharks sometimes
one more sentence about usually safe places to go, swim near Australian beaches, and crocodiles
the text, true or false. but accidents can happen. can also come very near. You must always be
You can slip and break careful. Never swim when there isn’t a lifeguard
Elicit this during feedback your leg, or step on some on the beach.
for the class to decide if glass and cut your foot. Sharks and
it’s true or false. Ouch! Some beaches crocodiles aren’t
around the world have hidden dangers, however, the only danger on Australia’s beaches.
Reading comprehension and you should take extra care. The beautiful Australian blue-ringed
questions octopus, for example, is as small as your
HAWAII hand. But you mustn’t go near them. They
It’s great for surfing, but have enough venom to kill ten people!
5 Allow students a minute beaches in Hawaii also have
of thinking time before dangerous rip currents. UK
discussing the questions. Rip currents happen when The sand can be as unsafe as the sea,
Monitor closely and make water moves swiftly away and on some British beaches it can kill!
from the beach. They are Dangerous quicksand is full of water and
notes of useful vocabulary
difficult to see and can it’s very easy for people to sink in it. You
the students needed to move very fast. They can take people far out to shouldn’t kick or struggle. You must move
express their opinions. sea, so swimmers mustn’t try to swim against very slowly and carefully to get out …
Elicit this on the board them. Instead, they should swim sideways along before the tide comes in!
during feedback and ask the beach until they get to safer waters.

questions again with a 72 HID D EN DAN GER | U NIT 6
new partner.
Extend it! Class challenge Finished?

Ask students in pairs to The animal which is responsible for killing Students turn to SB p123 and do Exercise 1.
underline three or four other the most people is the shark / mosquito /
unknown vocabulary items in crocodile.
the text. Together they look Homework
up the meaning of the words Workbook p49
or phrases and write a short
exercise like in Exercise 3.
Pairs swap their exercises
and complete them. Monitor
closely and elicit the most
useful definitions with the
whole class
Lesson aim: I can understand how to use should(n’t) and must(n’t).
Warmer
Play Video 6.2 and Watch video 6.2
elicit that you mustn’t put What should you do if
anything on the burn and LANGUAGE IN ACTION you get burned?
What should you do
you should hold it under should/shouldn’t and must/mustn’t with a sprained ankle?
cold water for 20 minutes.
For a sprained ankle you should for advice must for strong advice or a rule
should put some ice on it to shouldn’t You should take extra care.
1
You 2 must always be careful.
stop the swelling. You 3 kick or struggle. Swimmers 4 mustn’t try to swim against them.
Pronunciation p142
1 After feedback, point out

that we don’t use to after 1 Complete the examples in the table
6.07
4 Complete the notice with should, shouldn’t, must or
above with should/shouldn’t or must/ mustn’t. Then listen and check.
must or should. Then mustn’t. Use the article on page 72 to
elicit that both must and help you. Hi everyone,
should can be used to Now the spring term is here, I think you
give advice, but must is 2 Correct the sentences about the article 1
should all think about walking or cycling to
on page 72. school if you can.
used more for rules. Cycling is fun and healthy, but you 2 must
1 You shouldn’t wear sandals on the
beach. be careful. For example, you 3 ride
In a rip shouldn’t
Pronunciation current, you You should wear sandals on the beach.
when the weather is bad, and you 4 must
wear a helmet. That’s extremely important.
Ask students to turn to mustn’t swim 2 In a rip current, you must swim
towards the However, you also 5 mustn’t forget that there
SB p142 for pronunciation beach / towards the beach. are rules on the road for cyclists, and you 6 must learn these rules.
practice of /ʌ/ and /ʊ/. must swim The school website has some good advice, such as which clothes you
sideways 7
must wear to cycle, and I think all cyclists 8 should read it
along the
carefully.
2 Fast finishers can expand beach. 3 You should swim near the blue-ringed One more thing: we need to know which students are cycling to school,
on the sentences, e.g. 1: octopus. so you 9 must tell Mrs Jones if you plan to cycle. That’s a school
… because there might You mustn’t swim near the rule, so you 10 mustn’t forget!
be some broken glass. blue-ringed octopus.
4 In quicksand, you should kick and Use it!
3 ★ Ask students to choose jump.
if each sentence is advice, In quicksand, you mustn’t kick and jump /
5 Write rules and advice for staying safe while doing these
activities.
strong advice or a rule. must move very slowly (and carefully).
ice skating mountain biking rock climbing surfing
3 Circle the correct words.
Extra grammar practice 1 You should / shouldn’t swim here. The
water isn’t clean.
4 6.07Before the activity, 2 You must / mustn’t speak in exams.
6 Read your rules and advice to your partner but don’t say
allow students in pairs 3 I think everyone should / must do a the activities. Can they guess them?
sport. Exercise is good for you.
to discuss one piece of You should wear a wetsuit to do this. But you
4 You must / should wear a seatbelt in
advice and one rule about mustn’t do it in bad weather. What is it?
the car. It’s the law.
cycling. Elicit a few on the
5 I think you should / must learn to Surfing?
board. speak another language.
6 You shouldn’t / mustn’t go outside in Finished? p123 Ex 2
Audioscript p168 shorts. It’s cold today.
5&6 Encourage U NIT 6 | HID D EN DAN GER 73
students to personalise
the activity and write
about other activities,
especially ones that they
Write one of these situations on the board: Students turn to SB p123 and do Exercise 2.
do.
at the beach, at a zoo, at the gym, on a
plane.
Homework
In groups, students have two minutes to Workbook p50
write as many sentences with should(n’t)
or must(n’t) as possible. They swap ideas
with another team, who can challenge the
sentences if needed. Encourage discussions
if possible, e.g. You don’t have to wear
suncream at the beach all the time. Repeat
with other situations.
Lesson aim: I can talk about parts of the body.
Warmer
In groups, students have
two minutes to brainstorm
all the body vocabulary they VOCABULARY AND LISTENING A radio interview
know. Elicit these on the Parts of the body
board. LEARN TO LEARN
1 Match the words in the box with 1–12 in the
6.08
photo. Listen, check and repeat. Using pictures to predict a stor y
Before you listen, look carefully at any pictures and use
1 6.08After feedback, play cheek 2 chest 7 chin 4 them to imagine a story.
the recording again and elbow 9 forehead 1 heel 11
4 Look at the pictures in Exercise 6. Choose one
ask students to point knee 10 neck 5 shoulder 6 picture from each set of three and use them to
at the part of their own teeth 3 toe 12 wrist 8 make a story.
body they hear.
1 2 6.09
5 Listen to the interview. What parts of your story
were correct?
Audioscript p168
3 4
6.09
6 Listen again. Choose the correct options.
Target vocabulary 1 What job does Pam do?
cheek /tʃiːk/ 5 6
a b c
chest /tʃest/
chin /tʃɪn/ 7
8
elbow /ˈelbəʊ/
forehead /’fɔːhed/ 9
heel /hiːl/ 2 What was Jamie doing before his accident?
knee /niː/ 10 11 a b c
neck /nek/
shoulder /ˈʃəʊldə/
teeth /tiːθ/
toe /təʊ/
wrist /rɪst/ 3 What did Jamie do?
a b c
12
2 Fast finishers can write
one more gapped
sentence using a different 2 Complete the sentences with words in Exercise 1.
word from Exercise 1. 1 Your wrist is between your hand and your arm.
4 What injuries did Jamie get?
Elicit these during 2 People have ten fingers and ten toes .
a b c
feedback. forehead 3 Children have 20 teeth and adults have 32.
4 Your is just above your eyes.
Extra vocabulary 5 Your ankle is in the middle of your leg.
practice 6 Your is at the top of your arm.
Use it! shoulder 7 Work with your partner to tell Jamie’s story. Use
3 Challenge students the pictures to help you.
to name the body part 3 Point to a part of the body in Exercise 1. Name
the part your partner points to.
within five seconds,
before pointing to
74 HID D EN DAN GER | U NIT 6
another, and then
another.
Vocabulary Bank SB p133 4 After students have discussed the pictures Extend it!
for a few minutes, elicit a few different In pairs, students invent a new short story
versions of the story, and write any useful and draw three simple pictures to go with it.
Learn to learn vocabulary on the board.
Pictures are another way in They give the drawings to a different pair,
which students can predict who try to guess the story from the pictures.
5–6 Allow students to check their ideas in
what a reading or listening pairs before feedback.
text might include. Making Flipped class
guesses about what a text 7 Change pairs once or twice to allow
6.09 Ask students to watch Video 6.3 and do the
contains may help students students to repeat the story. This will help Video worksheet in the Teacher’s Resource
feel less anxious about improve their fluency and build confidence. Bank in preparation for the next lesson.
dealing with it.
Audioscript p168
Homework
Workbook p51
Lesson aim: I can understand how to use zero and first conditionals.
Warmer
not set for homework. Elicit Watch video 6. 3
that you should keep your LANGUAGE IN ACTION How can you fall off a
skateboard safely?
hands and elbows in and Zero conditional and Is this a good way to fall?
roll onto your shoulder. If first conditional
you do this, it won’t hurt Zero conditional First conditional
as much, and rolling can Action/Situation Result
Action/Situation Result 1 2
protect you when you fall.
When a crocodile gets you, that’s the end! If you swim in safe places, you won’t be in any danger.
3
Result 4
Action/Situation 5
Result 6 Action/Situation
1 Point out that the if/
A croc sometimes opens its mouth if you hit it in the eye. You won’t see any crocodiles if you’re on holiday in Spain.
when clause can come
either before or after the 1 Complete the headings in the table above with 4 Complete the information about the Amazon
result clause, but that Action/Situation or Result. jungle. Use the words in the box.
if it comes before the
two clauses need to be 2 Match 1–5 with a–e. Then complete the result go have hide run away
with the correct form of the verb in brackets.
separated by a comma. 1 Accidents happen (happen) e Snakes Bigger animals
Snakes 1 hide if they You probably won’t see any
2 If you see a crocodile, c
hear people coming. Most jaguars because they
Extra grammar practice 3 If a crocodile bites you, a snake venom isn’t fatal 3
when they feel
4 When a crocodile wants to cool down, d if you 2 go straight threatened. However, if a
2 ★ Remind students that 5 If a crocodile loses a tooth, b to hospital. jaguar 4 has young
each sentence will need a it will try (try) to pull you under the water. run away cubs, it is more dangerous.
an if/when clause and a b another one grows (grow).
result clause. Suggest c it will probably ignore (ignore) you.
that students circle each d it (open) its mouth.
if and when to help them will open e when you aren’t careful.
match the sentence
halves. 6.10
3 Complete the email with the correct form of the 5 Imagine you’re planning a jungle holiday. Write
verbs in brackets. Then listen and check. what you will do if the following things happen.
1 If I see a snake on the path, I’ll wait for it to
3 6.10★★★ Fast finishers
So you’re going to visit Queensland. Great idea! If you go away.
work in pairs to discuss 1
like (like) beaches and forests, you 2 ‘ll love (love) 2 If I’m very hot and I find a river,
why the zero or first Port Douglas. It’s amazing. It usually 3 takes (take)
(get) a bus won’t
.
conditional is used in about an hour to get there if you 4 get
have
from the airport. Buses are quite frequent, so if you 3 If I’m bitten by a spider,
each case (i.e. whether 5
miss (miss) one, you 6 (not have) a long don’t .
the sentence refers to a wait. Of course, if you 7 (not mind) spending mind 4 If I get lost, .
general truth or a specific more money, there 8 are (be) always taxis at the
situation). airport, too! If you 9 visit (visit) Four Mile Beach, Use it!
you 10 ‘ll have (have) a great time surfing. But be
Audioscript p169 careful! If you 11 (not see) anyone else in the 6 Say the second half of your sentences in
water, it probably 12 means (mean) there are sharks Exercise 5. Can your partner guess the first half?
don’t or jellyfish in the sea!
4 Support students by see I’ll look for a river to follow. If I get lost?
Have fun and take care!
pointing out that snakes
Finished? p123 Ex 3
don’t run.
U NIT 6 | HID D EN DAN GER 75
5&6 Monitor to make
sure students are forming
correct sentences. Write
any errors on the board Grammar game Finished?
for the whole class to Put students into groups. On the board, Students turn to SB p123 and do Exercise 3.
correct at the end of the write: If school is closed next week, I … .
activity. One student finishes the sentence, e.g. I’ll
stay home. The next student repeats this Homework
last idea, and continues: If I stay home I will Workbook p52
watch TV. The next student continues with
If I watch TV, ... . The group continues like
this for three minutes. Elicit the final stories
from teams and ask for the best ones to be
repeated for the whole class.
Lesson aim: I can give and respond to suggestions.
Warmer
Tell students you want to try
a new sport, but don’t know
which one yet. In pairs, SPEAKING 3 Look at the Everyday English box. Find and
students discuss which Making suggestions underline the phrases in the conversation.
sport they’d recommend
and why. Elicit a few ideas. 6.11
1 Listen to the conversation. Who knows more Watch video 6.4
about mountain bikes, Dan or Hayley? Ever yday English
Hayley. Awesome buddies
I’ll give it/them a go. Nice one
1 6.11★★★ Play the
recording without
focusing students on the 4 Complete the sentences with the Everyday English
phrases.
photo and ask them to
1 Awesome snowboard, Maya!
discuss what they heard.
2 Ava said that Hunts is a good shop for camping
Elicit that Hailey is giving DAN Awesome gear. I’ll give them a go.
Dan suggestions about mountain 3 You remembered your camera! Nice one , Beth!
buying a bike. bike, Hayley. 4 That’s Alfie. He’s one of my surfing buddies .
DAN HAYLEY
HAYLEY Thanks, Dan.
Audioscript p169 DAN I’d like to get one, too. Do you think I
should buy one online?
PL AN
2 Books closed. In pairs, HAYLEY Not really. Some online shops aren’t
very reliable. Their bikes aren’t very 5 Think of advice for someone who wants to try a
students try to remember new sport. Make notes.
safe. Anyway, 1 make sure you don’t buy
the exact complete one without trying it first. What you should or must do:
phrases in the text (e.g. Why don’t 2
try The Bike Shack in
How about joining my you town? They’re really good. you should What you shouldn’t or mustn’t do:
bike club?) and write DAN OK. I’ll give them a go. definitely
HAYLEY And 3 buy a good
them down. helmet, too. You can really hurt yourself SPEAK
if you fall off, so you mustn’t ride 6 Practise the conversation with your partner. Ask
Useful language practice without one. for and give advice about the sport. Remember
DAN Good idea. I think I should find some to use should/shouldn’t and must/mustn’t, the
3 Play Video 6.4 and buddies to ride with, too. What do you vocabulary from this unit, and phrases from the
think? Useful language and Everyday English boxes.
drill pronunciation of the
HAYLEY Sure. 4 How about joining my bike
phrases, especially of club? We go out every weekend. CHECK
awesome /ˈɔːsəm/. DAN Yeah! Nice one, Hayley. I’ll do that. 7 Work with another pair. Listen to their
4 ★★★ Challenge students What you should or must do:
to create a short 6.11
2 Complete the conversation with the phrases
from the Useful language box. Then listen
conversation using all the and check. What you shouldn’t or mustn’t do:
phrases, e.g.
Useful language
– My buddies What is the best suggestion:
recommended an How about + -ing … ? Make sure you don’t …
awesome beach for Why don’t you … ? You should definitely …
surfing, so I’ll give it a go.
– Nice one!
5 & 6 In pairs, students
develop their ideas from
the warmer. They then
rehearse the conversation, Homework
repeating it again if Ask students to write a paragraph of about
necessary to make sure 100 words, giving advice about the sport
they include the language they talked about in this lesson.
from the unit.
7 After students have

performed their
conversation in pairs,
ask them to change
partners and repeat the
conversations, in order to
promote fluency.
Lesson aim: I can write a blog post.
Warmer
In small groups, students
read each other’s
paragraphs they wrote for WRITING 3 Read the blog post again. Which of these opinions does
homework and ask each A blog post Matt have?
other follow-up questions 1 Cheap skateboards aren’t very good. ✓
about them. 1 Look at the photo. What do you think 2 You can’t get a good skateboard for less than £50.
the blog post is about? Read it and
3 For some people, narrow skateboards are best.
check. Skateboarding.
4 Your helmet shouldn’t move when you wear it.
1 & 2 ★★★ Elicit that
the blog post is about
MATT’S BLOG 5 The only safe place for skateboarding is a skatepark.
skateboarding and ask Thanks for all your comments on my posts. Here
4 Complete the phrases in the Useful language box with
words that Matt uses for giving advice.
students to discuss two are my answers to your questions.
questions they’d like to 1 b Useful language
There are cheap boards, but it’s best to avoid them.
find out the answer to 1 I’d say 2 Make sure
If you want a good board, you need to spend more.
about this subject. After I’d say at least £50. Also, make sure you get the 3 That’s why If you 4 ask me
students read the blog, right size deck. If you have small feet, you’ll need
ask if any of the students’ a narrow deck. If it’s too wide, you won’t be able to
control the board.
5 Complete the sentences with the Useful language phrases.
questions were answered 1 If you fall off a board, you can really hurt your head.
2 c
by the text, and where That’s why skateboarders wear helmets.
Yes! When you’re a beginner, accidents happen.
the answers were found. 2 If , all skateboarders should wear knee and
That’s why you need a helmet. It must be a proper you
skateboarder’s helmet, and it must be the right size. ask me elbow pads as well.
3 Encourage students to If it moves when you shake your head, it’s too big. 3 Make sure you keep your board in good condition.
underline the sentences 3 a 4 Many people skate on their own, but I’d say it’s
If you ask me, the street is too dangerous. A more fun, and safer, to skate with friends.
in the text where they skatepark is the best place, but if there isn’t one
found the answers near you, any park will be good.
Write a blog post to give safety advice.
and elicit these during That’s all for now. Have fun, but stay safe!
feedback, focusing their PL AN
attention on how the 6 Choose an activity. Think of three questions about
ideas in the questions doing it safely. Make notes for the answers.
1
were paraphrased in
2
the text (e.g. aren’t very
3
good – it’s best to avoid
them). WRITE
7 Write your blog post. Remember to include an
4 & 5 Point out that in introduction, three questions and answers, an ending
blogs, we often use I and 2 Match questions a–c with paragraphs and phrases from the Useful language box.
1–3.
you to write in a more CHECK
a Can I skate in the street?
personal, friendly style. 8 Do you ...
b What board should I buy?
• answer each question?
c Should I wear a helmet?
Useful language practice • use should/shouldn’t and must/mustn’t?
• use vocabulary from this unit?
6 & 7 Brainstorm possible
activities with the whole Finished? p123 Ex 4
class, and allow students U NIT 6 | HID D EN DAN GER 77

to choose one they want
to write about.
8 Encourage students to Finished? Flipped class

read each other’s texts Students turn to SB p123 and do Exercise 4. In preparation for The Science Project
and to say if they agree (pp78–79), ask students to research a
with the advice or not, remote and dangerous place, such as Death
giving reasons. Valley in the USA, and find out at least four
dangerous things about it.
Homework
Workbook p53
Lesson aim: I can create an information leaflet.
Warmer
In groups, students THE SCIENCE
share information about PROJECT
Desert survival
the remote places they
researched for homework. An information leaflet
Fact file
Project Book 1 Look at the information leaflet. What is it about?
For more information and a The dangers of the desert ❖ A desert is a place with less than
activities see the Project b How animals live in the desert 250 mm of rain per year.
Book p42. ❖ Around 30% of the land on the
2 Read the leaflet again. Are the sentences T (true) Earth is desert.
or F (false)?
❖ Only 20% of deserts are sandy.
1 All deserts are hot and dry. F Some have snow.
2 Birds can help you in the desert. T ❖ Highest temperature in a desert:
look quickly at the leaflet,
3 If you drink water, you won’t get heat cramps. 56.7 °C (Death Valley, USA)
without reading it in
F ❖ Lowest temperature in a desert:
detail, as they can predict 4 A haboob is a desert animal. F -89.2 °C (Antarctica)
a lot about the text from 5 You shouldn’t wear sandals in the desert. T
the visual information and Deserts are extremely big, extremely dry
6 Scorpions live in dark places. T
how it is organised. and extremely dangerous! If you are lost
in one, here are some of the dangers you
3 Complete the table. Put the five dangers in the
should know about.
2 Display the text, if desert in the correct group.
possible and ask Our bodies Thirst
Desert weather Desert animals
volunteers to come and in the desert What’s the danger?
underline or point to the thirst You can’t live
parts of the text where sandstorms snakes, without water for
heat cramps scorpions more than three
the answers can be found.
days.
What should you
3 After feedback, ask do?
students to find and Walk slowly and rest often. If you don’t, you’ll
underline examples of How to work in groups lose a lot of water as sweat.
conditional sentences in Drink a little and often.
the text. 6.12
4 Listen and decide which student worked in
If you see birds, follow them. They’ll take you to
these ways. Write J (John), I (Isla) or P (Poppy).
the nearest water.
a The group decided what the different jobs
How to work in were for the project. Each person did a
different job. I
groups Heat cramps
b The group shared the writing on the project. What’s the danger?
Each person wrote a different section. J As well as water, your body needs salt. When
should be able to reflect on
c Each person worked alone first. Then they you sweat, you lose a lot of salt. If you lose too
how they wish to organise chose different sections of each person’s much, your legs and arms will begin to hurt.
themselves while working in work to make their poster. P This is called heat cramp and in the desert it
groups, making conscious can be dangerous.
decisions about the process 5 Which of the ways of working do you think is What should you do?
best? Why? Share your ideas with a partner. Make sure you carry salt tablets with you. They
and the allocation of
can save your life!
responsibilities. You may
want to elicit from students
78 HID D E N DA N G E R | U NIT 6
what the consequences
are in real life when one
or more people in a group
don’t do their fair share of a
4 & 5 6.12 After doing Exercise 4, allow
project.
students two minutes of thinking time
to form an opinion before they discuss
the ways of working with a partner. If
appropriate, divide the class into different
groups, according to which ways of
working they liked best.
Audioscript p169
Lesson aim: I can create an information leaflet.
6 Ask students to share

the information they
researched for homework
about a remote place,
and choose the most
interesting. Stress that
no matter which strategy
from Exercise 4 the Sandstorms
students want to try, they What’s the
still must make decisions danger?
together at the beginning When it gets
windy in
regarding content, the desert,
structure and visuals. sandstorms happen. In Arabic, these huge
walls of sand are called haboob. They are
7 One student in each sometimes more than a kilometre high and
can move at 40 kilometres per hour.
group stands next to
What should you do?
their leaflet and answers
If a haboob is coming, you must hide.
questions about it, Sandstorms usually last for a few minutes, but
while the others walk sometimes they last three hours!
around looking at other
posters and asking extra
questions. Snakes
What’s the
8 Before this activity, ask danger?
PL AN
students individually to If you’re in the
write a number between Arizona Desert 6 Work in groups. Choose a remote place. Then
and you hear
complete the steps below.
1 and 5 on a piece of a rattle, it’s • Decide how your group will work together.
paper, where 1 means probably a • Decide on the sections your information
‘We worked very well rattlesnake, and its bite can kill. leaflet will include.
together’ and 5 means What should you do? • Decide what images and diagrams you
Wear strong boots, not sandals. If you see a could include.
‘We didn’t work well
snake, move away quickly. If it bites you, you
together at all’. Each • Make a first draft of your leaflet.
must find a doctor as soon as you can.
group puts all the pieces • Share your first draft with another group to
get their feedback.
of paper together,
shuffles them and Scorpions PRESENT
reveals the numbers, for What’s the 7 Display your information leaflet on your
everyone to get an idea danger? classroom wall. Remember to include different
There are 2,000 sections, interesting facts and pictures, and the
of how the others felt tips in How to work in groups.
different types of
about their collaboration. scorpions and 30
of them can kill.
CHECK
Students can What should you do? 8 Ask different groups how they worked. Did they
work in the same way as you? Who worked in a
collaborate digitally Scorpions live under rocks, so you should be
group best?
online and offline in the careful where you put your hands!
where teachers can set, U NIT 6 | HID D E N DA N GE R 79
For more work on Science,

students can turn to SB
p139. See p155 for teaching
notes.
Class challenge
The largest desert in
the world is the Sahara
desert / the Gobi desert /
Antarctica.
6 REVIEW
do it in class as a timed 4
VOCABULARY Complete the sentences with the zero or first
conditional.
homework. 1 Circle the correct words. 1 If you don’t take (not take) more care, you
1 Sue touched a hot pan and burned / will have (have) an accident.
sprained her fingers. 2 When Gina goes (go) skateboarding, she always
Vocabulary 2 Juan slipped / scratched on some ice. wears (wear) a helmet.
1 You could turn this into 3 Jane bruised / fell off her bike. 3 If someone breaks (break) a leg, it hurts
(hurt) a lot.
a game in teams. Give 4 Andy was bitten / was stung by a bee.
4 If the weather gets (get) worse, the climbers
students one minute to 5 Masha fell off / tripped over a plant in
will be (be) stuck on the mountain.
review the vocabulary the garden.
5 Snakes don’t usually bite (not bite) you if
on p71, then close their 6 I cut / broke my finger with a knife.
don’t you (not disturb) them.
books. Read out each disturb
2 Match the words in the box with the
5 Circle the best words to complete the notes.
sentence, replacing the descriptions. You can use the words
options with a beep. The more than once.
Stay safe in the forest
first team to shout out cheek chin elbow
the correct answer wins a Before you go, you 1should
should / shouldn’t
forehead heel knee
tell someone where you’re going. If
point. shoulder toe wrist
you get lost, it 2is / will be easier to
1 We have two of these. cheek, elbow, find you.
2 Before the exercise,
heel, knee, shoulder, wrist You 3must
must / mustn’t take a map. If you 4don’t / won’t follow a
review the vocabulary. map, you’ll probably get lost.
2 These are parts of your arm.
In small teams, students You 5shouldn’t
shouldn’t / mustn’t eat
elbow, shoulder, wrist
challenge each other in mushrooms. Some are very
3 These are parts of your leg.
pairs. A student from one dangerous. If you 6eat
eat / will eat them,
team points at a part of heel, knee, toe you can get extremely ill.
4 These are parts of your face. You 7should
7should / shouldn’t run away from
the body and the other
cheek, chin, forehead, tooth a bear. If you stay calm and walk
team wins a point if they away slowly, you 8will be / are OK.
can name it. Teams take
turns. The team with the LANGUAGE IN ACTION
most points after three Self–assessment
Self–
Self assessment
3 Complete the sentences with must/
must
must/mustn’t
mustn’t
minutes wins. or should/
should/shouldn’t
/shouldn’t and the verbs in the
should/shouldn’t
I can use words to talk about
box.
accidents and injuries.
sleep stay talk wear I can use words to talk about
Language in action must wear
parts of the body.
3 During feedback, 1 You a seatbelt in the car.
I can use should/shouldn’t
/shouldn’t and
should/shouldn’t
should/
encourage students shouldn’t 2 You in the sun too long. must/mustn’t.
must mustn’t.
must/
to say if they agree stay 3 You for eight hours at night. I can use the zero conditional
or disagree with the should 4 You on your phone while and first conditional.
sleep you’re riding a bike.
statements.
mustn’t
talk
4 Ask students to review
p75 before doing this
exercise.
5 Students can work in

pairs to compare answers.
Self-assessment Homework
Allow students a few minutes to look back Workbook pp54–55
Allow them to discuss
at the page and the whole unit. On the
any answers which are
board, write I need more practice in ... and
different, before checking
encourage students to tell you what they
as a class.
need. Give them additional homework from
the Workbook, as necessary.
Unit quiz review
Lesson aim: I can give useful opinions about my partner’s English.
Learn to learn
Peer-feedback is a useful LEARN TO LEARN
classroom tool and it
strengthens students’
self-assessment and self- LEARN TO … GIVE USEFUL OPINIONS ABOUT YOUR PARTNER’S ENGLISH
correction skills as well. Be polite when you give opinions about your partner’s English. You can help each other improve.
Students at this stage
should be able to give 1 Read the advice about how to give useful opinions.
Complete the advice with should or shouldn’t.
each other constructive
feedback, and should see
What you 1 should
this as an opportunity to
do to help your partner
improve.
improve their English.
1 After feedback, elicit shouldn’t

You 2 …
why options a–c are
a say what you think in a horrible
not advisable, guiding way.
students to say what the 3 Invent a story about an accident. Use one word
b talk about your partner’s or phrase from each box and think about the
consequences of these personality. answers to the questions below.
comments might be. c say that something is better or
worse than it is. crocodile knife mirror scissors snake
2 Point out that intonation You 3 should always …
is important when giving be bitten break cut hit slip
d say what you think, but also be
an opinion. If someone’s nice. • What were you doing when the accident
intonation is very flat, e say positive things. happened?
the opinion could sound f give ideas for how your partner • What happened?
can improve.
negative, even if the • How did you feel?
words are positive. • Did anybody help you?
2 Match 1–6 with a–f in Exercise 1. • What happened then?
3 & 4 You may want to • What should people do to avoid a similar
give students some areas 1 b Well done! You’re a really interesting person. accident?
to think about when
listening to their partner. 2 d That wasn’t your best English, 4 Take turns to tell your stories. While your
but I know you can do better. partner is speaking, think about what they do
For example, well and how they can improve.
• pronunciation (How c That was the worst presentation ever!
3
well could you
understand your 4 f You made some mistakes with the
first conditional. Why don’t you study
partner?) the grammar from the unit again? 5 Give three helpful opinions about your partner’s
• language (Was their English. Use the phrases in the box.
message clear? Was e You used lots of adjectives to I liked the way you …
5
your partner’s grammar describe things. That was really nice! Why don’t you … ?
full of mistakes?) You made some mistakes with …
• vocabulary (Did your 6 a Your English was awful! You used … That was nice!
partner use interesting

vocabulary?) U NIT 6 | HID D EN DAN GER 81
5 Make sure that students have at least two

minutes of thinking time to organise their
ideas and plan how they are going to give
each other feedback. Remind students
that their feedback should be helpful and
positive. Monitor and help as needed, and
make notes of sentences you hear that
you think might be too direct or impolite.
Write these examples on the board, and
during feedback, ask the class how to
change them.
Unit 7
Get connected Lesson aim: I can talk about technology.
7
In groups, students have I can …
• understand texts about technology
two minutes to brainstorm • give instructions to explain how to use something
all the technological devices •
•
write an article
understand how to use the present perfect affirmative
GET
they can think of. The group and negative, will/won’t, may and might, and the
infinitive of purpose
with the most wins.
CONNECTED
• talk about and describe technology and transport
• use collocations, recognise opinions and use words
that describe sounds.
Start it!
Unit quiz
1 After eliciting that it seems
to be a self-driving car, elicit
students’ opinions about
whether they would like to
ride in one and what the
benefits may be (e.g. it’s
safer, more relaxing, etc.).
2 Write on the board
Today I have used … and
invite students to discuss
ways of finishing the
sentence in groups. This
will prepare them for the
language focus on p85.
3 Ask students to guess
what year this happened
in as well, before playing
Video 7.1.
4 Allow students a minute
of thinking time to choose Start it!
one piece of technology 1 Look at the photo. What type of car is it? a driverless car
they couldn’t live without, 2 Before you watch, what technology have you used today?
and reasons why. Then 3 Who planned the first programmable computer? Watch and check.
students discuss in groups. 4 Which technology would be most difficult to live without? Charles Babbage in 1837.
Elicit contrasting ideas
during feedback if possible.
Video comprehension
questions p85 p87 p88 p90

Watch video 7.1
Flipped class 82 GE T CO N N EC TE D | U NIT 7

technology.
Language
I can ...
Extra Resources
● Finished? – Student’s Book p124
● talk about communication and technology p83
Vocabulary Bank – Student’s Book p134
Unit aims
●
● understand how to use the present perfect p85
● talk about getting around on transport p86
● Workbook p56
Skills ● understand how to use will/won’t, may and might p87
● Teacher’s Resource Bank on Cambridge One for
I can ... tests package, Cambridge Exam practice, wordlists,
● understand a magazine article about technology
p84 I can ... resources.
● give instructions p88 ● • learn collocations p83 ● Practice Extra and Digital collaboration space
● write an article about technology p89 ● • recognise opinions p86
● understand an article about technology in Seoul ● • understand words that describe sounds p91
pp90–91 ● • make and use flashcards p93
112 Ge t c o n n e c t e d | Un i t 7
Lesson aim: I can talk about communication and technology.
1 ★★★ Student A
7.01
chooses one word and
describes it as much as
possible, without saying
VOCABULARY
the word, and student B Communication and technology
1 2
guesses the word. 1 Match the words in the box with 1–11 in the
7.01
picture. Listen, check and repeat.
Audioscript p169
app 4 chip 5 device 6
3 4
Target vocabulary download 2 emoji 11 message 9
app /æp/ screen 3 social media 8 software 10
chip /tʃɪp/
SOCIAL MEDIA
upload 1 video chat 7 5
device /dɪˈvaɪs/
download /daʊnˈləʊd/ 7.02
2 Complete the sentences with words in Exercise 1.
Then listen and check. 6
emoji /iˈməʊdʒi/ 1 My phone fell out of my pocket this morning
message /ˈmesɪdʒ/ and the screen broke. video chat
7 8
screen /skriːn/ 2 I can’t do a with you right now.

