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develop social and emotional learning skills, while ensuring
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■ Collaborate – Support students to share ideas in an inclusive
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everyone can succeed in English.
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1 FREE Dictionary App:
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For Teachers
Teacher’s Guide
Teacher’s Resource Centre Classroom Presentation Tool
Worksheets
Recommended Readers
Dominoes
Tests
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Oxford Pocket
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Recommended Readers
Dominoes Bookworms
1 ISBN 978-0-19-460555-7
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4603812 together(Ar) TB2.indb 1 18/07/2018 10:53
67 (girl playing tennis/Shutterstock), 67 (teens horseriding/Getty Images), 67 (friends at
1 the beach/Getty Images), 68 (fireworks/Shutterstock), 68 (carnival parade/Corbis),
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Museum/Alamy), 71 (British Museum/Shutterstock), 75 (campsite in mountains/
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and education by publishing worldwide. Oxford is a registered trade 90 (yellow kayak/Shutterstock), 90 (green dress/Shutterstock), 93 (TV reporter/Getty
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100 (Lebanon flag/Oxford University Press), 100 (Germany flag/Oxford University
The moral rights of the author have been asserted Press), 100 (Bolivia flag/Oxford University Press), 100 (China flag/Oxford University
Press), 102 (fireworks/Shutterstock), W3 (selection of curries/Shutterstock), W5 (jacket
First published in 2019
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2023 2022 2021 2020 2019 skyline/Shutterstock), W16 (coach in city/Shutterstock), W21 (sound engineer/
10 9 8 7 6 5 4 3 2 1 Shutterstock), W25 (train at station/Shutterstock); Rex Shutterstock pp.10 (Zoe Sugg/
Rex), 33 (Wonder Woman still/Rex), 34 (Les Miserables still/Working Title Films/Kobal),
No unauthorized photocopying 34 (Bridget Jones’s Diary still/Alex Bailey/Miramax/Universal/Kobal), 34 (Guardians of
All rights reserved. No part of this publication may be reproduced, stored the Galaxy still/Marvel Studios/Kobal), 35 (Wreck it Ralph still/Moviestore), 38 (Captain
America poster/Marvel Studios/Kobal), 85 (Avatar film still/Twentieth Century-Fox Film
in a retrieval system, or transmitted, in any form or by any means, without
Corporation/Kobal), W12 (Star Trek Beyond film poster/Paramount Pictures/Bad Robot/
the prior permission in writing of Oxford University Press, or as expressly Kobal), W13 (Hunger Games Mockinjay film poster/Lionsgate/Color Force/Kobal);
permitted by law, by licence or under terms agreed with the appropriate Shutterstock pp.5 (Olympic Games logo/Ron Ellis), 5 (teen girls playing football/
reprographics rights organization. Enquiries concerning reproduction Fotokostic), 5 (teen girl playing tennis/Catalin Petolea), 5 (teen boy sprinting/
outside the scope of the above should be sent to the ELT Rights Department, stockyimages), 5 (boy ice skating/Pavel L Photo and Video), 6 (young woman/
mimagephotography), 7 (haunted house/Hitdelight), 7 (librarian/Bullstar), 7 (boy
Oxford University Press, at the address above looking at match/Lapina), 7 (upside down house/ppl), 7 (boy playing trumpet/Ronald
You must not circulate this work in any other form and you must impose Sumners), 9 (deodorant/suriya wongwai), 9 (make up/Becky Starsmore),
this same condition on any acquirer 9 (hairbrush/ PUMM AMORNRAT), 9 (toothbrush in glass/Africa Studio), 9 (girl brushing
teeth/Kamira), 11 (grilled meat/Alexander Raths), 12 (bowl of salad/Meelena),
Links to third party websites are provided by Oxford in good faith and for 12 (chickpea curry/JoannaTkaczuk), 13 (empty pizza box/THPStock), 14 (insect meal/
information only. Oxford disclaims any responsibility for the materials Somerek Witthayanant), 15 (phone calender/MK photograp.55), 16 (girl choosing
contained in any third party website referenced in this work sandwich/guruXOX), 17 (waiter taking order/Creatista), 19 (woman eating ice cream/
Ann Haritonenko), 21 (man using GPS on phone/BewtyLP), 22 (San Martin Plaza in
isbn: 978 0 19 460381 2 Mendoza/K_Boonnitrod), 23 (Oscar Wilde statue/Lucian Milasan), 27 (town map/Yuliia
Markova), 30 (Monument of Independence Heroes, Humahuaca/Ivan Zimerman),
Printed in China 33 (Oscar trophies/Jaguar PS), 37 (Ushuaia/Bar Portnoy), 39 (Jennifer Lawrence/
This book is printed on paper from certified and well-managed sources Twocoms), 39 (Sarah Hyland/DFree), 41 (Huapi Lake, Argentina/Rafael Franceschini),
41 (beach/3D Designer), 41 (San Telmo, Buenos Aires/DFLC Prints), 42 (Leonardo
Sbaraglia/Beatriz Zambrana), 43 (man on motorbike/Olena Yakobchuk), 44 (go karting/
acknowledgements Jaggat Rashidi), 46 (map of Europe/Bardocz Peter), 49 (school building/Muhammad
Front cover photographs: Getty Images (friends painting/Gawrav Sinha), (students Desta Laksana), 49 (cinema icons/Fmgt), 49 (aeroplane icon/Olegro), 51 (map of Central
cooking/Westend61); Shutterstock (friends camping/Halfpoint), (race finish line/ America/Estudi Vaque), 53 (Idris Elba/Jaguar PS), 54 (girl skateboarding/Filipe Frazao),
Halfpoint), (background with 3d cubes and circles/Hluboki Dzianis). 54 (London bus/pcruciatti), 56 (man on career ladder/Mushakesa), 57 (aeroplane
Back cover photograph: Oxford University Press building/David Fisher. engineers/Pressmaster), 58 (stressed office worker/Billion Photos), 58 (man on phone in
car/ASDF_MEDIA), 65 (carnival in Ecuador/Diego Grandi), 66 (camping in the rain/Nina
Illustrations by: Fausto Bianchi/Beehive Illustration p.97; Rubens Cantuni (All exercise
Lishchuk), 66 (guidebook/Abd. Halim Hadi), 66 (insect repellent/Bignai), 66 (swimming
icons) pp.5, 7, 10, 12, 14, 15, 17, 18, 20, 22, 23, 25, 27, 28, 30, 34, 35, 37, 39, 40, 42, 44,
shorts/titelio), 66 (woman in yellow coat/BlueOrange Studio), 66 (umbrella in rain/
46, 47, 49, 50, 52, 58, 61, 62, 64, 66, 67, 68, 71, 72, 74, 81, 83, 85, 87, 91, 94, 96, 98, 100,
Niyom Napalai), 67 (women hugging/Antonio Guillem), 67 (white coach/Taina
101, 102; Rob Davis pp.94, 95; Mark Draisey p.4; Clive Goodyer, IFA Design, Plymouth,
Sohlman), 68 (man wearing kilt/StockCube), 68 (shortbread biscuits/Vicki Vale),
UK and Q2A Media pp.12 lettuce, 80 lettuce; Sophie Joyce pp.12 egg, 80 egg, 100 egg;
68 (people wearing silly costumes/Sylvie Bouchard), 68 (women greeting each other/
Paul Moran/Beehive Illustration pp.8 ex 1, 44 ex 3, 56 ex 3, 87, W10 ex 4, W14, W18;
EdBockStock), 68 (boy giving girl a present/astarot), 68 (Day of the Dead celebrations/
Andy Parker pp.24 ex 3, ex 1, 26, W6 ex4, W7, W8; Chris Pavely pp.34, 84, W10 ex 1;
Kobby Dagan), 69 (hotel pool/Stockforlife), 69 (Inauguration Day, Argentina/SC Image),
Carl Pearce p.10; Gavin Reece/New Division pp.12, 80, 100; Martin Sanders p.8 ex 2;
73 (coastal illustration/Vectomart), 73 (church in Quito/Alan Falcony), 73 (Cotopaxi
David Semple pp.45, W15; Ben Scruton/New Division pp.14, W2; Norbert Sipos pp.22
volcano, Ecuador/Fotos593), 73 (traditional Ecuadorian meal/Fotos593), 73 (map of
ex 3, W6 ex 2; Folko Streese/Beehive Illustration pp.36, p.46 ex 3, 86 ex 3, 87.
Ecuador/Geoatlas – Graphi-Ogre), 73 (weather icons/Vaclav Stastny), 74 (Manorbier
The publisher would like to thank the following for their permission to reproduce photographs: Castle, Wales/Spumador), 74 (puffins on Skomer Island/Michael Thaler), 74 (St David’s
123RF pp.21 (Puente de la Mujer, Buenos Aires/Anton Petrus), 24 (tourists using Cathedral/speedimaging), 78 (business people sat on chairs/Rawpixel.com), 78 (group
smartphone/Sergey Nivens), 25 (La Plata, Argentina/Vojtech Vlk), 79 (secondary school of diverse people/Rawpixel.com), 78 (town map/Serdar Tibet), 86 (girl rock climbing/
teacher/Alexander Raths), W25 (campsite in the rain/Ronnachai Limpakdeesavasd); Photobac), 86 (road surface/Eshma), 86 (waves in the sea/koal_a), 88 (man having hair
Alamy Stock Photo pp.9 (soap/Metta stock), 9 (shower gel/graficart.net), cut/nd3000), 89 (cold man/file404), 89 (man with long hair/Syda Productions), 89 (boy
12 (supermarket food waste/Craig Stennett), 36 (Sandra Bullock winning Razzie Award/ dressed as firefighter/Littlekidmoment), 96 (pearl on blue velvet/allstars), 96 (oysters/
Allstar Picture Library), 41 (Ushuaia/Michael Leggero), 82 (author Kit Williams/Keystone Thy Le), 96 (sea bed/UnderTheSea), 96 (knife/Serge Ka), 96 (industrial diver/art_photo_
Pictures USA); Getty Images pp.7 (confusing traffic lights/Richard Newstead), 19 (19th sib), 96 (harpoon/Mar.K), 96 (shark tail/Alessandro De Maddalena), 100 (Chinatown,
century sorbet sellers/DEA/L. ROMANO), 41 (Iguazu Falls/Grant Ordelheide), 47 (missing Buenos Aires/guillermo_celano), 100 (lamb kebab/comeirrez), 100 (baklava/
pilot Frederick Valentich/Bride Lane Library/Popperfoto), 51 (Emilio Scotto/Robert Evannovostro), 101 (traveller caravan/david muscroft), 102 (diya lamps/phive),
Nickelsberg), 63 (Mars 500 project press conference/Alexander Nemenov), 63 (Mars 500 102 (Indian family exchanging presents/India Picture), 102 (Indian meal/vm2002),
project/Alexander Nemenov), 95 (Cover repro of Oxford Bookworms: Five Short Plays/Ghislain W4 (waiter taking order/Olena Yakobchuk), W11 (Hollywood sign/Juan Camilo Bernal),
& Marie David de Lossy/Image Bank), 101 (Nukak Maku people/Bloomberg), W17 (sports silhouettes/Allies Interactive), W19 (bored teenager/SpeedKingz),
W13 (Hunger Games books/rune hellestad); NASA/courtesy of nasaimages.org/(Lunar W20 (student talking to teacher/Monkey Business Images), W21 (referee with yellow
and Planetary Laboratory/NASA images/solar system) p.99; Photolibrary (Cover repro of card/CP DC Press), W23 (performers at Edinburgh Festival/lou armor), W24 (Natural
Oxford Read and Discover: All About Space/Astronaut taking a spacewalk/StockTrek History Museum/Mykolastock), W25 (hikers with backpacks/PhotoSky), W25 (hotel/
Corporation/Superstock) p.99; Oxford University Press DAM pp.5 (boy skateboarding/ TristanBM).
Getty Images), 5 (men competing in Judo match/Getty Images), 11 (fruit/Getty Images),
The authors and publishers are grateful to those who have given permission to reproduce the
11 (vegetables/Getty Images), 13 (boy drinking disgusting juice/Johan Larson/
following extracts and adaptations of copyright material: pp.94–95 Oxford Bookworms Slow
Shutterstock), 13 (roast beef/Grauvision/Shutterstock), 13 (dropped ice cream/Christin
Food, Five Short Plays by Martyn Ford © Oxford University Press 2007. pp.96–97 Oxford
Gasner/Shutterstock), 14 (food technology lesson/Getty Images), 15 (beef steak/
Dominoes 20,000 Leagues under the Sea by Jules Verne, retold by Lesley Thompson
Valentyn Volkov/Shutterstock), 19 (assorted ice cream/Viktor1/Shutterstock), 20 (sushi
© Oxford University Press 2010. pp.98–99 Oxford Read and Discover, All about Space by Alex
on plate/123RF), 20 (chopsticks holding sushi/Getty Images), 21 (sat nav in car/Patryk
Raynham © Oxford University Press 2010. pp.28, 40, 50, 72Extracts from Diccionario
Kosmider/Shutterstock), 22 (teenage boy/PT images/Shutterstock), 22 (portrait teen
Oxford Pocket para estudiantes argentinos de inglés.
boy/Getty Images), 22 (sports icons/derter/Shutterstock), 22 (Andes mountains/
PavelSvoboda/Shutterstock), 22 (teenage girl outside/Mark Bassett/Oxford University The authors and publishers would like to thank all the teachers and schools whose feedback,
Press), 29 (man doing parkour/GertjanVH/Shutterstock), 31 (chocolate/rvlsoft/ comments, and suggestions have contributed to the development of together.
Shutterstock), 31 (red chilli pepper/rangizzz/Shutterstock), 31 (crisps/Getty Images),
31 (lemons/Valentyn Volkov/Shutterstock), 31 (oranges/George Dolgikh/Shutterstock),
31 (green olives/Stankevich/Shutterstock), 41 (map of Argentina/Maurizio De Angelis),
41 (film clapperboard/Alamy), 43 (aeroplane/Herbert Kratky/Shutterstock), 43 (girl
horse riding/George Dolgikh/Shutterstock), 44 (teen girl smiling/Getty Images),
44 (portrait teen girl/Getty Images), 44 (portrait teen boy/Tracy Whiteside/
Shutterstock), 45 (teen boy surfing/Corbis), 49 (train illustration/Simon Clare),
52 (mountain biking/Tetra Images/Alamy), 55 (attorney speaking to jury/Corbis),
55 (male hairdresser/Shutterstock), 55 (nurse looking after elderly patient/
Shutterstock), 56 (portrait teen boy outside/Corbis), 56 (portrait teen girl/Getty Images),
58 (Isle of Skye/Shutterstock), 58 (woman harvesting potatoes/Shutterstock),
58 (assembly line worker/Corbis), 58 (primary school science teacher/Shutterstock),
61 (woman at hairdressers/Shutterstock), 63 (colonised Mars/Alamy), 64 (young
volunteer/Shutterstock), 65 (people jumping on beach/123RF), 65 (family celebrating
thanksgiving/Shutterstock, 66 (muddy wellies/Getty Images), 66 (weather forecast
icons/Mircea Catusanu), 66 (open suitcase/Shutterstock), 66 (tent at campsite/
Shutterstock), 66 (suncream/Shutterstock), 66 (flip flops/Shutterstock), 66 (swimsuit/
Shutterstock), 67 (aeroplane/Shutterstock), 67 (teen girls camping/Shutterstock),
© Copyright Oxford University Press