9
social media /səʊʃəl I haven’t got a camera on my laptop.
ˈmiːdiə/ 3 Most of my friends upload photos to 10 11
software /ˈsɒftweə/ social media sites like Instagram.
upload /ʌpˈləʊd/ 4 Look at this app – it’s great for practising
video chat /ˈvɪdiəʊ tʃæt/ new English words. Why don’t you download Use it!
it too?
5 Write three sentences about you or people you
know using the words in Exercise 1.
Extra vocabulary practice Pronunciation p142
My brother has got a lot of apps on his phone.

LEARN TO LEARN 1
2 7.02Fast finishers can
Collocations 2
make one extra gapped
Some words are often used together – we call these 3
sentence using another collocations. Learn them as phrases.
word from Exercise 1. 6 Compare your sentences.
Elicit this during 3 Complete these collocations with words in
I spend about three hours
feedback. Exercise 1. There is sometimes more than one
possible answer. download
a day in front of a screen.
Audioscript p169 1 software

2 use a messaging app I only spend about two hours.
3 electronic device
Pronunciation 4 send a message

Explore it!
5 computer chip / screen / software
Students can turn to upload /
download 6 photos Is the sentence T (true) or F (false)?
SB p142 for pronunciation
People with nomophobia feel scared
practice of the letter i. 4 Take turns to start and finish the collocations when they don’t have their phone with them. T
you made in Exercise 3.
Find an interesting fact about technology. Then
Send a … Send a message? write a question for your partner to answer.
Learn to learn
Point out that it isn’t only
verbs and nouns that
U NIT 7 | GE T CO NNEC TE D 83
go together to make
collocations. We can also
have adjective–noun and
noun–noun collocations. 5&6 Remind students to personalise Extend it!
new vocabulary, when possible, to help In groups, students write five personal
them remember it more easily. questions using the target vocabulary, e.g.
3 & 4 During feedback,
‘What app do you use every day?’ and
elicit all the possible
carry out a class survey, walking around and
answers together with Explore it! interviewing as many students as possible in
extra collocations that Monitor closely and elicit the most
five minutes. They then organise and present
students might know, e.g. interesting questions for the whole class to
their findings to the class.
send an email. answer.
Extra vocabulary practice Homework

Workbook p56
U ni t 7 | G et connected 113
Lesson aim: I can read a magazine article about technology.
1 Elicit that the object in

the picture on the left is
an early mobile phone.
Take the opportunity to READING Communication
Smartphone technology has given
Sharing
Smartphones haven’t made us nicer
practise comparatives A magazine article us many ways to communicate, but people, but together with social
if there is time, eliciting the most popular is messaging. Users media, they’ve made it easier for us
that it was bigger, slower, 1 Look at the photos. What do you of one very well-known app, for to have hundreds of ‘friends’. 2.5
think the article is about? example, send 60 billion messages billion of us have created social media
heavier, etc. than modern every day! profiles. We post status updates,
smartphones. 2 Read the article. Check your answer And then there’s video. Once, video upload our photos and share videos.
7.06
to Exercise 1. How smartphone calls were science fiction – they still Many of us have shared our whole
2 Alternatively, students
7.06 technology has are for my grandparents – but for my lives online. Which reminds me – I
changed. haven’t updated
read the introduction generation, video chats have become
Smartphones and us completely normal. my status
and answer the question. today!
Noah Smith investigates how Entertainment
Then student A reads
smartphones have changed our lives. Gaming apps let us play our favourite
the Communication, games anywhere, anytime on our
paragraph, student In 1994, the IBM Simon arrived. It was phones – and that’s usually the real
B Entertainment and a small computer that made calls! reason why my sister hasn’t done her
OK, it weighed half a kilo and it didn’t homework! She isn’t alone. About 34
student C Sharing. have a camera, but it was technically million people in the UK play online
Students then tell each a smartphone. Today’s devices are games, and globally the industry is
other what they read in smaller, faster and more fun. Nearly 3 worth billions of dollars. Personally,
billion people own one, and they have I’d rather listen to my favourite bands.
their paragraph. transformed our lives. Smartphones are great for that, too!
3 ★ Before students
3 Read the article again. Complete the sentences. 5 Complete the words for the numbers.
attempt the task, elicit 1 Smartphones first appeared in 1994 .
7.07
Then listen and check.
that all the answers will 3.3 billion 2 The first smartphone weighed 0.5 kg. 1 1,000,000,000,000 = one trillion
be numbers. Ask the 3 people in the world have a smartphone. 2 1,000,000,000 = one billion
students to circle all the 4 Users of one well-known messaging app send 3 1,000,000 = one million
numbers in the text and 60 billion messages every day. 4 1,000 = one thousand
match them to 1–6. 5 In the UK, about people play games on 5 100 = one hundred
their mobile devices. 34 million
4 Inform students that at 6 people around the world have got social Voice it!
this level, the answers 2.5 billion media profiles. 6 Do you agree with the statements below?
to the questions won’t Discuss with your partner, using the
always be clearly stated 4 Answer the questions.
expressions in the box.
1 What couldn’t computers do before 1994?
in the text, but will I strongly agree. I agree. I’m not sure.
They couldn’t make phone calls.
sometimes have to be I disagree. I strongly disagree.
2 Does Noah think the IBM Simon was a very good
inferred from whole device? No, he doesn’t. 1 People use their smartphones too much.
paragraphs. 3 Do Noah’s grandparents have video chats? 2 Children under ten shouldn’t have a
No, they don’t. smartphone.
Reading comprehension 4 What does Noah’s sister enjoy doing? 3 There should be no smartphones in
questions Playing games on her phone. schools.
5 Does Noah often play games on his phone? 4 I couldn’t live without a smartphone.
5 7.07Encourage students No, he doesn’t. Finished? p124 Ex 1
to check their spelling

of billion, million and 84 GE T CO NNEC TED | U NIT 7
thousand.

minutes of thinking time
Class challenge Flipped class
Ray Tomlinson sent the first email in history Ask students to watch Video 7.2 and
to form opinions and
in 1971. The email read ‘Can you read this?’ / do the Video worksheet in the Teacher’s
think of reasons. Then ask
‘Hello.’ / ‘qwertyuiop’. Resource Bank in preparation for the next
students to work in pairs
or small groups. Elicit lesson.
contrasting ideas during Extend it!
feedback if possible. In groups, students choose a technological
device, e.g. a TV, a tablet or smart watch.
Homework
They then collaboratively think of three ways Workbook p57
Finished?
Students turn to SB p124 this device is useful to us and prepare to tell
and do Exercise 1. the class about it.
Lesson aim: I can understand how to use the present perfect.
Warmer
Watch video 7.2
Play Video 7.2 if it was Name two things Sophia
not set for homework has learned?
and elicit that Sophia has
LANGUAGE IN ACTION What ’s the best thing
learned how to create a Present perfect: affirmative that the vlog has given
her?
vlog, how to use a camera, and negative
how to do sound and I/you/we/they he/she/it
lighting and how to edit. Smartphones 1 have transformed our lives. Smartphone technology 2 has given us many ways to communicate.
The vlog has given her Smartphones 3 made us nicer people. My sister 4 hasn’t done her homework.
many friends. haven’t
1 Complete the examples in the table above with 4 Answer the questions with present perfect
the correct form of have (not). Use the article on sentences. Use the words in the boxes.
1 Elicit that the present page 84 to help you.
break buy forget 1
perfect focuses on the
present results of a past 2 Complete the sentences with the present
perfect form of the verbs in brackets. password screen tablet
action, not the details of
1 Smartphones have changed our lives. (change)
an event in the past. For
2 They have become easier to carry. (become) 2 3
example, in 1, the focus
3 Smartphone technology has become
is on the fact that our more interesting. (become)
lives are different now, 4 Smartphones have helped us to communicate.
not on when or how the (help)
transformation happened. 5 Noah hasn’t updated his online status. 1 Why can’t Orla use her laptop?
(not update) She’s forgotten her password.
2 Ask students to think of 2 Why are Elena and Ruby so happy?
how other technological 7.08
3 Complete the conversation with the present
They’ve bought new tablets.
perfect form of the verbs. Then listen and check.
devices have changed 3 Why is Andrey upset?
over the years, eliciting ask find leave look lose He’s broken the screen.
sentences with the not charge not hear not see put
Use it!
present perfect. JACK What’s wrong, Kim? haven’t heard
KIM I1 ‘ve lost my phone. Do you know where it is? 5 Write three sentences about what you have or
3 7.08 Ask students to haven’t done today. Use the ideas in the box.
JACK No, I don’t. I 2 it ring, either.
practise the conversation Perhaps it’s in your coat pocket? chat / on social media check / my emails
in pairs, using KIM I 3 ‘ve looked in all my pockets. It’s not there. upload / a photo watch / TV
contractions. Monitor JACK Perhaps you 4 ‘ve left it in Mum’s car. I’ve watched breakfast TV.
closely and ask for a KIM No, I don’t think so. I used it this afternoon, 1
volunteer pair to perform but I can’t remember where I left it.
2
it for the class. JACK Maybe Mum 5 ‘s put it somewhere.
3
KIM No, I 6 ‘ve asked her and she says she
Audioscript p169 hasn’t seen
7 it. Jack, can you call me? 6 Tell your partner about the things you’ve done.
JACK I think so. I 8 my phone, but I
think it’s got enough power left. Hang on …
I haven’t uploaded a photo, but I’ve
Extra grammar practice haven’t played my favourite computer game.
charged OK, I’m calling you …
KIM Here, look! I 9 ‘ve found it. It was in my bag
4 Remind students that all the time.
Finished? p124 Ex 2
they can check the list

of irregular verbs on U NIT 7 | GE T CO NNEC TED 85
SB p143.
5&6 Encourage
students to extend the Grammar game Finished?
activity using other Write Today Billy is feeling … because … Students turn to SB p124 and do Exercise 2.
activities (not only the on the board, then fill the first gap with
ones in the box). a feeling (e.g. angry). Teams have two
minutes to write down as many reasons as Homework
possible (e.g. his mother has asked him to Workbook p58
stop playing video games). The team with
the most reasons wins. Repeat with other
vocabulary.
Lesson aim: I can talk about means of transport.
Warmer
Ask: What is the longest
journey you have made?
Students discuss the question VOCABULARY AND LISTENING Use it!
in pairs. Monitor closely to Getting around 3 Tell your partner about two different ways to
gauge what the students get to these places from your home.
already know of the target 7.09
1 Complete the expressions with the verbs in the
box. Listen, check and repeat. your school a town in your country New York
vocabulary of the lesson.
catch/get/take get into get off get on
To get to school, I can go on foot to the bus stop
get out of go by go on
and then catch a bus. Or I can go by bike.
1 After feedback,
7.09
1 2 3
students test each other. A radio interview
Student A says a noun
and student B says the 4 Look at the forms of transport in Exercise 5.
Will we use them in the future? Discuss with a
corresponding verb. partner.
Audioscript p170 go on get on go by 5 Listen to the radio interview. In which order do

7.10
foot a train tram they discuss the transport in the pictures?
Target vocabulary
catch /kætʃ/
4 5 6 7
get /ɡet/
take /teɪk/
get into /ɡet ˈɪntu:/
get off /ɡet ɒf/
get on /ɡet ɒn/
flying cars hyperloop jetpacks
catch / get / take get out of get into / take get off
1
get out of /ɡet aʊt əv/ a plane a car a taxi a bus 3 2
go by /ɡəʊ baɪ/ Get it right!
go on /ɡəʊ ɒn/ LEARN TO LEARN
We use take, get and catch with planes and with
public transport. But we can’t say catch a taxi. Recognising opinions
It’s important to understand the difference between
Get it right! We get on and off public transport or a bike.
facts and opinions. When people give an opinion, they
But we get into and out of a car.
often begin with phrases like these:
Encourage students to We use go by with all transport except
in my view … in my opinion … I (don’t) think …
create a spidergram in their go on foot and go on the underground.
notebooks using the target 6 Listen again. Which of these opinions does the
language and ask two 2 Complete the sentences with the verbs in 7.10
professor have?
Exercise 1. Sometimes there is more than one 1 Flying cars aren’t the answer to traffic jams. ✓
volunteers to draw their possible answer.
2 There will be a lot of flying cars soon.
diagrams on the board if 1 I’m getting off this bus at the next stop.
3 People won’t use jetpacks to get to work. ✓
time allows. 2 My parents have taken a taxi to the airport
catch / get / 4 The hyperloop is just science fiction.
because the bus takes too long.
take 5 The hyperloop will change our lives. ✓
Extra vocabulary practice 3 I’m late. I want to the train to Ely.
4 I missed the tram so I went to work
on foot.
2 ★★★ Fast finishers can
5 We went to the island by ferry.
write an extra gapped
sentence for the whole
86 GE T CO NNEC TED | U NIT 7
class. Elicit this after
feedback.
3 Monitor closely and
collect mistakes to be
Learn to learn Extend it!
Understanding the difference between facts In groups, students discuss their opinions
corrected on the board.
and opinions is an important critical-thinking about the predictions in Exercise 6, using the
4 & 5 7.10 Tell students that skill which enables students to make sense phrases given to express opinions.
a hyperloop is a proposed of what they hear or read in their everyday
idea for a network of lives, on TV and in the news, for example. Flipped class
underground tunnels
Ask students to watch Video 7.3 and do the
where cars or pods can
travel at very high speeds 6 In pairs, students discuss the
7.10 Bank in preparation for the next lesson.
across huge distances, statements before listening again.
avoiding traffic. Challenge stronger students to write down
Audioscript p170 phrases which indicate that the speakers
are expressing an opinion (e.g. I think).
Homework
Workbook p59
Lesson aim: I can understand how to use will/won’t, may and might.
Warmer
Play Video 7.3 if it was Watch video 7. 3
What won’t James
not set for homework.
Elicit that James won’t be
LANGUAGE IN ACTION be in ten years’ time?
How will he make
an actor. He’ll learn about will/won’t, may and might the vlog look better?
special effects and may 1Certain / Uncertain predictions 2Certain / Uncertain predictions
interview people on the
street. We may have jetpacks one day just for fun.
It will really change our lives.
We might see hyperloops between big cities.
They may not be useful for getting to work.
We won’t see a lot of flying cars in the sky.
1 Point out that may/might We might not need to wait much longer.
have the same meaning,
and we can use either 1 Circle the correct words in the headings in Infinitive of purpose
the table above.
when we are not sure.
to + infinitive
2 Are these predictions C (certain) or
2 ★ Before students U (uncertain)? A lot of us catch a bus 1 to go (go) to work.
2 To solve (solve) the problem, we should invent
attempt the task, 1 Cars might be less noisy. U
flying cars.
consolidate the meaning 2 Every family will have a flying car. C
It takes a lot of energy 3 to lift (lift) a person off
of the verbs using facial 3 In fift y years from now, children may go to the ground.
expressions and gestures. school by jetpack. U
Say will with a serious 4 Jetpacks won’t be very useful for most 5 Complete the examples in the table above with the
people. C correct form of the words in brackets.
face and a gesture which
5 Everyone will travel by hyperloop. C
means certainty in the 6 Match 1–5 with a–e. 1 c 2 e 3 b 4 a 5 d
6 Some people might not want to travel on a
students’ culture, and hyperloop. U 1 Can I borrow your phone a to have lunch?
might with an unsure 2 Is there a printer b to check your email.
face and a culturally 7.11
3 Listen to Danielle talking about transport 3 You can use my laptop c to make a call?
appropriate gesture, such in the future. Which of the predictions in
4 Shall we stop d we decided to fly.
Exercise 2 does she make?
as a shrug. 5 To get there sooner, e to print these photos?
Use it!
7 Complete the sentences with your own ideas and
tell your partner.
3 After feedback, play
7.11
1 I went to to
the audio again and ask
.
students to use facial 1 , 2, 4 , 6
2 I bought a to
expressions and gestures
Use it! .
when they hear will/won’t
3 I stopped at/in to
and might. 4 Complete the sentences about the future with
will/won’t or may/might (not). Then compare .
Audioscript p170 your opinions in pairs.
I went to London to visit my cousin last summer.
1 People have their own aeroplanes.
4 During feedback, 2 People go to work by bike. Finished? p124 Ex 3
encourage students to 3 We need smartphones.
justify their answers and 4 We use paper.
elicit contrasting ideas if 5 There be books and magazines.
possible. U NIT 7 | GE T CO NNEC TED 87
5 & 6 Make sure students

understand that we use
to + a reason when we Grammar game Finished?
want to explain why Write on the board: ‘Today I bought a Students turn to SB p124 and do Exercise 3.
something is happening. newspaper to …’. Students in teams have
three minutes to brainstorm all the possible
7 Encourage students uses of a newspaper (e.g. read it, make a Homework
to make the sentences paper plane, cover the floor while I paint my Workbook p60
true for them and as room, etc.). Elicit the students’ ideas, using
memorable as possible. to + infinitive. The class votes for the most
creative uses of the newspaper.
Lesson aim: I can give instructions.
Warmer
In groups, students discuss
their experiences of
trying to explain to their SPEAKING 3 Look at the Everyday English box. Find and
older relatives how to use Giving instructions underline the phrases in the conversation.
technological devices. This
might generate some funny 7.12
1 Listen to the conversation. What is Tom
explaining to his dad?
stories. Monitor and elicit a How to take a photo
these from the whole class. b How to record a video Watch video 7.4
Ever yday English
Got that? Like this?
1 ★★★ Students listen
7.12 Not quite. That’s it.
and answer the question
with their books closed. TOM DAD 4 Match the phrases in the Everyday English box
with their meanings.
Audioscript p170 TOM So, Dad, before 1 you start , switch the 1 That’s right. That’s it.
camera to record mode. Have you done that?
2 Do you understand? Got that?
2 Elicit that these phrases DAD Like this?
TOM Yes, that’s right. It needs to be on record 3 This way? Like this?
are used to soften the mode to film a video. Now, look at this little 4 Not exactly. Not quite.
instructions. In some screen.
languages, including DAD I can’t see anything.
English, imperatives TOM Ah. Remember 2 to check that your hand PL AN
can be quite strong isn’t in front of the camera! 5 Give instructions for using a type of
DAD Is this better? technology. Use the ideas below.
and direct, so we can TOM Not quite. Look, you need to keep your What type of technology you want to talk
use phrases like these fingers here. That’s it. Now, do you see this about:
instead. button?
DAD This one?
TOM No, not that one. This one here. It’s How it works:
3 Play Video 7.4 3 that it’s turned on if you
and drill the students’ really
important want to record sound. Oh, and 4 make What words you need to describe it:
pronunciation. sure that the light is red. That means you’re
recording. Got that?
4 Encourage students DAD Yes, I think so. Thanks, Tom! SPEAK
to think of how these 6 Practise the conversation with your partner.
Remember to use infinitives of purpose, the
phrases translate into 2 Complete the conversation with the phrases vocabulary from this unit, and phrases from
7.12
their own language, if from the Useful language box. Then listen and the Useful language and Everyday English
appropriate. check. boxes.
Useful language CHECK
Everyday English 7 Work with another pair. Listen to their
Before you start, …
practice It’s really important that …
What was the technology?
Make sure that …
5 Brainstorm with the Remember to check that …
class different types of How does it work?
technology on the board
and invite students to
choose one of them to 88 GE T CO NNEC TED | U NIT 7
write about. They should

explain this to someone
who has never used the 7 Pairs listen to each other’s instructions, Flipped class
technology before. then give each other feedback, e.g. Were In preparation for the next lesson, ask
the instructions clear? Could you use the students to look around their homes
6 If possible, encourage technology now? How can you make the and make notes on what technology
students to have the type instructions better? they use (e.g. for cooking, cleaning and
of technology with them, entertainment).
and demonstrate using
it. Student A can give
instructions while student
B follows the instructions.
Lesson aim: I can write an article about technology.
Warmer
In groups, students
compare the technology
they use in their homes. WRITING You can see a teacher writing on 4 Complete the Useful language box with the
a blackboard, using chalk and a
An article student using a pen on a whiteboard. phrases in bold in the article.
Useful language
1 If your school does not 1 What can you see in the two photos? Can you
use much technology, ask think of other changes that technology has Giving examples: 1 For instance, 2 For example
made at school? 3 such as
students to brainstorm
technology they’d like to Adding more information: 4 5 In addition
What’s more
see in the classroom.
5 Circle the correct words.
2 Set a strict time limit to 1 Tablets are often cheaper than laptops.
encourage skimming. What’s more, / For example, they’re easier to carry.
2 The first mobile phones could only make calls.
3 ★★★ After feedback, 2 Read the article. Does it mention any of your In addition, / For instance, they were huge.
ideas in Exercise 1? 3 In the future, schools might use technology
allow students a few
such as / what’s more 3D-printing.
minutes in pairs to discuss
whether they think robots School technology
Write an article about technology in the home.
will ever replace teachers 1 Teaching has changed a lot. For instance, in the past,
and why. teachers used blackboards and children wrote everything PL AN
with pen and paper. What’s more, the only technology
in classrooms was a TV or perhaps a cassette player. 6 Make notes about technology at home.
4 & 5 Elicit what is different Think about cooking, cleaning and
2 Today, in contrast, teachers use lots of technology. For entertainment. Make notes for your three
about such as (it cannot example, most classrooms have wi-fi. In addition, paragraphs.
be used at the beginning teachers use interactive whiteboards and children use
1 Technology at home in the past:
of the sentence like all tablets to do exercises or play games. With technology
such as video chat, classes can work with children in
the other phrases). another country. All this makes learning easier and more 2 Technology at home today:
fun.
Useful language practice 3 Some people think that robots might teach children one 3 Predictions for the future:
day. However, I don’t think that will happen. Teachers
help us learn things, but they take care of us, too. Robots
6 Ask the class what times
can’t do that. The technology may change over time, but WRITE
in the past and future the best teachers will always be real people.
they would like to write 7 Write your article. Remember to include
three paragraphs, past and present tenses,
about (e.g. 30 years ago, predictions with will/won’t and may/might
30 years into the future). 3 Read the article again. Are the sentences T (not) and phrases from the Useful language
Make sure that the whole (true) or F (false)? box.
class is focusing on the 1 In the past, there was a lot of technology in
CHECK
the classroom. F
same time periods. 8 Do you ...
2 Children chat to their classmates using
• decribe technology in the past
video chat. F
7 You may want students • decribe technology in the present
3 It’s normal today for classrooms to be
to use three different • make certain and uncertain predictions for
connected to the Internet. T
colour pens, like in the the future?
4 Technology helps children to learn. T
text in Exercise 2, to
5 Robots will replace teachers. F
focus their attention Finished? p124 Ex 4
on text structure and U NIT 7 | GE T CO NNEC TED 89
tense usage. The green
paragraph, for stronger
students, could also
feature the present Finished? Flipped class
perfect. Students turn to SB p124 and do Exercise 4. In preparation for Explore it! (p91), students
research an interesting fact about South
8 After students have Korea.
checked their own work,
they give it to another
student to read and Homework
comment on. Ask them to Workbook p61
say what predictions they
agree and disagree with,
and why.
Lesson aim: I can read an article about technology in Seoul.
Warmer
In groups, students discuss AROUND We use robots for
types of voice-activated THE WORLD doing usually repetitive
or dangerous jobs.
technology, whether they
use it and why they like it or Globetrotters
dislike it. READING Watch video 7.5
An article Hello, robots!
a type of robot
Play Video 7.5 and ask 1 Look at the photos. Where do you think this is? Seoul • What things do you use robots for? that looks like
students to answer the What is happening in each photo? • What is an android? a person
• What do you think the future of robots will be?
questions. Elict that an
android is a type of robot 7.13
2 Read the article. Match photos a–e with
paragraphs 1–5.
that looks like a person.
Then ask the students in a b
pairs to discuss which of the
robot functions in the video
they think is most important
in society and why.
Video comprehension
questions
One morning in the

1 Ask students in pairs to
c
high-tech capital of
guess how technology
fits into each photo, the world
e.g. ‘Perhaps a robot
prepared the children’s 1 b 6.30 am
food’. An alarm buzzes and Seo-yun’s phone wakes her up
for another day in Seoul, the world’s ‘tech capital’. In
2 7.13Set a strict time the bathroom, she tells the voice-activated shower
limit to encourage d to start. Water gushes from the shower but it’s too
e
cold. ‘Warmer please,’ Seo-yun calls out.
faster skimming. During
feedback, elicit the key 2 e 7.20 am
words in the texts that In the kitchen, Dad makes breakfast. While they wait,
indicated the picture they Seo-yun and her sister, Ji-woo, watch cartoons on the
correspond to. ‘family hub’ – a huge tablet screen built into the fridge
door. They hear a ‘ping’ – one of Seo-yun’s friends
1 wake up / Seoul
has sent a message. Will she go to school on foot or
2 breakfast / sister take the bus? Seo-yun asks the family’s voice-activated
3 bus / glued to their device to check for rain while she checks her travel
screens app to see what the traffic is like.
4 train
5 school / robot helper
90 GE T CO N N EC TE D | U NIT 7
Class challenge
The word ‘robot’ means
‘something which has to
work’ and comes from the
Russian / Chinese / Czech
language.
Lesson aim: I can read an article about technology in Seoul.
3 Allow students in pairs to

discuss where they might
find the answers in the
text, before reading it 3 Answer the questions.
1 Where does Seo-yun keep her smartphone at LEARN TO LEARN
again. During feedback,
night? Next to her bed. Words that describe sounds
elicit the key words in the
2 What doesn’t Seo-yun’s shower have? Taps. There are many English words that sound similar to
text that indicate where the sounds they describe.
3 What is Seo-yun’s dad doing while she’s watching
the answers are. TV? He’s making breakfast.
4 Which two ways of getting to school does
4 Find and underline words in the article for
these sounds.
Reading comprehension Seo-yun think about?
1 sounds that a smartphone makes (x 3)
questions Going on foot or taking the bus.
buzz. , ping , beep
5 How does Seo-yun pay for her bus journey?
2 sound effects from a film or cartoon (x 2)
With her (smart)phone.
bang , crash
6 What are the other passengers doing on the bus?
Learn to learn They’re looking at the screens on their devices.
3 the sound that a very fast train or other
Understanding vehicle makes roar
7 Why is Seo-yun’s mum going to Busan? 4 the sound of something turning very
onomatopoeic words (i.e.
For work / For business. quickly, for example a robot’s wheels
words that sound like the
8 Does Ji-woo do gymnastics with Genibo every whir
sound they refer to) will day? No. 5 the sound of water moving fast gush
help to increase students’
comprehension of texts, 5 Look at more words to describe sounds in
especially fiction, so that the box. With a partner, say the words and
3 d 8.00 am
discuss what sounds you think they describe.
they may find it easier to Seo-yun has decided to take the bus. There’s a beep
read for pleasure. as she swipes her phone over a sensor when she gets crack hiccup hiss
on, and then she takes a seat. On the way, she reads miaow pop splash woof
an online comic, and then puts in earphones to enjoy
4 Point out to students that all the bangs, crashes and other sound effects without
6 Use a dictionary to check the meaning of the
the words sound like the disturbing other passengers. She doesn’t need to
words in Exercise 5.
worry, though. They’re all glued to their screens, too!
sounds they refer to. Ask: Yes, she does. She puts in her
Voice it! earphones to enjoy all the sound
Are there any words like 4 c 8.10 am effects of her comic without
this in your language? Seo-yun’s mum has taken the KTX bullet train to 7 Discuss the questions. disturbing other passengers
meet colleagues in Busan. The train roars between 1 Does Seo-yun think about other people’s
5 & 6 Encourage students the two cities at nearly 300 kph. During the journey, feelings? What does she do?
to practise saying the she has a video chat with her boss. The journey may 2 Give an example of when you thought
soon be much quicker. The government wants to about other people’s feelings.
words out loud, so as to build a new kind of train line called a hyperloop, with
guess their meaning. trains that zoom along at 1,000 kph. Explore it!
7 Allow students a minute 5 a 8.20 am Guess the correct answer.
of thinking time to form Ji-woo has arrived at primary school and the teacher’s South Korea has the world’s fastest …
an opinion and think robot helper, iRobi, comes to Ji-woo with a whir of a internet speeds. b trains. c underground.
electric wheels. iRobi marks Ji-woo’s attendance and
about examples they can uses face recognition to check her mood. ‘Excited?’
Find another interesting fact about South Korea.
discuss. Monitor and elicit Then write a question for your partner to answer.
asks iRobi. Of course. Today Ji-woo might have a
relevant ideas with the gymnastics class with Genibo … the school’s robot
whole class. dog. That’s education – Korean style! The Culture Project Teacher’s Resource Bank
Students can U NIT 7 | GE T CO NNEC TED 91

Explore it!
Alternatively, ask the students to work in
groups to make a short ‘South Korea quiz’.
The groups then swap questions, or read the
questions out loud for the whole class.
Culture project
and activities.
7 REVIEW
do it in class together, or
VOCABULARY LANGUAGE IN ACTION
as a timed progress test, or
set it for homework. 1 Complete the crossword. 3 Complete the sentences with the present perfect
form of the verbs in brackets.
1D
1 How annoying! My phone is on silent and I
2U
Vocabulary O have missed five calls. (miss)
1 In groups, students 3 2 You don’t need to call a taxi. I
P W C
brainstorm vocabulary 4V 5M have booked one with this app. (book)
L N H
3 I don’t know what Dina’s brother looks like.
related to technology and 6S O C I A L M E D I A She hasn’t shared any photos of him.
communication before (not share)
A D O S P
completing the exercise. 4 I their new album. I heard it
Write appropriate words D E A S
haven’t isn’t very good. (not download)
on the board to help O D A downloaded
students. 7
D E V I C E G 4 Circle the correct answers.
1 The bus … leave at 10.02 exactly. It’s never late.
H E
2 ★★★ Alternatively, a may b will c won’t
8S O
F T W A R E 2 They … be able to do it, but they’re trying.
ask students to close
their books. Read each T a can’t b might c may not
Across 3 Hamza bought some tools … his bike.
sentence out loud to
6 Facebook and Instagram are examples of this. a fix b to fix c for fix
the class, replacing the
7 A piece of electronic equipment that can 4 We haven’t got enough ink … the photos.
options with a beep. The connect you to the Internet.
a to print b for to print c for print
first team to shout Buzz! 8 You can’t touch or see this, but computers
and give the correct can’t work without it.
answer wins a point. Self–assessment
Down
1 Take a file, photo, video, etc. from the Internet I can use words to talk
and put it onto your device. about communication and
Language in action 2 Put a file from your device onto the Internet. technology.
3 ★ Before students 3 The ‘brain’ inside your computer or phone. I can use words to talk about
attempt the task, review 4 This is when you see and talk to someone using getting around.
with them the form of the your computer or phone. I can use the present perfect to
present perfect, (have/ 5 A short text that you send to someone. make affirmative and negative
has + past participle), sentences.
and the past participle of 2 Circle the correct words. I can use will/won’t, may and
the verbs in brackets if 1 Eva caught / went by the bus outside the bank. might to make predictions.
needed. 2 Jo travelled from Rome to Pisa on / by train. I can use to + infinitive to talk
3 Nina went by / on the underground. about purpose.
4 Challenge fast finishers to 4 Zehra got off / out the tram at the last stop.
prepare an extra sentence 5 Luke took / caught a taxi from home and got
with three options. Elicit out / off at the airport.
this after feedback for the
whole class to complete. 92 GE T CO NNEC TED | U NIT 7
Unit quiz review

Encourage students to ask you for extra Workbook pp62–63
homework for each language area they
weren’t completely happy with.
Lesson aim: I can make and use flashcards.
Learn to learn a
One drawback of flashcards LEARN TO LEARN
is that they can be more
difficult to store and they
upload
can be lost. If appropriate, LEARN TO … MAKE AND USE FLASHCARDS
you may want to adapt this You can use flashcards to learn collocations and phrases with prepositions.
page to train students to
1 Match the front and back of the flashcards. b
use online flashcard apps,
1b 2d 3e 4a 5c
which have the advantage 1 2
of being easily accessible, c
especially if students have app
use a get into /
smartphones.
messaging for
a car
Warmer
Start by showing the d
students a flashcard (or, if
appropriate, a flashcard 3 4 e
app), and elicit how the
get out of
students feel about using /
them instead of other ways addition download in
of recording vocabulary. photos
1 Ask students to cover the

green cards and guess
in pairs what the other 5
side might say before
matching the cards’ fronts 4 Show the front of your
and backs. instance
flashcards from Exercise 3
to your partner. Can they device
2 Allow students time to do guess what is on the back
of each flashcard?
this individually and then
check in pairs. Mobile … Voice-activated …
3 If the students are using