Contents
Making the most of together

■ Messages from the author and the series consultants;
together for students and for teachers iv
■ Unit walkthrough v
■ together Classroom Presentation Tool xv
■ Class Audio track list xvi
■ Student’s Book and Workbook Contents xvii
Teaching notes
■ Welcome to together 4
■ Unit 1 Food, glorious food! 11
■ Unit 2 Here and there 21
■ Review A 31
■ Unit 3 The silver screen 33
■ Unit 4 Out and about 43
■ Review B 53
■ Unit 5 Your future career 55
■ Unit 6 Happy holidays 65
■ Review C 75
■ together extra 77
■ Pairwork: 1–3 78
■ Extra practice 80
■ Pairwork: 4–6 92
■ Literature 94
■ Culture 100
■ Workbook answer key 103

Get the most out of together
A message from the author
Dear Teacher,
With an Argentine mother, Argentina has always held a special importance for me. So when I
was offered the chance to write the together series, I jumped at it. Having visited Argentina
several times as a child and then having worked as an English teacher, ELT editor, and ELT
author, I felt as if my career had come full circle.
Before I began writing the series, I travelled to Argentina and was lucky enough to meet
several of your fellow teachers and their students. I was impressed by the teachers’
knowledge, creativity, and desire to give their students the best education possible, and by
Christina de la Mare the students themselves, who were so happy and eager to use English to express themselves.
While writing, you and your students were at the forefront of my mind. My visit had made me aware of the busy lives
you all lead, and your need to transfer information to your students as clearly as possible. At the same time, the
needs of your students – their lives and interests, the times when they might need or want to use English – were
paramount, and I set about looking for contexts and activities that would motivate them.
What I hope I’ve achieved is a course that will lead your students towards fluency, and that will
encourage a desire to use English and to discover the wider world. together has been a joy to write.
I hope you and your students enjoy it, too.
A message from the series consultants

Dear colleagues,
When we embarked on together, we found it refreshing because it’s been specifically
written for Argentine students and teachers. Thus, the fact that it’s tailor-made makes
us love it! Because it has our students and context in mind, the series complies with the
NAP, our national guidelines, and has a specific focus on intercultural education through
meaningful topics set in different geographical contexts, with special attention on Latin
America. In addition, there are stories about real people who have made a difference in
Darío Luis Banegas their world.
The series tackles language from varied angles. It’s got grammar and vocabulary in
context; it’s got the four skills, plenty of opportunities for revision, and 21st-century
skills with activities that involve collaboration, communication, creativity, and critical
thinking. Language is also explored through culture and literature sections which make
together a lot more attractive and authentic.
We hope that you truly enjoy working with together as
much as we’ve enjoyed being part of it!
Griselda Beacon
For students For teachers

Teacher Guide Student Book Workbook
Student’s Book Teacher’s Guide
ook
Teacher Guide Student Book Workbook
Student’s Workbook Teacher Guide TStudent
eacher’s
Book Resource
Teacher GuideCentre:
Workbook Editable
Student Book tests, Graded
Workbook
worksheets, Class audio, and Video material.

eacher Guide Student Book Workbook
Students’ websiteCPT Audio Video Tests and Worksheets Teachers Resource Online Practice Online Practice
lassroom Presentation Tool: Interactive exercises

C
Assessment Centre Teacher version Student version
chers Resource Online Practice Online Practice

Teachers Resource
with answer keys, Class audio, and Video material.
Centre Video Teacher version Worksheets
Tests andStudent version Online Practice Online Practice Teachers Resource Online Practice
Dictionary App: Oxford Pocket Argentina
CPT Audio Video Tests and Worksheets Online Practice
Assessment Centre Teacher version Student version CPT Assessment Audio Video Centre Tests andTeacher version StudentTeachers
Worksheets version Resource Online Practice Online Practice
Assessment Centre Teacher version Student version
Tests and Worksheets Teachers Resource Online Practice Online Practice

Teacher version Student version
Primary Teachers Posters Flash cards Options for
Assessment Centre
Resource Pack Puppet icon
iv Messages from the author and series consultants
ers
Options for
Posters
Puppet icon Flash cards Options for © Copyright
Primary Teachers OxfordPosters
University Press
Flash cards Options for
k Puppet icon Resource Pack Primary Teachers Posters Flash
Puppet iconcards Options for
Resource Pack Puppet icon
sters 4603812
Flash cards together(Ar) TB2.indbOptions
4 for 18/07/2018 10:53
Unit opener
The photos give students a visual

introduction to the unit topic and
help to present the two vocabulary
sets. They are chosen to activate
students’ interest and to encourage
them to speak and make predictions
about the unit topic.
The language and skills that students

learn in each unit of together are
listed here at the start of each unit.
The questions encourage students

to discuss the photos and the unit
topic. At lower levels, students may
answer them in Spanish, and the
teacher can respond by feeding
in the target language. At higher
levels, students are encouraged to
use English as much as possible to
answer the questions.
Get the most out of the photos and the unit opener
Use what students already know Encourage students to Relate the content to students’ own lives Link the photos
use already-acquired English to describe what they can see to students’ own experiences. Ask them what things in the
in the photos. This will give them the confidence to speak, photos are similar to their own lives, what things they have
and motivate them towards learning more language in the tried themselves or would like to try, etc.
ensuing unit.
Ask for predictions Ask students to predict what the unit
will contain: not only the broad umbrella topic, but also more
detailed or perhaps unusual aspects of it.
Unit walkthrough v

Presentation 1
There are four pages presenting

vocabulary and grammar in
each unit.
At the start of every presentation

is a short Get going reading and
listening text. The text presents the
unit vocabulary and grammar within
an interesting context that relates to
students’ sphere of reference. There
are also questions to check students’
understanding of the text without
asking them to use the new grammar
and vocabulary actively.
The new vocabulary is shown clearly

on the page. In most cases, it is
illustrated. This provides a clear record
for students’ reference.
Focus boxes draw attention

to additional, useful language
points that will aid both fluency
and accuracy.
Get the most out of the presentation text

Use the photos and text layout Give students time to look Dictate Dictate parts of the presentation text or vocabulary
at the photos accompanying the text and anticipate what the items for students to write down. Alternatively, ask students
text is about. Ask them what text type it is and where they to do this as a pairwork activity: this is an effective way
would find it, e.g. a post on a blog, or an article in a magazine. to practise all four language skills, and also encourages
Use what students already know Draw on students’ own peer correction.
knowledge by asking them what words they know that are Repeat Students need to see a new word many times before
associated with the topic of the reading text and vocabulary they can fully understand it and use it correctly. Encourage
set, and write them on the board. students to write new vocabulary on Post-it notes around
Ask students to keep a record Encourage students to write their homes in places where they will often see it. This will
down all new vocabulary in a notebook. This will provide help them to learn new language faster.
them with a valuable record.
vi Unit walkthrough

Grammar
Each unit contains a minimum of

three grammar points, and these
are clearly explained with charts,
rules, and exercises that progress in
difficulty. together uses an inductive
approach, encouraging students to
complete the rules themselves, so as
to foster a greater understanding and
to encourage autonomous learning.
The practice exercises frequently

feature an interesting and
authentic context that motivates
students further.
There is one optional Pairwork

activity per unit, and a reference
to this appears at the end of
either Presentation 1 or 2. It is a
clearly structured and guided oral
information gap activity, which allows
students to practise the grammar
and vocabulary from the lesson. It is
also ideal as an activity for classes of
mixed ability and fast finishers.
At various stages in the unit, there are

signposts to additional vocabulary
and grammar practice. This is found
in the Extra practice section (pp.80–
91) of the Student’s Book as well as
the Workbook (pp.W2–W25).
Get the most out of grammar

Personalise the grammar tables Where possible, Discourage students from translating word for word
encourage students to rewrite grammar tables with their Remind students that the word order in a grammar point
own words. Use the tables as a speaking activity, by asking doesn’t always match the same point in their own language.
students to work in pairs and form as many sentences with Translating word for word from Spanish to English or vice
the words in the tables as they can. versa can cause mistakes.
Ask students to write their own sentences Personalise the Motivate students Tell students that good grammar is a
new grammar points by encouraging students to write their springboard to fluency. It is the solid foundation of everything
own sentences using the grammar. they will read, write, say, or hear in English. By practising
Have fun Turn grammar into games and activities by asking the rules of grammar, they will gain confidence in all four
students to write their own sentences and then dictate them language skills.
in pairs. Alternatively, they can jumble their sentences for their Give students extra practice Make use of the Extra practice
partner to reorder. section at the back of the book, which contains activities and
games that use the vocabulary and grammar from the unit.
They will help students consolidate the new language, and
they are very useful for mixed-ability classes and fast finishers.
Unit walkthrough vii


Presentation 2
The Get going presentation text is

always recorded, allowing students to
read and listen at the same time, or
practise the two skills separately. The
texts take formats which frequently
feature in students’ lives, such as
conversations, online messages, blog
posts, or magazine articles. They are
illustrated with photos, which help
attract students’ interest to the topic.
After each vocabulary exercise,

students have the opportunity to
listen to the answers and repeat them.
Not only does this allow them to self-
correct, but it also provides valuable
pronunciation practice.
A listening exercise features at least

once per unit. It is often an interview,
conversation, or radio show featuring
two or more voices, and helps
consolidate the new language. It
also includes associated vocabulary,
encouraging students to use already
acquired language.
Get the most out of listening exercises

Help students prepare Prepare students for a listening Give students a second chance Allow students to listen for
activity by asking them to look at the exercise and predict a second time. Students often miss the answer to a question
what language, situations, and people they might hear in on a first listening, and then don’t hear the necessary
the audio. information for the rest of the answers. You can also pause
Don’t focus on every word Encourage students to listen for the audio between questions to allow students more time to
gist. When they listen for the first time, ask them to focus on write their answers.
the key words in the audio. Trying to understand every word Reassure students Remind students that listening
will prevent them from gaining an overall understanding of requires as much practice as reading, writing, and speaking.
the audio. Students shouldn’t feel discouraged if they don’t understand
something the first time they hear it.
viii Unit walkthrough


Grammar
Two or more sentences from the

presentation text are shown at the
beginning of each set of grammar
exercises. These provide examples of
the grammar point.
Most exercises give an example

answer. Realistic space is given for
students to write their answers.
In cases where grammar rules are less

regular, grammar tables are shown
fully completed. These provide
students with a clear guide to the
ensuing exercises.
Get together is a personalised,

communicative speaking activity,
which encourages students to
practise the vocabulary and / or
grammar they have just learned.
Increasingly, as their language
progresses, students are asked to
use their own opinions and life
experiences, which add their own
valuable context to these activities.
Get the most out of grammar

Set time limits Set a time limit for an exercise. This will Do the pairwork activities The pairwork activities offer a
motivate students to work through the exercise and to real information gap, which students can only fill by using the
concentrate on what they are doing. correct language. These activities provide enjoyable practice
Explain your own thinking Write one of the grammar of listening and speaking skills.
tables or exercises on the board and complete it for the class,
talking through each stage so they can understand your
own thinking.
Encourage students to teach and learn from each
other Students often learn very well from peers, and
stronger students can consolidate their own learning by
explaining a new language point to others. Pairwork or group
work activities not only help to foster learning, but they also
offer less confident students a safer environment in which to
practise new language.
Unit walkthrough ix

Practical English
Practical English begins with a

model text. This demonstrates
language and situations which
students would typically encounter
in everyday life, e.g. a conversation
to make plans, or an online review. It
leads towards either an oral role-play
activity or a written text. The text
contains phrases that students will
find useful, and also exposes them to
a new grammar point.
When the Practical English focus is

on writing, together offers practice of
a particular writing skill shown in
the model text. This is followed up by
clearly structured and contextualised
exercises.
Get the most out of writing

Focus on the positives You can allow for mistakes here
and there. A writing activity provides the chance to try out
new language and to apply students’ creativity. Focus on
innovation, humour, creativity, and interest. Above all, ask
if the written piece achieves its main purpose, e.g. does it
describe something well? Does it give clear instructions?
Don’t overcorrect As students take on more challenging
grammar, there will be greater scope for mistakes. However,
overcorrecting a text can be hugely discouraging. Instead,
focus on a few errors that will help students most.
x Unit walkthrough

This grammar section generally
practises a lighter, more functional
grammar point. As on the other
grammar pages, examples from the
model text are given. These are then
followed by clearly-structured and
contextualised exercises.
The writing activity always uses

the model text as its main structure
and is clearly staged and guided.
Students are asked to call on their
own life experiences to complete the
task, or, at later levels, may be asked
to conduct research before doing it.
In all cases, students are prompted
to use useful phrases, grammar and
writing skills from the lesson in their
final written piece.
The Put it together activity is an

optional speaking activity, in which
students either practise the language
they are going to use in the writing
task or use their final written text as a
basis for oral communication.
Display students’ work Encourage your students to take Encourage peer correction Give students a marking code
pride in their work by making it as visually attractive as as follows: G = grammar mistake, WO = wrong word order,
possible. Display it on the walls for the rest of the class to see. SP = spelling mistake, WW = wrong word, = missing word,
Y
Ask students to write letters to you Ask your students to P = punctuation mistake. Then divide the class into pairs
write letters to you using the language from the unit and and ask students to correct each other’s work using the
language they already know. The letters can tell you about marking code.
aspects of the unit they have enjoyed, or details of their
own lives which they can describe with the new language
they have learned. From time to time, write replies to your
students’ letters.
Unit walkthrough xi

Reading
The Reading lesson starts with a

reading-for-gist task, and is then
followed by comprehension exercises
that check increasing levels of
detailed understanding.
The Look it up! feature is designed

to encourage students to use a
bilingual dictionary, a valuable tool
for language learning. Through a
series of staged exercises, it highlights
the different features of a bilingual
dictionary, enabling students to better
understand its uses. Extracts are taken
from the Diccionario Oxford Pocket
para estudiantes argentinos de inglés,
which can be used in tandem with
together.
The world around you section

features optional questions which
draw on the topic of the reading text,
but also on students’ own sphere of
reference, and ask them to question
the world around them. This task may
take the form of a written activity or
a discussion.
Get the most out of reading

Use visuals as well as words By looking at photos Ask students to write their own comprehension tasks
illustrating the text, as well as the format of the text itself, for a partner or group Asking students to write their own
students can begin to work out what it is about before they comprehension tasks is another form of peer teaching and
start reading it. learning. Writing the questions themselves will check their
Encourage students to work out meanings through own understanding of a text as well as that of their partner.
context Often, students can work out the meaning of an
unknown word by studying the words before and after it.
By practising this, you will encourage students to become
confident readers.
xii Unit walkthrough


All the text topics in together are
carefully chosen to attract students’
interest. They frequently feature
slightly less obvious topics, and
aim to seek out unusual facts that
students will find memorable and
interesting. While the texts often
contain references to the UK and
Argentina, they may also centre on a
different part of the world.
The texts are in various formats that

typically feature in students’ lives,
e.g. magazine articles, blog posts, or
letters in magazines.
Go beyond the exercises Allow students to say what they don’t like Students won’t
• Ask students to close their books. Read the text aloud and always like what they are studying, and their reasons for this
pause at various points, asking students to say the next may be valid. When you ask students for their opinions of a
word or tell you what happens next in the text. text, allow them to say what they don’t like as much as what
• Make copies of the text and cut them up into separate they do like. Even negative opinions can show that a student
paragraphs. Jumble them up for students to reorder. has fully understood and completed a task.
• Make copies of the text with words or whole paragraphs
missing. Ask students to complete them with their
own words.
Unit walkthrough xiii


Project
The Project page uses the language

students have learned throughout
the unit and aims to produce a
meaningful piece of work (speaking
or writing) connected to the overall
unit topic. It always begins with a
model text, which forms the basis for
the final piece of work, followed by
comprehension exercises. There are
then a series of staged preparation
tasks.
The project also gives students the

option to use their 21st-century skills,
by filming their work if they wish,
or producing their work digitally.
However, those who prefer to can
complete their work by hand.
Every unit includes a Pronunciation

activity, either in the Practical English
lesson or on the Project page.
Each activity focuses on an area
of pronunciation that Argentine
speakers of English may find
challenging. As well as improving
students’ pronunciation, it also
practises students’ listening skills,
encouraging them to differentiate
between discrete sounds.
At the end of the project, students are

asked to evaluate their work, taking
into account all the language they
have practised throughout the unit.
Get the most out of speaking

Allow students to warm up While some students are Allow for mistakes Interrupting students to correct them
confident speakers, others are more reluctant to speak aloud, can damage their confidence. Encourage fluency by focusing
especially in front of a whole class. If you are expecting on students using language productively and purposefully,
students to speak in front of the class, plan a warm-up activity rather than saying everything correctly. While correction is still
beforehand, e.g. brainstorming, or a word or spelling game important, it can be done in a feedback session at the end of
such as Hangman. Also give students plenty of opportunities the lesson.
to practise what they are going to say in pairs or in groups. Correct mistakes as a whole class Make a note of mistakes
Vary students’ partners A speaking activity, especially you hear during a speaking activity. At the end, write them on
an information gap one, can be more meaningful if a the board without giving the students’ names. Ask students to
student is partnered with a student they don’t know very correct the mistakes as a whole class.
well. This will also encourage better concentration and aid Give students praise If a student has spoken clearly and
classroom control. communicated something well, give them credit for it. This
Use the pronunciation exercises This can help students will boost their confidence.
to speak more clearly and can also aid their understanding.
Emphasise that a perfect English accent is by no
means essential.
xiv Unit walkthrough

together Classroom Presentation Tool
Deliver heads-up lessons
Engage your students in your blended learning classroom with the easy-to-use digital features. Download to
your tablet or computer, connect to an interactive whiteboard, projector, or screen, and teach lessons that run
smoothly – every time.
Play audio and video at the touch of a button, and launch activities straight from the page. Answer keys reveal
answers one-by-one or all at once to suit your teaching style. Capture your students’ attention with the Focus
tool – activities fill the screen so that everyone can participate, even in large classes.
Take your classroom presentation tool with you and plan your lessons online or offline, across your devices. Save
your weblinks and make notes directly on the page – all with one account.
• Focus your students’ attention on a single activity.
• Play audio and video at the touch of a button.

• Speed up or slow down the audio to tailor
lessons to your students’ listening level.
• Save time in class and mark answers all at once.

• Reveal answers after discussing the activity wasn’t
with students.
• Try the activity again to consolidate learning.
• Save your weblinks and other notes for quick access

while teaching.
• Save your notes, and use across devices using one
account so that you can plan your lessons wherever
you are.
• Work on pronunciation in class: record your
students speaking and compare their voices to
together audio.
together Classroom Presentation Tool xv


Class Audio track list
Track Contents Track Contents

1 Copyright 51 Unit 4, page 46, Exercise 4
2 Welcome, page 4, Exercise 1 52 Unit 4, page 48, Exercise 2
4 Welcome, page 5, Get together 54 Unit 4, page 48, Pronunciation 1
5 Welcome, page 6, Exercise 2 55 Unit 4, page 48, Pronunciation 2
9 Welcome, page 7, Get together 59 Unit 5, page 58, Exercise 1
14 Welcome, page 10, Get together 64 Unit 5, page 60, Pronunciation 1
15 Unit 1, page 12, Exercise 1 65 Unit 5, page 60, Pronunciation 2
16 Unit 1, page 12, Exercise 3 66 Unit 5, page 62, Exercise 2
19 Unit 1, page 14, Exercise 4 69 Unit 6, page 66, Exercises 5 & 6
23 Unit 1, page 16, Pronunciation 1 73 Unit 6, page 72, Exercise 3
24 Unit 1, page 16, Pronunciation 2 74 Unit 6, page 74, Stage 1
25 Unit 1, page 18, Exercise 3 75 Literature A, page 94, Exercise 3
26 Unit 1, page 20, Stage 1 76 Literature A, page 94, Exercises 5 & 6
27 Unit 2, page 22, Exercise 1 77 Literature A, page 94, Together we can
28 Unit 2, page 22, Exercise 4 78 Literature B, page 96, Exercise 3
29 Unit 2, page 22, Exercise 5 79 Literature B, page 96, Exercises 5, 6, & 7
30 Unit 2, page 24, Exercises 1 & 2 80 Literature C, page 98, Exercise 2
31 Unit 2, page 24, Exercise 4 81 Literature C, page 98, Exercises 5 & 6
32 Unit 2, page 24, Exercise 5 82 Culture A, page 100, Exercise 1
33 Unit 2, page 26, Exercise 2 83 Culture B, page 101, Exercise 2
34 Unit 2, page 26, Exercise 6 84 Culture C, page 102, Exercise 2
35 Unit 2, page 26, Pronunciation 1 85 Mid-year Test, Part 1
36 Unit 2, page 26, Pronunciation 2 86 End-of-year Test, Part 1
37 Unit 2, page 28, Exercise 2
38 Unit 2, page 30, Stage 1
45 Unit 3, page 42, Pronunciation 1
46 Unit 3, page 42, Pronunciation 2
49 Unit 4, page 44, Exercises 5 & 6
xvi Class audio track list


Student’s Book contents xvii

Welcome to
together
Vocabulary
Daily routines
School activities
Sports activities
Opposite adjectives
Parts of the body
Symptoms
Emotions
Adjectives to describe objects,
situations, and events
Book genres
Music genres
Personal hygiene products
Clothes
Grammar
Present simple
want to + infinitive
Present continuous
can for permission
Object pronouns
Present simple and present
continuous
must
Verb be: past simple
Countable / uncountable nouns
a lot of, much, many
Adverbs of frequency
Conjunctions
Practical English
Talk about intentions for the weekend
Talk about illness, what you must and
mustn’t do, and free-time activities
Talk about music, books, clothes, and
makeup
Values and cross-curricular My day School activities

topics
Daily routines Aim
Being motivated
Daily routines Review and practise school activities
Sport Aim
Parts of the body Exercise 2
Review and practise daily routines
Health • Ask students to match the school
activities in the box to the situations.
The arts Exercise 1 w 02 Tell students there is one extra activity.
• Ask students to look at the pictures and • Check answers as a class.
Suggestion complete the daily routines with the
• Tell students that this unit will help them correct word.
activate previous knowledge and build • Tell students to listen and check their
a sense of confidence. It also prepares answers. Play the audio. Then tell
them for the first few units of together students to listen and repeat. Play the
by focusing on areas of language which audio again.
they will need to know.
4 Welcome to together

• Ask students to complete the
conversation with the sports in the box
and play, do, or go.
• Tell students to listen and check their
answers. Play the audio.
Opposite adjectives
Aim
Review and practise opposite adjectives
Exercise 6
• Ask students to read the text about
new sports in the Olympic Games and
choose the correct options.
• To check, ask individual students to
read their answers to the class.
Practice activity
This activity reviews sports activities
and opposite adjectives and combines
the two to make sentences.
• Divide the class into pairs. Ask students
to take turns to make sentences
about the sports using the opposite
adjectives, e.g. Ice skating is amazing.
• To check, ask some pairs to share.
Present continuous
Aim
Review and practise the present
continuous
Exercise 7
• Ask students to look at the sports in
the photos and write affirmative and
negative sentences, questions, and
short answers about them using the
present continuous and the prompts.
read their answers to the class. Write the
answers on the board.
Present simple want to + infinitive Get together w 04
Aim Aim • Play the audio to listen to the
conversation. Ask students to repeat.
Review and practise the present Practise want to + infinitive
simple • Ask students to work in pairs to read the
conversation aloud.
Exercise 4 • Ask students to create similar
Exercise 3 • Quickly revise the structure of want to + conversations by changing the green
• Ask students to complete the mini- infinitive; then ask students to complete words and using sports activities,
conversations with the words in the the sentences. school activities, and daily routines.
box. Point out that students can write • While students are speaking, go around
the words exactly as they appear in the
box. With weaker classes, ask students Sports activities the class and make a note of any
grammar, vocabulary, or pronunciation
to look at the daily routines in Exercise 1 errors.
to help them complete the exercise. Aim
• When students have finished speaking,
• To check, ask pairs of students to read Review and practise sports activities
write the errors on the board and ask
the mini-conversations to the class. students to correct them. Do not say
Exercise 5 w 03 who made the error in the first place.
• Draw three columns on the board ANSWERS
labelled play, do, and go and elicit Students’ own answers.
which sports go in which column.
Welcome to together 5

Feeling good
Parts of the body
Aim
Review and practise parts of the body
Exercise 1
• Ask students to reorder the letters to
make parts of the body. Then ask them
to match the words to numbered labels
on the photo. With weaker classes, give
students the first letter of each word.
Allow all students to use a bilingual
dictionary where necessary.
• Check answers as a class.
Exercise 2 w 05
• Tell students to listen and check. Play
the audio. Then tell students to listen
and repeat. Play the audio again.
Symptoms
Aim
Review and practise symptoms
Exercise 3 w 06
• Ask students to complete the mini-
conversations with the symptoms in
the box. With weaker classes, elicit the
meanings of the symptoms in the box
before students do the exercise.
• To check, ask pairs to read out the mini-
conversations.
Option: If you are not using the Class
Audio, you can read the complete
conversation aloud.
can for permission

Aim
Review and practise can for permission
Object pronouns • Ask students to read the text and
complete it with the object pronouns in
Exercise 4 Aim the box. Tell students there is one extra
• Focus students’ attention on item 1 and Review and practise object pronouns
pronoun.
the example answer. As a class, ask: Do • Tell students to listen and check. Play
we add -s to can when the pronoun is he the audio.
or she? (No). Ask: How do we know that Exercise 5 w 07 Option: With weaker classes, give students
the correct short answer is No, she can’t? • To review, write the subject pronouns the answers and ask them to underline the
(It says: She’s got a sore knee.) (I, you, he, she, we, you, they) on the board people and objects in the text that each
• Ask students to look at the prompts and in a list and elicit their object pronouns object pronoun refers to (1 my friends, 2 I,
sentences, and then write questions (me, you, him, her, us, you, them). 3 Ana, 4 film, 5 Dad, 6 Ana and I).
and short answers with can for • Write these sentences on the board
permission. and ask students to translate them
• To check, ask individual students to and identify the subject and object
read their answers to the class. pronouns: I can see you; She doesn’t
know me.
• Ask the class where a subject pronoun
goes in a sentence (before the verb)
and where the object pronoun goes
(after the verb).