2 Match the flashcards in Exercise 1 with the
No, it begins with the letter ‘e’.
different types of flashcard a–c.
flashcard software, a a phrase with the preposition missing 3 5 Electronic device? Yes! That’s right!
introduce them to extra b a collocation with one word missing 1
features and options, c opposite collocations with one of them 5 Discuss the questions with your partner.
such as adding pictures, missing 2 4 Which are …
translations, automatic 1 easier to make, flashcards with phrases with
definitions and so on. 3 Choose five collocations or phrases with
prepositions or flashcards with collocations?
prepositions from Unit 7. Use them to make the
different types of flashcards in Exercise 2. 2 easier to remember with flashcards, phrases
with prepositions or collocations?
4 As students guess the

U NIT 7 | GE T CO NNEC TED 93
information on each
other’s cards, reassure
them that a good card will
be memorable but doesn’t
necessarily need to have
an obvious answer for
everyone. Some guessing
is to be expected, like in
the example.
5 During feedback, elicit

students’ feelings
about using flashcards,
and point out that
different learners will
prefer different ways of
recording vocabulary.
Unit 8
High flyers Lesson aim: I can talk about achievements.
8
In groups, students look at I can …
• understand comments on a web page and a talk about
the picture and brainstorm a young inventor
adjectives that might • answer questions in a job interview
• write a competition entry
HIGH-FLYERS
describe how the boy is • understand how to use present perfect for experience,
and reflexive and indefinite pronouns
feeling. • talk about exceptional jobs and qualities, and
achievements
• form people words and make notes
• manage my time and create a timeline.
Start it!
Unit quiz
1 & 2 Use the picture to

elicit the meaning of
achievement /əˈtʃiːvmənt/
(something very good and
difficult that someone has
succeeded in doing).
3 Brainstorm why fire has

changed human society
with the whole class
before playing Video 8.1.
4 Give students a minute of

thinking time, then allow
group discussions before
eliciting ideas with the
whole class.
Video comprehension Start it!

questions 1 Look at the photo. What is the boy learning to do? He’s learning to fly (a plane).
2 Before you watch, think of three great human achievements.
3 Why do people say fire is a great human achievement? Watch and check. Fire changed how people live.
Flipped class 4 Think of three personal achievements for you.
(p95). Students research an
interesting fact about an
amazing achievement.
p97 p99 p100

Language in Language in Everyday
action 8.2 action 8.3 English 8.4
Watch video 8.1
94 HI GH - F LY E RS | U NIT 8
Unit aims Language

I can ...
Extra Resources
Skills ● talk about exceptional jobs and qualities p95
●
I can ... ● understand how to use the present perfect to talk
understand online comments p96 about experiences p97
take part in an interview p100 ● use phrasal verbs to talk about achievement p98
write a competition entry p101 ● understand how to use reflexive pronouns p99
● make an invention timeline p102–103 tests package, Cambridge Exam practice, wordlists,
I can ... resources.
● understand word formation p95 ● Practice Extra and Digital collaboration space
● make notes p98
● make a vocabulary study plan p105
124 H ig h f lye r s | Un i t 8
Lesson aim: I can talk about exceptional jobs and qualities.
1 8.01 ★★★ Alternatively,

student A chooses a job
from the box and mimes
it. The first student to
VOCABULARY LEARN TO LEARN
guess the word wins a Exceptional jobs and qualities Word formation: people words
point and mimes the next To form nouns describing people, we often add extra
1 Match the jobs with the photos. Listen, check and
letters to a verb or a noun. We sometimes need to
one. 8.01
repeat.
change other letters.
athlete 6 businessman/
Audioscript p171 3 Complete the table with words in Exercise 1.
businesswoman 7
composer 3 inventor 8 Verb / Noun Extra letters People word
Target vocabulary
athlete /ˈæθliːt/ mathematician 5 scientist 2 invent -or 1 inventor
surgeon 1 writer 4 compose -er 2 composer
businessman/
write 3 writer
businesswoman 1 3
/ˈbɪznɪsmən/ˈbɪznɪswʊmən/ 2
music -ian 4 musician
mathematics 5 mathematician
composer /kəmˈpəʊzə/
inventor /ɪnˈventə/ science -ist 6 scientist
mathematician business -man 7 businessman

/mæθməˈtɪʃən/
-woman 8 businesswoman
scientist /ˈsaɪəntɪst/ 5 4
4 Test your partner. Ask who … ?
6
surgeon /ˈsɜːdʒən/
Who writes music. A composer.
writer /ˈraɪtə/
Use it!
Extra vocabulary 7 8
practice
5 Choose three jobs in Exercise 1. Make notes on
the special qualities the jobs need.
1
2 8.02★ Before the 2
activity, write the target 3
vocabulary on the board. 2 Circle the correct words. Then listen and check.
Students in small groups
8.02
1 Olympic athletes like javelin and discus 6 Discuss your ideas.
discuss the meaning of throwers have incredible creativity / strength.

I think a writer needs a lot of talent and creativity.
2 The scientist Albert Einstein was famous for his
the words they know
great intelligence / strength.
and split the ones they
3 At just four years old, Mozart showed a lot of
don’t know for different Explore it!
skill / determination as a composer.
students to look up in a 4 J.K. Rowling’s creativity / intelligence as a writer Guess the correct answer.
dictionary and teach to made her famous around the world. How old was Louis Braille when
the group. 5 Ada Lovelace was an English mathematician. he invented his famous alphabet for the blind?
Her talent / creativity for maths helped to make a 10 b 15 c 25
Audioscript p171 the modern computer possible. Find an interesting fact about an amazing
Vocabulary Bank SB p135 6 The inventor Thomas Edison worked with a lot of achievement. Then write a question for your
determination / talent over many years to make partner to answer.
his light bulb work.
Learn to learn
Point out that there is no U NIT 8 | HI GH - F LY E RS 95
difference in pronunciation
between -er and -or, which
are pronounced as /ə/. You
could also mention that 3 & 4 ★★★ Students test each other’s Explore it!
-person can also be used spelling in pairs. Student A asks a After feedback, ask students in groups to
with some jobs when we question, e.g. Who writes music? Student discuss the achievements they talked about
don’t want to say if it’s a B writes down the answer, and student A and choose the most amazing one, justifying
man’s or a woman’s job checks the spelling. their answer during feedback.
(e.g. businessperson).
Famous people job quiz
Homework
5&6 Remind students to think of reasons Workbook p64
why a job needs particular qualities.
Encourage them to discuss each other’s
ideas, saying if they agree or disagree.
U ni t 8 | Hig h flyers 125

Lesson aim: I can understand online comments.
use the qualities from
SB p95 when they discuss
the questions. READING
Online comments
2 8.03Give students two
minutes to read the text 1 Look at the photos and discuss the questions.
to encourage faster 1 Are the people successful? They all look successful.
reading. 2 What do you need to be successful in these areas?
3 Encourage students to 8.03

2 Read the online comments. In which area is each person
successful?
tell each other in pairs
where they found the
information to answer the Teenagers taking the world by storm
questions.
Yesterday’s article about teenagers’ achievements has made
a big impression. We’ve never had so many comments! 3 Underline the key word(s) or phrase(s)
Reordering sentences in the questions. Then write K (Krtin),
M (Mikaila) or A (Alma).
4 After feedback, students Who …
test each other in pairs. 1 Krtin Nithiyanandam is only 17, but the intelligence and creativity 1 is under the age of 18? K , M , A
of this British schoolboy is amazing. He hasn’t studied at 2 is from the UK? K, A
Student A says an university, but he’s done laboratory research into Alzheimer’s
expression from one of 3 wants to help other people? K
disease and is the inventor of a new test for it. He’s worked with
the columns, and student Cambridge University scientists and has won awards. Genius! 4 wants to help animals? M
smartypants 11 m ago Science 5 was on TV? M, A
B says make or do.
6 doesn’t go to school? A
5 Allow some thinking time 2 Have you ever heard of Mikaila Ulmer? This Texan kid 7 met someone famous? M
has won one of the USA’s most famous game shows, has
for students to form an
opinion and research
made a fortune as a businesswoman and has even met the 4 Find and underline expressions in the
president. She started a lemonade business and entered a comments with do or make. Complete
teenagers’ achievements TV competition for entrepreneurs. She won and made a deal the table with two more examples for
worth millions of dollars. I haven’t tried her lemonade, but
online if possible. each.
it’s called BeeSweet. Mikaila gives money to charities that
protect bees and she’s even written a book. For a 13-year-old, do make
she’s doing pretty well!
Extend it! Marion_T 56 m ago Business
laboratory research a big impression
pretty well, my a fortune, a
Ask students to copy the best deal
table from Exercise 4 in 3 We’ve heard about some incredible prodigies, but how about
Alma Deutscher? She’s an incredible 12-year-old musician
their notebooks. Brainstorm Voice it!
from England. Home-schooled, Alma started playing the
other expressions with do piano at two and showed talent even then. She’s given 5 Discuss the questions.
(e.g. your homework) and concerts all over the world and she’s also a composer. She’s 1 Who do you think has had the most
make (e.g. a mistake) and composed pieces for whole orchestras and has even written
effect on people’s lives: Krtin, Mikaila
an opera. I’m doing my best to learn the violin, so when I saw
get students to add these Alma on television, I was amazed. With all that skill, I wonder
or Alma? Why?
to their notebook. … has she ever played a wrong note? I doubt it! 2 Do you know of another young
Bowfrog 1h 10 m ago Music person who has achieved a lot?
Class challenge Finished? p125 Ex 1
Blaise Pascal was 16 / 22 /

96 HI GH-FLYERS | U NIT 8
35 when he invented his
first calculator.
Flipped class Homework

Finished?
Students turn to SB p125 Ask students to watch Video 8.2 and Workbook p65
and do Exercise 1. do the Video worksheet in the Teacher’s
lesson.
Lesson aim: I can understand how to use the present perfect to talk
about experiences.
Warmer
Has Joann ever lost
ask students to raise their
LANGUAGE IN ACTION an art competition?
Which countries has
hands when the vlogger Present perfect for experience Joann been to?
mentions an activity they

I/we/you/they he/she/it
have also done. Elicit that
We’ve heard about some incredible prodigies. He’s worked with Cambridge University scientists.
Joann has never lost an art
competition, and that she’s I haven’t tried her lemonade.
He hasn’t studied at university.
We’ve 1 never had so many comments.
been to the UK, Spain and
Have you 2 ever heard of Mikaila Ulmer? Has she 3 ever played a wrong note?
Portugal.
Yes, I have. / No, I haven’t. Yes, she has. / No, she hasn’t.
Pronunciation p142
1 Point out that ever has the
meaning of ‘at any time up 1 Complete the examples in the table above with 3 Write questions and short answers about the
to now’. Then elicit that ever or never. Use the online comments on page people in the online comments on page 96.
96 to help you. 1 Krtin / work / in a laboratory?
never has the meaning of
‘not at any time’. Get it right! Has Krtin worked in a laboratory?
Yes, he has.
We use an affirmative verb with never.
2 Mikaila and Alma / be / to university?
Get it right! I’ve never played golf. NOT I haven’t never played golf.
Have Mikaila and Alma been to university?
No, they haven’t.
Explain that ever is not used 8.06
2 Maya Flynn is cycling around the world for charity.
in affirmative statements, Complete the interview with the present perfect 3 Marion_T / try / BeeSweet lemonade?
but only in negative ones Has Marion_T tried BeeSweet lemonade?
and questions. PAUL How far 1 have you cycled (you / cycle), Maya? No, she hasn’t.
have you
MAYA 2 I’ve ridden (I / ride) 10,000 miles so far. crossed 4 Bowfrog / hear / Alma play?
I’ve got another 8,000 to go!
Pronunciation PAUL How many countries 3 (you / cross)?
Has Bowfrog heard Alma play?
Yes, he/she has.
Students can turn to MAYA 4 I’ve been (I / be) through three continents so
SB p142 for practice of far, and 5 I’ve visited (I / visit) 12 countries.
Use it!
intonation in questions. PAUL 6 Have you had (you / have) any funny experiences
along the way? 4 Think of questions with the present perfect
MAYA Well, an emu chased me in the Australian outback. and ever. Use the words in the box.
2 8.06Before the activity, tell
7 (I / never experience) that
students that a woman before! I’ve never experienced be on TV climb a mountain
called Maya is cycling PAUL No, not many people have! And perform in a concert raise money for charity
around the world for how 8 has your bicycle been win a competition win a race
charity, and elicit a few (your bicycle / be)?

questions they would MAYA 9 It hasn’t had (it / not have) 5 Ask and answer your questions.
any problems at all. It’s a great
ask her. bike.
Have you ever won a competition?
have you
PAUL So how much money 10 made (you / make)?
Audioscript p171 Yes, I have. I won an art
MAYA 11
(I / not reach) my target, but
I haven’t competition at primary school.
reached
12
I’ve made (I / make) £30,000 so far.
3 Fast finishers can write PAUL That’s amazing! Good luck with the rest of
Finished? p125 Ex 2
extra questions about your journey.
other high-achieving
teenagers that were U NIT 8 | HI GH-FLYERS 97
mentioned in the last
lesson. Elicit these during
feedback and ask the
class for the answers. Grammar game Finished?
Students write down three experiences Students turn to SB p125 and do Exercise 2.
Extra grammar speaking they have had, using the present perfect.
practice One of them should be a lie. Students say
their three experiences and their group Homework
4 Tell students that they asks questions to guess which one is the Workbook p66
can make more questions lie. Monitor closely to check students are
using their own ideas, as switching to the past simple when discussing
well as those in the box. the details of the events.
ask follow-up questions
to find out more about
each other’s experiences.
Lesson aim: I can use phrasal verbs to talk about achievement.
1 8.07After feedback, if
appropriate, ask students
to make flashcards (see
SB p93) to test each other VOCABULARY AND LISTENING Use it!
on the phrasal verbs. Phrasal verbs: achievement 2 Write three examples from your own life using
phrasal verbs in Exercise 1. Compare with a
1 Listen and repeat the verbs in the box. partner.
Complete the sentences with the correct form of 1
the verbs. Then match them with the pictures.
Target vocabulary 2
carry on /kæri ɒn/ carry on come up with give up 3
keep up with look up to set off set up
come up with /kʌm ʌp show off take part in work out I wasn’t very good at the piano, but I
wɪð/ carried on with lessons until I was ten.
give up /ɡɪv ʌp/ 1 The professor was so happy when he finally
A talk
keep up with /kiːp ʌp wɪð/ came up with the answer! h
look up to /lʊk ʌp tuː/ 2 Marcus loves to take part in charity races. e
3 Discuss the questions.
set off /set ɒf/ 3 Martha is nearly at the top. She isn’t going to 1 What is the girl doing? 2 What is difficult for her?
give up now! d keep up with
set up /set ʌp/ The girl is
doing her
4 The others can’t Grandma. g
show off /ʃəʊ ɒf/ homework.
5 My brother set up his own business. j
take part in /teɪk pɑːt ɪn/ She’s having
problems
6 Thalia really looks up to her mum. She wants
work out /wɜːk aʊt/ to be just like her one day. a
because she
doesn’t have
7 We’ve got everything. Let’s set off . i electricity
Extra vocabulary and can’t
8 The maths problem is hard to work out . c afford
practice 9 I don’t think I can carry on . Let’s rest. f 4 Listen to a talk. Were your ideas right? batteries for
8.08 her torch.
10 Aiden likes on the court! b
2 You could put students showing off LEARN TO LEARN
a b
into small groups, and Making notes
encourage them to ask Write key words when you listen. Then use your notes
follow-up questions to to remember the ideas that you heard.
find out more about each c d
other. 8.08
5 Listen again and make notes for each heading.
Personal details
3 ★ Write these prompts 1Ann Makosinski – Canadian – 20
on the board to help e f

students guess the Her torch – how it works
situation: homework, no 2
heat from hand – energy – no battery – simple, clever
electricity, candle, dark, Why she thought of the idea friend – Philippines – no
g h 3 electricity at home –
no batteries, torch. couldn’t afford batteries
Her achievements
4
Google Science Fair – 1st prize $25,000 – TV, newspapers
4 Remind students that
8.08
Her E-Drink – how it works
they are listening for the 5
mug – heat from coffee – charge
i j phone – kind to environment
general idea, and they
should not worry if they
don’t understand all the 6 Explain how Ann’s inventions work. Use your
notes in Exercise 5.
details at this point.
Audioscript p171
5 8.08Allow students in pairs to discuss what Flipped class
Learn to learn they remember under each heading, taking Ask students to watch Video 8.3 and
At this stage students notes on the side so that they may check do the Video worksheet in the Teacher’s
should be learning to write their ideas when they listen again. Resource Bank in preparation for the next
concise and clear notes, lesson.
6 Allow students time to rehearse alone and
omitting articles and other
ask you questions if necessary. Students
small ‘grammar’ words.
then work in pairs, taking turns to explain Homework
the inventions. Workbook p67
Lesson aim: I can understand how to use reflexive pronouns.
Warmer Watch video 8. 3

Play Video 8.3 if it was What skill should
ever yone learn?
elicit that (according to the
LANGUAGE IN ACTION Who does the vlogger
say that ever yone
vlogger) everyone should Reflexive pronouns should know?
learn to speak English,

and everyone should know Singular I → 1 myself you → yourself he → himself she → 2 herself it → itself
or understand himself or Plural we → 3 ourselves you → 4 yourselves they → themselves
herself.
1 Complete the examples in the table above. Indefinite pronouns
1 Explain that we often use 2 Complete the sentences about the talk on People Things Places
reflexive pronouns when page 98 with reflexive pronouns. someone (somebody) 1
something somewhere
the subject and the object 1 Ann taught herself the science that she needed. everyone (everybody) everything 3
everywhere
of the verb are talking 2 Ann’s torch switches itself off. no one (nobody) 2
nothing nowhere
anyone (anybody) anything 4
anywhere
about the same person 3 Ann made the torch herself .
(I hurt myself, not I hurt me). 4 Her inventions don’t need batteries. They Ann Makosinski is someone I really look up to.
power in other ways. Everything is possible.
2 For question 3, elicit that themselves 5 If we believe in No one has thought of these ideas before.
, we can achieve
the reflexive pronoun is anything.
ourselves 5 Complete the examples in the table above.
used to mean on her own
or without anyone’s help. 8.09
3 Match 1–6 with a–f. Then listen and check.
8.10
6 Circle the correct words to complete the article.
1 I surprised c Then listen and check.
3 8.09★ Guide students to 2 John and I introduced a
circle the subjects of each 3 Jane, make sure that you look after f Teenager sails into
4 Mike has taught e record books
sentence before they Dutch teenager Laura Dekker has become
attempt the tasks. 5 You and Vicky should make d
the youngest person ever to sail solo around
6 Stan and Ollie prepared b the world. Laura is only 16 years old.
Audioscript p172 1
No one / Anyone so young has achieved this
a ourselves to the new neighbours. before. Sailing is 2something / nothing all her
family are crazy about, and Laura learned
4 Allow students a b themselves well for the match. 3
anything / everything she knows about it from her parents.
minute of thinking time to c myself when I did so well in my exams. By the time she was 13, there wasn’t 4anywhere / nowhere
form opinions and make d yourselves some sandwiches for lunch. she couldn’t sail by herself. She is now writing a book about
her amazing voyage. 5Everyone / Someone has a dream, and
notes before speaking. e himself Spanish and French. Laura’s achievement shows that 6 something / nothing is
f yourself while I’m away. impossible if you want it enough.
5 After feedback, Point out
that we use someone/ Use it!
Use it!
something/somewhere and 4 Discuss the questions.
anyone/anything/anywhere 1 Have you taught yourself a skill? What? 7 Complete the sentences. Then compare with
your partner.
to mean ‘one person’, 2 How do you reward yourself when you’ve done
Everyone in my family likes .
‘one thing’, ‘one place’. something good?
I don’t know anyone who has .
However, we use some- in 3 Where do you imagine yourself in ten years
from now? Something I really want to do is .
positive statements, and
is somewhere I want to visit one day.
any- in negative statements I taught myself to swim when I was eight.
and questions. Finished? p125 Ex 3
6 Point out that no-

8.10 U NIT 8 | HI GH-FLYERS 99
means ‘not one’, and
every- means ‘all’. Ask
students to compare
answers in pairs, and Grammar game Finished?
explain all their choices Divide the class into two teams. On the board, Students turn to SB p125 and do Exercise 3.
during feedback. write Does anyone in the other team ...? Read
one of the phrases below. The teams must
Audioscript p172 guess if someone / no one / everyone in the Homework
other group does that activity. They win a Workbook p68
point if they guess correctly.
7 Explain that after these know how to swim speak Spanish
pronouns, we use the go horse riding play guitar
verbs in the third person cycle to school dislike ice-cream
singular, e.g everyone watch football
is. Change pairs often to have family in another country
allow students to practise
the task more than once.
Lesson aim: I can take part in an interview.
Warmer
In small groups, students
share what jobs they might
have in the future. Elicit SPEAKING 3 Look at the Everyday English box. Find and
different ideas from the An interview underline the phrases in the conversation.
whole class.
8.11
1 Listen to the conversation. What does
Angie want to do?
a learn to cook very well
1 8.11★★★ Challenge b organise a team
Watch video 8.4
Ever yday English
answer the question with Tell me more. that sort of thing
their books closed. the main thing is you see
Audioscript p172 4 Match the Everyday English phrases with their uses.
JO ANGIE
You want to …
2 8.11After feedback, JO So, Angie, why do you want a place
1 get more information. Tell me more
review the use of the on our training scheme?
2 refer to similar examples. that sort of thing
present perfect by ANGIE Well, 1 I’m passionate about food. I’ve
taught myself a lot about it, but the 3 say your most important point. the main thing is
eliciting that it is used to training will give me the chance to 4 check the person understands. you see
talk about past actions learn new skills.
with a clear consequence JO So have you ever worked in a kitchen?
in the present. ANGIE Yes, 2 I’ve had plenty of experience PL AN
working in a restaurant. My
5 Work with a partner. Make notes on questions to
3 Play Video 2.4 and drill grandparents run a restaurant, and I ask in a job interview for one of these jobs.
the pronunciation of the help them at weekends.
JO Oh really? And what skills have you fashion designer zoo keeper gardener
target phrases, focusing developed? I’ve learned the basics of
students’ attention on ANGIE 3 cooking. But
sentence stress. the main thing is 4 I’ve learned how to
be a good team player.
4 If appropriate, encourage JO That’s interesting. Tell me more.
ANGIE Well, I also help the waiting staff, you SPEAK
students to think of
equivalent phrases in see. We take orders from customers 6 Practise the interview with your partner.
and that sort of thing. Remember to use the present perfect to talk
their own language. about experience, the vocabulary from this
unit, and phrases from the Useful language and
Everyday English practice 8.11
2 Complete the conversation with the phrases Everyday English boxes.
from the Useful language box. Then listen
and check. CHECK
5 Encourage 7 Work with another pair. Listen to their interview
personalisation here Useful language and complete the notes.
by allowing students I’m passionate about … What questions did the interviewer ask?
to choose a job they I’ve had plenty of experience of …
mentioned in the warmer I’ve learned how to … What experience does the interviewee have?
as well as those in the I’ve learned the basics of …
box. Monitor closely to Should the person get the job?
correct mistakes with
grammar, and assist with
vocabulary when needed.
6 If appropriate, encourage
students to record their
Flipped class
conversations on their
In preparation for the next class, ask
smartphones and listen
students to make notes on their greatest
to the recording, giving
achievement.
them time to repeat the
task if necessary.
7 In groups of four, two

students perform the
conversation. Another
student makes notes on
content and the other is
responsible for noticing
any language mistakes.
Lesson aim: I can write a competition entry.
Warmer
In groups, students It’s a writing competition. The prize is 10 lessons
in gliding, rock climbing or scuba diving.
discuss the achievements
they thought about for WRITING 4 Complete the phrases in the Useful language
box with words from the competition entry.
homework. Monitoring this A competition entry
will give you an indication
1 Read the advert. What sort of competition is this? Useful language achievement
of whether the students will What is the prize? My greatest 1 is … after a lot of 2 effort
have enough ideas to write
How did I 3 manage it? My 4 advice to you is …
about later on, or whether
the activity will need to be CAL LIN G ALL HIG H-FLYER S!
5 Rewrite the sentences using the phrases in the
adapted. 10 LESSO Useful language box. You might need to write
Write to us about your NS two sentences.
greatest achievement and in gliding,
you might win this month’s rock clim 1 I think you should get a teacher.
bing
1 Write the question on the or scuba My advice to you is to get a teacher.
incredible prize: diving.
board, then ask students 2 The team worked hard and won the prize.
Tell us:
to look at the advert After a lot of effort, the team won the competition.
• what you have achieved
for five seconds, before • how you achieved it
• what advice you have for other 3 I don’t know how I learned to fly when I was 15!
s.
closing their books. I went to university when I was just 15. How did I manage it?
Students check in pairs
2 Read Ajani’s competition entry. What has he 4 Learning French was the best thing I have done.
before feedback. achieved? He’s learned English. He’s
won a national story writing Learning French was my greatest achievement.
competition.
2 Give students two My name is Ajani. My family came from
Write a competition entry.
minutes for this, to Afghanistan to live in the UK when I was
encourage faster reading seven. PL AN
My greatest achievement is learning
and disallow the use of English. When I first came to the UK, I 6 Make notes about one of your achievements.
dictionaries. couldn’t understand anyone. At school, 1 Introduce yourself:
I couldn’t read or write and everything was very difficult. 2 Explain the achievement:
3 Ask students to underline However, after a lot of effort, I’ve managed to learn English.
the parts of the text I’ve even won a national story writing competition.
3 Explain how you achieved it:
How did I manage it? First of all, I had a wonderful teacher
where the answers can called Mrs Connor. She helped me to develop my writing
be found and check their skills. But I also taught myself. I’ve read plenty of books in 4 Give advice for other people:
answers in pairs before English, I’ve watched lots of lessons on the Internet, and
feedback. I’ve practised speaking with friends.
If you want to learn a language, my advice to you is to WRITE
4 ★★★ Alternatively, books

believe in yourself and never give up. 7 Write your competition entry. Remember
to include the present perfect, reflexive
closed. Dictate the full pronouns, vocabulary from this unit and
phrases to the class and 3 Read Ajani’s entry again. Are the sentences phrases from the Useful language box.
T (true) or F (false)?
ask students to check CHECK
1 Ajani is not from England. T
their spelling against the 8 Do you ...
2 He came to the UK by himself. F
text. • have four paragraphs?
3 His English is still bad. F
• explain your achievement clearly?
5 If possible, elicit further 4 He speaks English when he’s with friends. T
• give useful advice?
ways of expressing the 5 He thinks that you need determination to
succeed. T
same ideas, e.g. Finished? p125 Ex 4
1 I recommend getting a
U NIT 8 | HI GH-FLYERS 101
teacher; You could get a
teacher.
Useful language practice 7 & 8 Make sure students include the Finished?
language from the unit, giving them time Students turn to SB p125 and do Exercise 4.
6 If, during the warmer to re-draft their text if needed. Then ask
activity, students seemed students to display their texts around the
to lack ideas, allow them room and read as many as possible. The Homework
to invent an achievement. classes then vote for the three greatest Workbook p69
They can be creative, as achievements.
long as they take the task
seriously.

Lesson aim: I can create a timeline of an invention.
Warmer
Give students a minute to THE DESIGN AND
think about an important TECHNOLOGY PROJECT
invention from the last
20 years and then ask
them to share their ideas
in groups. Elicit contrasting A timeline 1
ideas and encourage Eilmer of Malmesbury, England, has
1 Read texts 1–6 on the timeline quickly. Then match them
had a great idea. He ties himself to
students to give reasons. with the pictures A–F. a pair of wings and jumps off the
1 C 2 B 3 E 4 D 5 A 6 F top of a tower. Eilmer flies for 200
metres. No one has ever flown so
Project Book 2 For each question, choose the correct inventor. Some far. However, Eilmer hasn’t thought
about the landing! He hurts himself
questions have more than one answer.
For more information and badly, but also gets himself a place in
Which inventor or inventors …
activities see the Project the history books.
1 worked with a brother? d, f a Eilmer of Malmesbury
Book p50.
2 studied how birds fly? b b Leonardo da Vinci
3 had an accident? a, c c Denis Bolor
1 Disallow the use 4 wasn’t European? f d Joseph-Michel Montgolfier
of dictionaries and 5 1010
5 didn’t fly the machine e Jules Giffard
translation software and himself? b, d f Orville Wright French engineer Jules Giffard
connects a steam engine to a huge
encourage students to 6 designed an aircraft with balloon. It’s the first ‘airship’. People
guess the meaning of an engine? e, f have never seen anything like it before.
unknown words from It’s the first aircraft that someone can
How to manage your time steer. However, the first time Giffard
context. sets off in his airship, it flies round in
circles. He can’t steer it against the
2 Ask students to discuss 3 Look at some ideas to think about before you start a
strong Paris winds!
project. Tick (✓) the ideas connected to planning your
the questions in pairs time. 1852
before rereading the text. a Decide on a topic for the project.
b Think about all the tasks you need to do in the time
How to manage available. 3 E
your time c Prioritise tasks – decide what’s most and least

important. 3
d Include some extra time. 3
should start reflecting on
e Decide who will do what.
their time-management
f Set long-term deadlines. 3
skills, making decisions
g Set short-term deadlines. 3 1903
about how they are
h Review your project regularly to see if you are keeping to 6
going to manage their your deadlines. It’s 10.35 am on 17 December.
time effectively and in American engineer Orville Wright
collaboration with other has lifted himself into the air. He’s
4 Listen to two students planning a project. Which ideas in
flying the Wright Flyer, a motor-
people. 8.12
Exercise 3 do they talk about? powered aeroplane he designed with
b , c , d , f , g his brother Wilbur. Orville keeps the
3 After feedback, ask Flyer in the air for 12 seconds and
students to brainstorm travels 37 metres. It isn’t a long-
distance flight, but it has changed
real-life tasks where the world forever.
time management skills 102 HI GH-FLYERS | U NIT 8
are important (e.g.
essay writing for school,
projects at work, etc.).
Elicit these with the whole Class challenge
class, together with the The first ever passenger flight took off in
potential consequences St Petersburg and landed in Tampa, USA in
of not following steps a–h 1841 / 1914 / 1941.
in the box.
4 8.12 After the first

listening, hand the audio
script to students if
possible and play the
recording again.
Audioscript p172
Lesson aim: I can create a timeline of an invention.
5 Given the scope of

the project, you may
want to give students
time to make decisions HIGH (AND NOT SO HIGH) ACHIEVERS
and discuss the time-
management aspect of THE EARLY HISTORY OF FLIGHT
the project, and then A
B
allow them to carry out
their tasks at home,
giving time for project PL AN
updates during the 2 5 Work in groups. Choose one
following sessions until of the inventions in the box or
The brilliant Italian scientist and
the groups are ready to choose your own. Then complete
inventor Leonardo da Vinci has looked
the steps below.
present their work. into how birds fly. Using his discoveries,
he designs the world’s first flying 3 the bicycle the computer
machine – the Ornithopter. But he has
6 & 7 Ask groups to the intelligence not to try it himself!
Frenchman Denis Bolor has the Internet the skyscraper
double-check their work come up with his own flying
Later, other people try out similar machine that uses wings with • Decide what tasks you need to
before displaying it, and designs, but no one gets very far. springs. Poor Bolor tries to do to complete your timeline
then have one student 1485
show off his idea, but kills and how long each will take.
himself when the springs break.
from each group stand • Set long-term and short-term
next to their display, C deadlines and include some
answering questions, extra time.
while all the others walk 1536 • Decide who will do each task.
around the room looking • Research the information you
need.
at other displays and D
1783 • Find or make pictures for your
asking questions.
timeline.
Students can PRESENT

4 6 Display your timeline on your
online and offline in the classroom wall. Remember to
French businessman Joseph-Michel
collaboration space, Montgolfier and his brother, Jacques-
include important dates, people
where teachers can set, Étienne, have invented the world’s and events, interesting pictures
first hot-air balloon. Now they make a and the tips in How to manage
track and assess students’ your time.
second flight with passengers. But they
work. Students can also don’t put themselves on board. The
share and showcase their three lucky passengers are a hen,
CHECK
work as well as comment a duck and a sheep! 7 Look at your classmates’
timelines. Which ones have
on each other’s projects. interesting facts?
F
For more work on Design

and Technology, students
can turn to SB p140. See
p156 for teaching notes.
Extend it!
Encourage students to
reflect critically on their
time-management and
collaboration skills. Shuffle
the groups and ask students
to share how they managed
their time in their groups,
what worked well and what
they should change next
time. Elicit positive and less
positive experiences from
the whole class.