Present simple and
present continuous
Aim
Review and practise present simple
and present continuous
Exercise 9
• Read the instructions and examples to
the class. Check students understand that
they should only use two of the verbs
in brackets, and that each conversation
should have a verb in the present
continuous and a verb in the present
simple. Remind students to look for
adverbs of frequency or time clauses that
show which tense to use.
must
Aim
Review and practise must
Exercise 10
• Elicit the meanings of must and mustn’t.
Focus students’ attention on the
structure must + base form of the verb
in the example answer.
• Ask students to read the sentences
carefully and complete them with must
or mustn’t and the verbs in the box.
Get together w 09
• Play the audio to listen to the
• Ask students to work in pairs to read the
conversation aloud.
• Ask students to create similar
conversations changing the green words
and using symptoms, free-time activities,
Emotions Adjectives to describe and adjectives to describe emotions,
Aim objects, situations, •

objects, situations, and events.
To check, ask some students to read
Review and practise emotions and events their conversations aloud.
ANSWERS
Aim
Exercise 6 Students’ own answers.
Review and practise adjectives to
• Write the ten emotions adjectives from describe objects, situations, and events
the text on the board and elicit their
meanings.
• Ask students to read the sentences and Exercise 7
choose the correct options. • Ask students to match the adjectives
• Check answers as a class. to the photos. Allow students to use
bilingual dictionaries where necessary.
Exercise 8 w 08
answers. Play the audio. Tell students to
listen and repeat. Play the audio again.

All about me
Book genres
Aim
Review and practise book genres
Exercise 1
• Quickly revise the book genres in the
wordsearch: elicit their names and
meanings as a class, but don’t write
them on the board.
• Ask students to find eight more book
genres in the wordsearch and write
them below the correct book covers
below. Tell students that the words go
horizontally and vertically.
• Ask students to compare their answers in
pairs, before checking answers as a class.
Music genres
Aim
Review and practise music genres
Exercise 2 w 10
• Ask students to complete the music
genres with the missing letters, then
write them below the pictures.
answers. Play the audio. Then tell
students to listen and repeat. Play the
audio again.
Verb be: past simple

Aim
Review and practise verb be: past
simple
Exercise 3 w 11
• Quickly revise the affirmative and
negative forms of the verb be: past
Practice activity Extension activity
simple, and write them on the board.
This activity activates students’ creativity This activity reviews book genres and
• Ask students to read the conversation
and practises reading aloud. encourages students to use their own
carefully and complete it with the
correct affirmative and negative forms • Ask students to read the words to describe things.
of the verb be: past simple. conversation in Exercise 3 again. • Divide the class into groups. Ask
• Tell students to listen and check their • Now ask them to think of a different each group to write the nine book
band they know and who they genres from Exercise 1 on small
would like to go to a concert with. pieces of paper and put them in a
• Ask students to rewrite the bag or pencil case.
conversation using their own ideas. • Ask students to take turns to take
• While students are writing, go around a piece of paper and describe the
offering help where necessary. book genre on it without giving
its name. The other students in the
• Now ask students to practise reading group should guess the genre. While
their conversations together in pairs.
students are doing the activity, go
around the class offering support
with the descriptions where
necessary.

Exercise 6
• Ask a strong student to read the
instructions and invite the class to
explain what they need to do.
• Ask students to read each sentence
carefully, choose the correct noun in
brackets, and complete the sentence
with the correct form of the noun.
a lot of, much, many

Aim
Review and practise a lot of, much, many
Exercise 7 w 12
• Write a lot of, much, and many on the
board. Ask the class when we use
each one.
(a lot of: affirmative sentences,
countable and uncountable nouns;
much: negative sentences and
questions, uncountable nouns;
many: negative sentences and
questions, countable nouns).
• Tell students they are going to read and
complete a text about daily routines
and personal hygiene products.
Tell them to read it carefully and
then complete it with a lot of, much,
and many.
Practice activity
This activity practises a lot of, much, and
many.
• Write the following question on the
board: How many bottles of shampoo
have you got? Elicit its meaning. As
a class, elicit five more questions
with much and many and personal
hygiene products, e.g. Have you got
much makeup?
Personal hygiene Countable / • Write a lot of, much, and many on the
board. Divide students into pairs and
products uncountable nouns ask them to take turns to ask and
answer the questions, using a lot of,
Aim Aim much, and many.
Review and practise personal hygiene Review and practise countable and • While students are speaking, go
products uncountable nouns around offering help where necessary.
• To check, ask a few pairs to ask and
Exercise 4 Exercise 5 answer the questions for the class.
• Ask students to match the product • Quickly review the meaning of
names to the photos. countable and uncountable nouns.
• Check answers as a class. • Elicit the meanings of the words (1–10)
that aren’t in Exercise 4 (shampoo, tube,
pot, hair gel).
• Ask students to look at the items in the
table carefully and decide whether they
are countable or uncountable.
• Elicit answers and ask which article or
quantifier we can put before each item
(a / an for singular countable nouns,
some for countable nouns).

Clothes
Aim
Review and practise clothes
vocabulary
Exercise 8
• Ask students to choose the correct
answer for each picture. Allow them
to use bilingual dictionaries where
necessary.
Exercise 9 w 13
answers. Play the audio. Tell students to
listen and repeat. Play the audio again.
Adverbs of frequency
Aim
Review and practise adverbs of
frequency
Exercise 10
• Ask students to look at the bar chart.
Tell them it shows how often boys and
girls wear different clothes. With weaker
classes, revise the meanings of the
adverbs of frequency in the box and
elicit which bar they correspond to.
• Ask students to look at the example
answer and write one similar sentence
for each bar in the table using the
adverbs of frequency.
Conjunctions
Aim
Review and practise conjunctions
Exercise 11 Get together w 14

Extension activity
• Write the conjunctions and, or, but, • Play the audio to listen to the
because, however, and so on the board This activity practises conjunctions.
and elicit their meanings as a class. • Write these questions on the board
and ask students to answer them
• Ask students to work in pairs to read the
Remind students that we put a comma conversation aloud.
before but and so, but not before or, for their favourite vlogger, author, or
because, or and. Tell them that however songwriter: • Ask students to create similar
What is his / her name? conversations changing the green
usually starts a new sentence.
Where is he / she from? words and using adverbs of frequency,
• Tell students to read the text carefully book genres, and adjectives to describe
and choose the correct conjunctions. What are the main things he / she
vlogs or writes about? objects, situations and events, clothes,
Why is he / she popular? and personal hygiene products.
read their answers to the class. • To check, ask some students to read
• Now ask students to create a text like
the one in Exercise 6 by combining their conversations aloud.
their answers to the questions, using ANSWERS
conjunctions. Students’ own answers.
• To check, ask some students to read
their texts to the class.

Suggestion
Where possible, encourage students
to use English for the activities on this
page. However, if students are struggling,
you could prompt them by providing
the required structure or vocabulary, or
allow Spanish to help students express
themselves.
Activating
• Ask students to look at the photos. Ask:
What are the people doing? Elicit one or
two answers as a class and then divide
the class into pairs. Ask students to
discuss what the people are doing in
each picture.
• Then ask: What food can you see in the
photos? Write the names of the food on
the board and pre-teach or elicit their
meanings.
• Divide the class into pairs and ask
them to discuss the second and third
questions: Which foods do you like?
Which ones don’t you like?
• To check, ask a few pairs to share their
ideas with the class.
Brainstorming
• Write the unit title on the board and
elicit or explain its meaning. You may
also wish to read the cultural note
below.
• Say to the class: We know that the unit is
about food. But what other things will you
learn in this unit? Ask students to read
through the unit aims in pairs. Elicit or
pre-teach the meaning of flavour and
then, in Spanish, elicit the meanings of
the unit aims as a class.
Cultural note
‘Food, Glorious Food!’ is the title of a
song in the film musical Oliver! The film
is about a poor orphan called Oliver.
Oliver and other poor orphans sing
‘Food, Glorious Food!’ because they are
hungry. The musical is based on a book
Unit 1 Food, Practical English

Ordering food
of the same name by Charles Dickens.
glorious
Practice activity
This activity revises language related
Writing skill to food habits that the students have
food! A description of your favourite meal
Pronunciation area
already learned.
• Write the following questions on the
board:
Vocabulary
Intonation of questions and answers Who usually cooks in your house?
Food nouns
What time do you have different meals
Food adjectives
Dictionary skill at home?
Understanding the meaning of words How often do you go to restaurants or
Grammar through word type, cognates, and cafés?
Past simple: regular verbs context How well can you cook?
Past simple: irregular verbs • Divide the class into pairs and ask
Past time expressions Values and cross-curricular them to discuss the questions.
Polite offers and requests topics • To check, ask some students to share
their partner’s answers with the class.
Food and drink
Food science
Unit 1 11

I visited a junk
food café
Get going
Aim
Read and understand a restaurant
review
Warm-up
• Write sell-by date on the board and elicit
its meaning (the date a shop must sell
food before). Say to the class: Imagine
you find some nice food in the fridge,
but its sell-by date was two days ago.
Do you eat it? Elicit answers as a class,
asking students to give reasons for their
answers.
Exercise 1 w 15
• Tell students they are going to read a
restaurant review about a special type
of restaurant. Ask students to look at
the title of the review and elicit or
pre-teach the meaning of junk food.
• Ask students to read and listen to the
review and answer the question.
ANSWER
Salad, vegetable curry, cake, and an
orange.
Vocabulary: Food
nouns
Aim
Learn and practise countable and
uncountable food nouns
Exercise 2
• Quickly review the rules for countable
and uncountable nouns.
• Ask students to look at the foods in Listening 2 Boy I’m eating really well today!
groups a and b, then complete a and b Girl What have you got there?
with countable or uncountable. Aim Boy I’ve got lettuce, tomatoes, and
• Check answers as a class. Identify different meals
carrots.
• Now ask students to match the food Girl Ooh, that isn’t for me. I don’t like
nouns in the box to the pictures. Tell carrots!
them they can use bilingual dictionaries Exercise 4 w 17 3 Grandma Is it OK, girls?
if they want to. • Tell the class they are going to listen Girl Thanks, Grandma, it’s delicious. The
to three short conversations. Read the beef tastes great and the pasta is really
• Do not check answers yet.
nice, too. Mum always puts a lot of
instructions and foods in the box and
Exercise 3 w 16 check students understand. tomatoes in hers. I prefer yours!
• Tell students to listen and check their • Ask students to listen and write the
Get together
answers. Play the audio. correct meals. Play the audio.
• Read the question to the class and
• Tell students to listen and repeat. Play
Audioscript w 17 check students understand.
the audio. Check pronunciation.
1 Girl 1 Mmm, that looks nice. • Now ask students to discuss the
Girl 2 Yes, I always make it with my question in pairs.
favourite bread. I’ve got a chicken one • Go around offering support.
today. Do you want some?
Girl Ooh! Yes, please!
12 Unit 1

Focus
• Read through the explanations, then
read the examples and ask students to
repeat after you.
• Explain the endings are different because
we use the easiest pronunciation. For
example, after a verb ending with a /t/
or /d/ sound, it’s impossible to say a /d/
sound, so we add /ɪd/. For this reason,
they shouldn’t worry about choosing
the correct pronunciation because they
will probably say it automatically. They
should remember that the /ɪd/ sound
only comes after verbs ending in a /t/ or
/d/ sound.
Exercise 2
instructions and example. Then check
students understand that they must
first read the text, and then complete
it with the affirmative or negative past
simple form of the verbs in brackets.
• Check answers as a class and write
them on the board.
Practice activity
This activity practises pronunciation of
past simple verbs and endings.
students to take turns to read out
the text in Exercise 2, paying careful
attention to the past simple endings.
• Go around checking pronunciation.
• To check, ask one or two strong
students to read the text to the class.
Exercise 3
• Read the instructions and example and
check students understand.
• Ask students to look at the photos
carefully before they complete the
questions and answers.
read out their questions and answers.
Grammar: Past simple: • Draw attention to the affirmative Get together

example sentence (with looked) and the • Ask a strong student to read the
regular verbs affirmative sentence in the table (with instructions and the speech bubble.
wanted). Explain or elicit that we add Check students understand.
Aim -ed to most regular verbs to form the
past simple, but we can use different
Learn and practise past simple: them to take turns to describe their last
regular verbs endings.
meal. With a stronger class, encourage
• Now read through the past simple students to ask follow-up questions, e.g.
Exercise 1 endings table and ask students to Where was your last meal?
repeat the examples after you.
• Read the examples. Then invite the class • While students are speaking, go around
to explain their meaning. Note: After grammar presentations, you offering support where necessary.
can allow students to look at the tables
• Ask students to complete the tables.
and rules in pairs for a couple of minutes
• To check, ask some students to describe
• Check answers as a class and write their meal to the class.
and make a note of any queries, then as
them on the board. a class discuss and explain any queries. ANSWERS
• Complete the rule as a class and check This ensures students fully understand Students’ own answers.
students understand. the grammar points and helps you assess
Extra practice
• Draw students’ attention to the students’ understanding.
Student’s Book pp.80–81
negative sentence and questions in Workbook pp.W2–W3
the table, and ask if the verb want
changes. (No)
Unit 1 13

We ate insects!
Get going
Aim
Read and understand an article about
using insects in cooking
Warm-up
• Tell students they are going to learn
about a possible food of the future. Ask
them to look at the text and elicit what
the food is (insects). Ask the class what
they think about this and elicit some
responses in English.
Exercise 1 w 18
article and answer the question. Play
the audio.
ANSWER
They ate biscuits and an apple with
insects on them.
Exercise 2
• Ask students to read the article again
and answer the question.
ANSWER
Jessica and Max didn’t like the idea of
eating insects.
Vocabulary: Food
adjectives
Aim
Learn and practise food adjectives
Exercise 3
instructions and example. Invite the
class to explain what they need to do.
Elicit the meanings of the food items in
Audioscript w 20
each sentence. Practice activity
1 It’s yellow, juicy, and too sour to eat.
• Ask students to complete the sentences This activity personalises the new 2 It’s salty and juicy.
with the food adjectives in the box. Tell vocabulary and practises too. 3 It’s sweet and crunchy.
them they can use bilingual dictionaries • Describe a food you dislike using too 4 It’s salty and spicy.
if they want to. and an adjective from Exercise 2, e.g. 5 It’s sweet and juicy.
• Do not check answers yet. I don’t like cola because it’s too sweet.
• In pairs, ask students to make similar Get together
Exercise 4 w 19 sentences about food and drink they • Read the instruction and check
• Tell students to listen and check their don’t like, using too + adjective. students understand.
answers. Play the audio. • Write these sentence starters on the
• Then tell them to listen and repeat. Play board: I think … / In my opinion …
the audio again. Check pronunciation.
Listening • Divide the class into groups and ask
students to discuss the question.
Focus
Exercise 5 w 20 • To check, ask one student from each
Read the explanation in the Focus box • Tell students they are going to listen group to share the group’s ideas.
and check students understand. Explain to five descriptions of different items
that too always describes something ANSWERS
of food. Tell them to listen carefully Students’ own answers.
undesirable and goes before an adjective. and circle the correct food for each
description. Play the audio.
14 Unit 1

Past time expressions
Aim
Learn and practise past time
expressions
Exercise 3
• Ask a strong student to read the examples.
Then elicit their meanings as a class.
• Draw students’ attention to the table
and elicit the meanings of the time
expressions as a class.
• Read out the rule and check students
understand. Explain that when the time
expression goes at the beginning of the
sentence, we put a comma after it.
Exercise 4
• Read the instructions and example, and
check students understand that they only
need to use one of the words in brackets.
• Ask students to complete the sentences.
Practice activity
This activity practises past simple + past
time expressions in different contexts.
• Divide the class into groups of
six. Ask each group to write three
sentences using the past simple and
different past time expressions.
• While students are writing, go
around checking their sentences.
• Now ask each group to cut or tear a
sheet of paper into small pieces. Tell
them to copy the words from the
sentences onto the pieces of paper,
one word per piece, using a different
coloured pen for each sentence.
• Ask the groups to swap sentences,
then rearrange the pieces of paper
into three sentences.
• While students are doing this, go
around offering help.
• To check, ask each group to read the
Grammar: Past simple: • Check answers and write them on the sentences they have reordered so
board. Then read out each past simple that the group who originally wrote
irregular verbs form and ask students to repeat. them can say if they are correct.
• Read through the rule with the class.
Aim Tell students that because there are no
Exercise 5
Learn and practise past simple: rules, they must memorise each verb.
irregular verbs • Read the instructions and example.
Exercise 2 • Ask students to complete the sentences.
Exercise 1 • Ask students to complete the text with • Check answers as a class.
the past simple forms of the verbs in
• Explain that some verbs in English the box. Remind them that they can
ANSWERS
are irregular so we don’t form their Students’ own answers.
use the irregular verbs list.
affirmative past simple form by
adding -ed. • Check answers as a class. Pairwork
• Read the examples. Then elicit their • In pairs, students choose who will be
Focus Student A and Student B.
meanings as a class.
• Read through the explanation of could / • Tell them to go to the pages indicated in
• Ask a strong student to read the couldn’t. Explain that the structure is the
instructions. Then invite the class to the exercise and follow the instructions.
same as can: could / couldn’t + infinitive
explain what they need to do. Make without to. Extra practice
sure they can see the list of verbs at the Student’s Book pp.80–81
• Read the examples and ask the class to
back of their Student’s Books. Workbook pp.W2–W3
repeat after you.
• Ask students to complete the table.
Unit 1 15

Ordering food
Practical English
Aims
Learn to order food in a restaurant
Learn the intonation of questions and
answers
Warm-up
• Revise food vocabulary by writing the
following anagrams on the board,
without the answers in brackets:
ottoam (tomato), efeb (beef ), cutibsi
(biscuit), sehece (cheese), genroa
(orange), iceju (juice), ceri (rice), ninoo
(onion), dareb (bread), cenkich (chicken).
• Ask students to solve them in their
notebooks as fast as they can.
• Check answers as a class and practise
their pronunciation.
Exercise 1
instructions and example. Then check
students understand that there is one
extra word. Pre-teach the words ham
and sparkling.
Exercise 2 w 21
Exercise 3
• Ask a student to read the questions,
then check students understand them.
in Exercise 1 again carefully and answer
the questions.
Exercise 4
• Ask students to study the highlighted
phrases in the conversation in Exercise 1
and discuss their meanings in pairs.
• Check answers as a class. Ask students Focus w 23 & w 24
to correct the false statements orally. • Ask students to look at the questions
• Check meanings as a class.
and answers, and listen to the
• Now ask students to circle the correct Audioscript w 22 intonation. Play audio 23.
answers to questions 1–5. Customer Excuse me. I’m afraid I’m not
• Read the rules for rising and falling
• To check, ask individual students to happy with this chicken pasta.
intonation to the class and check they
read out their answers to the class. Waitress Oh, no! I’m sorry about that.
What’s the problem? understand.
Customer It’s too salty. Is there anything • Now ask students to read the questions
Listening else I could have? and sentences (1–6) and decide which
Waitress Of course! Would you like to see have a rising intonation or falling
Aim the menu again? intonation. Now ask students to listen
Understand a conversation in a Customer Yes, please. and check. Play audio 24.
restaurant Waitress Here you are. What would you like? • Ask students to listen to the audio and
Customer Could I have the beef? repeat. Play the audio again.
Waitress Certainly. It comes with potatoes
Exercise 5 w 22 and carrots. Is that OK for you?
• Read the instructions and statements Customer Yes, that’s fine, thanks.
and check students understand. Waitress Can I bring you another drink?
• Ask them to listen to the conversation, Customer Ermm, yes, please. I’d like a cola.
and then play the audio.
16 Unit 1

Exercise 2
and ask them if it is polite or rude. (It’s
rude).
• Ask students to rewrite the
conversation with Would you like, I’d like,
and Could I have. Tell them that more
than one answer is possible.
• While students are writing, go around
offering support where necessary.
• To check, ask some pairs to read out
their conversations to the class.
Speaking
Aim
Make a conversation about ordering
food in a restaurant
Exercise 3
• Read the instructions and ideas and
check students understand. Tell
students their conversation should be
similar to the conversation in Exercise 1.
• Divide the class into pairs and give
them a couple of minutes to decide
what food and drink they are going to
use in their conversation.
• Remind students that the table in this
exercise contains useful phrases for
their conversation, but they don’t have
to follow the order of phrases in it.
• Also remind them that the conversation
flowchart will help them structure their
conversation.
• In pairs, ask students to make notes for
their conversation.
• While students are making notes,
go around the classroom and offer
language help where necessary.
ANSWERS
Students’ own answers.
Option: Some students may need more
support to role-play the conversation. You
Extension activity Grammar: Polite offers can allow them to write the conversation
(script) which they can read aloud later.
This activity will enable students to use and requests
new language for their own purposes. Put it together
• In pairs, ask students to write five Aim • Ask students to role-play the
mini-conversations like those in Learn and practise polite offers and conversation following the
Exercise 4 (one question and one requests conversation flowchart.
answer), each one using a different • Point out that they should only use
highlighted phrase from Exercise 1 their notes as cues and not read from
and their own ideas. Exercise 1
the page when they are speaking.
• While students are writing, go • Ask a strong student to read out the
examples. Elicit their meanings. • Invite some pairs to role-play or read
around offering support where their conversations for the class.
necessary. • Now ask students to complete the table
and then study the rule. ANSWERS
• Now ask students to practise reading
• To check, elicit answers and the Students’ own answers.
their conversations, paying attention
to intonation. translations of the sentences as a class. Extra practice
• While students are working, go Usage
around checking intonation. Workbook p.W4
In English, we generally use polite offers
• To check, ask some pairs to read out and requests even in informal settings,
their mini-conversations to the class.
with family or friends.
Unit 1 17

A history of ice
cream
Reading
Aims
Read about the history of ice cream
Practise dictionary skills
Understand the meaning of words
through word type, cognates, and
context
Talk about ice cream
Warm-up
• As a class, brainstorm some popular
Argentine desserts and write them
on the board. Allow Spanish for this.
Then find out which ones are the most
popular with students.
Digital option: Ask students to use
their phones to check the names of the
desserts in English.
Exercise 1
questions, then elicit their meaning and
discuss them as a class.
ANSWERS
Exercise 2
• Tell students they are going to read
about the history of ice cream. Explain
that we know a lot about its history,
but some things are only rumours. Ask
students to read the article quickly and
tick the facts (1–5) mentioned in the
reading.
Exercise 3 w 25
• Now tell the class that the text has five
missing sentences. Draw their attention
to example sentence E. Ask students
to quickly read the first paragraph Look it up! • Read the instructions in part c to
so that they can see how sentence E • Tell the class that when there’s a new the class and ask them to repeat the
matches the first gap. (It uses ‘first’ word in a text, they can work out its process with secret and wealthy. Check
which matches the information in meaning in different ways. Write the answers as a class.
paragraph 1). following ways on the board: ANSWERS
• Ask students to read each sentence 1 word type 2 cognate 3 context Secret and wealthy are adjectives.
carefully and to decide where it fits in • Go through each type and explain:
the article. Play the audio. The world around you
1 If you recognize a word’s type, e.g.
• To check, call out numbers 2–5 and noun, you can work out its meaning. • Read the instructions and questions
ask individual students to read out the and elicit their meanings as a class.
2 If a word is a cognate, it can be easy
matching sentences. to understand. • Divide the class into groups of four or
five students. Ask students to discuss
Exercise 4 3 If you read the whole sentence the
the questions in their groups.
word appears in, this can help you to
• Ask a strong student to read the • To check, ask students to share their
understand its meaning.
questions, then check students groups’ answers with the class.
understand them. • Read the instructions to part a and the
questions to the class and ask them to ANSWERS
answer the questions.
and answer the questions.
• Now read the instructions in part b and Extra practice
ask students to check their answers in their Workbook p.W5
dictionaries. Check answers as a class.
18 Unit 1

Practice activity
The aim of this activity is to help
students remember information from
the text and its historical sequence.
• Write the following points from
the text:
– meat and vegetable flavours
– a secret recipe
– ice cream with cream and rice
– a recipe from China
– the invention of fridges
• Divide the class into small groups
and ask them to put the points in
their historical order.
• Then ask them to discuss why each
point is important in the history of
ice cream.
• To check, elicit the historical order of
the points and their importance as
a class.
ANSWERS
1 ice cream with cream and rice (This
was the first ice cream.)
2 a recipe from China (There’s a
legend that Marco Polo brought it
from China to Italy and therefore
Europe.)
3 a secret recipe (This was King
Charles I’s secret ice cream recipe.)
4 the invention of fridges (This made
ice cream a popular dessert for all,
not only the rich.)
5 meat and vegetable flavours (These
are today’s modern flavours.)
Extension activity
This activity encourages creativity and
will allow students to use new language
from the unit for their own purposes.
• Tell students to imagine they are
the owners of a popular ice cream
shop. Tell them they are going to
invent a new and very unusual ice
cream flavour and must make a TV
advertisement for it.
• Divide the class into groups of four.
Support activity Practice activity Tell students to choose their flavour
The aim of this activity is to practise This activity will help consolidate and think of adjectives to describe it.
grammar from the unit within the students’ understanding of the new • Now ask students to think of reasons
context of the article. vocabulary from the Look it up! section. why the public will like it. Write these
• Ask students to find seven past • Ask students to write one sentence questions on the board:
simple verbs in the article, then write using their own ideas for each of Does it taste similar to something?
them in their notebooks in their the new words from the Look it up! Is it a healthy kind of ice cream?
past simple and infinitive forms, and section. Who will like it: adults or children?
to say whether they are regular or • While students are writing, go • Now tell students they can write
irregular verbs. around offering help where their advert to role-play in front
• Check answers as a class. necessary. of the class, or they can use their
• Ask students to compare their phones to record it.
ANSWERS
Regular verbs– invented–invent; sentences in pairs, before asking • While students are writing their
loved–love; changed–change some students to share their adverts, go around the class offering
Irregular verbs– began–begin; sentences with the class. help and personalised feedback.
brought–bring; have–had; was–be • Ask students to present their adverts
to the class.
• Finally, ask students to vote for their
three favourite adverts.
Unit 1 19