The aim of this review
8 REVIEW
page is for students to
revise the grammar and
vocabulary from the unit.
You can either do it in class
together, or as a timed VOCABULARY LANGUAGE IN ACTION
progress test, or set it for
1 Complete the sentences with the 3 Complete the questions with ever and the verbs in the box.
homework. words for jobs and qualities. Then write the short answers.
1 She’s going to succeed. She’s got
have ride see try visit
plenty of d . etermination
Vocabulary 2 You need a lot of s kill to be 1 A Have you ever seen a snake?
1 ★ Invite students to a concert pianist. B Yes, I have . We saw one in our garden.
review the vocabulary on 3 C reativity is important if you 2 A Has your brother ever had an accident in his car?
SB p95 before attempting want to be a good designer. B No, he hasn’t . He’s a very careful driver.
this task. Elicit the 4 I’m so tired. I don’t have the 3 A Have your parents ever visited the USA?
s trength to stand up. B
vocabulary on the board Yes, they have . They went there six years ago.
5 Nick has written some brilliant 4 A Have you ever tried to invent something?
for the students to songs. I think he’ll be a omposer
use as they complete B Yes, I have . But it wasn’t successful!
professional c .
sentences 1–7. 5 A Has Fiona ever ridden a horse?
6 I am terrible at maths. I could
B Yes, she has . Unfortunately, she fell off!
never be a m ! athematician
2 Before students attempt 7 I could be an i nventor . I have 4 Circle the correct words.
the task, give them lots of ideas for new machines. 1 Dan set up a business themselves / himself.
one minute in pairs to 2 We built our house myself / ourselves.
combine words in the two 2 Complete the sentences with
words from both boxes. Use the 3 You won’t achieve anything / anywhere if you don’t try.
boxes to make phrasal correct form of the verbs. Use 4 This computer has taught itself / myself to play chess.
verbs. Elicit what each some words more than once. 5 Is there no one / anyone who knows Patrick’s address?
phrasal verb means (e.g.
come give keep set work
give up = stop doing
Self–assessment
something). off out up with
1 I did ballet for three years, but I I can use words to talk about
gave it up because I exceptional jobs and qualities.
Language in action wasn’t good at it. I can use phrasal verbs to talk about
3 ★★★ Challenge students 2 Mira is running too fast for me. achievement.
to explain why the verb I can’t her.
keep up
I can use the present perfect to talk
changes to the past 3 Next week, I’m going to with about experience.
simple in 1, 3, 4 and 5 (the set off on a journey across

I can use reflexive pronouns.
Europe.
focus turns to the details
4 Do you know the answer? I can’t
of the past event, not the I can use indefinite pronouns.
work it out . come up with
result in the present). 5 Amol has a brilliant
idea for our team project.
4 Ask students to review
reflexive pronouns and
indefinite pronouns on
p99 before the task.
Unit quiz review
Ask students to look back at the Review Workbook p70
page and the rest of the unit to decide
how confident they feel about each topic.
Encourage students to ask for extra practice
materials on any topics they don’t feel
comfortable with.
Lesson aim: I can make a vocabulary study plan.
Learn to learn
Students should be LEARN TO LEARN
starting to reflect on their
learning practices outside
the classroom, taking LEARN TO … MAKE A VOCABULARY STUDY PLAN
steps towards becoming You can learn vocabulary better by studying it more than once. A study plan can help you do this.
responsible for their own
learning routines. 1 Do the quiz. Circle your answers.
2 Ask your partner the quiz questions. Underline

Do you need a vocabulary study plan? their answers.
Warmer FIND OUT!
With the whole class, 3 Find out your score. Do you agree with what it
Do you … says about you? Discuss the results with
discuss how students 1 write new vocabulary in your notebook? a partner.
usually learn vocabulary and always / sometimes / never
what techniques they are 2 use flashcards to learn vocabulary? 4 Match 1–3 with a–c. Which sentence surprises
always / sometimes / never you most? Discuss with your partner.
using. 3 look at your vocabulary notes when you do 1 We remember vocabulary better when we
your homework? study it once and b
always / sometimes / never
2 When you use flashcards to learn vocabulary,
1 Allow students time to 4 study your vocabulary notes before a test?
always / sometimes / never c
complete the quiz, but
5 study your vocabulary notes more than three 3 It’s necessary to see, hear or say a word a
ask them to cover the times a week? a 17 times before we remember it well.
results at the bottom. always / sometimes / never
b then a few days later (but not the next day).
2 Students work with c you remember it better.

Results
a different partner. always = 2 points sometimes = 1 point never = 0 point
5 Make a list of eight words from this unit that you
Encourage students to 8–10: Well done! You study vocabulary well, but why not
try a new study plan?
want to learn. Make flashcards.
add relevant information 4–7: Not bad, but a study plan can help you.
and develop the quiz into 0–3: Oh, dear! You really need a study plan!
a conversation.
discuss the results in pairs
or small groups, and elicit
6 Follow steps 1–5 to make a ten-day vocabulary study plan.
a few reactions. 1 Write the dates on the plan, starting with tomorrow’s date.
2 On the days in yellow, test yourself with your flashcards.
4 Discuss the ideas as a
3 On the other days, study the list of words in Exercise 5 for at least five minutes.
whole class and elicit
4 When you finish studying each day, write ‘Yes!’ in the ‘Done?’ box.
some opinions.
5 On day 11, answer the question and circle ‘a lot’ or ‘a bit’.
5 Refer students back

Day 1 2 3 4 5 6 7 8 9 10
to p93 for instructions How much has the plan
and ideas on making Date helped me learn vocabulary?
a lot / a bit
flashcards. Done?

6 Give students a
vocabulary test after ten
days have passed. After
feedback, encourage
them to compare their
results and their study
plans in groups.

Unit 9
Show your moves Lesson aim: I can talk about music and dance.
9
Students look at the I can …
• understand texts about music
picture. Students make a list • make polite refusals
of all the dance styles they •
•
write a review
understand how to use going to, will, the present
SHOW YOUR
know, e.g. hip hop, ballet, continuous for the future and the present simple for
the future
waltz. Elicit a few ideas
MOVES
• talk about and describe musical instruments and
genres, and dance styles
from the class. • recognise stress patterns, distinguish between
speakers and use referencing.
Start it!
Unit quiz
1 & 2 Ask students to

discuss how the man feels.
3 Ask students: Is it
possible to enjoy music
if you can’t hear it? Elicit
ideas before playing
Video 9.1.
4 Use this as an opportunity

to find out students’
existing knowledge of
vocabulary to talk about
musical instruments,
which will be covered in
the next lesson.
Video comprehension Start it!

questions
1 Look
ok
k at th
the
e phot
ph
hot
o o. Wha
hatt do
d you think nk the man
a is do
doin
in
ing?
ng?
g? He’s dancing (possibly breakdancing).
2 Befo
Be
efo
ore you wat
atch
ch, ho
ch h w do oess mu
ussic
ic mak
akee yo
you
u fe
feel
e?
el
3 Ho
ow do people wh
ho ca
an
n’’t he
ear
ar enjoy
njjoy
oy mussic
ic? Wa
ic? Watc
tch and ch
chec k. They feel the music.
ecck.
e
Flipped class 4 What instrrum
u en
nts do yo
y u play orr do
do you
u wan
nt to plla
ay??
(p107) Students research
music.
p109 p111 p112 p114

Action 9.2 Action 9.3 English 9.4 9.5
Watch video 9.1
106 S H OW YO U R M OV E S | U N I T 9
Unit aims Language

I can ...
Extra Resources
Skills ● talk about musical instruments and genres p106
●
I can ... ● understand how to use going to and will to talk about the future p109
understand an events guide ● talk about dance styles p110
p108 ● understand how to use the present continuous and present simple to talk
● Teacher’s Resource Bank on Cambridge One for
make polite refusals p112 about the future p111
● write a review p113 differentiated worksheets and many other extra
● understand a travel article Learn to Learn resources.
about a festival pp114–115 I can ... ● Practice Extra and Digital collaboration space
● understand and record word stress p106
● distinguish between speakers p110
● understand how to recognise referencing in texts p115
● practise my English during the holidays p117
136 Sho w yo u r m o v e s | Un i t 9
Lesson aim: I can talk about musical instruments and genres.
Warmer
In groups, students discuss
what type of music and
which bands/singers they VOCABULARY LEARN TO LEARN
like. Write appropriate Musical instruments and genres
Stress patterns
vocabulary on the board. It’s important to learn which syllable is stressed when
9.01
1 Match the words in the boxes with the musical
you learn a new word.
instruments and genres (1–14) in the pictures.
Listen, check and repeat.
1 9.01★★★ Alternatively, 9.02
3 Complete the table with words in Exercise 1.
Then listen and check. Can you add one more
students cover the box classical 1 folk 6 hip-hop 4 word to each group?
and work in pairs to jazz 2 reggae 3 rock 5
think of the appropriate O folk, rock, jazz, bass, drums
bass 12 drums 9
vocabulary for each genre Oo hip-hop, reggae, keyboard, trumpet
guitar 14 keyboard 10
and instrument. oO guitar
microphone 11 saxophone 8
Audioscript p173 trumpet 7 violin 13 Ooo classical, microphone, saxophone
1 2 ooO violin
Target vocabulary
Genres 4 Take turns to clap the rhythm of a word in
classical /klæsɪkəl/ 7 Exercise 1. Your partner guesses the word.
folk /fəʊk/
Use it!
hip-hop /ˈhɪphɒp/ 8
jazz /dʒæz/ 5 Discuss the questions.
reggae /ˈreɡeɪ/ 3 4
1 What kind of music do you like listening to?
rock /rɒk/ 2 Can you or your friends or family play a

musical instrument? Which one?
11
Instruments 3 Which instruments do you like the sound of?
bass /beɪs/ 11
drums /drʌmz/ 10 9
Explore it!
guitar /ɡɪˈtɑː/ Guess the correct answer.
keyboard /ˈkiːbɔːd/ 5 6 Chicago rapper, Twista,
microphone is one of the fastest
/ˈmaɪkrəfəʊn/ rappers in the world.
saxophone /ˈsæksəfəʊn/
What’s the fastest he
13
can rap?
trumpet /ˈtrʌmpɪt/ a 10 syllables per second
violin /vaɪəˈlɪn/ 14
b 20 syllables per second
12
c 30 syllables per second
Extra vocabulary 2 How many other musical instruments and Find an interesting fact about music. Then write
practice genres can you think of? a question for your partner to answer.
Famous musicians quiz Get it right!
We say play football, tennis, golf, etc.
2 Give students three But we say play the piano, the guitar, the trumpet, etc.
minutes to brainstorm
as many genres and
instruments as possible U N I T 9 | S H OW YO U R M OV E S 107
and write them on the
board.
Learn to learn 4 If you wish to make the activity quieter,
Vocabulary Bank SB p136 you can ask students to hum the word
Point out that, unlike some other languages,
stress in English words can go in different instead.
Get it right! places, and not just on the first syllable. If
5 Allow students a few minutes of
you don’t pronounce an English word with
Explain that the is always thinking time to prepare their answers.
the stress on the correct syllable, it can make
used with an instrument
you difficult to understand.
after play. Explore it!
Ask students to use information they found
3 ★ Play the recording once and drill
9.02 out for homework.
each word, asking students to raise both
hands (or jump, if appropriate) when
pronouncing the stressed syllable.
Homework
Workbook p72
Audioscript p173
U ni t 9 | Show your moves 137
Lesson aim: I can understand an events guide.
Warmer
In small groups, students 1 2 Bunny
Scr aggs
discuss whether they have
READING
Angus
ever been to a concert or ‘The Beard’
live music event, recycling An events guide Beardsley
the vocabulary from
SB p107, if possible. 1 Look at the photos of four
musicians. What sort of music do
you think they play?
1 ★ Ask students to look at 2 Read the events guide. Match 3 Dr Jay 4

9.03
the box in Exercise 2 to musicians 1–4 with the genres that
they are going to perform. Janet
predict the genres being Glyndebour ne
shown in the pictures.
pop 4 blues 2 raga 1
2 9.03Give students two country and western 3
minutes to read the text
to encourage faster 3 Match concerts A–D with these WATERSIDE
skimming, and disallow features. Sometimes there is more ARTS CENTRE What’s on at the Waterside
than one concert.
the use of dictionaries at
1 A only one performer
this stage. A Tuesday 8 pm B Thursday 7 pm
2 B includes an electronic Bunny Scraggs Janet Glyndebourne
instrument
3 After feedback, ask £8.00, £3.00 (student discount) and the Donuts
3 B free for some people £5, no charge for under 16s
students to underline the We think this show will surprise
4 B, C has more than two reggae fans. The Dubster Brothers’ We’re thrilled to welcome Janet
other words in the text performers bassist also plays blues piano, and Glyndebourne to Waterside. However,
that they do not know. In 5 C, D includes a violin he’s going to share that talent tonight. the well-known opera star isn’t going
pairs, they check if their 6 B, C starts before eight o’clock
In this solo performance, Bunny’s to sing Mozart. Instead, she’s going
going to play and sing his favourite to join Kim Green on synthesiser and
partner can explain the 7 A, C cheaper for people at blues classics. However, if you Bod on percussion, and they’re going
words. university want to hear some of the Dubster to play a concert of pure pop. We’re
D starts the latest Brothers’ hits, we’re sure Bunny sure it will be a great evening!
8
4 ★★★ Fast finishers find won’t disappoint!
another unknown word 4 Find adjectives in the guide that

D Sunday 9.30 pm
mean:
in the text and look up C Saturday 7.30 pm Angus Beardsley
1 alone solo
the meaning. Elicit these Dr Jay and the plays raga
2 very excited thrilled Rodeo Band £15.00, £7.00
during feedback.
3 famous well-known £10.00, £4.00 (student discount) Rock legends Axel Heads have
4 very unusual unique For one night only, hip-hop artist Dr Jay announced that they aren’t going to tour
Extra vocabulary is going to lead country and western again. Their fans will miss them, but
5 surprising unexpected we have some unexpected news! The
practice 6 talented
favourites the Rodeo Band (Helen Smith
gifted on banjo and vocals, Liam Jones on band’s bass player, Angus ‘The Beard’
double bass, Lucy-Anne Flynn on violin). Beardsley, is also a gifted violinist. On
5 Allow time for students Voice it! Are you really going to miss this unique Saturday he’s going to team up with
to form an opinion. You event? We’re sure you won’t want to! sitar player Jagjit Rakha to perform
5 Put the concerts in the events guide
Indian raga. But is ‘The Beard’ going to
may want to take this in order, from most interesting sing in Hindi, too? Come and find out!
opportunity to quickly to least interesting. Explain your
choices to your partner.
revise comparative and Finished? p126 Ex 1
superlative adjectives.
108 S HOW YO U R MOVE S | UNIT 9
Extend it!
Ask students to walk
around the class, speaking Finished? Flipped class
to as many classmates as Students turn to SB p126 and do Exercise 1. Ask students to watch Video 9.2 and
possible, to find someone do the Video worksheet in the Teacher’s
who has put the four events Resource Bank in preparation for the next
in the same order. Students lesson.
then work with this new
partner to discuss their
favourite music and bands. Homework
Workbook p73
Lesson aim: I can understand how to use going to for the future.
Warmer
Which music festival
that Fiona is going to the
LANGUAGE IN ACTION is Fiona going to?
What music is Evita
All-Stars Festival (featuring going to going to listen to?
hip-hop and electronic

I/he/she/it
it you
you/we/they
dance music). Evita is going ‘re going to
He ’s going to share that talent tonight.
1
They2
play a concert of pure pop.
to listen to rock music. Ask
students to discuss in pairs Janet isn’t going to sing Mozart. Axel Heads 3 tour again. aren’t going to
which music they would 4
Is ‘The Beard’ going to sing in Hindi? Are you really going to miss this unique event?
prefer to listen to.
1 Complete the examples in the table above with will and going to
the correct form of going to. Use the events
1 Challenge students guide on page 108 to help you. will for 1 predictions going to for 2 intentions
to complete the table We’re sure it will be Bunny’s going to play his
before checking on p108. 2 Complete the sentences about the events guide
a great evening! favourite blues classics.
with the correct form of going to.
1 The concerts aren’t going to start (not start) 4 Complete the headings in the table above with
2 ★ Guide students to before 7 pm. intentions or predictions.
are going to
decide if the subjects 2 Two concerts take (take) place
of the sentences are at the weekend. 5 Decide if these sentences are P (predictions) or
is going to I (intentions). Then complete the sentences and
singular or plural, and 3 Bunny Scraggs play (play) blues check your answers on page 108.
choose if they need is or piano.
isn’t going to 1 We think this show will surprise reggae
are going to. 4 Janet Glyndebourne perform fans. P
(not perform) classical music.
2 We’re sure Bunny won’t disappoint! P
3 9.04 Ask students to work
in pairs and complete 9.04
3 Complete the conversation with the correct 3 She ‘s going to join Kim Green. I
form of going to. Then listen and check. 4 Dr Jay ‘s going to lead the Rodeo Band. I
the exercise orally before
AVA Hi, Josh. 1 Are you going to go (you / go) out
filling the gaps in writing. 6 Complete Lia’s message to Max. Use the verbs in
tomorrow evening? the box with going to or will.
JOSH No, I’m not in the mood. 2 I’m going to stay
Audioscript p173 (I / stay) at home and watch TV instead. What be buy fail go like not be able play
about you?
4 Remind students that we AVA Yeah. Dr Jay is at the Waterside. are going to play
use will when we are sure 3 I’m not going to miss (I / not miss) that. Hey Max. 1 Are you and Mo going to go to Jo’s
about what will happen. JOSH Wow! Really? party? I think it 2 will be fun. Jo’s brother has a
An intention is a plan we AVA Yeah, really. 4 (I / buy) my band and they 3 at the party. I’m sure you
ticket this morning. I’m going to buy 4
will like them. going to buy
have made, for something JOSH Hmm. Sounds interesting. 5 5
Are you tickets for the Z Men
Is Aneta
in the future. She’s (Aneta / join) you? going to join concert? I probably 6 to go. We’ve got a
test that week, and I will fail
7
it if I don’t study.
not AVA Aneta? 6 (she / not come).
going She can’t stand Dr Jay. Why don’t you come? won’t be able
Extra grammar practice to
come JOSH OK, you’ve convinced me. But how Use it!
7 are we going to get (we / get) there?
5 & 6 Ask students to 8 (we / not walk), are we? 7 Tell your partner about your intentions and
compare answers in pairs AVA 9 (my dad / give) us a lift. predictions for the weekend.
before checking with the We’re My dad is going to give Finished? p126 Ex 2
whole class. not going

to walk
UNIT 9 | SHOW YO UR MOVE S 109
7 ★ Draw a table with
two columns, headed
prediction and intention.
Write go to the cinema Grammar game Finished?
under intention and elicit Put students in pairs. They take turns to Students turn to SB p126 and do Exercise 2.
I am going to go to the write down an activity they are going to do
cinema. Then allow time at the weekend. Their partner can ask up to
for students to make 10 questions to guess the activity, e.g. Are Homework
their own table before you going to do this at home or outside?, Workbook p74
discussing it in pairs. etc. They win a point if they guess correctly.

Lesson aim: I can talk about dance styles.
Warmer
In groups, students discuss 2
whether they can dance,
which types of dance they VOCABULARY AND LISTENING 1
have tried and which they’d Dance styles
like to.
9.05
1 Match the words in the box with the photos.
Listen, check and repeat.
1 9.05 After feedback, ballet dancing 5 ballroom dancing 1 4

if some students feel breakdance 7 country dancing 4 3
confident, ask for disco dancing 10 modern dance 6
volunteers to mime a salsa dancing 8 swing 2
type of dance for the rest tap dancing 3 zumba 9 6
of the class to guess.
Use it! 5
Audioscript p173
2 Discuss the dance styles in Exercise 1.
1 What type of music accompanies the styles?
Target vocabulary
2 What do people usually wear for these styles?
ballet dancing
3 Which dance style do you think looks best? Why?
/ˈbæleɪ ˈdɑːnsɪŋ/
ballroom dancing A discussion 8
/ˈbɔːlrʊm ˈdɑːnsɪŋ/
7
breakdance /ˈbreɪkdɑːns/ 9.06
3 Listen to a conversation between four students.
country dancing What are they talking about?
/ˈkʌntri ˈdɑːnsɪŋ/ a A show they have seen
disco /ˈdɪskəʊ/ b A show they are planning
modern dance
/ˈmɒdən dɑːns/ LEARN TO LEARN
salsa dancing Distinguishing between speakers 10
9
/ˈsælsə ˈdɑːnsɪŋ/ When you listen to a group of people speaking, it can be
swing /swɪŋ/ difficult to understand who says what. Listen for names and
note them down. For each person, consider these things:
tap dancing /tæp ˈdɑːnsɪŋ/
• Are they male or female?
zumba /ˈzʌmbə/
• Are they old or young?
2 Put students into • Can you hear an accent? Are they a native speaker or a
non-native speaker?
groups. Encourage them
to discuss different 4 Listen again and match the people with the tasks.
9.06
Voice it!
possibilities or make 1 Imogen a recording the show
guesses if they are not 2 Marta b writing the programme 5 Discuss the questions.
sure about something. 3 Adam c organising the music 1 Have you ever helped organise a
4 Jack d putting out the seats school show or a similar event?
2 What do you think is the most difficult
Extra vocabulary
part of organising a show?
practice
3 9.06 Remind students that 110 S HOW YO U R MOVE S | UNIT 9
to listen for the general

idea, they shouldn’t
worry too much about Learn to learn 5 ★★★ Ask students to discuss how difficult
understanding all the Listening to a conversation between a it might be to become a professional
details and focus mainly group of speakers is one of the most dancer.
on key words. difficult challenges for listeners, so students
shouldn’t feel demotivated if they have
Audioscript p173
trouble with this. They should instead use
Flipped class
Vocabulary Bank SB p136 Ask students to watch Video 9.3 and do the
these techniques to support them.
4 9.06★ Write the four names on the board
and play the recording again. Point to the
names on the board as the speakers talk Homework
and pause the recording after each answer
Workbook p75
is mentioned.
Lesson aim: I can use the present continuous for the future.
Warmer
that Paulo is going to a
LANGUAGE IN ACTION Present simple for future
family party on Saturday Present continuous for future Present simple for scheduled events
night. The movie begins at It 1 begins (begin) at seven thirty. don’t open
7.30 pm (and also 9.30 pm). Watch video 9. 3
The doors 2 (not open) until 7 o’clock.
What is Paulo doing What time 3 does the show start (start)?
on Saturday night?
1 Elicit that the actions What time does the 4 Complete the examples in the table
movie begin? above with the correct form of the
in the table refer to the
verbs in brackets.
future and that we use Present continuous for future plans
the present continuous 5 Complete sentences 1–4 using the
I1 ‘m writing the programme.
for arrangements in present simple for the future.
I2 ‘m not doing anything on Friday afternoon.
the future. Elicit a few 3
Are you recording the show, Adam?
examples from the Pronunciation p142
DANCE-FEST
students. Barnsley Dance Festival Saturday 21 June
1 Complete the examples in the table above.
12.30–2.00: African Beat Workshop
Pronunciation Learn traditional African dances.
Students turn to SB p142 for 2 Correct the sentences about the conversation between
Imogen and her friends. 3.00–4.00: The Langley Dance School
practice of sentence stress. 1 The teachers are having a party on Friday afternoon. Watch the world’s favourite ballet, Swan Lake.
They aren’t having a party. They’re having a meeting. 6.15–7.00: Tarantella Talk
2 9.06During feedback, Gianna Romano gives a talk about one of
2 The show is taking place in a theatre. It isn’t taking
encourage students to Italy’s most famous dances.
place in a theatre. It’s taking place in the sports hall.
use the contracted forms 7.30–9.00: The Bronx River Combo
3 Jack is recording the show on his phone.
where possible (aren’t, He isn’t recording the show on his phone. See this New York street dance group doing
etc.) which are more He’s recording the show on his sister’s video camera. hip-hop, krumping and more.
4 They’re using a live band for the show.
common in speaking.
They aren’t using a live band for the show.
They’re using downloaded tracks/music. end last start take
3 9.08★ Ask students to 3 Complete Lilia’s post with the present continuous form of
9.08 1 The festival starts at lunchtime.
decide if the subjects of the verbs in the box. Then listen and check.
2 African Beat takes place first.
the sentences are singular bring come leave meet not do perform play return
3 The ballet performance doesn’t last
or plural, and to decide if
for more than an hour.
they need is or are.
‘re performing Thank you, Oxford! You were a fabulous audience last 4 The Bronx River Combo’s
night! We1 ’re returning in September, so I hope we’ll see performance doesn’t until 9 pm.
Audioscript p174 some of you again. Later today, we 2 for ‘re end
Edinburgh. We 3 a new play there, called leaving Use it!
4 & 5 Explain that the ‘m playing The Bell, and I 4
a girl who has the power
present simple is used to see the future. Hey, Edinburgh! If you 5 aren’t doing 6 Ask and answer the questions about
anything on Friday night, come along. Guess who each event at Dance-Fest.
to talk about future 6
to see us on our first night – Emma Watson! 1 What time does it start and finish?
‘s coming
events that are fixed and She 7 her friends, and we 8 ‘re meeting
2 What is happening in the event?
scheduled, such as train ‘s bringing them backstage after the performance. Wow!
Finished? p126 Ex 3
departures, show times or
shop opening times.
6 Extend this activity by

allowing students to talk
Students write a future plan on a piece Students turn to SB p126 and do Exercise 3.
about other events that
of paper (e.g. I’m travelling to Rome). It
might be planned, such as
doesn’t need to be a true plan. They give
a school trip or exam.
it to another student who must not read Homework
it, but shows it to the rest of the group. Workbook p76
Then, that student has to guess what their
plan is by asking questions (e.g. Am I going
somewhere?)

Lesson aim: I can make polite refusals.
Warmer Harry’s going to a jazz festival. Jess can’t go on Saturday

afternoon because her cousin, Helen, is coming to visit
In groups, students make her for the day and Helen can’t stand jazz. She can’t go
on Friday evening because she’s got a guitar lesson.
a list of reasons why they
might want to refuse SPEAKING 3 Look at the Everyday English box. Find and
underline the phrases in the conversation.
(i.e. say that you will not Making polite refusals
accept) an invitation to
an event (e.g. I think it’s 9.09
1 Listen to the
conversation.
boring, I’m tired), and a What event is
list of excuses (e.g. I have Harry going to? Watch video 9.4
to do homework, My mum Why can’t Ever yday English
Jess go?
doesn’t want me to, etc.). all day long Never mind. That’s a pity.
That’s no good What are you up to?
1 9.09★★★ Challenge 4 Match the phrases in the Everyday English box

students to listen and with their meanings.
answer the question with 1 That isn’t convenient. That’s no good.
HARRY JESS 2 It doesn’t matter. Never mind.
their books closed.
HARRY Hi, Jess. I’m going to book tickets for the 3 for the whole day all day long
Audioscript p174 jazz festival this Saturday afternoon. 4 That’s sad. That’s a pity.
1 Do you fancy coming along? 5 What plans have you got? What are you up to?
2 Go through the phrases She’s JESS 2 I’d love to, but my cousin Helen’s
with students and elicit welcome visiting me and I’ll be with her all day long.
to
that fancy means want.
HARRY 3 join us if she wants. PL AN
JESS That’s really kind of you, Harry, but
Explain that I’m afraid in 4 I’m afraid Helen can’t stand jazz! 5 Work with a partner. Think of an event to go
to and reasons why one of you can’t go.
this context doesn’t mean HARRY Oh, that’s a pity. Look, they’re playing for
scared, it means that you two nights. What are you up to on Friday? SPEAK
Would 5 come then instead?
are about to give bad you 6 Practise the conversation with your partner.
like to JESS Hmm. What time does it start? Remember to include going to, will , the
news, or disagree. HARRY 7.30. present simple and present continuous, the
JESS Oh, that’s no good either, Harry. I’ve got a vocabulary from this unit, and phrases from
Useful language practice guitar lesson and it starts at 7.15. the Useful language and Everyday English
HARRY OK. Never mind, Jess. Maybe another time. boxes.
JESS Sure. 6 . I’m sure it’ll be a
3 Play Video 9.4 and drill great concert. Thanks for asking, though CHECK
the pronunciation of the
target phrases, focusing 7 Work with another pair. Listen to their
students’ attention on 9.09
2 Complete the conversation with phrases from
What event do they decide on?
the Useful language box. Then listen and check.
which words are stressed.
Useful Language
Why can’t one of them go?
4 Encourage students, if Do you fancy … ? I’d love to, but …
appropriate, to think of I’m afraid … (She’s) welcome to …
equivalent phrases in Thanks for asking, though Would you like to … ?
their own language.
5 ★★★ Tell students

that they can make the
conversation humorous, 112 S HOW YO U R MOVE S | UNIT 9
as this might make
the language more
memorable. For example, 7 Monitor and choose one or two Flipped class
the event could run conversations that include examples In preparation for the next lesson, ask
over many days and one of good language, and ask students to students to find out about music events
person finds an excuse perform these for the whole class. happening soon in their area.
for every day.
6 Ask students to repeat

the conversation at
least twice, in order to
promote fluency as well
as accuracy of the target
language.
Lesson aim: I can write a review.
new – dance experience, new – life, unique – the

Warmer mix of music, action-packed – the story, funny –
In groups, students share moments in the story, beautiful – the costumes,
expensive – the tickets, superb – the show
the information they
researched for homework WRITING 3 In a review, it’s a good idea to use lots of
adjectives. Find and underline all the adjectives
about music events A review in the dance show review. Discuss with a
happening in their area. partner what they describe.
1 Read the review quickly. Which dance styles
can you see in this show? hip-hop and ballet 4 Find and underline the Useful language phrases
1 Set a strict time limit to in the review. Match 1–5 with the phrases.
encourage faster reading. 1 The best part was

2 I loved
2 Allow students to discuss 3 It was disappointing that
the sentences in pairs 4 In summary
before reading again and 5 Fans of (dance) will love this
checking their ideas. Useful Language
‘Hiplet’
All in all 4
3 ★★★ During feedback,
If you love (dance), this (show) is a must-see. 5
brainstorm extra – a new dance experience!
I was impressed by … 2
adjectives and Crash Dance Crew are a dance The costumes are beautiful On the downside 3
synonyms that students group from Chicago. Their and I was impressed by the
The highlight of the show is … 1
could use, such as show, City Dreams, tells the music. However, the highlight
story of three teenagers who of the show is the dancing. The
hilarious, wonderful or
have come to the city to make mix of styles works well. On the
disappointing. a new life for themselves. The downside, tickets are expensive
Write a review of a concert or show.
show is a unique mix of hip-hop and there’s no student discount.
4 Point out that reviews and ballet called hiplet. Three Crash Dance Crew play PL AN
musicians on keyboards, vocals
are more successful when at the Nottingham Malthouse
5 Think about a concert or a show you have
and turntable play a mix of rap Theatre next week. After that,
they use interesting and and electro funk.
seen. Make notes about these things.
they’re touring other cities in
engaging language like It’s an action-packed the UK. All in all, if you love
1 A general description of the show
the phrases in the Useful story, but there are some funny dance, this superb show is a 2 Details about the dancing, music, costumes,
language box. moments, too. must-see. etc. and what you liked/didn’t like
3 A summary of your opinion
Useful language practice WRITE

2 Read the review again and correct these
6 Write your review. Remember to use
sentences.
adjectives, the present simple to describe the
5 Put students into pairs 1 The performers are from Nottingham. show, the past simple for your opinion and
and give them up to The performers are from Chigago. phrases from the Useful language box.
five minutes to discuss 2 An orchestra plays the music for the show.
CHECK
concerts or shows they Three musicians play the music for the show.
Do you …
have been to, and what 3 The writer liked the music most.
• use three paragraphs?
they thought about them. The writer liked the dancing most. • say what you liked and didn’t like?
Then ask students to 4 Tickets are cheaper for students.
• summarise your opinions at the end?
decide alone what they Tickets aren’t cheaper for students. /
There’s no student discount.
are going to write about. 5 The show is only happening in Nottingham.
Finished? p126 Ex 4
The show is happening in cities around the UK.
6 After writing their
reviews, students can
swap reviews with a
partner and discuss their
strengths and things
that could be improved. Extend it! Finished?
Allow students to write Students display their reviews around the Students turn to SB p126 and do Exercise 4.
a second draft, if there is classroom, and then read each other’s
time. reviews. Elicit from the class which event
sounds most interesting and why. Flipped class
In preparation for Explore it! (p115),
students research three interesting facts
about Spanish traditions.
Homework
Workbook p78

Lesson aim: I can understand a travel article about Spanish traditions.
Warmer
Play Video 9.5 and ask AROUND
students to discuss the THE WORLD
questions in groups. Elicit
that the dance comes Globetrotters
from Bavaria, a region of
READING Watch video 9.5
The Schuhplattler
Germany. A travel article
1 Look at the photos and discuss the questions.