My best meal ever
Project
Aim
Write a description of your
favourite meal
Note: Answers are students’ own answers

for Stages 2–5.
Warm-up
• Tell students that at the end of every
unit, they will work on a project which
practises the language from the unit.
Each project will allow the students to
express themselves using English to
achieve a practical goal.
• Review the unit vocabulary by
describing a food item and asking the
class to guess what it is, e.g. You make
hamburgers with it. (beef ).
• Divide the class into groups of five or six
and ask students to repeat the activity,
describing different types of food or
drink for the other group members to
guess.
• To check, elicit some descriptions as a
class for students to guess.
Stage 1: Preparing w 26
• Read the first instruction and question.
Ask students to read the text quickly to
answer the question.
ANSWER
Agustína didn’t know how to use them.
• Ask students to read the text again
and complete the table. With weaker
classes, check students understand the
questions in the table.
Cultural note
Sushi is a Japanese dish. It is made of punctuation and spelling and using the • Ask students to vote for their favourite
rice and vegetables or raw fish. Sushi past simple and food adjectives. three descriptions. Find out which
usually comes with wasabi (a spicy descriptions are the most popular and
condiment), pickled ginger, and soy Stage 4: Checking elicit reasons why.
sauce. • Ask students to swap work with a
partner and carefully check their Self-assessment
Stage 2: Planning your project partner’s work. They should look out for To encourage self-evaluation, have
• Read the first bullet and check students spelling, grammar, and whether target students circle the number of stars from
understand that the meal can be language from the unit has been used. 1 to 5 to assess their project work.
anywhere, not only in a restaurant.
Stage 5: Finalising and presenting Suggestion: Digital portfolio
• Read the second bullet and ask
• Ask students to write the final version Teachers and students may agree to create
students to complete the table with
of their descriptions, either digitally or an audio-visual portfolio in which all the
answers about their favourite meal.
on paper, and illustrate it with drawings, project work for each unit is recorded. This
• While students are writing, go around magazine cut-outs, photographs, etc. will allow students to revisit what they
the class and check that students are This can also be set as homework. have learned by the end of the book. It is
completing the table correctly.
• Ask students to stick their finished suggested that recordings are kept safe
descriptions on the classroom walls and not shared publicly.
Stage 3: Writing a draft
where other students can read them.
• Ask students to write a rough draft of Students who wish to can read their
their descriptions, paying attention to
descriptions to the class.
20 Unit 1

themselves.
Activating
• Draw students’ attention to the cover
page and ask the first question: Do you
know any of the places in the photos?
Explain that some are in Argentina
and elicit their names (Puente de la
Mujer, city of Buenos Aires; statue of
San Martín, Mendoza; La Plata; statue
of Independence, Humahuaca). Ask
in Spanish who has been to these
places or other popular tourist places
in Argentina. Write the following
questions on the board and ask
students to discuss them in pairs:
When were you there?
What did you do there?
Did you like it?
• To check, ask several pairs to share their
answers with the class.
Brainstorming
• Write the unit title on the board and
elicit or explain its meaning (in various
places) to the class.
• Draw students’ attention to the photos
of the hand driving the car and the
boy with the phone. Ask the second
question: Three of the people in the
photos need to do the same thing. What
is it?
• Ask students what they think the unit
will be about.
• Go through the unit aims and check
students understand, particularly the
words buildings, features, and advice.
Extension activity
This activity reviews vocabulary for
places in town and practises spelling.
Play ‘hangman’.
• Explain the game. Say that you are
Unit 2 Here Writing skill

A review of a place we have visited
going to draw one blank for each
letter of a word (e.g. _ _ _ _). The
and there
students must try to guess the word
by saying the letters it may contain.
Pronunciation area Draw the gallows (Spanish: horca)
Vocabulary Word stress on the board and explain that every
Buildings and features time a student guesses wrongly, you
Giving directions
Dictionary skill must draw a part of the hangman
Collocations (head, body, legs, arms) for each
wrong letter. Write the incorrect
Grammar letter on the board. Students must
should / shouldn’t
Values and cross-curricular try to guess the complete word
Imperatives
topics before the whole body is drawn.
Tourism and travel Once students guess the complete
Verb + to- infinitive
Outdoor activities word, elicit a translation and drill
Prepositions of place and movement
Sports pronunciation.
Play the game with the following
Practical English words: bank, church, cinema, museum,
Giving and asking for directions Suggestion
post office, shopping centre, square,
Where possible, encourage students supermarket, swimming pool, theatre.
Unit 2 21

Where should
we go?
Get going
Aim
Read and understand an online
travel forum
Warm-up
board, check students understand, and
ask them to discuss it in pairs: You’re
visiting a city in Argentina for the first
time. What do you want to know about
the city before you arrive?
• To check, invite some students to share
their answers.
Exercise 1 w 27
• Ask students to read or listen to the
forum to answer the question. Play the
audio.
• Check the answer as a class.
ANSWER
The skatepark is popular.
Exercise 2
• Read the instructions. Invite the class to
explain what the questions mean.
• Ask students to read the review again
and discuss the questions in pairs.
ideas.
ANSWER
Cooper should go to the Mendoza
Cathedral. It’s special because its
windows are amazing.
Vocabulary: Buildings
and features
Aim
Learn and practise buildings and features
Listening Get together
• Read the instructions and check
Aim students understand.
Exercise 3 Understand a phone call about • Divide the class into pairs and ask them
• Ask students to match the words in people’s locations to discuss the question.
the box to the pictures. With weaker • While students are discussing, go
classes, allow students to use a bilingual around offering support where
Exercise 5 w 29
dictionary. necessary.
Note: the audioscript follows the Get
• Do not check answers yet. together activity.
answers with the class.
Exercise 4 w 28 • Read the instructions. Explain that the
phone call is between Amy and Ben. Audioscript w 29
• Ask students to listen and check their
answers. Play the audio. • Ask the class to look at the four Amy Hi, Ben. Are you having a nice time?
locations a–d. Tell them to listen for Ben Hi, Amy. Yes, you should see this
• Ask students to listen again and
words in the audio that match the place. It’s so green and quiet. I can’t
repeat. Play the audio again. Check
locations, then match the people to the believe it’s in the middle of London! What
pronunciation.
locations. Play the audio. about you?
• Check answers as a class. Amy Well, I’m looking down at the water
below me. It’s great because cars can’t
drive on this. You can only walk on it.
22 Unit 2

Exercise 2
• Read the instruction and the example.
Explain that the situation in the first
sentence in each item helps them
decide whether to use should or
shouldn’t. Ask students to read the first
sentence and complete the second
sentence with the words in the brackets
and should / shouldn’t. With weaker
classes, read each sentence and check
students understand.
Exercise 3
• Read the instructions. Focus students’
attention on the example answer and
the crossed-out words in the box, and
check students understand that they
must use should and the words in the
box to make questions, sentences, or
short answers.
read out the conversation to the class.
Cultural note
Oscar Wilde (1854–1900) was born
in Dublin, the capital of Ireland, and
became one of the most famous writers
of the late 19th century. Wilde was also
famous for his extravagant style and
sense of humour.
Exercise 4
• Read the instructions and questions,
and check students understand. Ask
students to answer the questions with
full sentences and should / shouldn’t.
• Go around offering support.
• Now ask students to ask and answer
their questions in pairs.
answer their questions for the class.
ANSWERS
Get together
Ben Can you see St Paul’s Cathedral from
there?
Grammar: should / • Ask a strong student to read the
Amy I’ve got a great view of it from here – shouldn’t instructions and sentence starters in
the speech bubbles. Check students
it’s such a beautiful church! understand the situation and that they
Ben Where’s Jack? Aim must make sentences giving advice.
Amy Oh, he’s still on his skateboard. He’s Learn and practise should / shouldn’t
having a great time – he doesn’t want to
• Divide the class into pairs and ask them
to discuss what Miguel should do.
leave!
Ben OK, well, see you at the cathedral at
Exercise 1 Explain that they can change the verbs
2 p.m. • Ask a strong student to read the go and tell and that they should think of
examples. Elicit the meaning of should / as many ideas as possible.
Amy OK, bye!
shouldn’t and the examples. • Check answers as a class.
• Explain that should is a modal verb like ANSWERS
can and follows the same structure. Students’ own answers.
• Now ask students to complete the table
and the rules.
Extra practice
• Check answers as a class. Elicit the main Workbook pp.W6–W7
verbs in the table: see and go. Ask: Do
the main verbs change in affirmative and
negative sentences and questions? (No.)
Unit 2 23

Don’t turn right!
Get going
Aim
Read and understand a conversation
about a game called geocaching
Warm-up
• Write geocaching on the board and
ask the class if they know what it is. If
necessary, read the cultural note below.
• Ask: Does this game sound interesting?
Do you play the game? and discuss the
questions as a class.
Cultural note
Geocaching is a game that you can
play anywhere. Players, or geocachers,
follow clues on their phones that lead
them to boxes called caches, with
‘treasure’ (usually cheap items) inside
them. Geocachers place the caches
themselves and post their locations
on a website. To find the caches,
geocachers must follow directions on
the website. If you find a cache and take
something from it, you must replace it
with something of your own.
Exercise 1 w 30
• Ask a strong student to read out
the instructions. Check students
understand that they must read and
listen to the conversation, follow the
boys’ movement on the map, and
decide which of the locations A–F the
boys arrive at. Play the audio.
ANSWER
D
Exercise 2 w 30
• Read the question to the class, check
students understand, and ask them to Exercise 4 w 31 • Now ask students to listen carefully to
discuss it in pairs. Play the audio. • Tell students to listen and check their the conversations and complete the
• Check answers as a class. answers. Play the audio. directions with the words in the box.
ANSWER • Tell students to listen again and • Check answers as a class.
A GPS machine helps them. repeat. Play the audio again. Check
pronunciation and understanding.
Audioscript w 32
1 Boy How do I get to your house, Sara?
Vocabulary: Giving Girl Go up the road past the hospital.
directions Listening Boy OK. Where do I go then?

Girl My house is next to the hospital on
Aim the right.
Aim 2 Woman Excuse me. Could you tell me
Understand two conversations about
Learn and practise phrases for giving where the police station is?
directions to a place
directions Man Of course. Go straight on and
through the tunnel.
Exercise 5 w 32 Woman Through that tunnel down there?
Exercise 3
• Tell students they are going to hear Man Yes, that’s right. Then take the first
• Ask students to match the directions two conversations about directions. left, and the police station is on the left.
to the pictures. Tell them they can use Woman That’s great. Thank you.
Ask students decide which places the
their bilingual dictionaries.
people need to find. (1 Sara’s house;
• Do not check answers yet. 2 the police station).
24 Unit 2

Grammar: verb +
to- infinitive
Aim
Learn and practise verb + to- infinitive
Exercise 4
examples. Then invite the class to
explain what they mean.
• Ask students to study the table.
• Ask: Which word changes with the
pronoun and can change tense? (the
verbs in the second ‘Verb’ column).
Tell students that the verb in the
to- infinitive form keeps that form with
the verb + to- infinitive structure.
• Now ask students to study the rules and
choose the correct answers.
Practice activity
The aim of this activity is to practise the
structure of verb + to- infinitive.
• As a class, elicit the meanings of the
verbs in rule b in Exercise 4.
• Write the following sentence starters
on the board:
She wants …
We’re trying …
Dad always forgets …
They decided …
We prefer …
I never agreed …
The boys chose …
You need …
• Divide the class into groups and ask
students to write sentences using
the sentence starters, the structure
verb + to- infinitive, and their own
ideas.
• Now ask groups to swap sentences
with another group to check.
• To check, ask groups to read some of
their sentences to the class.
Grammar: Imperatives Exercise 2
• Tell students they are going to match
Aim sentences 1–6 to imperatives a–f. Exercise 5
Learn and practise imperatives for Draw their attention to the example • Ask a strong student to read the
giving directions answer and then ask them to match the instructions and the first sentence of
remaining pairs of sentences. the text, including the example answer.
• Check answers as a class. Check students understand that they
Exercise 1 need to use the to- infinitive structure in
• Ask a strong student to read the Exercise 3 each sentence.
examples. Then invite the class to • Ask a strong student to read the • To check, ask individual students to read
explain what they mean. instructions. Then invite the class to out the completed text to the class.
• Ask students to study the table and explain what they need to do.
rules. • Ask students to read the conversation
Pairwork
• Ask students how the use of carefully before they complete it with • In pairs, students choose who will be
imperatives differs in Spanish. (In the words in the box. Student A and Student B.
Spanish, there is a polite form. In the • To check, ask some students to read out • Students go to the pages indicated in
negative form, the main verb is in the the complete conversation. the exercise and follow the instructions.
subjunctive.)
Extra practice
Workbook pp.W6–W7
Unit 2 25

Giving directions
Practical English
Aim
Learn to ask for and give directions
Warm-up
• Describe the word statue to the class
without giving its name: This feature can
look like a person or an animal. You often
see it in public places. Ask the class to
guess what it is.
• Now ask individual students to come to
the front of the class. Whisper the name
of a building or feature to them and ask
them to describe it to the class for the
class to guess.
Exercise 1
• Ask students to read the gapped
conversation carefully and complete it
with the words in the box, then answer
the question.
Exercise 2 w 33
• Tell the class to listen and check their
ANSWER
Bea’s party is at the sports club.
Exercise 3
students understand that they need to
draw the route on the map and label
the three buildings.
• While students are doing the exercise,
draw a larger version of the map on the
board.
• To check, ask a pair of students to read
out the conversation in Exercise 1
again. As they read, trace the route on
the map and label the buildings. Ask
students who drew the route correctly.
weaker class, read each sentence and • Tell students to listen to the
Exercise 4 check they understand. conversation and put the activities in
• Write the following words on the board: • To check, ask individual students to the correct order. Play the audio.
before, after, as soon as, when, and read their answers aloud. • Check answers as a class.
until. Elicit their meanings and explain
Focus w 35 & w 36
that these words are used to order
instructions or events.
Listening • Read the instructions and check
students understand. Ask students to
• Focus students’ attention on the Aim listen to the words. Play audio 35.
sentences and tell them to read them
carefully and then underline the action
Understand a conversation about • Now ask students to listen to the
doing tasks in different places in town words in the table and tick the correct
that happens first in each sentence.
columns. Play audio 36.
Option: With weaker classes, do the Exercise 6 w 34 • Check answers as a class.
activity as a class. Note: The audioscript is on page 27. • Read the tongue twister to the class.
• Read the instructions. Tell students that Ask students to study it, then highlight
Exercise 5 George’s mother has lots of different the /θ/ sound in one colour and the /ð/
• Ask a strong student to read the tasks for him in different places in town. sound in another.
instructions. Then invite the class to • Ask students to look at the activities • Now ask students to practise saying the
explain what they need to do. With a (a–e). With weaker classes, check tongue twister in pairs.
students understand each activity. • Go around the class, checking
pronunciation.
26 Unit 2

• Check answers as a class and check
• Now ask students to complete the rules.
Exercise 2
• Ask students to read the email carefully
before they complete it with the
prepositions in Exercise 1.
Speaking
Aim
Ask for and give directions in a
conversation
Exercise 3
to read the instructions and look at the
map. Then invite the class to explain
what they need to do. Tell students
their conversation should be similar to
the conversation in Exercise 1.
conversation.
their conversation.
go around offering support where
necessary.
ANSWERS
Option: With weaker classes, allow
students to write the conversation (script)
which they can read aloud later.
Put it together
Audioscript w 34 George OK. Can I go to Stan’s house?
Mum George! Have you got a minute? Mum Well, do those jobs for me first. Then • Ask students to role-play the
you can go! conversation following the
George Yeah … What is it?
conversation flowchart.
Mum Can you go to the supermarket
for me? • Point out that they should only use
George Oh, Mum! I went yesterday! Grammar: Prepositions their notes as cues and not read from
the page when they are speaking.
Mum Please? of place and • Invite some pairs to role-play or read
George OK. What do you need?
Mum Some milk and some eggs. movement their conversations for the class.
George OK … Anything else? ANSWERS
Mum Yes. Before you go to the Aim Students’ own answers.
supermarket, can you take this jacket to Learn and practise prepositions of
Julia’s house? She left it here last night. place and movement Extra practice
George OK. Mum, can I … Student’s Book pp.82–83
Mum Wait a second! I need Workbook p.W8
Exercise 1
something else.
George WHAT? Sorry … ermm, what? • Read the examples and invite the class
Mum Before you go to Julia’s house, can to explain what they mean. Then focus
you return these books to the library? And the students’ attention on the exercise
after the supermarket, can you take this and ask them to match the words to
letter to the post office? the definitions.
Unit 2 27

Parkour: a new
sport
Reading
Aim
Read about a new sport
Practise dictionary skills: collocations
Talk about a new sport
Warm-up
Prepare: For this activity you will need a
soft ball or a crumpled piece of paper.
• Review prepositions of place and
movement from page 27 Exercise 1 by
calling out their definitions, and then
throwing the ball to different students
to elicit the correct prepositions.
• Use the prepositions to describe a
sport for the students to guess, e.g. You
move along a pool to the opposite end.
(swimming)
• In pairs, ask students to choose a sport
and describe it using the prepositions
without giving its name. Their partner
must guess the sport.
• To check, ask a few students to describe
the sport to the class for the rest of the
students to guess.
Exercise 1
• Ask a strong student to read out the
questions, and discuss them as a class.
ANSWERS
Support activity
This activity helps students to understand
the text before they do Exercise 2.
• Write these paragraph headings on
the board:
A The creator of a sport
B Parkour moves to your country.
C A history of the sport Exercise 3 • Read part b. Remind students that
D A description of the sport while some cognates look similar in
• Ask students to read the article again in
• Ask students to read the text quickly more detail and answer the questions English, it is often the stress of a word
and match them to the paragraphs. with full sentences. which makes it sound different. Check
• Check answers as a class. • To check, ask individual students to
answers as a class.
ANSWERS read their answers to the class. ANSWERS
A– paragraph 1; B– paragraph 4; b 1 obSTAculo 2 filosoFIa 3 inteRES
C– paragraph 3, D– paragraph 2 Look it up! 4 popuLAR 5 disTRIto
• Tell the class that when they are unsure
of the stress and pronunciation of a The world around you
Exercise 2 w 37
new word, they can look it up in the • Read the instructions and questions
• Ask students to look at the title, Parkour: dictionary. Draw their attention to and check students understand.
a new sport, and ask them if they know
anything about parkour.
the example SUDdenly. Say it aloud • Ask students to discuss the questions in
and encourage students to listen to their groups.
• Ask students to read and listen to the the stress and repeat it. Read the first
article and then decide if the sentences
• To check, ask different students to share
paragraph. Check students understand. their groups’ answers with the class.
are true or false. With weaker classes, • Now read the instruction in part a. Ask
read the sentences and check students students to study the dictionary entries ANSWERS
understand. Play the audio. to answer the questions. Encourage Students’ own answers.
• To check, ask individual students to them to say the words aloud. Check Extra practice
read their answers to the class. answers as a class. Workbook p.W9
28 Unit 2

Extension activity
This activity practises students’ ability to
paraphrase language.
• Write the following phrases on the
board in a list: across the path, rapidly
grew popular, more and more traceurs,
arrived in Argentina, the first one.
• Tell students these phrases
paraphrase some phrases in the
text. Ask a strong student to find the
matching words in the article for the
first phrase (on the opposite side of
the path).
• Divide the class into pairs. Ask
students to find matching phrases
for the phrases on the board.
ANSWERS
… he jumps to the wall on the
opposite side of the path. (par 1)
The sport quickly attracted interest …
(par 3)
… there are growing numbers of
them (par 3)
When parkour reached Argentina …
(par 4)
The park is the first of its kind … (par 4)
Digital extension activity

This activity encourages students to
find out more about parkour and to
use the language from the unit to
describe it.
• Divide the class into pairs or small
groups. Ask students to go to the
following link on their phones:
https://www.wfpf.com/wfpf-
athletes/, or search for ‘traceurs
official videos’ and choose one
of the videos.
• Go around the class offering help
with research and checking videos
are suitable.
• Ask students to prepare a
commentary of what the traceur is
doing, using the present continuous,
Support activity Practice activity buildings and features vocabulary,
This activity revises dictionary skills from This activity helps students gain a better and prepositions of place and
Unit 1. understanding of the reading text. movement.
• Ask students to write down any Prepare: Make copies of the reading • Ask each group to show its video
words in the reading text they don’t text, but omit the following sentences: on a large screen and to give its
understand. • The sport quickly attracted interest and commentary to the class. If a large
• Now ask students to use the skills soon lots of people wanted to try it, too. screen is not available, students can
they learned in Unit 1 to work out You try to move quickly and easily and share their commentaries in groups
the meaning of the words. Tell them ignore the big obstacles around you. and show the video on their phones.
to think about the following things: The park is the first of its kind in Latin Note: If you are concerned students
Is the word a cognate? America. will not choose an appropriate video,
What type of word is it: noun, verb, Metres below him, people are walking you could select one before the class
adjective, etc.? along a path. and give them the web address.
What is the meaning of the sentence it • Write the missing sentences in the
appears in? order shown above on the board
• Allow a few minutes for students to and ask students to write them in the
work out the meanings and then correct places in the text.
elicit them as a class. • Check answers as a class.
Unit 2 29

A fantastic trip
Project
Aim
Write a review of a trip to a place that
you know about or you visited

for Stages 2–5.
Warm-up
board: Think of your favourite place in
Argentina. What should you see and do
there? What shouldn’t you miss?
students to give each other advice
about their chosen places.
• To check, elicit some places and advice
as a class.
Lucia’s review of a trip to the city of
Humahuaca.
• Ask students to read the review quickly
and answer the first question.
• Now ask students to read the profile
in more detail and answer questions
1–6. With weaker classes, ask a strong
student to read the questions. Then
read out their answers.
ANSWER
A good place to see the whole city is
from the Statue of Independence.
Stage 2: Planning your project

• Tell students they are going to work in
pairs and write a review of a place they
know about or have visited.
to choose which place they want to
write about. Stage 4: Checking then tell their partners why they have
• Tell students to make notes for • Ask students to swap their work with chosen them.
questions 1–5. With weaker classes, ask a partner and check their work. Make • Find out which reviews are the most
a strong student to read the questions. sure students look out for examples popular and elicit reasons why.
Then check students understand. of new language from the unit in the
paragraphs. Self-assessment
Stage 3: Writing a draft To encourage self-evaluation, have
• Read through the paragraph Stage 5: Finalising and presenting students circle the number of stars from
descriptions with the class and check • Ask students to write or type their 1 to 5 to assess their project work.
students understand. reviews. Encourage them to use photos,
• Ask students to write sentences for their drawings, magazine cut-outs, etc. to
review in their notebooks using the make the review more attractive.
paragraph plan. • When the reviews are ready, ask
• While students are writing their students to present them to the class
sentences, go around the class and and then stick them on the walls.
offer help and personalised feedback Students who wish to can read their
where necessary. reviews to the class.
• Ask students to go around the
classroom in pairs to read the reviews
and each choose their three favourites,
30 Unit 2

• Tell students to go through the
Review A pages to check if they
remembered the vocabulary and
grammar points correctly.
Vocabulary
Food
Exercise 1
• Ask students to choose the correct
options to complete the conversation.
• To check, ask a pair of strong students
to read the conversation aloud.
Food adjectives
Exercise 2
• Ask students to match the adjectives
to the different types of food. Tell
them that in 3, 4, and 5, two answers
are possible, and they can use the
adjectives more than once.
Buildings and features

Exercise 3
• Ask students to read the definitions
carefully and write the correct buildings
and features.
Practice activity
• Elicit from students which
vocabulary from Exercises 1–3 is
difficult to remember. Write the
words on the board.
• Tell students that you are going to
describe the words on the board,
e.g. This is a food we have in salad. It’s
green. (lettuce), and they must write
the words in their notebook. Keep a
note of the words you describe.
Review A Giving directions

exercises either individually, in pairs, or in
groups, setting a time limit for students to
complete the work. To check, go through Exercise 4
Aims the answers quickly. Tell students to • Ask students to read the email carefully
Review and consolidate vocabulary mark their performance using the score and complete the directions in it with
and grammar from the Welcome unit provided at the end of each exercise. This the words in the box.
and Units 1–2 option is illustrated in Review B on pages • To check, ask individual students to
53–54. read their answers to the class.
Methodology
Option 3: Autonomous learning
You can approach the Review in
different ways:
Ask students to complete the Review Grammar
pages for homework, and then check
them in class.
Option 1: Teacher-led learning Past simple: regular verbs
You can go through each exercise at a Warm-up
time and check it immediately afterwards, Exercise 5
• Tell students that in this lesson they will • Ask students to read the text carefully
as we usually suggest in each unit. This
revise what they have learned so far.
option is illustrated in Reviews A and C. and complete it with the past simple
• Books closed. Ask students to work in form of the verbs in the box.
Option 2: Collaborative learning pairs to brainstorm vocabulary and
Ask students to work through the grammar points they remember from
the units. Set a time limit.
Review A 31

Past simple: irregular verbs
Exercise 6
• Ask students to complete the mini-
conversations with the correct form
of the verbs in the box. Explain that
the same verb appears twice in each
conversation, once in the present
simple and once in the past simple.
• To check, ask pairs of students to read
the mini-conversations to the class.

Exercise 7
• Read the instructions. Then focus
students’ attention on the example and
the date: 20th January. Explain that for
each date in bold, they need to count
back from 20th January.
Polite offers and requests

Exercise 8
conversation with the words in the box.
• To check, ask a pair of strong students
to read the conversation to the class.
Practice activity
This activity practises polite offers and
requests using the students’ own ideas.
• Ask students to underline these
words in the conversation in
Exercise 8: park, Japanese gardens,
buy a sandwich, Santa Fe.
• Now ask students to read the
conversation in pairs, replacing the
underlined words with their own
ideas.
should / shouldn’t
Exercise 9
• Tell students they are going to
complete a conversation about advice Verb + to- infinitive Practice activity
on visiting Oxford. Ask students to This activity provides further practice of
Exercise 11
complete the conversation with should the target grammar in Units 1 and 2.
or shouldn’t and the words in brackets. • Ask students to reorder the words to
write sentences. Explain that there is • Write these sentences on the board,
one extra word in each sentence. and ask students to complete them
read their answers to the class. with their own ideas:
Don’t … across the road
Imperatives I didn’t … yesterday.
You shouldn’t … inside your school.
Exercise 10 Prepositions of place and I need to … .
• Ask students to complete the movement • Go around offering support and
imperative sentences with the checking sentences.
affirmative or negative form of the Exercise 12
• To check, ask a few pairs to share
verbs in the box. • Ask students to read the sentences and their sentences with the class.
• To check, ask individual students to choose the correct option.
read their answers to the class. • Check answers as a class. Extra practice
Literature A: pp.94–95
Culture A: p.100
Video: 2A: Borough Market
32 Review A

Suggestion
• Where possible, encourage students
to use English for the activities on
this page. However, if students are
struggling, you could prompt them
by providing the required structure or
vocabulary, or allow Spanish to help
students to express themselves.
Activating
• Ask students to look at the photos and
ask the first question: Which people do you
recognise in the photos? Elicit their names
and write them on the board (Jennifer
Lawrence, top left; Chris Pratt, middle left;
Sandra Bullock, bottom middle; Leonardo
Sbaraglia, bottom right).
• Point to the photo of Jennifer Lawrence
and ask: Should I see one of her films?
Which films should / shouldn’t I see? Elicit
answers and reasons why from a few
students.
to ask and answer the same questions
about the different actors.
answer their questions for the class.
Brainstorming
• Ask students to look again at the
photos and elicit or give students
the names of the other things in
the photos, e.g. award (premio),
clapperboard (claqueta), film still
(fotograma), location (escenario).
• Ask students the second question:
What do they and the other photos all
have in common? Elicit that they are
part of the film industry. Focus students’
attention on the unit title, The Silver
Screen. Explain that this is a nickname
for the cinema industry and read the
cultural note below.
• Ask a strong student to read the unit
aims to the class. Then invite the class
to explain what they mean.
Unit 3 The Writing skill

A film review
Cultural note
The term ‘silver screen’ comes from
silver screen
the fact that cinema screens in the
early 20th century were painted with
Pronunciation area reflective metallic paint.
Vocabulary /ə/ (the schwa)
Appearance Extension activity
Film genres
Dictionary skill This activity approaches the unit topic
Understanding Oxford 3000 from an Argentine perspective.
Grammar • Ask students to work in pairs to
Comparative adjectives
Values and cross-curricular brainstorm all the Argentine films
Superlative adjectives
topics they know. Tell students to describe
Famous people the films to their partner. Allow five
(not) as … as minutes for this activity.
Popular culture
less … (than) • To check, invite some pairs to share
The arts
their ideas with the class.
Practical English
A film review
Unit 3 33