• Which dances from other countries do you know?
Video comprehension 1 What sort of dance do they show? flamenco
• Where is the Schuhplattler dance from?
questions 2 What else do you know about this dance?
• Which traditional dances from your own country
3 What more would you like to know about it?
do you know?
Class challenge 2 Read the article. Does it mention any of
Festival
9.10
In Spain, there is a festival your ideas in Exercise 1?
every August, where people

throw oranges / tomatoes /
3 Read the article again and answer the
questions. de Jerez:
money at each other. 1 How long does the Festival De Jerez a flamenco heaven
last? Two weeks
by Dan Philips
2 Who goes to the festival?
Warmer People from over 30 different countries. Every year the Spanish city of Jerez
Put students into groups. puts on a festival of flamenco dance.
Give them two minutes to This year’s festival begins tomorrow
3 What can you do at the festival?
and lasts for two wonderful weeks.
list all the facts they know Watch flamenco and have flamenco lessons. For me, and flamenco fans around
about Spain. They should the world, 1it’s the highlight of the
not use the ones they 4 What traditions does flamenco come year. People from over 30 different
countries will turn up here, all crazy
researched for homework, from?
about flamenco.
as these will be used later. The Roma, Spanish, Jewish and
North African traditions. Every day, there are performances of flamenco. 2Some take
Elicit any interesting facts place in the beautiful Villamarta Theatre, but most happen in
and share them with the 5 When did flamenco performers start
the small flamenco clubs all around Jerez, known as peñas.
class. using guitars? And if you’re keen to take it up yourself, the greatest flamenco
In the 19th century. teachers from around the world are going to give classes.
6 What mistake do people often make The festival begins on 23 February and ends on 10 March.
1 Draw a table with two about flamenco? Don’t miss out!
columns on the board, They think it’s only about dancing.
what we know and what 7 What part of a flamenco SOME HISTORY
we would like to know. performance can the audience take Flamenco is typically Spanish, but it has a long international
part in? history. Over five centuries ago, the Roma came to Europe from
Elicit ideas from students India and brought their traditional music. 3Their traditions mixed
and add them to the The shouting. with local traditions from the south of Spain and 4those of Jewish
table. and North African immigrants, and the result was flamenco.
The 19th century was the ‘golden age’ of flamenco. The first
2 9.10Ask students to read flamenco schools opened 5then, in Seville, Cadiz and Jerez.
the text, using the table Performers began to use guitars, and dance became more
important. Flamenco became the art we know today.
on the board as a guide
to what to find. Elicit how
114 S HOW YO U R MOVE S | UNIT 9
much information from
the board is actually in
the text.
3 Allow students in pairs

to discuss where they
might find the answers to
questions 1–7 in the text
before rereading.
Lesson aim: I can understand a travel article about Spanish traditions.
Learn to learn
At this level, students should
be able to read longer
texts which have more LEARN TO LEARN
complex sentences, and Referencing
understand how information Writers often use words such as this and that to refer back to
is organised. Part of this something they have already mentioned in the text.
involves recognising
cohesive devices such as 4 What do underlined words 1–6 in the article refer to?
1 the festival 4 traditions
pronouns and determiners
2 performances 5 in the 19th century
to refer to people, things
3 the Roma’s 6 instruments
and actions mentioned
earlier in the text. 5 Find and underline six phrasal verbs in the article with the
verbs below. Complete the sentences using the correct
form.
4 If possible, display the
join miss nod put take turn
text on the board and ask
strong students to draw 1 Buy tickets early so you don’t miss out .
arrows on the text to help 2 My mum took up flamenco guitar last year.
other students better 3 They put on the biggest concerts in the
Villamarta Theatre.
visualise the references.
4 This music is so boring – it’s making me nod off .
5 ★ Ask students to try 5 We turned up late and couldn’t get into the concert.
and infer the meaning of 6 Would you like to join in the dance with us?
the phrasal verbs from Voice it!
context, but then allow A GUIDE FOR BEGINNERS
them to use a dictionary Instruments: The two most important of 6 Discuss the questions.
to check their guesses. 6
these are the guitar and the castanets, 1 What different cultures are there where you live?
Remind them to check but you might also see performances 2 Why is it important to understand other cultures?
with trumpets, violins or even a whole
the whole phrasal verb, orchestra.
and not just part of it.
Songs: People often think that flamenco
is only dancing. In fact, the songs, called
Focus on phrasal verbs cante, are the real heart of it. The words Explore it!
are often by Spain’s most famous poets. Guess the correct answer.
Dance: Zapateado is the special dance Jerez is also home to a world-famous … school.
ol.
6 Allow students plenty
that flamenco dancers do. They stamp
of thinking time to form a rock–climbing b film c horse–riding
their feet and click their castanets in fast,
an opinion, encouraging complicated rhythms. Nobody nods off Find three more interesting facts about Spanish
during a flamenco concert! traditions. Choose your favourite fact and write a question
them to think of at
for your partner to answer.
least two cultures and Jaleo: This is the hand-clapping and
shouting that make flamenco so exciting.
three reasons why it is The clapping, called palmas, is much The Culture Project Teacher’s Resource Bank
important to understand more difficult to do than it looks. But
these. Elicit ideas from anyone can join in the shouting, so don’t
be shy!
the class.
Students can UNIT 9 | SHOW YO UR MOVE S 115
collaboration space, Explore it! Culture project
where teachers can set, Monitor closely and pick the most interesting See Project Book p54 for further information
track and assess students’ facts. Ask the students who wrote these and activities.
work. Students can also questions to pose them for the whole class.

The aim of this review
9 REVIEW
page is for students to
revise the grammar and
vocabulary from the unit.
You can either do it in class
together, or as a timed VOCABULARY 4 Complete the sentences with the present simple
or present continuous form of the verbs.
progress test, or set it for
1 Write the names of the musical instruments. 1 Adriana is bringing (bring) her guitar to
homework.
the party on Saturday.
1 2 3 2 We need to hurry. The show starts
(start) in five minutes.
Vocabulary 3 Sara and Jez aren’t coming (not come)
1 After feedback, ask to the theatre tomorrow. They’ve got too
students to look back much homework.
saxophone keyboard violin
at SB p107. In groups, 4 There’s a bus that gets (get) to
one student chooses an 4 5 6 the concert hall at 7.15.
instrument and mimes 5 The concert doesn’t end (not end) until
playing it. The first 11 o’clock. That’s quite late.
nc 6 What are you doing
student to guess wins a
(do) tomorrow night? Do you want to come to
point and mimes the next trumpet drums bass my concert?
instrument.
2 Complete the dance styles.
2 Alternatively, play the 1 br e a kd a nc e Self–assessment

game of hangman 2 s a ls a d a nc i ng
3 sw i ng I can use words to talk about
with the whole class to musical instruments and
complete the phrases. 4 b a ll r o o m d a nc i ng
genres.
5 b a ll e t d a nc i ng
I can use words to talk about
6 d i sc o d a nc i ng dance styles.
Language in action I can use will and going to to
3 ★ Guide students to LANGUAGE IN ACTION talk about predictions and
decide which actions are intentions.
predictions and which are
3 Complete the sentences with the verbs in the
I can use the present
box. Use the correct form of going to or will.
intentions before getting continuous and the present
be enjoy learn meet not be simple for the future.
them to do the task.
not visit show tour
are going
4 ★ Ask students to decide 1 My favourite band to tour the UK, but
which actions are plans it probably won’t visit my town.
and which are scheduled 2 Elif thinks we won’t be able to learn
these dance steps, but we ‘re going her
events before they to show
that we can. ‘s going to learn
complete the sentences. 3 James has decided he the
‘m going piano, and I think he ‘ll enjoy it.
Unit quiz review to meet 4 I Rosie at the salsa class, but
I’m sure she ‘ll be late, as usual!
Extend it!
In pairs, students make 116 S HOW YO U R MOVE S | UNIT 9
two gapped sentences that
require will, going to, the
present continuous or Self-assessment
the present simple to talk
Homework
Encourage students to think about how Workbook pp79–80
about the future. Pairs swap difficult the activities on this page were for
sentences and complete them in order to circle the appropriate emoji.
them, then check their Supply extra homework from the Workbook
answers in groups. Elicit to students who circled some sad emojis.
the best ones for the whole
class to attempt.
Lesson aim: I can practise my English during the holidays.
Learn to learn
It is important at this LEARN TO LEARN
stage that students
work towards becoming
more independent and LEARN TO … PRACTISE YOUR ENGLISH DURING THE HOLIDAYS
autonomous in their It’s important to practise English during the holidays, especially when the holidays are long.
learning. This lesson will
help raise awareness of 1 Read the conversation between Egor and Polina. 3 Work in pairs. Think of four more ways to
Then circle the correct answers. practise English during the holidays – one each
different strategies they can for speaking, listening, reading and writing.
try to continue developing EGOR Two months Write them in Egor and Polina’s list (7–10).
their English during the without English
holidays. classes!
POLINA But if we don’t
practise, POLINA EGOR
4 Make a plan for practising English during the
Warmer we’ll forget
everything.
holidays.
In groups, students 1 Choose four of the ten ideas from the list and
EGOR I don’t want that! We’ve learned a lot this write them in the table (1–4).
brainstorm ideas about year.
what they could do to 2 Decide when or how often you are going to do
POLINA Well, why don’t we make a list of things we them. Complete 5–8.
continue practising English can do in English during the holidays.
during the holidays. Elicit EGOR That’s a great idea! When? /
Idea
relevant ideas from the How often?
1 They’re speaking … the school year. Record a voice
class.
a during b at the end of Speaking message for my Once a week.
2 They don’t want to … their English. aunt in English.
1 After feedback, explain a forget b use Listen to airport When I fly to see
Listening
the phrase Use it or lose 3 They’re going to … announcements. my cousin.
a ask for help. b think of ways to practise.
it! which means that if any Speaking 1 5
skill is not practised, it 2 Egor and Polina begin their list. What do ideas
can easily be forgotten. 1–6 practise? Write S (speaking), L (listening), Listening 2 6
R (reading) or W (writing).
2 Monitor closely and assist Things to do in English over the summer
Reading 3 7
where necessary. After 1 Podcasts (easy ones on English online) L
feedback, ask students in Writing 4 8
2 Keep a scrapbook of places we visit. R , W
groups to say which ideas 3 Change the language of our phone apps to
they would like to try, and 5 Tell your partner what you’re going to do. Are
English. R there any things you can do together?
why / why not. 4 Pay attention to station and airport
For speaking, I’m going to record a
announcements in English when we travel. L
3 Elicit ideas from the voice message for my aunt once a week.
5 Send messages to each other in English! R , W
whole class, and write
6 Help a tourist who speaks English. S , L Why don’t you record one for me too? Then I
them on the board. Again
7 can send you one back!
ask students to say which
8
ideas they would like to Great idea! That will help our listening as well!
9
try, and why / why not.
10
UNIT 2
UNIT 9 | SHOW YO| UR
FINISHED
MOVE S? 117
117
4 & 5 You may want to add

a reward element. Ask
students to add in their
plan a reward for each of
the activities they plan
to do, e.g. Every time I
record a voice message
for my Aunt, I will ask my
mum if I can play video
games for half an hour.

FINISHED? ANSWER KEY
The aim of these pages is to allow students who have 3 Possible answers:
already finished the lesson to practise the target There weren’t any students in the classroom.
language for the corresponding Student’s Book page in There wasn’t any money in the wallet.
a game-like way. There were some children in the park.
There was a sofa in the living room.
Other possible answers:
Unit 1 SB p118
There weren’t any students in the living room.
1 1 sports shows 4 the news There was a nice park.
2 soap operas 5 cartoons 4 fork, comb, cup, spoon, knife, hairbrush, bowl,
3 cookery shows scissors, toothbrush, plate
2 Possible answers:
In A, David is reading. In B he’s playing the guitar. Unit 3 SB p120
In A, Julie and Sandro are drinking coffee/tea. In B
they’re watching TV. 1 2 e o l 3 u s u
In A, Azra is sleeping. In B she’s eating a banana. r n o n e o
In A, Kerem and George are laughing. In B they’re
shouting/arguing. l e r t r v
y s v i d e
3 2 slowly 4 hard
3 well 5 clearly lonely nervous
4 1 costume 4 5
e d r e l u
2 director
3 artist y i f u s p
4 engineer r g a m e r
5 operator
6 lights o n s t b a
Hidden word: script angry upset
Unit 2 SB p119 2 Possible answers:

They were texting / playing games on their phones.
1 W A R M C Theo was coming out of the shower.
S C E L Mr and Mrs Lopez were sitting on the sofa. They
were sleeping.
N H O T I O Grandma was walking/coming into the room. She
O L C U was listening to music.
W I N D Y E D 3 Were you revising for an exam two days ago?
S U N N Y How many selfies did you take yesterday?
Who were you sitting next to in your last class?
Did you go shopping with friends last Saturday?
2 2 ate – eat 5 heard – hear Students’ own answers
3 swam – swim 6 took – take 4 2 alon g 6 ov e r
4 drank – drink 3 p a st 7 d o wn
4 ac r oss 8 i n to
5 up 9 orange
148 F in is h e d? A n sw e r K e y
Unit 4 SB p121 Unit 6 SB p123
1 A O S E L L C N J D 1 2 hit
3 tripped
W C O F R E A S V O
4 fell
B O R R O W Y P Y C 5 sprained
S S Y G W R P E U H 6 burned
The boy’s name is Stefan.
C T E H E A R N I A
2 2 a cinema/theatre
P L P N H N T D S N
3 (security at) an airport
D S A V E W M R N G 4 a forest
N V Y D P L E N D E 3 2 two 3 Mary 4 a towel 5 an egg
2 2 490,000 m2 3 15 million 4 1,200

4 2 teeth 3 forehead 4 toes 5 elbow 6 cheek
3 Possible answers: Unit 7 SB p124

1 There are too many seats.
2 There’s too much food. / There aren’t enough plates. 1 2 d o b 3 t d m
3 She is too short/young.
f w f a e v
4 It’s too noisy.
l n l s c i
4 2 Belinda is a surgeon but today she’s working as a
refuse collector. d a o j e p
3 Sam is a lifeguard but today he’s working as a download device
police officer.
4 Jessica is a nurse but today she’s working as a 4 h d a 5
h m e
lawyer.
n u o v j s
Unit 5 SB p122 l p l n a s
w v q e g p
1 Across Down
5 fridge 1 drawers upload message
6 shelves 3 carpet
7 armchair 4 sink 2 2 charged 4 smashed
5 floor 3 lost 5 has had
2 2 as comfortable as; large enough – an armchair 3 2 We will/won’t/might/may have 3D-printers to

3 as soft as; big enough – a carpet make furniture at home.
4 as long and wide as; tall enough – the ceiling 3 We will/won’t/might/may have hoverboards to get
around town.
3 Possible answers: 4 We will/won’t/might/may have hologram teachers
I don’t have to eat lots of chocolate. to teach us at home.
I don’t have to watch TV shows for five hours. 5 We will/won’t/might/may have translator headsets
I have to work hard at school. to understand and speak any language.
I have to sleep for eight hours every night.
4 ferry, bus, train, plane, taxi, tram, catch, take, get
4 loading the dishwasher into, go by
doing the washing-up
making your bed
cleaning the bathroom
vacuuming the stairs
F i ni s hed? Answ er Key 149

Unit 8 SB p125 3
l y o u r s e l f s w i e x c
1 1 writer
2 scientist t k o s o m e o n e b v i v q
3 athlete o e s e v e r y o n e v s a v
4 businessman
m y s e l f a e c r d e j b q
5 mathematician
6 surgeon t s h u s e y n a v r e v m n
7 composer h m e n a o t g y e t t q e o
Hidden word: inventor e p r a p t w o h t e h r y t
2 1 visited the UK? m w s n i z k w w a h e g r h
2 written a book?
s f e y e s o m e t h i n g i
3 seen an elephant?
4 met anyone famous? e m l w r n a w i w g w n u n
l c f h q p s b y t v h w g g
v o h e t z e r r p s s v s h
e o j r y v e k y g y e u m f
s s g e v v d p b b x n l b g
e h t h e h i m s e l f h f t
4 2 look 3 part 4 with 5 off 6 work 7 give

8 set 9 keep 10 show
Unit 9 SB p126 2 Chloe isn’t going to play the guitar. She’s going to
play the keyboard.
1 2 bass guitar Pablo isn’t going to take up ballroom dancing. He’s
3 keyboard going to take up tap dancing.
4 trumpet Olivia and Leo aren’t going to learn tap dancing.
5 violin They’re going to learn ballroom dancing.
6 drums
3 1 (I’m meeting my friends on Saturday) evening and
Possible genres: we’re going to see a film at the cinema.
2 folk, rock 2 Ben and I are going to a rock concert in Liverpool.
3 hip-hop Our train leaves at three o’clock.
4 jazz
5 classical
6 reggae
4 B A L L E T D A N C I N G E O D O G J W A E M U
J T A P D A N C I N G L A C I S S A L C B J N Y
Z A G U R U G F E C N A D K A E R B V Y M I L F
S G Z E O W O G Q F P B X H W S W I N G U U L O
Q G V Z C L E S E L F M R A R Z T J Y K Z F F A
K P B M K G Q F O R Y B S X I V B K S O N C O K
150 F in is h e d? A n sw e r K e y
VOCABULARY BANK ANSWER KEY
The aim of the Vocabulary Bank pages is to offer Unit 3 SB p130

students more practice of the unit vocabulary, and can
be set as homework, as a class test, or as further tasks 1 1 tired
for fast finishers. 2 bored
3 upset
Starter Unit SB p127 4 lonely
5 surprised
1 1 go
2 1c 2e 3b 4a 5d
2 goes
3 play 3 Students’ own answers
4 take
5 do Unit 4 SB p131
2 1F 2F 3T 4F 5T 6T
1 1 pays
3 Students’ own answers 2 spend/save
3 earn
Unit 1 SB p128 4 borrow
5 cost
1 Students’ own answers
2 1T 2F 3F 4T 5F
2 1 make-up artist
3 1 Ooo
2 costume(s)
2 ooOo
3 script
3 oOooo
4 sound engineer
4 ooO
5 director
5 Ooooo
Unit 5 SB p132
Unit 2 SB p129
1 sink, picture, floor, cupboard, ceiling, carpet,
1 1 snowy bookcase, wardrobe
2 rain
2 1 washing-up
3 sunny
2 dishwasher
4 cloud
3 bed
5 dry
4 kitchen
Mystery word: windy
5 carpet
2 1 knife
2 pillow
3 plate
4 toothbrush
5 mirror
3 Possible answers:
1 bedroom: blanket, lamp, mirror, pillow
2 kitchen: bowl, cup, fork, knife, plate, scissors, spoon
3 bathroom: comb, hairbrush, mirror, toothbrush
Vocabul ary B an k Answ er key 151

1 1 My dad burned his hand on the cooker. 1 Students’ own answers
2 Lena fell off her horse and broke her leg.
3 Sara tripped over and sprained her ankle.
2 1 looks up to
2 give up
4 Dan hit his head on a cupboard door.
3 came up with
5 I was stung on my neck by a bee.
4 keep up with
2 1 cheek 5 set up
2 forehead
3 teeth
4 neck
5 knee Unit 9 SB p136
6 neck
1 1 drum
3 Students’ own answers 2 microphone
3 keyboard
Unit 7 SB p134 4 trumpet
5 violin
1 1c 2e 3b 4a 5d
2 1T 2F 3F 4T 5T
3 1 You should get off the bus near the castle.
2 Dad goes to work on foot. / Dad goes to work
by train.
3 We got into a taxi and went to the airport.
4 They caught / got / took a plane to Japan. /
They went by plane to Japan.
5 Get on the train at Portland station.
152 Vo c a b u la r y B a n k An s w e r k e y
CLIL Unit 2
History Lesson aim: I can understand a text about history.
Warmer
Write on the board legend
and elicit the meaning 2 HISTORY
(a very old story about The legend of
famous people or places). 1 Look at the title and picture and discuss the
Invite students in groups questions. El Dorado
to discuss any legends they 1 Have you heard of El Dorado?
In the 1500s,
know about their country. 2 What and where do you think it is?
Europeans were
Elicit their ideas, assisting discovering and
with unknown relevant 2.12
2 Read the text. Check your answers to Exercise 1.
trying to take control
vocabulary, and point out to 3 Complete the sentences with years. of the Americas. In
students that using English 1 1520s – Spanish conquistadors first heard the 1520s, Spanish
about the Muisca people. conquistadors heard
to talk about history is a
about the Muisca people,
useful way of developing 2 1537 – They first went to look for El Dorado.
who lived in what is now
their ability to use past 3 1545 – They searched Lake Guatavita for gold. Colombia.
tenses and to explain events. 4 1617 – Sir Walter Raleigh failed to find
The stories suggested that the Muisca
El Dorado.
had a huge amount of gold. When they chose a new
5 1803 – Alexander von Humboldt proved the chief, they covered him in gold and sailed him on a
1 If students have never site at Lake Parime did not exist. raft into the middle of Lake Guatavita. The chief put
heard of this, ask them all the gold into the lake as a gift for the gods.
what language it comes
4 Why did the Europeans want to explore and
control the Americas? Discuss with a partner. In 1537, the Spanish decided to look for the chief,
from (Spanish), and tell who they named ‘El Dorado’, but without success.
them that it refers to a 5 Match the words in bold with the definitions. Then in 1545, they looked for gold in Lake Guatavita.
place made of gold. Ask 1 a long search for something that may not exist or They discovered a few objects, and they became sure
is difficult to find quest that there was a whole city of gold somewhere in the
students to make further Amazon jungle. People started to refer to the golden
2 a small flat boat, often made of wood raft
guesses. city as El Dorado.
3 an old story myth
4 a fight during a war, usually to take control of a Many people looked for El Dorado over the centuries.
2 2.12★★★ Give students
place battle These included the British explorer Sir Walter Raleigh.
four minutes to read In 1617, on his second expedition to South America, he
the text and disallow fought a battle with the Spanish on the Orinoco River,
the use of dictionaries as both the British and the Spanish searched for El
and translation software Explore it! Dorado. The British king was unhappy about this conflict
and executed Raleigh on his return.
at this point. Instead, Guess the correct answer.
encourage students to People once believed there was gold
ld worth
h … in
i The myth of El Dorado continued to grow. Maps in
the seventeenth and eighteenth centuries even showed
guess the meaning of Lake Guatavita.
the city next to a legendary lake, Lake Parime. But
any unknown words. a $1 million b $50 million c $300 million
nobody ever found it, and in 1803 the German explorer
Elicit that El Dorado is Find another interesting fact about a legend. Alexander von Humboldt disproved the existence of
a mythical city made Then write a question for your partner to answer. this site.
of gold, which people After hundreds of failed expeditions, people finally
believed was somewhere realised that El Dorado never existed. The phrase
in the Amazon jungle. ‘looking for El Dorado’ means to go on a hopeless
quest.
3 Suggest that students
quickly scan the text
again and circle all the
dates they can find, U N IT 2 | CLIL 137
as this will help them

complete the exercise.
5 After feedback, ask students in pairs to Explore it!
find another unknown word in the text If appropriate, allow students to search for
minutes of thinking
and find its definition. They then teach this information online. If this isn’t possible, ask
time to form an opinion
word to another pair. students to work in groups to share ideas
and look up relevant
vocabulary in a dictionary. and create questions.
Students can collaborate digitally
Monitor the discussions online and offline in the collaboration
closely and elicit opinions, space, where teachers can set, track and
writing appropriate ideas assess students' work. Students can also
on the board for the rest share and showcase their work as well as
of the class to see. comment on each other's projects.
F i CLI L U nitAnsw
ni s hed? 2 | History
er Key 153
CLIL Unit 4
PE
Social studies Lesson aim: I can understand
talk about PE.
a text about social studies.
Background
Warmer
Ask students in pairs
information
to discuss what they 4 SOCIAL STUDIES
remember
PE spending
stands for money
‘physical
on in the last week, and is
education’. This subject The best things in life How
whether they’re
about getting happy with
students to Food 21%
what they bought. Elicitbut are (nearly) free American
teenagers
Clothes 20%
do exercise and sport, Car 9%
some spend their
it also ideas,
teachesalong
themwith
about There is no doubt that money is essential to money
Personal care 9%
Shoes 9%
relevant
their body vocabulary
and how such
to keep daily life. People earn money to buy food, pay according Electronics 8%
the bills or save for something special like a
as ‘unnecessary’, ‘a must’,
it healthy. holiday or present. Life becomes extremely
to a recent Video games 7%
survey
‘regret’, ‘good value’, etc. difficult for people when there isn’t enough
Going out 5%
Music/Films for home use 5%
money for their basic needs.
Warmer However, many people spend too much money
Objects for the home
Books/Magazines
2%
1%
Elicit
1 Allowthestudents
kind of activities
a minute on items they do not need. Marketing and Other 4%
that students do intoPEthink
in advertising encourage people to buy an
of thinking time enormous range of products and services, and
school. Find
of ideas out which
individually these days, with 24-hour internet access, it is Some people believe that consuming so much is unhealthy and we should
activities they like and
before speaking in pairs, easier than ever to spend money at the touch make an effort to find interests do not cost anything at all. If you want to
of a button. do this, there are a number of options, and a good way to start is by looking
dislike.
then elicit relevant ideas at local websites. There are many free events for local communities and you
on the board. just need to select an activity that interests you. You could choose from
music, dance, sport, art, tourism, walking and many, many more.
Of course, you need access to a computer or phone to check a website. This
2 4.12Allow three minutes costs money, but if it helps you to save money in the longer term, then it is
to read the text, to a good investment. Why not have a look today? It may be the first step in
reducing your spending and starting a new low-cost life.
encourage faster reading.
3 Students discuss the 1 Discuss the questions. 4 Complete the sentences with the words in bold.
statements in pairs 1 Why do we need money? 1 I bought a cheap phone to save money, but it was a bad
according to what they 2 What kinds of things can we do in investment because it broke and I had to buy a new one.
remember of the text our free time without money? 2 That video game isn’t an item. I think you
before reading again and should save your money. essential
checking their answers in 4.12
2 Read the article. Are your ideas in 3 Please don’t Ben to buy any more trainers.
Exercise 1 mentioned? He’s already got plenty of pairs. encourage
pairs.
4 Lisa has almost no money left each month after she
3 Are the sentences T (true) or F (false)?
pays the bills .
4 After feedback, students 1 People need money for their basic
in pairs find another needs. T
unknown word in the text, 2 Teenagers don’t need holidays or
find its meaning and write presents. F Explore it!
3 US teenagers spend less than a quarter
an example sentence Guess the correct answer.
of their money on clothes. T
with it. Elicit a few from 4 We can use technology to find free
In the UK, girls aged 13 to 15 spend on average
different pairs. £1.70 per week on personal care. Boys spend …
events. T
a £1.60. b 10 pence. c £4.00.
5 If you want to save money, you
Students can sometimes have to spend a bit first. Find another interesting fact about teen spending. Then
collaborate digitally T write a question for your partner to answer.
138 CLIL | UNIT 4
work as well as comment Explore it!
Extend it! Extend it!
on each other’s projects. Students
Elicit the answer
look at the
to the
graph
question
and discuss
from in In groups, students discuss the following
the classwhether
groups as a whole.
the data
Students
is similar to the way statement: We don’t need technology to be
can then
writespend
they a question
money.
about physical fitness ﬁt and healthy. The CLIL page focuses on the
Explore it! for their partner to answer. Monitor importance of technology in fitness. This activity
Alternatively, students in while students do this, and help as challenges students to look critically at the idea of
pairs or groups can write necessary. technology. It is important they learn to see more
a question about teen than one side of a debate.
spending, and then find
the answer for homework.
Elicit the information in the
following session.
154 Soc
PE |iaCL
l sIL
t uU
d ie
n its |4 C L I L Un i t 4
CLIL Unit 6
Science
Technology Lesson Lesson
aim: I can
aim:
understand
I can talk about
a text about
technology.
science.
Warmer
board.
two
creative
In groups,
Write
minutes
giveon
Elicit the
students
the
to brainstorm
meaning 6 SCIENCE
of the adjective
animals which can (using
poison
your imagination
people. If necessary,
to create
explain
poison is something
something).
that
that can make people Small but deadly
extremely ill if they eat or
Imagine you are trekking through a rainforest. You’re
drink it, or if it gets into
amazed at the rich variety of wildlife, although you’re
their blood. The team with nervous about meeting a jaguar or a boa constrictor.
the most animals wins. Suddenly, you see something bright and yellow on a
plant. You move closer and realise that it's a tiny frog.
‘Frogs aren’t dangerous,’ you think, and you hold out
1 your hand …
1 Point out that being
Elicit students’ ideas able
to readwhat
about scientifi
the ctext
texts
is in Stop! The animal in front of you is Phyllobates terribilis,
English is verythem
about. Write useful,
on as
thea or the golden poison frog. It is the most poisonous Incredibly, these frogs may also be good for humans.
large amount of research land animal in the world. Scientists are investigating how they can use frog
board. poisons in medicines to treat heart conditions.
is published in this The golden poison frog is an amphibian that lives in However, deforestation and pollution mean the
language.
2 6.14 Encourage Elicitstudents
students’to the rainforests of Colombia. It is only about 5 cm golden poison frog is in danger. If we do not protect
ideas
respond about
more thefully
article
to the long and weighs less than 25 grams. It is a carnivore, the tropical rainforests, this beautiful but deadly
and it eats ants, beetles and centipedes that only live animal will soon disappear.
title
text and photo,them
by asking and the
write in the rainforest. Scientists believe this specific diet
them
followingon the board, so
questions: What produces the poison that the frogs secrete from their So, if you see one of these creatures in the jungle,
that they can
problems use them
do farmers in as backs. If a human touches a golden poison frog, it can keep your distance and leave it alone. Then you will
a reference cause swelling, nausea, paralysis or even death. both stay safe.
Kenya have?while
How reading
can
the text later.
technology solve the
problems? Do you think 1 Look at the title and photo. What information 5 Complete the sentences with the words in bold.
2 6.13 Give students three
the solution is a good can you guess about this frog? 1 This snake has a deadly bite. It can kill you.
minutes to read the text
one? Can you think of any 2 There was on his toe where he was
and encourage them to
other solutions? 6.13
2 Read the article. Were your ideas correct?
swelling stung. His toe was bigger than usual.
circle keywords which
3 Complete the fact file about the golden poison 3 Because of , a lot of animals have lost
3 helped
Read out them
the check
example. their frog. their homes. deforestation
ideas from Exercise1.
Ask students to say why 4 An animal that eats meat, like a cat, is a
Elicit these during
the sentence is false (the SCIENTIFIC NAME: 1 Phyllobates terribilis carnivore .
feedback. TYPE OF ANIMAL: 2 amphibian
text says that lions kill
SIZE: 35 cm
thousands every year, Explore it!
3 Encourage students WEIGHT: 4 less than 25 grams
not every summer). DIET: 5 ants, beetles, centipedes Guess the correct answer.
to discuss the missing
Encourage students to HOME: 6
rainforests of Columbia The golden poison frog has
information with a partner
highlight the part of the enough poison to kill …
before reading again to
text which gives them the a a cat. b 20,000 mice. c an elephant.
check their answers. 4 Complete the sentences.
answer to the rest of the 1 The golden poison frog can hurt people if Find another interesting fact about a dangerous
items Fast
4 ★★★ in thefinishers
exercise. work animal. Then write a question for your partner
they touch it to answer.
together to write an 2 It can help people because its poison might be
4 extra
★ Askhalf students
sentence to look
using used to treat heart conditions in the future
at the third paragraph
information from the text. of
the
Elicittext,
theseand underline
after feedback U N IT 6 | CLIL 139
the
and stages
ask theinvolved
rest of the
in building
class lion lights
to complete the
(focusing on words like
sentence.
First, Next, Then, …).
Explore
Studentsit!
can collaborate digitally Explore it!
5 After online
Elicit theand offline
answer in the
to the collaboration
question Allow students to work in groups to create a
Then, feedback,
they matchstudentsthose
in pairswith
find the
another space,
from the where
class asteachers
a whole.can set, track and
Students question. Collect and read out the questions
stages ones in
unknown assess
can then students’ work. Students
write a question about can also and ask groups to discuss and write down
Exercise 4.word in the text,
find its meaning and write anshare and showcase
invention their work
for their partner to as well as their answers together. To check answers,
5 If
anstudents
exampledon’t sentenceknow comment
answer. on each
Monitor other’s
while projects.
students do ask each group to stand up and explain the
the words
with in abold
it. Elicit fewinfrom
the this and help as necessary. answer to the question they wrote.
text, encourage
different pairs. them to
guess their meaning from
the context.
CLI LCLI
U ni
L tU6nit
| Technolog
6 | Sc ienc e
y 155
Unit
CLIL 8
Unit 8 Lesson aim: I can understand a text about
Citizenship
Design and technology
Lesson aim:
design and
I can talktechnology.
about citizenship.
Warmer
In groups, students
brainstorm famous 8 DESIGN AND TECHNOLOGY
The photos show the first
inventions for two minutes. television and it was invented
by Philo Farnsworth.
Elicit a few on the board, 1 Look at the photos. Do you know what the
and any extra information invention is and who invented it? Philo Farnsworth:
about them that the a big influence on the small screen
students might know. 8.13
2 Read the article. Check your answers to Exercise 1.
The television is
Point out that reading 3 Put the events in order.
probably the world’s
technology-themed texts a 1 Farnsworth entered invention competitions. most popular form
in English is a good way to b 4 He went to university. of entertainment.
On average, people
pick up vocabulary which c 2 He had an idea while he was working on his
around the world
can be useful for describing family’s farm.
watch three hours
projects, results and ideas. d 6 Businesses took up his ideas. of television per
e 5 He presented a prototype. day, and in Europe
and North America,
f 3 He worked out a process for making a fully
1 If students don’t know electronic television.
this is closer to four
what the object is, invite hours. But who is
responsible for this
them to read the title 4 Imagine you're going to spend 24 hours without
amazing invention?
and subheading of the looking at any type of screen. How can you spend
your time? Discuss your ideas with a partner. It isn’t an easy question to answer, because over
text, and elicit what ‘small the years, different people developed different
screen’ means. 5 Match the words in bold with the definitions. types of televisions. One of these was Philo
Farnsworth, a farmer’s son from Utah in the USA,
2 8.13Allow students three 1 plants that farmers grow crops
who built the first all-electronic TV set. This young
minutes to read the text 2 change slowly over a period of time evolve man’s creativity and determination made a big
3 stop doing something before you have difference in the development of the small screen.
to encourage faster
completely finished drop out Farnsworth was always interested in
skimming. Disallow the
4 first example of an invention prototype inventions. As a young teenager,
use of dictionaries and he took part in invention
translation software. competitions and made
mechanical gadgets that helped
3 Encourage students to with household chores. In 1921, at
Explore it!
discuss the order of the the age of 15, he came up with the
basic idea for a totally electronic television. He was
events with a partner Guess the correct statement.
looking at the parallel lines of crops on his family’s
before rereading the text a After his invention, Philo farm when he realised that he could separate
to check. Farnsworth had a television images into parallel lines of light, which he could
in every room of his house. transform into images.
4 Allow a few minutes of b Philo Farnsworth became one of the first Farnsworth was a brilliant student, and entered
thinking time for students television news presenters. university, but he was forced to drop out and work
to form an opinion c Philo Farnsworth didn’t like television and after his father died. However, he continued to
and search for relevant didn’t allow his family to watch it. work on his invention. Finally, in 1928, he finalised
his prototype TV. His invention continued to evolve
vocabulary in a dictionary Find another interesting fact about television.
and improve, and throughout his career, different
if available. Then monitor Then write a question for your partner to answer.
companies produced different versions of it. The
closely and make notes television continues to evolve quickly – today’s flat-
screen smart TVs will surely look old-fashioned to
of useful vocabulary and future generations.
language, to point out
during feedback.
5 Challenge students 140 CLIL | UN IT 8
to explain how they
were able to guess the
meaning of the words in Explore it! Extend it!
bold. e.g. with ‘crops’, the If appropriate, ask students to search for the Students research an inventor from their
clue in the text is ‘farm’. information online using their smartphones country and what he or she invented. They
Students can or tablet. If this is not possible, students can then prepare a short preparation about the
collaborate digitally work in small groups to create a question. inventor in groups.
156 D e s ig n a n d t e c h n ol og y | C L I L Un i t 8
PRONUNCIATION ANSWER KEY

1 Students’ own answers 1 Students’ own answers
2 2 She’s 4 You’re 2 Students’ own answers
3 He is 5 It is
3 1 /ʌ/ 2 /ʊ/
cousin could
Unit 2 SB p141 cut foot
stung put
3 1 /t/ or /d/ Unit 7 SB p142

arrived
changed 1 Students’ own answers
cooked
helped 2 1 /ɪ/ 2 /aɪ/
looked printer bike
survived video device
travelled will online
2 /ɪd/ wi-fi
decided write
wanted 3 Students’ own answers
Unit 3 SB p141
1 Students’ own answers Unit 8 SB p142
2 nervous 2 upset 2 angry 2 excited 3 1 Students’ own answers

surprised 2 bored 1 lonely 2 tired 1 2 Voice goes up:
3 1 upset, surprised 3 excited Do you like it?
2 nervous, angry, lonely 4 bored, tired Do you think you’ll be a teacher for the next 20 years?
Voice goes down:
What do you like best about it?
Unit 4 SB p141 3 Students’ own answers
1 Students’ own answers Unit 9 SB p142

1 2 We’ll buy a new guitar. (6)
3 Is Jake playing the drums? (6)
Unit 5 SB p141 4 We’re going to a rap concert. (8)
1 2v 3f 4f 5v 6f 2 2 We’ll buy a new guitar.
3 Is Jake playing the drums?
4 We’re going to a rap concert.
Pronunci ati on Answ er Key 157
STUDENT’S BOOK S.05
I like my new school. I don’t know all the students in
my class yet, but I sit next to a boy called Jorge in my
AUDIOSCRIPTS English class. He’s sports mad. He plays basketball
every day. On some days he doesn’t have lunch – he’s
on the basketball court! Do you get a lot of homework?
Starter Unit
Our teachers give us lots! I don’t do it at home – I go
S.01
chat online make cakes, make videos to homework club on Wednesdays. Some of the older
download songs play an instrument students help us. They’re nice. After homework club,
I don’t get home until about 6.30 pm. I listen to music
go shopping read books, read
and relax before dinner.
magazines
go for a bike ride
take photos 1 tablet 6 keys
hang out with friends S.06
write a blog 2 headphones 7 phone

listen to music
3 money 8 passport
S.02
1 [sound effect of a musical instrument] 4 bus pass 9 camera
2 A Ready? Say cheese! 5 portable charger 10 laptop
B Cheeeeese!
S.07
ALEX Hi there. Is this the coding club?
3 A Alfie … Alfie …
EMINE orry. This is photography club in here. I’m
S
B Sorry! I can’t hear you. Hang on a minute. Emine, by the way.
4 A OK, are we ready? ALEX Hi, I’m Alex.
B Yes, we are! Let’s go! EMINE Are you new here?
5 A Let’s go to the sports shop now. ALEX
Yes, I am, but I’m lost. I haven’t got a plan of
B Good idea. We can look at the trainers. the school.
6 This is my favourite recipe: chocolate and EMINE Don’t worry! I love helping people. Do you
mango muffins. They’re delicious! Now, let’s see. want to come to photography club? Look
What’s next? … we’ve got two new cameras this term. I
hate using my phone for photos, but these
7 This is a film one. There are a lot of reviews and cameras are really cool.
interviews in it. I buy it every week. But I also get a
ALEX No, thanks. I want the coding club. I don’t
sports one that comes out every month.
like taking photos.
S.03
1 gymnastics EMINE Oh, that’s a shame.
2 rugby ALEX Do you like taking photos?
3 sailing EMINE I love it, so this is the club for me. Right …
coding club … let me see … Ah, there’s
4 athletics
Libby. She goes to coding club every week.
5 swimming Libby! Libby, this is Alex. He’s new here. Alex,
6 basketball meet Libby.
7 table tennis
8 hockey
Not in the pictures: volleyball, windsurfing
158 PH O T O CO P IA B L E © C a mb ri d g e Un i v e rs i ty Pres s 2 0 2 0 Own I t! Student’s B ook 2 Aud ioscrip ts

ALEX Hi. Unit 1
EMINE Right, Libby. Alex wants to go to 1 soap opera 4 reality show 7 on-demand series
1.01
coding club.
2 drama 5 documentary 8 game show
LIBBY No problem. Follow me. So, have you got
3 chat show 6 cartoon
your own laptop?
ALEX Eh … no … I haven’t, but I’ve got a tablet and Not in the photos: comedy, cookery show,
a portable charger for it. Is that any good? sports show, the news
LIBBY Don’t worry! You don’t need a laptop or a 1.02

1 A So, what do you think of Laugh a Minute?
tablet. They’ve got loads of laptops there. B I love it! I can’t stop laughing. Look …
You can borrow one.
2 Oh, I hope she can win the money but I’m not sure
ALEX So, what’s the teacher like? she can do it … Oh, come on! …
LIBBY Mr Adams? He’s great. He sometimes thinks 3 A So, have you watched the latest episode yet?
he’s Bill Gates and he loves telling stories.
B No, not yet.
ALEX Have you got your own computer?
A Oh … well, guess what happens. I can tell you.
LIBBY Yes, I have. I like writing computer programs It’s so exciting!
for it. B No, be quiet. Don’t tell me now. I want to watch
ALEX Wow! That’s cool. it tonight.
LIBBY Yes, it is, but I’m quite busy and I haven’t got A OK, well be prepared for a surprise … a BIG
much free time. I want to write more! I don’t surprise.
mind helping you write some programs. 4 A OK, so what’s happening now? Can you explain?
ALEX Really? Thanks, Libby. What’s the club like? B Well, Tito is meeting Rita but Nacho doesn’t
LIBBY It’s fun! Right, here we are … know. Nacho isn’t happy with Tito so they aren’t
speaking to each other and …
S.08
We’ve got a new student in our class. Her name’s Paola. A OK, OK, stop! I think I get it now.
What have we got in common? A lot!
5 A Oh no … now those bugs are moving all
She’s got brown hair and blue eyes – just like me! over him. No! Now he’s eating them … that’s
Has she got any brothers and sisters? Yes, she has. disgusting!
She’s got two annoying little sisters, just like me. She B I bet they taste delicious with some salt!
hasn’t got any brothers.
6 A So, do you like that show?
We’ve got the same trainers, phones and headphones!
We both love playing table tennis. B No way! That’s for little kids.
We haven’t got any classes today because it’s a holiday. A True, but it’s really funny and it makes me laugh.
I’ve got Paola’s phone number, and I hope she’s free to 1 They are listening to music.
1.05
practise table tennis with me this afternoon.
2 She’s reading a blog.
3 He is skiing in France.
4 You’re watching TV.
5 It is eating.
PH O T O CO P IA B L E © C a mb ri d g e Un i v e rs i ty Pres s 2 0 2 0 Own I t! Student’s B ook 2 Aud iosc rip ts 159

1.06
ROSA What are you doing right now, Toni? CLARA They’re models of things that are very big
and don’t exist, like castles. Some of them
TONI I’m talking to you.
are nine metres high.
ROSA Ha, ha. Very funny! Are you revising for the
GIRL: Why do you use bigatures?
maths test?
CLARA Because we want to create something that you
TONI No, I’m watching a chat show. Why are you can’t take a photo of in real life. We make a
ringing me? scene with the bigatures, take a photo of it and
ROSA Well, this maths homework is giving me then we put those together with the actors.
problems. If you aren’t doing anything OK, let’s move on. There’s Martin. He’s one
important, can you help me? of our camera operators and he’s working
TONI Sorry, Rosa. I can’t talk now. They’re interviewing hard today. Shh … talk quietly, please.
Ed Sheeran. I’ll call you back, OK? Bye. Martin is working.
ROSA Great. Thanks a lot, Toni. MATT What is he doing?

CLARA He’s taking a photo of a model for one of the
1.07
1 set 6 make-up artist new Avatar films.
2 lights 7 camera operator MATT No way! Avatar’s my favourite film!
3 actor 8 script CLARA OK, follow me … Next, I’m taking you to see …
4 camera 9 costume
1.09
Media studies is my favourite subject at school. I love
5 sound engineer 10 director it! This week, we are studying the history of film. We
are learning all about talkies, CGI and lots more!
1.08
MATT
Hi! I’m Matt and I’m from New Zealand. I live I don’t know much about it. It takes a long time and a
in the capital – Wellington – on the North lot of people to make a film. Sorry! Time to go. My little
Island. More than three million people visit brother is making a lot of noise downstairs. I think he is
the locations for films like The Lord of the watching his favourite comedy with my mum and dad.
Rings here every year. Today, I’m visiting a film They all love it and they always laugh a lot. What are
workshop with my media studies class. We’re you doing at school this week?
waiting for our guide. Ah, here she is now.
EVA What are you doing?
CLARA i. I’m Clara, your guide. If you’ve got any 1.10
H
questions or I’m not explaining things clearly, ALEX I’m watching the second episode of this new
shout! Listen carefully – there’s a quiz at the comedy series.
end and a prize! Yes … EVA But it’s lunchtime.
GIRL What do you do here? ALEX I’m not having lunch today. Lunch can wait.
CLARA We make costumes, we design and build EVA So what do you think of the show?
models and we design film sets. ALEX I love it! Do you like comedies?
First stop, costumes. Do you recognise any EVA No, I don’t. I’m not really into them. I prefer
of these? watching documentaries and dramas.
MATT There’s Thor’s helmet from Thor and Frodo’s ALEX Everyone’s watching this one. It’s really cool!
shirt from Lord of the Rings – wow! Why don’t you watch it with me?
CLARA Do you want to hold it? EVA I’m not sure.
MATT Yes, please! I can’t believe I’m touching this. ALEX I think you’ll really like it.
It’s very light. EVA OK. Let’s see.
CLARA Yes, it is. It’s because it isn’t metal – it’s plastic. ALEX Well? What do you think of it?
GIRL The bigatures? What are they? EVA Actually, it’s not bad!

Unit 2 find out more from Ingrid Noren – a
Danish historian. Wow! So here she is.
2.01
1 dry, hot and sunny
INGRID Yes. This is the Egtved Girl – she’s
2 cold and snowy
3,000 years old! Archaeologists found
3 cloudy and windy her body in 1921 in Egtved, a small
village in southern Denmark.
4 foggy
PRESENTER What’s special about her?
5 rainy and wet
INGRID Before we found her, there wasn’t really
The words not in the photos are: icy, stormy and warm. any information about clothes that
people wore at that time.
2.05
On 6th September 1620, 102 people left England to
travel 4,500 km to the USA. They didn’t agree with PRESENTER Really? What did you learn about her?
some of the religious views in Europe at that time, so INGRID We know she was between 16 and
they decided to start a new life. 18 years old and she died in 1370 BC.
They travelled in a ship called the Mayflower and the And we know she died in the summer
journey took 66 days. The first half of the journey went because there were some summer
well. Then the weather changed and it was very cold flowers with her body.
and stormy. People became ill and some of them didn’t PRESENTER Aaah! Were there any other things from
survive. the Bronze Age with her body?
In December they arrived in Plymouth Bay. They didn’t INGRID Yes, there were. There was a blanket, a
know anything about this new land, but the local comb, a belt, some jewellery and a cup.
Wampanoag people helped them to find food and PRESENTER Why did she have those things?
build houses.
INGRID We’re not sure – we’re working on that.
2.06
1 fork 8 plate PRESENTER I can imagine. So, what about her clothes?
2 scissors 9 bowl INGRID Until we found the Egtved girl, there
weren’t any Bronze Age clothes to
3 knife 10 pillow
examine and we didn’t know much
4 blanket 11 hairbrush about Bronze Age fashion! When
5 toothbrush 12 spoon scientists examined her skirt and top,
they discovered the wool didn’t come
6 comb 13 lamp from Danish sheep – there weren’t any
7 mirror 14 cup sheep in Denmark with that type of
wool.
2.07
1 [Sound of a person brushing his or her teeth.] PRESENTER Was she Danish?
2 Be careful. Try to cut the paper neatly. INGRID No, she wasn’t. She probably came
3 Stop it! Hey! Ouch … from southern Germany – about 800 km
from Egtved.
4 A Stand still, please.
PRESENTER Wow! That’s a long way from home.
B Ow! That hurts. Why was she in Denmark?
5 Mmmm. That’s nice soup. INGRID At that time, people travelled a lot, and
6 [Sound of someone chopping vegetables.] there were a lot of people in northern
Europe from different countries.
PRESENTER Good afternoon and welcome to The Germany and Denmark were two very
2.08
History Hour. Last week, there was powerful countries, so we think she was
an exhibition in Copenhagen about a there to marry.
special teenager, and I went along to
PRESENTER Well Ingrid, it was fascinating to talk to improve the work, but you’re also trying
you today, now I’d like to … not to criticise the person. Right, Sophie
… which text did you choose and what do
1 There were some humans in Africa 250,000 years
2.09
you think?
ago. But they started to leave Africa in small groups
about 120,000 years ago. SOPHIE I chose the Mexican bowl and my favourite
2
There wasn’t an alphabet with letters in Aztec times. part was the information about the god
But there was an alphabet – it had pictures instead Tlaloc.
of letters. Amazing! TEACHER Why that was your favourite part?
3
There were some university courses for students in SOPHIE Well, because it’s interesting. I didn’t
Oxford in 1095. know that before I saw the display and I
The courses were expensive so they were mainly for learned something new.
rich people. TEACHER Great. So, was there anything you want
4
There weren’t any forks for eating food in ancient to improve?
Greece. People used knives, spoons and their hands!
SOPHIE Yes, I think the final sentence is very long.
The first fork probably appeared in the eighth or
ninth century in rich homes in Persia. TEACHER OK, so what do you suggest?
5
There was a famous Roman cook called Apicius. SOPHIE I think it can be two sentences. So, it can
He wrote one of the first recipe books in the first say: ‘People believed he sent good rain
century AD. You can still make his recipes today! to help plants grow when he was happy.
When he was unhappy, he sent bad rain
2.10
CARLA Hi, Andy. How was your weekend? and storms.’
ANDY It was OK, thanks. TEACHER Sophie, that’s good constructive
CARLA What did you do? feedback. You made a compliment, you
said something you thought was weak,
ANDY I went to Wales for my grandad’s 70th birthday.
and you made a suggestion on how to
CARLA Cool! What was the weather like? improve it. Now, Leo … which display did
ANDY It was cold, wet and windy. you read?
CARLA That’s a shame. Where did you stay? LEO I read the one about the lamp.
ANDY We stayed in a cottage TEACHER Have you got any feedback?
CARLA What was it like? LEO Yes, I have. I liked the extra information
ANDY Well, there wasn’t any wi-fi and there were about the lamps, you know, bronze lamps
loads of noisy sheep outside. were more expensive than clay ones.
CARLA Really? TEACHER OK. What about any improvements?
ANDY Yes, really. In Wales there are about three Have you got any suggestions?
million people and nearly ten million sheep. LEO Well, actually, it’s a shame there wasn’t
CARLA Wow. You learn something new every day! any more information about the lamp. The
display text is a bit short. You know, there
ANDY What about you? What did you do?
were some questions I wanted to know
CARLA Nothing much. I watched TV and made some the answer to.
cakes.
TEACHER What questions?
ANDY Sounds good!
LEO Where did the archaeologists find the
TEACHER So, when you give feedback it’s important lamp? For example, did they find it in a
2.11
to be constructive. You’re trying to help house? Whose house was it?
TEACHER
OK, so you think this needs a bit more
research and then some more information 3 Let’s jump into the water together! Are you ready?
in the text.
4 Don’t cross the road between those cars. It’s dangerous.
LEO Exactly.
5 Why don’t we swim across the lake to the other side?
TEACHER That’s good. So again, Leo, you It isn’t far.
followed the feedback structure: make a
6 Laura walked past me without saying hello.
compliment, say something you think is
weak, suggest an improvement. PRESENTER Good evening and welcome to this
3.08
week’s edition of What’s Your Story?
Today is Local Heroes’ Day, so we want
Unit 3 you to call us and share your stories.
3.01
1 He isn’t bored. He’s angry. Have you got a story about a local hero?
2 He isn’t embarrassed. He’s tired. What did they do? So, first let’s talk to
Melissa. Hi there!
3 She isn’t worried. She’s surprised.
MELISSA Hi.
4 He isn’t tired. He’s lonely.
PRESENTER So, Melissa, what’s your story?
5 He isn’t afraid. He’s upset.
MELISSA It’s not my story because it didn’t
6 They aren’t excited. They’re nervous.
happen to me, but I read about it and I
think it’s great. A man saved a boy’s life
One day, a hare was telling the other animals how fast
3.05 on his wedding day in a park near my
he could run. At that moment, a tortoise was walking
house.
past. He heard the hare and he offered to race him.
PRESENTER No way! What were the bride and
The race began. At first, the hare was running very
groom doing in a park?
fast and the tortoise was going very slowly. The hare
was soon near the end of the race. The other animals MELISSA Well, a photographer was taking photos
weren’t watching, so he decided to stop for a rest. He of Clayton and Brittany Cook after their
soon fell asleep. The tortoise continued to walk slowly wedding. While the photographer was
while the hare was sleeping. Just as the tortoise was preparing his camera, Clayton noticed
finishing the race, the hare woke up. The other animals three children, two boys and a girl,
were shouting loudly – the tortoise was the winner! behind them.
The moral of the story is: don’t be too sure that PRESENTER What were the children doing?
something is easy. Sometimes things are more difficult MELISSA They were playing in the park, but they
than you think. were bored. Clayton was watching them
because they were standing close to the
1 down 7 off
3.06 lake.
2 out of 8 past
PRESENTER Uh-oh … What happened next?
3 over 9 up
MELISSA Well, while the photographer was taking
4 between 10 through photos of Brittany on her own, one of
the children pushed another one into
5 into 11 along
the water. There was a loud splash! The
6 under 12 across children were shouting because one of
the boys was in the lake. When Clayton
3.07
1 Be careful! Don’t fall down the stairs. saw the boy, it was obvious that he
2 Who is that coming out of Bruno’s house? Is it Carla? couldn’t swim and was having problems.
PRESENTER What did Clayton do?

MELISSA He immediately jumped into the water LAURA Really?
and pulled the boy out. The boy was
DAVID Yes, really. Now please stop interrupting.
upset, but he was OK.
While he was looking at the trainers, someone
PRESENTER Thank heavens! And was Clayton bumped into him.
wearing his wedding clothes when he
LAURA Who was it?
jumped into the water?
DAVID It was Neymar!
MELISSA Yes, he was. They got very wet!
LAURA No way! That’s amazing!
PRESENTER I’m sure he didn’t mind. What an
amazing story, and what a hero Clayton DAVID I know.
was! A real-life superman! Thanks for LAURA Did he take a photo?
sharing. Now, next …
DAVID No, he didn’t. He was too embarrassed.
1 A Were you watching TV at 8 pm last night? Can you believe it?
3.09
B Yes, I was. LAURA What a great story!
2 A What were your friends doing at 7 am this

morning? Unit 4
B They were getting up. 4.01
borrow owe
3 A What were you wearing yesterday? change pay
B I was wearing jeans and a hoodie. cost save
4 A
Was your best friend chatting online at 5 pm earn sell
yesterday? lend spend
B No, he wasn’t. He was playing basketball.
4.02
1 OK, so that’s £14.40 in total. Just let me get the card
I was walking to the bus stop one afternoon when I fell machine. OK, that’s ready for you now … put your
3.10
over on the icy street. I was carrying a heavy bag with card here …
all my school things and I broke my glasses. I felt very 2 A Dad, I haven’t got enough money to go to the
embarrassed. cinema with Jack later. Have you got £5?
A lot of other people were waiting for the bus, but they B Yes, I have. You can have it, but I want it back at
didn’t help me. However, one woman picked up my bag the weekend.
and glasses and she found an empty seat for me. While
A Of course!
I was sitting there, she cleaned my face and gave me
some water. But when I looked for her a few minutes 3 A Wow! Look at those trainers. They’re really cool
later, there was no one there. and they aren’t very expensive. Why don’t you
get them?
DAVID Guess what happened yesterday?
3.11
B No, I can’t. I want to have enough money for my
LAURA No idea. trip to Greece in the summer.
DAVID Well, it didn’t happen to me, it happened 4 A Hi, can I help you?
to Adrian.
B Yes, I’ve got some American dollars, but I need
LAURA Go on. Polish zloty.
DAVID He was at the new shopping centre. A Sure, let’s just see how much you can get today …
LAURA You’re kidding! What was he doing in a 5 Come on! Delicious fresh fruit, it’s a bargain! We’ve
shopping centre? He hates shopping. got apples, bananas, pears, pineapples … go on,
DAVID He was looking for new trainers. you know you want to …

4.04
It’s the fourth Friday in November and it’s Black Friday. There’s too much paperwork, and some days I feel
It’s the busiest shopping day of the year. Things are like there aren’t enough hours in the day!
cheaper than usual today. Shoppers can get the
I’m too young to have a full-time job, but every
best prices for the latest gadgets or the most stylish 4.09
Saturday I’m a volunteer with a local vet. I cycle there
trainers. In my opinion, Black Friday is the worst day
because it isn’t too far from my house. I help the
of the year. People seem to be more interested in
receptionist when she hasn’t got enough time to do
shopping than anything else! I think we could all be
everything. Last week, there were too many people in
happier people without spending money all the time.
the waiting room – we didn’t have enough chairs for
them to sit on! Sometimes it gets too noisy for me,
1 vet 5 charity worker
4.05
especially when there are too many animals and there
2 lawyer 6 nurse isn’t enough space in the waiting room. The best thing:
3 firefighter 7 police officer I love animals and I can spend all day with them! The
worst thing: Sometimes there’s too much information
4 refuse collector 8 surgeon for me and I don’t understand it all.
Not in the photos: carer, lifeguard,
paramedic, volunteer 4.10
BILLY Hey, Rita. What’s up? You look a bit worried.
RITA I am. Could you do me a favour?
4.08
1 I don’t work now – I’m retired – so I’ve got enough
time to do something useful. You’re never too old BILLY It depends. What do you need?
to help in a place like this. Charity shops are a great RITA Would you mind lending me ten pounds?
place to find amazing things that people don’t want
BILLY Ah. I’m sorry, I can’t. I spent too much money
any more. I think we’ve all got too many clothes and
at the weekend.
books. The best thing: All the things we sell here
help other people. The worst thing: Sometimes the RITA OK, no worries. What about you, Greg?
shop is very quiet and it’s a bit boring.
GREG Maybe. What’s it for?
2 I love my job, but I think I spend too much time
RITA I want to buy a bag for Maisie’s birthday.
at work. Some days I’m too busy to have lunch …
There’s a really cute one that I want to get her,
but lots of people have got too much work – that’s
but I haven’t got enough money.
normal. The best thing: Watching the owners’ faces
when their pets are better. It’s just magic! I love it. GREG: When’s her birthday?
The worst thing: I often have to work at weekends. RITA Yesterday! Please, Greg.
Luckily my family doesn’t mind!
GREG Sure, since you asked so nicely. There you are.
3 I’m 15. I didn’t have enough money to buy things,
so I decided to get a job to earn some! I work at RITA Thanks, Greg. You’re the best! I owe you one.
the sports centre. I don’t spend too much time GREG Actually, you owe me ten!
there, so I still have a lot of time to see friends and
study. The best thing: I’ve got the skills to save YUSUF OK, so we’ve got enough time and we all
4.11
someone’s life, and I can save money to buy things want to volunteer. What’s the best way for
I need. The worst thing: When there are too many us to volunteer in our community? Lara?
people and they’re all screaming and shouting.
LARA Let’s go to the after-school sports club –
Sometimes it’s too noisy for me.
that’s the easiest thing to do. We could
4 I’m not a doctor or a nurse, but sometimes people watch the younger students and look after
think I am. Sometimes I drive an ambulance and I them. That isn’t too much work for us.
wear a special uniform. This is only my second week
YUSUF That’s an interesting idea. But I think we can
in the job. In my old job, the hours were too long
do something that isn’t at school. Also …
and I was bored. This job is never too quiet. The
best thing: Every day is different! The worst thing:

THIAGO Excuse me, Yusuf, can I make a suggestion? 2 This was a nice room. It had a lovely wooden ceiling
and a big mirror on the wall. There was a nice big
YUSUF Sure, go ahead, Thiago.
bath, but the sink was tiny and the toilet didn’t work
THIAGO What about going to the care home and very well. So we built a new one!
teaching the older people how to use
3
I’ve got a lot of pictures of my family on the wall,
computers and tablets?
and there’s a nice warm carpet on the floor. I’ve got
YUSUF That’s not a bad idea. Lara, what do you think? a large wooden desk and lots of shelves with books
LARA I’m not sure. We need permission to do that, and papers. I work from home, so I spend lots of time
and I don’t know who to ask. I think it needs in this room.
too much organisation. 4 This room is quite small, but all my family like
YUSUF Do you have any other ideas, Thiago? spending time in here. There isn’t a table or chairs,
but there’s a new fridge – it’s really tall. And there
THIAGO Yes, how about cleaning the park? are lots of cupboards. Above the sink, there’s a
YUSUF I think that’s a brilliant idea. We all know the window with a view of the garden.
park isn’t very clean and so people aren’t Kids’ toys aren’t cheap these days, but not many toys
5.04
using it. It’s too dirty to play football or are as expensive as Astolat Dollhouse Castle. It’s an
basketball there. What do you think, Lara? American doll’s house – but it isn’t an ordinary one.
LARA Yes, I like that idea too. How about doing it It’s as tall as a small Christmas tree and as heavy as a
on Saturday mornings? I think we’ve all got horse. The castle was the idea of an American artist,
enough time then. We can make a poster and Elaine Diehl, and it took her 13 years to build. Of
ask other people to help us too. course, it isn’t really a toy. It’s a work of art, and it’s
perfect enough to be in a museum. The furniture is
THIAGO OK, so we don’t want to work with the
small enough to fit in your hand, and it’s as beautiful as
younger students, and we aren’t keen on the
the furniture in a real palace. The tiny sofas and beds
care home idea. Do we think the park is the
are as soft as the real things. The books on the shelves
best idea? Are there any more ideas? Right,
aren’t large enough to read, but they have real pages.
so we all agree: we clean the park and make
One thing that isn’t small is the price – over $8 million!
it a better place for the whole community?
Are you rich enough to buy it?
YUSUF Yes! That’s good enough for me! Let’s get
started and make a poster! 5.05
1 do the ironing
2 do the washing
Unit 5 3 load the dishwasher
5.01
1 ceiling 8 desk
4 do the washing-up
2 cupboard 9 chest of drawers
5 make your bed
3 fridge 10 picture
6 clean the kitchen
4 sink 11 bookcase
7 vacuum the carpet
5 floor 12 armchair
8 tidy up the living room
6 shelves 13 carpet
9 empty the washing machine
7 wardrobe
5.06
Hi, kids. I’m working all day today. Can you please help
5.02
1 This is a bright, sunny room and my sister and I with some things around the house while I’m out?
spend a lot of time here. My sister sleeps above me.
Ollie, please clean the kitchen and load the dishwasher
We have a big chest of drawers and a big wardrobe
with the plates and cups from breakfast. Can you also
for our clothes, which we share.
tidy up the living room, please, and vacuum the carpet?

Mia, tidy up your bedroom and make your bed. Then PRESENTER And does Liam have to help your
can you please do the ironing for me? The clothes are parents at home?
still in the washing machine, so empty that first.
TIM Well, Liam doesn’t have to do much.
Thanks, kids. I’ll see you this evening. He’s only five, you see. He has to tidy his
room and make his bed, but that’s all.
Love, Dad
PRESENTER What about you, Tim?
5.07
PRESENTER Yesterday, I read that only half of British TIM Yes, I have to do some other chores
children help at home with household around the house, but it isn’t a problem.
chores. Can this be true? Do British I quite like it.
children have to help at home? To
find out, I asked some teenagers in PRESENTER Have you got a favourite job?
Manchester. TIM Well, yes. I prefer doing the ironing
Hello. We’re doing a survey about how because you don’t have to move around.
much teenagers help at home. Can we So I can listen to music or watch TV at
ask you a few questions? the same time. Yeah, ironing is cool!
CINDY Sure. 5.10

Do you have to help with the housework? Do you have
to tidy your bedroom or clean the kitchen? 13-year-old
PRESENTER Thanks. What’s your name, by the way? Martha Pinter and her nine-year-old brother, Ben, have to
CINDY I’m Cindy. do more than most young people of their age. They live
on a farm in Queensland, Australia, and all the family have
PRESENTER OK, Cindy. So, do you help out with
to share the work. Martha has to get up early to milk the
household chores?
cows. In spring, she also has to look after the new lambs –
CINDY Er … yes, I do, but not much. I have to that’s her favourite job. Ben has to collect the hens’ eggs
help in the kitchen, for example. before breakfast. However, Martha and Ben don’t have to
PRESENTER Cooking? catch the bus to school every day. There isn’t a school near
their farm, so they have to have all their lessons at home.
CINDY No, I can’t cook! I have to clean the
kitchen after dinner, that’s all. OSCAR Hey, Nina. Look at this photo – it’s Liam’s
5.11
PRESENTER And do you have to do the washing-up? bedroom in his new house.
CINDY Yes, but I don’t have to load the NINA Oh! It looks big enough for two people.
dishwasher because we haven’t got one. Does he have to share it?
OSCAR No, it’s all his. Actually, it isn’t as big
PRESENTER Hi there. What are your names, and do
as it looks. There’s a large mirror in the
you have to help much at home?
background, so it looks bigger.
KIM Hi, I’m Kim and this is my sister, Maisie.
NINA Oh yes, I see. What’s that thing on the wall?
Well, we don’t have to help on school
days because we have to do a lot of OSCAR It’s a clock. What do you think of the colour
homework for school and also I have of the walls?
to practise the piano. But on Saturday NINA Hmm. I’m not convinced.
morning we help with the housework. I
OSCAR Really? I think it looks awesome! I don’t think
do quite a lot, actually.
much of those curtains, though.
PRESENTER Really?
NINA Me neither. And what’s that at the bottom?
KIM Yeah! For example, I have to vacuum Is it a carpet?
the living room. I hate that!
OSCAR Yes, I think so. I quite like it. And I love those
PRESENTER Hello, what’s your name? pictures on the left.
TIM I’m Tim, and this is my little brother, Liam. NINA Me too. They look great.

Unit 6 river or a lake. Today we’re going to talk
about crocodiles! OK, you won’t see any
1 cut your finger 7 scratch your arm
6.01 crocodiles if you’re on holiday in Spain.
2 slip 8 break your leg But Australia is different. That’s dangerous
3 be stung by a bee 9 trip over a chair crocodile country. Photographer, Pam
Krommer, works in Queensland and knows
4 be bitten by a mosquito 10 fall off your horse a lot about crocodiles. Welcome, Pam.
5 hit your head 11 sprain your ankle PRESENTER Hello, Steve.
6 burn your hand 12 bruise your leg STEVE So, Pam. How often do crocodiles
hurt people?
6.02
1 [Sound of a bee buzzing.]
PRESENTER Well, it happens, but not very often.
2 [Sound of someone riding a bike.] There are usually fewer than three
3 [Sound of a cat meowing and then someone calling crocodile attacks per year in Australia.
out before hitting the ground.] If you swim in safe places, you won’t be
in any danger from crocodiles. But you
4 [Sound of ice skates moving on ice, then someone mustn’t swim if there are warning signs.
slipping over.]
STEVE And when a crocodile gets you, that’s
5 [Sound of a match striking.] the end, right?
6.07
Hi, everyone. Now the spring term is here, I think you PRESENTER Not always. For example, a few years
should all think about walking or cycling to school if you ago, a man called Jamie Verdi was
can. Cycling is fun and healthy, but you must be careful. fishing in Queensland and suddenly a
For example, you shouldn’t ride when the weather is crocodile appeared and grabbed his leg
bad, and you must wear a helmet. That’s extremely in its mouth.
important. However, you also mustn’t forget that there STEVE That’s scary. All of his leg?
are rules on the road for cyclists and you must learn
these rules. The school website has some good advice, PRESENTER As far as his knee.
such as which clothes you should wear to cycle, and STEVE So what did Jamie do?
I think all cyclists should read it carefully. One more
thing: we need to know which students are cycling to PRESENTER Well, he used his hands to hold onto a
school, so you must tell Mrs Jones if you plan to cycle. tree, but crocodiles are very strong. After
That’s a school rule, so you mustn’t forget! a few minutes, the crocodile pulled Jamie
into the water, right up to his neck.
6.08
1 forehead 7 chest STEVE And if that happens, you’re in trouble!
2 cheek 8 wrist PRESENTER
Oh yes! But Jamie knew this: a croc
3 teeth 9 elbow sometimes opens its mouth if you hit it
in the eye. It’s your only chance, and it
4 chin 10 knee might not work, but you have to try it.
5 neck 11 heel So he hit the croc in the eye, it opened
its mouth and it swam away. The
6 shoulder 12 toe
crocodile’s teeth hurt Jamie’s leg and it
PRESENTER Hi and welcome back. Today we are also bit his arm badly, but he was alive!
6.09
talking about dangerous animals. A STEVE Wow – what a story!
lot of dangerous animals live near or
in the water, so you should always be
careful when you’re near the sea or a

6.10
So you’re going to visit Queensland. Great idea! If you POPPY Hi, I’m Poppy and I was in a group with Leo,
like beaches and forests, you’ll love Port Douglas. It’s Daisy and Max. This is how my group worked:
amazing. It usually takes about an hour to get there first, we all made our own posters and showed
if you get a bus from the airport. Buses are quite them to the group. We read everyone’s work
frequent, so if you miss one, you won’t have a long wait. and then used the best parts of all the posters
Of course, if you don’t mind spending more money, to make our final group poster.
there are always taxis at the airport, too! If you visit
Four Mile Beach, you’ll have a great time surfing. But
be careful! If you don’t see anyone else in the water, Unit 7
it probably means there are sharks or jellyfish in the 7.01
1 upload 7 video chat
sea! Have fun and take care! 2 download 8 social media
6.11
DAN Awesome mountain bike, Hayley. 3 screen 9 message
HAYLEY Thanks, Dan. 4 app 10 software
DAN I’d like to get one, too. Do you think I should 5 chip 11 emoji
buy one online?
6 device
HAYLEY Not really. Some online shops aren’t
very reliable. Their bikes aren’t very safe. 7.02 1 My phone fell out of my pocket this morning and the
Anyway, make sure you don’t buy one screen broke.
without trying it first. Why don’t you try The 2 I can’t do a video chat with you right now. I haven’t
Bike Shack in town? They’re really good. got a camera on my laptop.
DAN OK. I’ll give them a go. 3 Most of my friends upload photos to social media
HAYLEY And you should definitely buy a good sites like Instagram.
helmet, too. You can really hurt yourself if 4 Look at this app – it’s great for practising new
you fall off, so you mustn’t ride without one. English words. Why don’t you download it too?
DAN Good idea. I think I should find some JACK What’s wrong, Kim?
7.08
buddies to ride with, too. What do
you think? KIM I’ve lost my phone. Do you know where it is?
HAYLEY Sure. How about joining my bike club? We JACK No, I don’t. I haven’t heard it ring, either.
go out every weekend. Perhaps it’s in your coat pocket?
DAN Yeah! Nice one, Hayley. I’ll do that. KIM I’ve looked in all my pockets. It’s not there.
JACK Perhaps you’ve left it in Mum’s car.
6.12
JOHN Hi. My name’s John, and my group worked KIM No, I don’t think so. I used it this afternoon,
like this: each person in our group wrote but I can’t remember where I left it.
about a different topic. I wrote about desert
animals. Josh wrote about the weather. Vicky JACK Maybe Mum’s put it somewhere.
wrote about the problems people have in the KIM No, I’ve asked her and she says she hasn’t seen
desert, and Sophie wrote all the other facts it. Jack, can you call me?
about deserts. Then we put it all together.
JACK I think so. I haven’t charged my phone, but I
ISLA Hello, I’m Isla. My group worked like this: think it’s got enough power left. Hang on …
I looked on the Internet to get all the OK, I’m calling you ...
information, Zara found all the pictures and
KIM Here, look! I’ve found it. It was in my bag all
Martin wrote the texts. Then Harry checked
the time.
the texts for mistakes and put everything
together into a poster.

7.09
1 go on foot ANNIE The good news is the hyperloop. It’s a
completely new kind of transport and in my
2 get on a train
opinion, it will really change our lives.
3 go by tram
JIM What is it?
4 catch a plane, get a plane, take a plane
ANNIE It’s similar to the underground in London,
5 get out of a car but much, much faster. The trains don’t have
6 get into a taxi wheels. Instead they travel on something
that is similar to skis, on a cushion of air. In a
7 get off a bus
hyperloop, trains can travel at more than a
thousand kilometres per hour.
7.10
JIM
Welcome to The Science Show. Today’s
programme is all about the future of JIM That’s amazing. But is this just science fiction?
transport and with me in the studio is
ANNIE No, scientists have made a lot of progress. I
Professor Annie Walker from the University of
think we might see hyperloops between big
Newcastle. Hello, Annie.
cities in the next twenty years.
ANNIE Hello, Jim.
JIM I can’t wait! Professor Walker, many thanks.
JIM Annie, a lot of us catch a bus to go to work,
but our journeys take hours because of the 7.11 What will transport be like in the future? I think some
traffic. To solve the problem, some people things will change, but some things won’t change. For
think we should invent flying cars. Should we? example, I’m sure we’ll have cars in the future, but they
might be less noisy and dirty than they are now. But I
ANNIE No, I don’t think so, Jim. Believe it or not, the
also think every family will have a flying car. That will be
first flying cars do actually exist. But you can’t
fun. I’m not so sure about jetpacks, though. We might
just get in your car and fly away. They need a
have jetpacks just for fun, but they won’t be useful for
runway to take off.
most people. I mean, children won’t go to school with
JIM So in your view, we won’t see a lot of flying a jet pack. I think there will be hyperloops, but I don’t
cars in the sky soon? think everyone will travel on them. Some people might
not want to travel on a hyperloop. They may be too
ANNIE No. Also, it won’t be very safe if everyone is
scared. But I’ll want to. I’m sure of that!
flying around in their own car.
JIM OK. So what about jetpacks? Scientists TOM
So, Dad, before you start, switch the camera to
7.12
haven’t created those for us yet, but record mode. Have you done that?
perhaps we might not need to wait much
longer. DAD Like this?
ANNIE In my opinion, that won’t ever happen, Jim. TOM Yes, that’s right. It needs to be on record mode
You see, it takes a lot of energy to lift a to film a video. Now, look at this little screen.
person off the ground, and the rockets on DAD I can’t see anything.
your back will be very heavy. I don’t think
TOM h. Remember to check that your hand isn’t in
A
we’ll be able to stay in the air for more than a
front of the camera!
few minutes.
DAD Is this better?
JIM So we may have them one day just for fun, but
they may not be useful for getting to work. TOM Not quite. Look, you need to keep your fingers
here. That’s it. Now, do you see this button?
ANNIE No, you won’t take a jetpack to work, I’m
afraid. DAD This one?
JIM Well, I think the future sounds quite
disappointing, Annie. What’s the good news?

TOM No, not that one. This one here. It’s really MAYA I haven’t reached my target, but I’ve made
important that it’s turned on if you want to £30,000 so far.
record sound. Oh, and make sure that the light
PAUL That’s amazing! Good luck with the rest of
is red. That means you’re recording. Got that?
your journey.
DAD Yes, I think so. Thanks, Tom!
8.07
carry on set off
come up with set up
Unit 8
1 surgeon 5 mathematician give up show off
8.01
2 scientist 6 athlete keep up with take part in
3 composer 7 businesswoman look up to work out
4 writer 8 inventor 8.08

Ann Makosinski is a brilliant young inventor and
she’s someone I really look up to. When I think about
8.02
1 Olympic athletes like javelin and discus throwers myself in five or ten years from now, I hope I will be as
have incredible strength. successful as she is. Ann’s dad is Polish and her mum
2 The scientist Albert Einstein was famous for his is Filipino, but she’s Canadian and grew up in Victoria.
great intelligence. Today she’s a 20-year-old university student, but she
came up with her first invention when she was only 15.
3 At just four years old, Mozart showed a lot of skill as
Her idea was a torch that uses the heat from your hand
a composer.
for energy instead of batteries. The torch switches itself
4 J.K. Rowling’s creativity as a writer made her on when you hold it, and it switches itself off when you
famous around the world. put it down. It doesn’t need a battery, so it can carry
5 Ada Lovelace was an English mathematician. on working for years and never runs out of energy. It’s
Her talent for maths helped to make the modern really simple, but also really clever.
computer possible. How did Ann come up with this idea? Well, she’s
6 The inventor Thomas Edison worked with a lot of got a friend who lives in the Philippines. This friend
determination over many years to make his light was having problems doing her homework because
bulb work. she didn’t have electricity at home and she couldn’t
afford batteries for her torch. So Ann looked into
ways of making a torch that uses human body heat for
PAUL How far have you cycled, Maya?
8.06
power. She taught herself all the science behind the
MAYA I’ve ridden 10,000 miles so far. I’ve got idea and worked out how to build it. Soon she had a
another 8,000 to go! working prototype and she decided to take part in an
PAUL How many countries have you crossed? international science competition called the Google
Science Fair. She won first prize, worth $25,000!
MAYA I’ve been through three continents so far, and
I’ve visited 12 countries. This great achievement has changed her life. She’s
been on TV and in newspapers around the world.
PAUL Have you had any funny experiences along She’s also come up with another invention. She calls
the way? it the E-Drink, and it’s a mug that uses the heat from
MAYA Well, an emu chased me in the Australian your coffee to charge your phone. It’s simple, clever
outback. I’ve never experienced that before! and kind to the environment. It’s amazing that no one
has thought of these ideas before. And that’s why I
PAUL No, not many people have! And how has your
look up to her so much. But can anyone be like Ann
bicycle been?
Makosinski? Yes, if we believe in ourselves, everything
MAYA It hasn’t had any problems at all. It’s a great is possible. However, you can’t achieve anything
bike. without hard work.
PAUL So how much money have you made?

8.09
1 I surprised myself when I did so well in my exams. 8.12
BOY It’s the 7th of June today. When do we need to
get the whole project finished?
2
John and I introduced ourselves to the new
neighbours. GIRL Let’s give ourselves two weeks. So that’s the
21st of June.
3
Jane, make sure that you look after yourself while
I’m away. BOY There’s a lot to do. We need to research the
topic, find pictures …
4 Mike has taught himself Spanish and French.
GIRL Or draw them ourselves,
5
You and Vicky should make yourselves some
sandwiches for lunch. BOY Yes, or draw them ourselves. We also need to
write the text, of course.
6
Stan and Ollie prepared themselves well for the
match. GIRL And check it for mistakes.
8.10
Teenager sails into record books BOY Right. And if we’re making a web page,
someone needs to do the technical bit!
Dutch teenager Laura Dekker has become the youngest
person ever to sail solo around the world. Laura is only GIRL That’s a lot of things to do, and we don’t have a
16 years old. No one so young has achieved this before. lot of time.
Sailing is something all her family are crazy about, and
BOY So what’s the most important?
Laura learned everything she knows about it from her
parents. By the time she was 13, there wasn’t anywhere GIRL ell, doing research is really important because
W
she couldn’t sail by herself. She is now writing a book we need good ideas.
about her amazing voyage. Everyone has a dream, and BOY Right. What about getting pictures?
Laura’s achievement shows that nothing is impossible if
you want it enough. GIRL ell, I think we can leave that to the end. It’s
W
not so important.
8.11
JO So, Angie, why do you want a place on our BOY Don’t you think so? Hmm, I don’t agree. Don’t
training scheme? forget that if we want to make a web page …
ANGIE Well, I’m passionate about food. I’ve taught GIRL How long do you think it will take us to write
myself a lot about it, but the training will give the text?
me the chance to learn new skills.
BOY Oh, I don’t know. Perhaps two days?
JO So have you ever worked in a kitchen?
GIRL wo days? Hmm … You’re probably right,
T
ANGIE Yes, I’ve had plenty of experience of working but let’s say three, just in case something
in a restaurant. My grandparents run a goes wrong. I mean, if we get lots of other
restaurant, and I help them at weekends. homework, for example, we might need more
JO Oh really? And what skills have you developed? time for the project text.
ANGIE I’ve learned the basics of cooking. But the GIRL OK, so let’s start with research. We can do that
main thing is, I’ve learned how to be a good today and tomorrow.
team player. BOY Right. Let’s finish all our research by the end of
JO That’s interesting. Tell me more. tomorrow. What next?
ANGIE Well, I also help the waiting staff, you see.

We take orders from customers and that
sort of thing.

Unit 9 9.06
IMOGEN OK, everyone, so the dance show is this
Friday night. You all know that, don’t you?
9.01
1 classical 8 saxophone
ADAM Yes, we know that.
2 jazz 9 drums
IMOGEN Good. So we’ve only got a few days to get
3 reggae 10 keyboard
ready.
4 hip-hop 11 microphone
JACK What time does the show start, Imogen?
5 rock 12 bass
IMOGEN It begins at seven thirty. The teachers
6 folk 13 violin are having a meeting at five o’clock. That
7 trumpet 14 guitar finishes at six, and our show begins at
seven thirty. Everyone is performing in the
folk rock jazz bass drums sports hall.
9.02
hip-hop reggae keyboard trumpet guitar MARTA How many different dance groups are
performing?
classical microphone saxophone violin
ADAM I think there are six groups. Ballroom,
breakdance, modern dance, tap dance,
AVA Hi, Josh. Are you going to go out tomorrow
9.04 salsa … What’s the last one?
evening?
JACK Irish dancing!
JOSH No, I’m not in the mood. I’m going to stay at
home and watch TV instead. What about you? ADAM Ah yes, that’s right.
AVA Yeah. Dr Jay is at the Waterside. I’m not going IMOGEN Great! Now, the doors open to let the
to miss that. audience in at seven o’clock, so we need all
the seats ready before then. Marta, can you
JOSH Wow! Really?
put out the seats?
AVA Yeah, really. I’m going to buy my ticket this
MARTA Sure, I’m not doing anything on Friday
morning.
afternoon. I can come in early and put the
JOSH Hmm. Sounds interesting. Is Aneta going to seats out.
join you?
IMOGEN That’s great, thanks, Marta.
AVA Aneta? She’s not going to come. She can’t
MARTA Is anyone recording the show?
stand Dr Jay. Why don’t you come?
IMOGEN Oh, yes, good point. Are you recording the
JOSH OK, you’ve convinced me. But how are we
show, Adam?
going to get there? We’re not going to walk,
are we? ADAM No, I’m not good with cameras. You’re
doing that, aren’t you, Jack?
AVA My dad is going to give us a lift.
JACK Yep, that’s me. I’m going to borrow my
1 ballroom dancing 6 modern dance sister’s video camera. She’s got a really
9.05
good one.
2 swing 7 breakdance
IMOGEN Great. Now, what else? Oh, the music.
3 tap dancing 8 salsa dancing Adam, you’re organising that, right?
4 country dancing 9 zumba ADAM Yes. I haven’t started yet. I’m going to
5 ballet dancing 10 disco dancing download all the tracks for the different
groups tonight. It won’t take me long.

IMOGEN Good. Thanks, Adam. So, that’s almost HARRY She’s welcome to join us if she wants.
everything, isn’t it? No, wait! What
JESS That’s really kind of you, Harry, but I’m afraid
about programmes? Who’s writing the
Helen can’t stand jazz!
programme? I’ve forgotten.
HARRY Oh, that’s a pity. Look, they’re playing for
ADAM You are!
two nights. What are you up to on Friday?
IMOGEN I am? Oh, yes. I’m writing the programme! Would you like to come then instead?
JESS Hmm. What time does it start?
9.08
Thank you, Oxford! You were a fabulous audience last
night! We’re returning in September, so I hope we’ll HARRY 7.30.
see some of you again. Later today we’re leaving for JESS Oh, that’s no good either, Harry. I’ve got a
Edinburgh. We’re performing a new play there, called guitar lesson and it starts at 7.15.
The Bell, and I’m playing a girl who has the power to
see the future. Hey, Edinburgh! If you’re not doing HARRY OK. Never mind, Jess. Maybe another time.
anything on Friday night, come along. Guess who’s JESS Sure. Thanks for asking, though. I’m sure it’ll
coming to see us on our first night – Emma Watson! be a great concert.
She’s bringing her friends, and we’re meeting them
backstage after the performance. Wow!
9.09
HARRY Hi, Jess. I’m going to book tickets for the
jazz festival this Saturday afternoon. Do you
fancy coming along?
JESS I’d love to, but my cousin Helen’s visiting me
and I’ll be with her all day long.

WORKBOOK ANSWER KEY
Starter Unit pp4–7 4 T N O H M C H S A L J N
VOCABULARY AND READING A Z Q S O I B C D S G H
1 b6 c 11 d8 e9 f4 B U R R N O A L H S S J
2 2 rugby L Y D K E Y S H E F C H
3 athletics E F M W Y R P S A O H G
4 sailing
5 hockey T V L S I E T D D P A C
6 gymnastics F K S C P A S S P O R T
7 volleyball
K V W J H D S U H R G O
8 basketball
9 swimming L A P T O P D B O T E S
10 windsurfing O B U P N L P D N A R A
3 making pizzas U C A M E R A C E B R L
4 2 doesn’t cycle T E Y N J A N W S L E G
3 good D S K L H Q L D A E D F
4 speaks
B U S P A S S P N M O V
5 eating
EXPLORE IT! LISTENING AND LANGUAGE IN ACTION

1 cm 1 bus stop
2
LANGUAGE IN ACTION AND VOCABULARY
gymnastics athletics photography video
1 2 goes class club club games
3 don’t see Hannah
4 write
5 makes Joe
2 2 What sports does Carla do? Carla plays hockey 3 2F 3T 4F 5T 6F

and does gymnastics.
3 Where does Nico’s father work? Nico’s father 4 2 playing 3 speaking 4 using 5 writing
works in a pizzeria. 6 helping
4 What does Nico know a lot about? Nico knows a 5 2 Has, got; he has 3 Have, got; they haven’t
lot about pizzas. 4 Have, got; you haven’t 5 Have, got; we have
3 2 Iris is never late for her hockey class. 6 Has, got; she has
3 Paul always takes great photos. 6 2 ’ve got 3 Have we got 4 have 5 ’s got
4 Molly sometimes sits next to her friend. 6 listening 7 ’s got 8 hasn’t got 9 sharing
5 Do you usually listen to loud music? 10 love
WRITING
1 on Sundays
2 2T 3F 4F 5F
Workbook Answ er Key 175

3 Possible answers: 5 isn’t eating 6 Are you waiting
1 Victor’s favourite free-time activity ... (paragraph 2) 2 2 is/’s preparing 3 are/’re waiting 4 is/’s
2 He’s got a great coach ... (paragraph 2) making 5 are not/aren’t crying; are/’re laughing
3 My name’s ...; … Victor’s 12; … he’s 16 (paragraph 1) 6 am not/’m not watching; am/’m working
4 He trains on Mondays, Wednesdays, Fridays and
Saturdays! (paragraph 2) 3 b What is Anita doing on the computer? 1
c Why are you all standing there? 3
4 My friend Mason’s got a big family. He’s got two d What is Amir doing in the park? 4
brothers, two sisters and 35 cousins. They all live in e Why is Paul working late tonight? 2
the same street! In Mason’s house there are a lot of f What are you watching on TV? 6
pets. They’ve got two dogs, three cats, four rabbits
and a parrot! They’ve got a big house and a big 4 2 Are we listening to the instructor? No, we aren’t.
garden, so there’s lots of space! 3 Is she waiting for the next episode? Yes, she is.
4 Are they enjoying the programme? No, they aren’t.
5, 6 and 7 Students’ own answers 5 Are you sending a message to a friend? No, I’m not.
6 Am I helping you? Yes, you are.
Unit 1 pp8–15 5 2 ’m using 3 ’m writing 4 Are, taking
VOCABULARY 5 ’m preparing 6 ’re learning 7 ’re working
1 2 sports show 3 documentary 4 drama 8 ’m looking forward to
5 game show 6 chat show 7 soap opera
8 the news 9 comedy 10 cookery show
11 cartoon 12 reality show 1 1
S
2 2 cookery 3 chat show 4 comedy 5 the news C 2
S
6 cartoons
R E
3 2 the news 3 sports show 4 cartoon 3
L I G H T S
5 game show 6 reality show
4
A P
4 2 cookery shows 3 comedies 4 chat shows 5
C O S T U 6
M E
5 soap operas 6 on-demand series
T A
EXPLORE IT!
O K D
7
60
R 8
E N G I N E E R
READING U R
1 Mehmet Ersoy P E
2 2 fact 3 billion 4 live 5 support 9
C C
3 2 a comedy show 3 at her friend’s house A T
4 football 5 a documentary about the Olympics M O
6 at the side of the road / at the Vuelta a España 10
O P E R A T O R
R
LANGUAGE IN ACTION A
1 2 is making 3 are watching 4 is sitting
176 Wo r kb o o k A n s we r K e y
2 2e 3d 4a 5c 8 sound engineer 9 actor 10 digital camera
3 1 Sydney, Australia 2 four 3 New Road 3 1 are you doing 2 am/’m writing 3 is/’s working
4 Is he filming 5 is/’s travelling 6 is/’s cooking
4 2b 3a 4b 5c 7 are you sending 8 am/’m hoping
5 Students’ own answers 4 1 am/’m writing; email 2 watch; are/’re listening
3 is/’s saving; needs 4 Are, looking; sits 5 doesn’t
LANGUAGE IN ACTION
go; is/’s working 6 are swimming; prefer 7 Are,
1 Present simple Present continuous waiting; doesn’t, arrive 8 am/’m cooking; make
always every day at the moment right now 5 1 quiet 2 nice 3 happily 4 loudly 5 quickly
every week never this afternoon today 6 well 7 beautifully 8 pretty
2 2 love 3 takes 4 ’re watching 5 don’t come 6 1b 2c 3a 4a 5b 6c 7c 8a 9b

6 make 10 c 11 a 12 c
3 2 I’m watching a good TV drama at the moment.

Unit 2 pp16–23
3 We sometimes eat our lunch outside in the summer.
4 The sound engineer never talks to the actors. VOCABULARY
5 Are you listening to your teacher right now? 1 foggy cold windy hot icy cloudy rainy
6 My sister is taking a guided tour of Sydney now. warm sunny wet stormy dry
4 2 Their little brothers are playing happyly. happily 2 2 icy 3 rainy 4 foggy 5 cloudy 6 windy
3 Our parents teach us to say thank you nice. nicely
4 Be carefully! That camera is very expensive! careful 3 2 wet; a 3 foggy; d 4 snowy; b 5 windy; c
5 You’re doing your homework very good at the 6 sunny; e
moment. well 4 2 dry 3 warm 4 hot 5 rainy 6 snowy
6 She’s playing the guitar beautiful now. beautifully
5 2 cloud 3 ice 4 sun 5 wind 6 snow 7 fog
5 2 quietly 3 slowly 4 loudly 5 hard 6 badly 8 storm
WRITING EXPLORE IT!

1 because his stories are funny, but they are never 180
horrible or offensive
READING
2 1 He’s from Australia. 2 15 million people
3 He laughs and cries.
1 nothing
3 a2 b3 c1 2 2 bury 3 hides 4 secret 5 treasure 6 clues
4 1 and; c 2 but; a 3 or; b 3 2F 3F 4T 5T 6F
5, 6 and 7 Students’ own answers 4 Students’ own answers
LANGUAGE IN ACTION
REVIEW
1 1h 2f 3e 4d 5a 6g 7b 8c
1 2 took 3 enjoyed 4 read 5 wrote 6 were
2 1 camera operator 2 script 3 costume

2 b hike; 1 c Were; 6 d enjoy; 3 e did; 2 f write; 5
4 director 5 lights 6 set 7 make-up artist 3 2 Did you swim in the sea? No, I didn’t.
3 Did you all go in the pool? Yes, we did.
4 Did your friends like the food? Yes, they did.
5 Did Tomas take lots of photos? Yes, he did.
6 Did Susie want to come home? No, she didn’t.

4 2 We didn’t enjoyed the bus journey. enjoy 5 2 There were 3 some 4 any 5 a 6 some
3 Did you found a good tour guide last week? find 7 an 8 some 9 an 10 There was
4 I did went out in the stormy weather. went didn’t go 11 there weren’t 12 some
5 They stoped for food and drink. stopped
6 Did she be late for class yesterday? Was she WRITING
5 2 decided 3 didn’t have 4 Did, ride 5 stayed 1 c

6 looked after 7 returned 8 wrote 9 became 2 2 At first, 3 The weather was 4 there were a lot of
10 travelled problems 5 Finally,
VOCABULARY AND LISTENING 3 1 England to Scotland 2 weeks 3 good 4 Sven
1 2 lamp 3 blanket 4 spoon 5 knife 6 pillow 4 2d 3f 4c 5a 6e
7 bowl 8 fork 9 comb 10 plate 11 scissors
12 cup 13 hairbrush 14 toothbrush
5, 6 and 7 Students’ own answers
2 b 12 c 5 d 11 e2 f4 REVIEW
3 Possible answers: 1 1 foggy 2 rainy 3 cold 4 icy 5 warm

6 stormy 7 cloudy 8 dry 9 hot 10 snowy
Kitchen Bathroom Bedroom 11 wet; windy 12 sunny
bowl cup comb mirror blanket comb
fork plate scissors hairbrush lamp 2 1 scissors 2 lamp 3 comb; hairbrush
scissors spoon toothbrush mirror pillow 4 toothbrush 5 fork; spoon 6 blanket 7 bowl;
plate 8 cup 9 pillow 10 mirror
4 comb, jewellery, museum, mirror 3 2 set 3 wanted 4 travelled 5 was 6 was
5 2 (just) 24 3 1930s 4 bed 5 head 6 (house) key 7 took 8 arrived
6 Students’ own answers 4 2 Was there any information about Egyptian

mummies?
LANGUAGE IN ACTION 3 There were some interesting books in the museum
shop.
1 2 There was 3 Were there 4 There wasn’t 4 There was an article about dinosaurs in the
5 Was there 6 There were 7 There weren’t newspaper.
2 2 There weren’t any interesting things in the display. 5 Were there any good exhibitions in Berlin?
3 Were there many people at the exhibition? 6 There wasn’t a clear answer to my question.
4 There was an old woman with a baby. 7 There weren’t any bowls in the kitchen.
5 Was there any jewellery in the box? 8 There were some visitors from Portugal in our
6 There were hundreds of tourists in Naples. school.
3 2f 3d 4a 5b 6c 5 1c 2b 3c 4a 5b 6a 7c 8c 9b
10 a 11 c 12 b
4 2a 3a 4 an 5 some 6 some 7 any 8 an
178 Wo r kb o o k A n s w e r K e y
Unit 3 pp24–31 VOCABULARY AND LISTENING
VOCABULARY 1 2 up 3 across 4 past 5 out of 6 through
7 into 8 between 9 down 10 along
1 L O N
1 11
E L Y 11 over 12 off
M
2 2 under 3 over 4 through 5 off 6 into
2
B O R E D
3 2 into 3 between 4 under 5 over 6 across
3
A F R A I D
4
N E R V O U S
5
W O R R I E D
6
A N G R Y 6 2c 3c 4b 5b 6c
7
S U R P R I S E D 7 Students’ own answers
8
U P S E T LANGUAGE IN ACTION
9
E X C I T E D
1 2 Was the woman wearing a long coat?
10
T I R E D 3 Were your friends skating along the road?
4 How many people were walking through the park?
2 2 angry 3 lonely 4 bored 5 embarrassed 5 Where were the children jumping into the river?
3 2 nervous 3 tired 4 upset 5 excited 6 Why were the passengers getting off the bus?
4 Students’ own answers 2 2 Was he carrying a black bag? Yes, he was.

3 Were alarm bells ringing in the bank?
EXPLORE IT! Yes, they were.
horses 4 Was the policeman riding a motorbike?
No, he wasn’t.
READING 5 Were the people helping the policeman?
No, they weren’t.
1 1c 2a 3b 6 Were the dogs running after the man?
2 2 chief 3 melt 4 rescue 5 beat 6 giant No, they weren’t.
3 2T 3F 4F 5T 6T 3 2 was looking; found 3 didn’t hear; was standing

4 were cycling; started 5 had; was doing
4 Students’ own answers 6 Were they sitting; hit
LANGUAGE IN ACTION 4 2 My friend was looking at her phone as the teacher

saw her. when
1 2 was making 3 wasn’t sleeping 4 were sitting 3 While we were eating dinner, the cat was jumping
5 was looking 6 weren’t shopping onto the table and surprised us! jumped
2 2 They weren’t texting. They were talking. 4 He was playing rugby when he was breaking his
3 He wasn’t sleeping. He was watching TV. leg. broke
4 We weren’t sitting on the bus. We were waiting 5 Weren’t you answering the phone when it rang?
for the bus. Didn’t you answer
3 2 was playing 3 was listening 4 wasn’t dancing 5 2 was standing 3 didn’t see 4 walked
5 was feeling 6 were jumping 7 were sleeping 5 was playing 6 stole 7 wasn’t looking
8 was leaving 9 took
4 2 was snowing 3 wasn’t wearing 4 was standing
5 wasn’t feeling 6 was talking/speaking
7 wasn’t listening/speaking 8 was playing

WRITING EXPLORE IT!
True. They print approximately $974 million of real
1 Students’ own answers money and $30 billion of Monopoly money.
2 2F 3T 4T 5F
3 a7 b1 c3 d5 e4 f2 g6 READING
4 a3 b5 c4 d2 e6 f1 1 Students’ own answers
5, 6 and 7 Students’ own answers 2 2 pressure 3 part-time; common 4 employer

5 permit
REVIEW 3 2T 3T 4F 5F 6T
1 1 worried 2 embarrassed 3 bored 4 nervous 4 Students’ own answers
5 afraid 6 surprised 7 lonely 8 angry 9 excited
10 tired 11 upset LANGUAGE IN ACTION
2 1f 2c 3e 4b 5a 6d 1 2a 3d 4c 5f 6b
3 1 under 2 along 3 over 4 through 2 Possible answers:
5 out of 6 up 2 When I was six, I could/couldn’t count to ten in
4 1 were talking 2 were singing 3 were laughing English.
4 were discussing 5 were thinking 3 When I was six, I could/couldn’t ride a skateboard/
skateboard/go skateboarding.
5 1 was she feeling nervous? 4 When I was six, I could/couldn’t swim (100 metres).
2 were they talking about? 5 When I was six, I could/couldn’t make a cake.
3 was he visiting? 6 When I was six, I could/couldn’t use a mobile
4 were you camping? phone/smartphone.
5 were you running?
6 was she waiting (for)?
3 2 happier 3 the most important
4 the most difficult 5 shorter 6 more helpful
6 1 were waiting; started 2 heard; was sitting
3 called; were having 4 returned; was playing
4 2 Was your phone more expensive than mine?
3 What’s worse than losing your wallet?
5 finished; was crying/cried 6 was looking; found
4 Monday is the quietest day in town.
7 1c 2b 3a 4c 5a 6c 7a 8b 9a 5 These are the cheapest jeans in the shop. /
10 c 11 a 12 c These jeans are the cheapest in the shop.
6 Yesterday was the best day of my life.
Unit 4 pp32–39 5 2 older 3 the richest 4 more exciting
VOCABULARY 5 the most successful 6 the most expensive
1 2 change 3 earn 4 borrow 5 spend 6 sell
7 pay 8 lend 9 save 10 owe
2 2 lend 3 cost 4 earns 5 owing 6 sold
3 2 cost 3 pay 4 sell 5 change 6 spend
4 2 borrow 3 owe 4 lend 5 save 6 sell 7 cost
5 1 borrows 2 sells; buy 3 save; spend 4 earn; win
VOCABULARY AND LISTENING 3 The teacher gave us too much options to think
about. many
1 1
C A R E R 4 There wasn’t information enough on the poster.
2
P H enough information
5 She was much young to volunteer for a caring
A 3
L A W Y E R
job. too
4
S R R
6 2 too many 3 too much 4 too many 5 too
U A I 5
F 6 enough
R M T I 6
L
WRITING
G E Y R I
E D W E F
1 No, he doesn’t.
7
P O L I C E O F F I C E R 2 2 First of all 3 Personally, I think 4 To sum up
5 I believe that
N C R I G
K G U
3 1 working in a supermarket or a café
2 because if teens are doing these jobs, adults can’t
8
N U R S E H A do them, and they need money more than teens
R T R 3 sleep longer and get up later
4 enjoying free-time activities
E D
9
V O L U N T E E R
4 a2 b4 c1 d3
E 5, 6 and 7 Students’ own answers
T REVIEW
The grey letters make the word ‘refuse collector’. 1 1h 2e 3f 4b 5a 6g 7d 8c

2 1 paramedic 2 carer 3 lifeguard 4 surgeon
2 2 vet 3 police officer 4 firefighter 5 carer 5 volunteer 6 lawyer
3 a hospital 3 1 couldn’t 2 could 3 couldn’t 4 couldn’t
4 2a 3c 4a 5c 5 could 6 couldn’t
5 Students’ own answers 4 1 worse 2 angrier 3 more worried 4 most upset

5 most hard-working 6 harder 7 more difficult
LANGUAGE IN ACTION 8 easiest
1 2 too expensive 3 too young 4 too hot 5 1 too 2 enough 3 too much 4 too many
5 too busy 6 too hard 5 enough 6 too
2 2 many 3 much 4 much 5 many 6 much 6 1b 2b 3c 4c 5a 6c 7b 8a 9c

10 c 11 a 12 c
3 2 too much 3 too 4 too much 5 too 6 too many
4 2 There is enough food in the world for everyone. / Unit 5 pp40–47
There is enough food for everyone in the world. VOCABULARY
3 Are there enough volunteers in your organisation?
4 We haven’t got enough information at the moment. 1 2 chest of drawers 3 ceiling 4 shelves 5 picture
5 Is there enough space in this classroom? 6 bookcase 7 desk 8 floor 9 cupboard
10 wardrobe 11 carpet 12 fridge 13 sink
5 2 It’s too noise in here for me; please be quiet. noisy
2 2 floor 3 armchair 4 desk 5 pictures
6 wardrobe

3 2 picture 3 chest of drawers 4 floor 3 2 Do you have to help in the house?
5 cupboard 6 sink 3 Does the dog have to sleep outside?
4 Do you have to vacuum your bedroom carpet?
EXPLORE IT! 5 Do the children have to be in bed by nine?
7,500 6 Does Owen have to leave before breakfast?
4 2 don’t have to wash 3 doesn’t have to help/do
READING
4 has to make 5 has to tidy up; doesn’t have to do
1 Students’ own answers 6 has to make
2 2 row 3 canal 4 barge 5 path 6 crowd 5 2 have to tidy up 3 have to put

4 don’t have to wash 5 has to do
3 2a 3a 4b 5b 6c 6 doesn’t have to carry 7 has to take
WRITING
LANGUAGE IN ACTION 1 House b
1 2 n’t as noisy as 3 n’t as slow as 4 as old as 2 2 too 3 as well 4 too 5 as well as
5 n’t as tall as 6 n’t as colourful as
3 2F 3T 4T
2 2 is as big as 3 is as good as 4 isn’t as busy as
5 isn’t as fast as 6 is as old as 4 a2 b3 c1
3 2 safe 3 hot 4 old 5 well 5, 6 and 7 Students’ own answers
4 2e 3b 4c 5f 6a REVIEW
5 2 as tall as 3 soft enough 4 as comfortable as 1 1 armchair 2 cupboard 3 wardrobe 4 shelves
5 as expensive as 6 as nice as 5 sink 6 floor 7 chest of drawers 8 carpet
9 fridge 10 desk
2 1 make your bed 2 clean the kitchen
1 2 do 3 make 4 empty 5 load 6 do 7 tidy up 3 do the washing 4 empty the washing machine
8 vacuum 9 do 5 do the washing-up 6 load the dishwasher
2 2 vacuum the carpet 3 do the washing-up 7 do the ironing 8 tidy up the living room
4 do the washing 5 load the dishwasher 9 vacuum the carpet
6 make your bed 3 2 isn’t as cold as (the weather/it was) yesterday
3 Milo 3 isn’t as relaxed as Jack
4 isn’t old enough to watch that film
4 2 washing 3 pay 4 some 5 likes 5 is big enough (for me)
6 their homework 6 isn’t as strong as Frank (/as he is)
5 Students’ own answers 7 sweet enough
8 is as tall as her mother
LANGUAGE IN ACTION 4 1 don’t have to 2 have to 3 doesn’t have to
1 2 has to 3 don’t have to 4 don’t have to 4 don’t have to 5 don’t have to 6 has to
5 have to 7 don’t have to 8 have to
2 2 have to make 3 don’t have to shop 5 1b 2c 3b 4a 5b 6a 7c 8c 9b

4 doesn’t have to do 5 don’t have to wash 10 c 11 c 12 c
6 has to help
Unit 6 pp48–55 VOCABULARY AND LISTENING
VOCABULARY 1 A K E E H C C L V
1 2 hit 3 bruise 4 sprain 5 cut 6 be stung R W D O C H I N N
7 burn 8 fall off 9 slip 10 scratch 11 break
F O R E H E A D M
12 trip over
Y B K J T S F K E
2 2 sprain 3 be cut 4 burn 5 break
U L C P E T M N C
3 2f 3b 4a 5c 6d
L E E H E X Z E I
4 2 scratched 3 burn 4 be bitten 5 cut 6 hit
A C N S T T O E A
5 2 sprained 3 didn’t break 4 tripped over W R I S T V N W N
5 hit 6 bruised
R E D L U O H S R
EXPLORE IT!
Only female 2 2 cheeks 3 heel 4 neck 5 chests 6 knee
7 toes 8 wrist
READING 3 a3 b5 c1 d6 e2 f4
1 1 Burns 2 Do not eat or drink! 4 2F 3T 4T 5F 6T
3 Things up noses 4 Falls
2 2 candles 3 poison 4 risky 5 ladder 6 stuck
LANGUAGE IN ACTION
3 2 A candle near a curtain can start a fire.
3 a top bathroom cupboard 1 2 get; are 3 cuts; don’t wear 4 get; stay
4 They think it’s funny. 5 falls; turns 6 stings; hurts
5 people over 65 and kids under 15
6 A young child can fall from it.
2 2 If we study hard, we do well in our tests.
3 When Helena feels ill, she doesn’t come to school.
4 Students’ own answers 4 My little brother falls over if he runs too fast.
5 I feel really bad when I forget my friend’s birthday.
LANGUAGE IN ACTION 6 If you ring the doctor after nine, nobody answers.
1 2 shouldn’t 3 should 4 should 5 shouldn’t 3 2 get; eat 3 doesn’t rain; die 4 fall; walk
6 should 5 go; break
2 2 should send 3 should be 4 shouldn’t laugh 4 2 hurt 3 won’t be 4 snows 5 aren’t 6 runs
5 should do 6 shouldn’t drink
5 2 ‘ll get 3 feel 4 ‘ll think 5 make 6 will, know
3 2 shouldn’t drink 3 should listen 4 shouldn’t watch 7 look 8 will, recognise 9 will be 10 pack
5 should leave/put 6 should turn/switch
WRITING
4 2 mustn’t take photos 3 mustn’t use your mobile
phone/must switch/turn off your mobile phone 1 Students’ own answers
4 must wear a hat/helmet 5 mustn’t cycle here
2 1 make sure 2 If you ask me, 3 I’d say
6 must wash your hands
4 That’s why
5 2 should 3 must 4 mustn’t 5 must 6 must
3 1B 2S 3K
4 2b 3b 4c 5c
5, 6 and 7 Students’ own answers

REVIEW EXPLORE IT!
False. It’s 110 times.
1
1
S
READING
2
S L I P
R 3
F
1 The article is about a school in California where they
don’t use any technology at all in the classroom.
4
B A 5
B 6
B A
2 2 expert 3 properly 4 innovation 5 major
7
B R U I S E E L 8
S
6 minds
E N S B L C
3 2F 3T 4T 5T 6F
A 9
T R I P O V E R
K U T F A
10
B U R N T F T C
11
LANGUAGE IN ACTION
G E C U 1 2 changed 3 chosen 4 done 5 heard
N 12
H I T 6 learned/learnt 7 designed 8 seen
2 1 forehead 2 heel 3 elbow 4 knee

2 2 has changed 3 has been 4 ’ve seen
5 have chosen 6 ’ve done 7 ’ve designed
5 chin 6 neck 7 chest 8 shoulder
8 has heard
9 cheek 10 teeth 11 wrist 12 toe
3 23 33 4 must 5 3 6 must 7 mustn’t
3 2 Sergey hasn’t forgotten his password.
3 Wanda hasn’t broken her watch.
4 1 If you are bitten by a mosquito, it hurts. 4 We haven’t bought a new computer.
2 We won’t get cold if we wear warm clothes. 5 They haven’t turned on the TV.
3 If I see a red flag, I won’t go swimming. 6 I haven’t asked for more information.
4 Nikita won’t be happy if you wake him up.
5 When it rains, we usually play football indoors.
4 2 Gerrie hasn’t read anything about Silicon Valley.
3 We’ve looked for some better information.
6 It is sensible to wear a helmet when you go cycling.
4 They’ve bought a new computer online.
5 1c 2a 3b 4c 5b 6c 7b 8a 9b 5 He’s used the latest software.
10 c 11 a 12 c 6 The boys haven’t rung their parents.
5 2 have bought 3 ’ve downloaded 4 ’ve decided
Unit 7 pp56–63 5 ’ve started 6 have written 7 ’s chosen
VOCABULARY 8 haven’t recorded
1 upload, download, app, chip, social media, device, VOCABULARY AND LISTENING
video chat, emoji, screen, software
1 2 get on a train 3 get off a bus 4 get out of a car
2 2 video chat 3 device 4 software 5 get into a taxi 6 go by tram 7 take a plane
5 social media 6 screen
2 2e 3a 4b 5f 6c
3 2 download 3 app 4 emoji 5 screen 6 chip
3 2 by 3 on 4 taken 5 on 6 on 7 catch 8 of
4 send a message/photos, electronic devices/media,
computer software/screen, upload photos/software, 4 No
social media 5 2c 3b 4c 5c 6a
5 2 screen 3 download 4 apps 5 message 6 Students’ own answers
6 video chat
LANGUAGE IN ACTION Unit 8 pp64–71
1 2 will 3 won’t 4 won’t 5 will VOCABULARY
2 2 won’t 3 may 4 may 5 will 1

B U S I N E S
1
S M A N
3 2c 3c 4a 5b 6c
D E T E R M I
2
N A T I O N
4 2 First Maddie went online to check the train times. 3
I N V E N T O R
3 We walked to the station to buy the tickets (there). 4
A T H L E T E
4 I left the house at 6 am to catch the first train. 5
S U R G E O N
5 Maddie wanted to stop at a shop to buy some
sandwiches.
6
C O M P O S E R
6 We got on the train quickly to get the best seats. 7
C R E A T I V I T Y
8
S C I E N T I S T
5 2 to go 3 may buy 4 will travel 5 to drive
6 might fly
9
W R I T E R
10
I N T E L L I G E N C E
WRITING 11
S K I L L
1 a 12
T A L E N T
13
S T R E N G T H
2 2 more 3 example 4 as 5 addition
3 2e 3b 4a 5c 2 2 creativity 3 determination 4 intelligence
5 strength
4 a3 b1 c2
3 2 inventor; Tim Berners-Lee 3 Adele; composer
5, 6 and 7 Students’ own answers 4 Marie Curie; scientist 5 Usain Bolt; athlete
6 writer; Suzanne Collins
REVIEW
1 1 app 2 video chat 3 emoji 4 upload EXPLORE IT!
5 social media 6 software 7 screen 8 chip 200
9 download 10 device 11 message
READING
2 2 getting on a train 3 taking/getting/catching a
plane 4 getting out of a/the car 1 cre8tiv
5 getting into a taxi 6 getting off a bus
2 2 wheelchair 3 face 4 extreme 5 tricks
3 1 haven’t played 2 ’ve finished 3 ’ve made
4 ’ve sent 5 hasn’t replied 6 ’s flown
3 2 DS 3 F 4 DS 5 T 6F
7 ’ve checked 8 haven’t heard 4 Students’ own answers
4 1 to print 2 might/may not have 3 will have
LANGUAGE IN ACTION
4 to get 5 won’t take 6 to play
7 might/may be able to 8 to edit 9 ’ll be 1 2 has won 3 have had 4 hasn’t visited
5 ’ve raised 6 has ridden
5 1a 2a 3c 4a 5c 6c 7b 8a 9c
10 a 11 a 12 b 2 2c 3f 4e 5b 6a
3 2 A: Have they ever swum in the sea?
B: No, they haven’t, but they’ve swum in a
swimming pool.
3 A: Has your dad ever made a cake?
B: No, he hasn’t, but he’s made bread.

4 2 They never have been to England. have never 3 1 greatest achievements 2 a lot of effort 3 did I
3 Never you have ridden a horse. You have never manage 4 advice to you
4 Have she ever broken her phone? Has
5 Stayed you ever in a five-star hotel? Have you ever
4 1 He has learning difficulties. 2 He became
angry. 3 a drum 4 three
stayed
6 I’m happy to say I have ever lost my house keys. 5, 6 and 7 Students’ own answers
never
REVIEW
5 2 ’ve never explored 3 have been
4 ’ve never surfed 5 have, ever tried 8 ’s done 1 1 athlete 2 inventor 3 surgeon
4 mathematician 5 scientist 6 composer
VOCABULARY AND LISTENING 7 writer 8 businesswoman
1 2f 3g 4a 5j 6c 7h 8e 9b 10 i 2 1 creativity 2 talent 3 strength 4 intelligence
5 determination
2 2 give up; b 3 looks up to; f 4 shows off; d
5 keep up with; c 6 taking part in; a 3 1 set off 2 look up to 3 take part in 4 work out
5 carry on 6 come up with; give up
3 a shine, reflect b mould, Petri dish, bacteria
4 They were both accidents.
4 1 Have, heard 2 ’ve, read 3 ’s, broken
4 Has, seen 5 Have, been
5 2 the middle of the road 3 an animal 4 bacteria
5 on holiday 6 killing
5 1 itself/himself/herself
2 somebody
6 Students’ own answers 3 herself
4 everywhere
LANGUAGE IN ACTION 5 yourself
1 2 yourselves 3 yourself 4 itself 5 ourselves 6 something
6 themselves 7 himself
8 nobody
2 2 look after themselves 3 taught ourselves
4 entered/has entered himself 5 made herself 6 1b 2c 3a 4b 5b 6c 7a 8b 9a
6 imagine ourselves 10 c 11 a 12 b
3 2 She’s looked everywhere for her phone. /

Unit 9 pp72–79
She’s looked for her phone everywhere.
3 Nobody knows what will happen tonight. VOCABULARY
4 There was nowhere to sit on the bus. 1 Instruments Genres
5 Someone has broken my new torch.
violin bass guitar folk classical
6 Is there anything I can do to help?
saxophone drums rock hip-hop jazz
4 2e 3f 4a 5c 6d trumpet keyboard
5 2 everyone 3 somewhere 4 himself

2 2 bass 3 guitar 4 trumpet 5 saxophone
5 something 6 Nobody 7 everywhere
6 violin 7 keyboard 8 microphone
8 themselves
3 2 hip-hop 3 folk 4 classical 5 jazz 6 reggae
WRITING
4 1 reggae 2 guitar 3 violin
1 You have to describe how you have helped someone
who has faced a challenge. 5 Students’ own answers
2 He’s made friends and is a drummer in their band.
EXPLORE IT! LANGUAGE IN ACTION
13
1 2 is helping 3 is teaching 4 is writing
5 ’m not playing 6 Are, coming
READING
2 2 They’re performing three evening concerts in July.
1 Students’ own answers 3 A journalist is interviewing the lead singer later.
2 2 set 3 provide 4 available 5 latest 6 mix 4 A TV camera operator is recording tomorrow’s show.
5 The drummer isn’t playing with the band tonight.
3 1 £4 2 indoors 3 fruit juice 4 They can ask him 6 He’s flying to New York next week to study
to play a song. 5 because he’s the geography music.
teacher 6 They play a lot of musical instruments.
3 2 are watching 3 ’m cooking 4 isn’t coming
4 Students’ own answers 5 are, arriving 6 aren’t doing
LANGUAGE IN ACTION 4 2 arrive 3 leaves 4 doesn’t finish
1 2 She’s going to watch TV. 5 2 do the singers arrive?

3 He isn’t going to answer the phone. 3 does our train leave the next morning?
4 Faye’s going to play the piano. 4 does tomorrow’s rehearsal finish?
5 They’re going to record a song.
6 2 are meeting 3 ’s coming 4 Aren’t you watching
2 2 aren’t going to tell 3 ’s going to bring 5 ’re getting 6 does the show finish 7 ends
4 ’re going to see 5 ’s going to be 8 ’re going 9 ’re buying
3 2 I’m going to study singing. WRITING

3 Lily’s/She’s going to enter a talent competition.
4 Finn and Livvy/They’re going to run a marathon. 1 in the main hall
5 Max and I/We’re going to get free concert tickets. 2 2 if you love 3 highlight 4 a must-see
4 2 won’t 3 will 4 Will 5 won’t 5 downside 6 All in all
5 1 ’m going to 2 are you going to; ’ll 3 2 the story 3 the costumes 4 the make-up
3 ’s going to; ’ll 4 aren’t going to; won’t 5 Chris Randall 6 Chris’ voice 7 the dancers’ songs
8 the set
6 2 ’m going to meet 3 ’m going to ask 4 ’ll get
5 ’m going to try 6 ’ll learn 4, 5 and 6 Students’ own answers
VOCABULARY AND LISTENING REVIEW
1 2 tap dancing 3 ballroom dancing 4 breakdance 1 1 violin; classical 2 folk; guitar

5 country dancing 3 hip-hop; microphone 4 drums; trumpet
5 bass; keyboard 6 saxophone; jazz
2 2 Salsa dancing 3 Swing 4 modern dance
5 Zumba 2 disco, salsa, tap, ballroom, breakdance,
Zumba, swing, country, ballet, modern
3 1 four 2 two males and two females
3 two are native speakers (Jessica and Ralf), and two 3 1 are going to go 2 ’re going to meet
are non-native speakers (Enzo and Camilla) 3 ’m going to finish 4 ’s going to bring
5 will cost 6 won’t rain 7 will be 8 ’ll have
4 2F 3T 4F 5T 6F
4 1 ’m not doing 2 starts 3 are arriving
5 Students’ own answers 4 Are you using 5 ’s writing
6 opens 7 is happening 8 doesn’t end

5 1b 2a 3c 4b 5c 6a 7b 8a 9b 2 2c 3a 4c 5b
10 b 11 c 12 c
3 2 (caring) jobs 3 accidents and injuries
4 transport 5 furniture
EXAM PRACTICE pp80–85
4 1 a; d 2 b; d 3 a; d 4 b; d 5 b; d
READING SKILLS pp80–81
1 1 What day does Tom prefer playing tennis with his LANGUAGE REFERENCE
brother?
2 Why does Mason think art classes are difficult?
& PRACTICE
3 Who prefers studying alone to studying with
other people? Starter Unit p87
4 How did Eva feel on the morning of her exam?
5 What, according to Josh, is the best thing about 1 2 gets up 3 goes 4 watches 5 flies 6 tries
eating lunch at home? 2 2 does 3 play 4 studies 5 catches
2 1 What’s Ben doing with his friends now? 3 2 Harry reads the school magazine every week.
2 What did Ben do last weekend with his aunt? 3 My sister doesn’t hang out with friends in the
3 Where did Ben arrange to see his friend last week? evening.
4 What does Ben do Monday to Friday after school? 4 My friends love my new blog.
5 Where does Ben go on Saturdays? 5 Laura and Dan don’t play hockey on Saturdays.
1C 2E 3A 4B 5D 6 We do homework at the homework club.
3 1 B; was nervous – felt worried 2 A; were tired – 4 2 Does Dan read your blog? No, he doesn’t.
didn’t have much energy 3 C; are upset – aren’t 3 Do you play computer games with your friends?
very happy Yes, I/we do.
4 1 with no difficulty 2 with care 3 show 4 Does your sister write good stories? No, she
4 right 5 scared doesn’t.
5 Do Rabia and Fatima go to the same school?
READING SKILLS pp82–83 Yes, they do.
1 1 preposition 2 possessive adjective 3 verb 5 2 are often 3 usually go 4 sometimes get
4 determiner 5 question word 6 conjunction 5 is never 6 usually listens
2 0 a 1 off 2 his 3 have/need 4 much 5 Where 6 2 Molly doesn’t mind getting up early.
6 because 3 We like going to the cinema.
4 My dad hates listening to the radio.
3 1 an 2 won 3 his 4 run 5 at/in 6 better 5 Rosie doesn’t mind doing homework.
7 as 8 in
7 2 ’s got 3 hasn’t got 4 ’s got 5 have got
4 1a 2c 3b 4c 5a 6 ’ve got 7 Have, got 8 Has, got
5 1 very; really 2 What; Which 3 need; have
4 Can; Could 5 on; off Unit 1 p89
LISTENING SKILLS pp84–85 1 2 walking 3 taking 4 writing 5 running

6 travelling
1 Josh is playing the keyboard, Stella is playing the
trumpet and Kristie is playing bass guitar. 2 2 ’m looking 3 ’s sitting 4 isn’t drinking
1 because they are both in the band/because 5 ‘s making 6 aren’t chatting
they’re happy to be in the band
3 2 Are Rory and Holly watching a film? Yes, they are.
2 musical instruments, types of music
3 Is Alba watching a film? No, she isn’t.
3 at school/in a classroom
4 Is Jack studying grammar? Yes, he is.
5 Are Rory and Holly studying grammar? No, they 3 2 Where were they going last night?
aren’t. 3 Who was she talking to?
6 Is Alba studying grammar? Yes, she is. 4 Why was he laughing at me?
4 2 My mum always makes the costumes for the show. 5 Where were you and your mum staying?
3 We aren’t studying English today. 6 What were your friends saying?
4 My best friend doesn’t want to go to the cinema. 4 2 weren’t 3 wasn’t 4 was 5 were 6 was
5 I chat online to my friends at the weekend. / At the
weekend I chat online to my friends. 5 2 was going; rang 3 fell; was walking
6 I’m helping my mum at the moment. 4 arrived; was dancing 5 was stealing; arrived
6 chatting; came
5 2 ’m not doing 3 visit 4 listens 5 makes
6 isn’t talking 6 2 saw 3 was going 4 heard 5 was trying
6 shouted
6 2 quickly 3 slowly 4 badly 5 well 6 carefully
Unit 4 p95
Unit 2 p91
1 2 couldn’t have 3 couldn’t buy 4 could answer
1 2 stayed 3 smiled 4 liked 5 cried 6 tidied 5 couldn’t hear 6 could ride
7 stopped 8 planned
2 2 Could his brother speak Spanish?
2 2 Joanna didn’t go to school last week. 3 Could Maria and David understand his accent?
3 Rosie and Sarah didn’t feel tired after the journey. 4 Could Mason skate when he was six?
4 The journey took ten hours! 5 Could you understand the science class yesterday?
5 I bought some new shoes.
3 2 better 3 bigger 4 worse 5 more intelligent
3 2 Did Maria and Sam go to the cinema? Yes, they did.
3 Did Ivan go to the cinema? Yes, he did. 4 1 B more dangerous 2 A best B better
4 Did Holly eat pizza? Yes, she did. 3 A the easiest B easier
5 Did Maria and Sam eat pizza? No, they didn’t. 5 2 My dad has too much work.
6 Did Ivan eat pizza? No, he didn’t. 3 I’ve got too many clothes in my wardrobe.
4 2 did he go? 3 did they start school? 4 did she 4 I haven’t got enough money to buy myself a
meet? 5 did he eat? 6 did they stay at home? new laptop.
5 She hasn’t got enough time to study.
5 2 there weren’t 3 there were 4 there wasn’t
5 There were 6 there was 7 There weren’t 6 2 too many 3 not enough 4 too 5 too much
6 enough
6 2 an 3 any 4a 5a 6 some
7 2 Were there 3 Was there 4 Was there Unit 5 p97
5 Were there
1 2 as big as 3 isn’t as beautiful as 4 are as
expensive as 5 isn’t as light as 6 aren’t as wide as
Unit 3 p93
2 2b 3e 4a 5c
1 2 was having 3 were chatting 4 were
watching 5 was getting 6 were hiding 3 2 big enough 3 as big as 4 as comfortable as
5 as small as
2 2 wasn’t writing 3 weren’t sitting
4 weren’t riding 5 wasn’t eating 6 weren’t making 4 2 have to 3 doesn’t have to 4 don’t have to
5 have to 6 don’t have to
5 2 Do 3 has to 4 doesn’t have to 5 don’t have to
6 Does; does

Unit 6 p99 4 2 himself 3 themselves 4 ourselves 5 myself
6 itself
1 2 shouldn’t go 3 should open 4 shouldn’t stay
5 should go 6 shouldn’t wear 5 2 herself 3 myself 4 themselves 5 himself
6 ourselves
2 2 must get up 3 mustn’t eat 4 mustn’t talk
5 mustn’t stand 6 must clean 6 2 nothing 3 everywhere 4 Someone
5 nothing 6 anywhere
3 2 must wear 3 must look 4 mustn’t walk
5 must take 6 mustn’t climb
Unit 9 p105
4 2d 3a 4f 5b 6e
1 2 isn’t going to work 3 ’s going to perform
5 2 We’ll; we go 3 they swim; they’ll be 4 are going to buy 5 aren’t going to go
4 don’t come; I won’t be 5 he sees; he’ll be
2 2 is Tina going to work
6 2 hasn’t got 3 ’ll call 4 won’t go 5 eat 3 are your parents going to start
4 is your brother going to do
Unit 7 p101 5 Are you going to learn
6 Is your sister going to buy
1 2 changed 3 tried 4 studied 5 planned
6 dropped 3 2 are going to 3 are going to 4 will 5 will
2 2 done 3 ridden 4 written 5 forgotten 6 seen 4 2 Marta and Adam are going for a pizza with their
friends tonight.
3 2 has/’s 3 has/’s 4 have/’ve 5 has/’s 6 have/’ve 3 Jess is watching ballet this weekend.
4 2 ’ve forgotten 3 hasn’t made 4 has broken 4 Marta and Adam are going to a concert this
5 has bought 6 have changed weekend.
5 2 I’ll study 3 will be 4 will be 5 will do 6 ’ll work 5 2 ’m having 3 are going 4 are, going
5 ’m meeting 6 ’s making
6 2 might 3 will 4 may 5 may not 6 will
6 2 does, begin 3 lasts 4 has 5 finishes
7 2 to change 3 to have 4 to speak 5 to take 6 does, open
6 to show
Unit 8 p103
1 2 never 3 Have; haven’t 4 ever; has
2 2 Has Christina ever sprained her ankle?; has
3 Has Tony ever eaten Japanese food?; hasn’t
4 Have your parents ever travelled to a different
country?; haven’t
5 Has your sister ever learned a new language?; has
6 Have you ever spent too much money?; have
3 2 I’ve never invent anything! invented
3 Has your brother ever win a prize? won
4 She haven’t been to a different country. hasn’t
5 I haven’t never seen a waterfall. have never
NOTES
NOTES

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A2 Key for Schools test content in Own It!

Level 2 has been

Cambridge University Press is part of the University of Cambridge.

click here for more books

Cambridge Life Competencies Framework 6

Student’s Book Unit Visual Guide 8

Course Research and Rationale 22

Own It! and the Cambridge Life Competencies

Unit 1 What are you watching? 40

Unit 2 Out of the past 52

Unit 3 What’s the story? 64

Unit 4 The best things in life are free 76

Unit 5 Dream houses 88

Unit 6 Hidden danger 100

Unit 7 Get connected 112

Unit 8 High flyers 124

Unit 9 Show your moves 136

Finished? answer key 148

Vocabulary Bank answer key 151

CLIL pages teacher’s notes 153

Pronunciation answer key 157

Student’s Book audioscripts 158

Workbook answer key 175

I’d like to do project work with my I want my students to become

For more information: Pages 6, 7 and 25

leri Bilim Koleji,

For more information: Page 23

p85 p87 p88 p90

Language in Language in Everyday Globetrotters

I want a variety of videos

For more information: Page 27

In response to these questions, we have developed the Cambridge Life Competencies

Learning Critical Creative Social

Takes effective notes in

at the end of each unit.

This page from Level 1 Unit 1 helps students 1 Today’s vocabulary c

them to look at an example of a notebook, a 23 September

I / you / we / they have / haven’t got …

Project Work 1 What is good about Omar’s notebook? What

The Collaboration competency of the dad

also plays a huge part in the course, through grandad

projects in the Student’s Book and in the

d Learn the family words from Unit 1.

This project from Level 1 Unit 6 asks students

1 Look quickly at the leaflet. Circle its purpose.

What? When? Where? Who?

Activate prior knowledge

Develop research skills

Practise target language in a

Allow students to respond

Demonstrate topic knowledge and

The unit journey is underpinned by the Learn to Learn strand

Start it! begins the unit with a

These videos show teenagers

The Culture Project

EXAM TIPS: Writing skills

beyond the classroom

and helps students Exam guide: Writing a short email or note

develop the research

• The text needs

skills that are vital for Exam Tips

learner independence. The exam preparation

pages at the end of Writing Part 7: Writing a short story