Slimmer, shorter,
longer
Get going
Aim
Complete a quiz about famous actors
Warm-up
• Ask the class: How do actors prepare for a
film role? Elicit one or two answers, e.g.
They learn the script.
• Divide the class into pairs. Set a time
limit of two minutes and ask students
to brainstorm more ideas.
• Check ideas as a class.
Exercise 1 w 39
quiz and guess the names of the actors,
then answer the question. Play the
audio.
• Ask students to check their answers
in pairs, before checking answers as
a class.
ANSWER
Anne Hathaway cut her hair.
Practice activity
The aim of this activity is to check
students’ comprehension of the text.
• Write the following statements
on the board and check students
understand them.
1 This actor lost weight and cut
their hair.
2 This actor changes their appearance
in different ways for films.
3 This actor ate a lot of food to
prepare for the film role.
• Ask students to read the quiz again
and write the correct actor for each
statement.
Exercise 3 w 40 Exercise 4
ANSWERS • Tell students to listen and check their • Ask a strong student to read the
A Anne Hathaway, B Renée answers. Play the audio. instructions. Then invite students to
Zellweger, C Chris Pratt
• Ask students to listen again and explain what they need to do. With
repeat. Play the audio again. Check weaker classes, go through the text and
pronunciation. check students understand it before
Vocabulary: • Explain the following: We usually put they complete it.
•
Appearance the verb be before an appearance
adjective, e.g. He’s tall. We put have / has
Check answers as a class.
got before an appearance adjective + Get together

Aim
noun, e.g. She’s got long hair. • Read the instructions and the speech
Learn and practise appearance words bubbles. Check students understand.
Focus • In pairs, ask students to take turns to
Exercise 2 • Read the explanation and check that describe a famous actor.
• Ask students to match the words in the students understand. Make an example • While students are speaking, go around
box to the pictures. Tell students they sentence and write it on the board, e.g. offering support where necessary.
can use their bilingual dictionaries if My brother is quite tall. Elicit the meaning • To check, ask some students to share
they need to. of the sentence and then elicit more their descriptions for the class to guess.
• Do not check answers yet. sentences using quite.
34 Unit 3

Practice activity
This activity uses appearance adjectives
from page 34 in their comparative form.
• Write the following true / false
statements on the board:
1 Jennifer Lawrence has got fairer hair
than Sandra Bullock.
2 Leonardo Sbaraglia’s beard is greyer
than his hair.
3 Chris Pratt’s hair is darker than
Leonardo Sbaraglia’s hair.
• Ask students to look at the photos on
page 33 in pairs and decide whether
the statements are true or false, then
correct the false statements.
Exercise 2
• Ask the class: Where is the centre of
the U.S. film industry? Elicit the answer
(Hollywood). Say: India has a big film
industry, too. What is its name? Elicit the
answer (Bollywood).
students understand. With weaker
classes, elicit the meanings of the
adjectives in brackets.
them on the board.
Cultural note
Bollywood makes films in the Indian
Hindi language, and is located in
Mumbai, the largest city in India.
Exercise 3
instructions and the example to the
class. Then invite the class to explain
what they need to do. Tell students to
use the table in Exercise 1 to help them.
write their answers on the board.
• Elicit another example for each rule, Exercise 4

Grammar: e.g. + er: smaller, + r: nicer, double • Read the instructions and ask students
Comparative consonant + er: fatter, bigger, to explain what they need to do.
•
adjectives -y + ier: prettier, more + adjective: more
interesting. Then read the irregular
Tell students to complete all five
sentences with their own ideas.
Aim adjectives and ask students to repeat • To check, ask a few students to read
after you. their sentences to the class.
Learn and practise comparative
adjectives
• To check students understand, ask
ANSWERS
them to look at the tables and rules in
pairs for a few minutes and make a note
Exercise 1 of any queries. Discuss and explain any Pairwork
• Ask a strong student to read the queries as a class.
• In pairs, students choose who will be
examples, in the table, then invite the Student A and Student B.
class to explain what they mean.
• Students go to the pages indicated in
• Draw students’ attention to the example the exercise and follow the instructions.
and read through the rules in the table,
and check students understand. Ask Extra practice
students to complete the table. Student’s Book pp.84–85
• Check answers as a class. Workbook pp.W10–W11
Unit 3 35

The worst film ever!
Get going
Aim
Read about the Golden Raspberry
awards
Warm-up
• Draw students’ attention to the page
title and elicit its meaning.
• Write these questions on the board in a
list: What is it called?; Who stars in it?; Why
did you go to see it?
• In pairs, ask students to take turns to ask
and answer the questions about a film
they saw this year.
• To check, ask some pairs to share their
questions and answers with the class.
Exercise 1 w 41
the audio.
ANSWER
It’s an award for the biggest film
disasters and worst actors of the year.
Exercise 2
and discuss the questions in pairs.
answers.
ANSWER
Vocabulary: Film
genres
Aim
Learn and practise film genres
Listening clothes, and all the houses and other

Exercise 3 buildings were typical of that time in
• Ask students to look at the pictures Aim history. But it was the most boring of all
and choose the correct film genre for the films I saw.
Understand an interview about four
each one. Tell them they can use their Radio presenter Oh that’s a pity. I love
fictional films
bilingual dictionaries if necessary. historical films, usually! Right, well, moving
on, what about The Gray House?
Exercise 5 w 43 Judith I think this is really scary, and the
Exercise 4 w 42 • Read the instructions. Check students music definitely helps! Those terrible
understand. Play the audio. moments when the children were alone in
• Check answers as a class. the house were really scary! A great story,
too. A definite ten out of ten!
• Ask students to listen again and Radio presenter That sounds great! I want
Audioscript w 43
Radio presenter Good evening! Tonight, I’m to see that one, too! Now, what about
pronunciation. MiniPeeps 3? Did you enjoy it?
with film critic Judith Brown to talk about
the newest films in the cinemas this week. Judith Well, I took my daughter to see
Judith Good evening. MiniPeeps 3, because she loves those
Radio presenter OK, Judith, let’s start with films – she is their biggest fan! And I must
The Secret Key. say, I loved the characters, with their little
Judith Well, it certainly looked fantastic. bodies and big green heads. But I didn’t
All the actors wore beautiful 18th-century
36 Unit 3

Exercise 2
• Read the instructions and the example
answer and check students understand.
With a weaker class, check students
understand the information and the
adjectives in brackets.
read their answers to the class and write
them on the board.
Exercise 3
instructions. Then invite the class to
explain what they need to do. Remind
students that we often put than after a
comparative adjective and the before
a superlative adjective. With weaker
classes, check the meanings of the
adjectives in the box before they begin
the activity. Or, if they find the exercise
too difficult, give them the adjective
for each gap so that they only have to
write it in its correct form.
them on the board.
Cultural note
The Revenant tells the story of Hugh
Glass, who is hunting animals for their
fur. The story takes place in the early
years of the US when a lot of the land
was still wild and almost unpopulated.
On a journey back to his camp, a bear
attacks Glass and badly injures him. The
other hunters in his group decide to
leave him, and Glass must travel alone
on a very difficult journey.
Get together
instructions and the sentences in the
speech bubble. Invite the class to
• Divide the class into groups and give
them five minutes to brainstorm all the
terrible films they can think of.
• Now tell students to discuss all the
really like the story this time – MiniPeeps 2
was better.
Grammar: Superlative films in their list and decide which one
Radio presenter And finally, Maria. What did adjectives most deserves a Golden Raspberry and
you think? give reasons why. Write the following
Judith It was brilliant! Jenny Williams, the Aim phrases for agreeing and disagreeing
actress who plays Maria, has the best voice Learn and practise superlative on the board and check their meanings
ever. She sings so beautifully. And she’s a adjectives and pronunciation as a class.
great actress. Do you remember her from That’s true, (but) …
the war film Big Heart in 2015? She was I agree with you, (but) …
fantastic in that, too.
Exercise 1 I’m afraid I disagree.
Radio presenter Well, that’s our time up • Ask a strong student to read the • Ask students to begin their discussion.
for this evening, I’m afraid. Judith Brown, examples. Then invite the class to • Ask one student from each group to
thank you very much. explain what they mean. give their group’s answers to the class.
Judith Thank you. • Ask students to complete the table of
superlative adjectives and study the list ANSWERS
of irregular superlative adjectives. Then Students’ own answers.
ask them to complete the rules. Extra practice
• Check answers as a class. Check Student’s Book pp.84–85
students understand and check the Workbook pp.W10–W11
pronunciation of the superlative
adjectives, particularly worst /wɜːst/,
and furthest /ˈfɜːðɪst/.
Unit 3 37

A film review
Practical English
Aim
Write a review of a film you have seen
recently
Warm-up
ask students to discuss it in pairs, giving
reasons for their answers:
What is the best way to find out about a
film before you see it?
a Ask your friends for their opinions of it.
b Watch the trailer.
c Read a review of the film.
ideas.
Exercise 1
Nathan’s review of the film Captain
America: Civil War. Ask students to read
the review quickly and answer the
questions: Did he enjoy it? Why? Why not?
ANSWER
No, he didn’t. It isn’t as good as other
films, because Captain America isn’t very
exciting, the plot wasn’t very interesting,
and the film was too long.
Exercise 2
• Ask students to read the review again in
more detail to complete the sentences
in the table. With weaker classes, check
students understand the categories in
the table.
them on the board.
Focus
• Read the explanation in bold to the
class and check students understand. 2 we all had snacks with us / the cinema
sold great snacks
Extension activity
• Ask a strong student to read the This activity gives students further
example sentences to the class. Elicit 3 my friend bought my ticket for me / my
practice of viewpoint adverbs.
their meanings and the meaning of the friend gave me some money for a ticket.
4 we couldn’t see the film / there weren’t
• On the board, write the following
viewpoint adverbs as a class.
sentence and complete it with a film
any tickets
Exercise 3 that you have seen: I recently went to
• While students are writing, go around see … Then write a viewpoint adverb
• Ask students to read the sentences offering help where necessary. below it as a sentence starter, e.g.
carefully and choose the correct • To check, ask individual students to Interestingly, and complete it with
viewpoint adverbs. With weaker classes, read their sentences to the class. your own ideas, e.g. Interestingly,
elicit the meaning of each viewpoint
ANSWERS I was the only person in the cinema.
adverb before they begin the exercise.
Students’ own answers. • In pairs, ask students to talk
• To check, ask a few students to read the
about films they have seen using
complete sentences to the class.
the sentence structures and
Exercise 4 the viewpoint adverbs. While
students are speaking, go around
• Read the instructions and sentence offering help.
starters and check students understand.
If students are struggling to think of
ideas, write these ideas on the board:
38 Unit 3

Practice activity
This activity encourages students to use
(not) as … as and less … (than)
• Divide the class into pairs. Ask
students to first think of two actors,
two films, and two books, then think
of one short adjective and one long
adjective to describe each of the
three pairs.
• Now ask each pair of students to write
two sentences to compare each pair:
one with (not) as … as and one with
less … (than) + long adjective.
• Go around offering support and
checking sentences.
• To check, ask some pairs to share
their sentences with the class.
Writing
Aim
Write a review of a film
Exercise 5
• Read the instruction in bold and the
first bullet point, and check students
understand. Ask them to make notes for
each question.
• Now read through the second bullet
point and ask students to use their
notes and the paragraph order to write
the review. Draw attention to the final
three bullet points and ask students to
include the language.
• While they are writing, go around the
class providing personalised feedback.
• Collect the reviews for marking.
ANSWERS
Put it together
students understand. Write this
sentence starter on the board and give
Grammar: (not) as … as less … (than) an example with it: I think … should
be a film because the story is … / the
Aim Aim characters are … / it’s very …
Learn and practise (not) as … as Learn and practise less … (than) • Give students a few minutes to think of
some books.
Exercise 1 Exercise 3 • Divide the class into groups and ask
• Ask a strong student to read the • Read the example sentences and the students to discuss which book should
examples. Invite the class to explain rules. Then check students understand. become a film.
what they mean, then ask students to With the second rule, explain that with • While students are speaking, go around
study the table and complete the rules. a short adjective, we use not as … as offering support where necessary.
• Check answers as a class, then check instead of less … (than), e.g. not as • To check, ask each group to share their
students understand. tall as … group’s answers with the class.
We can use both not as … as and
Exercise 2 less … than with long adjectives. ANSWERS
students understand. Draw attention Exercise 4 Extra practice
to the example, and elicit that both • Ask a strong student to read the Student’s Book pp.84–85
sentences have the same meaning. instructions and example. Then invite the Workbook p.W12
• Check answers as a class. class to explain what they need to do.
• Ask students to check answers in pairs.
Unit 3 39

Argentina: the
perfect location
Reading
Aims
Read about Argentina’s growing
popularity as a film location
Practise dictionary skills: Oxford 3000
Talk about films in Argentina
Warm-up
• Draw students’ attention to the title of
the page and elicit its meaning. Then
ask students to look at the images on
page 41. Ask them what they think the
reading text is about and elicit that it is
about Argentina as a film location.
Exercise 1
questions. Then invite the class to
to answer the questions.
ANSWERS
Exercise 2 w 44
• Ask students to read and listen to
the article and underline the correct
heading for each paragraph. Play the
audio.
Exercise 3
• Now ask students to read the article
again in more detail and answer
the questions with full sentences.
With weaker classes, check students
understand each question.
read their answers to the class. • Check answers as a class and ask
students why they chose each meaning.
Practice activity
Look it up!
The world around you find and use the Oxford 3000 words.
• Read the explanation of Oxford 3000 to
the class. Ask students to look in their • Read the instructions and questions • Allocate each group a different letter
and check students understand. of the alphabet. Ask each group to
dictionaries and find words with a key
• Divide the class into groups of four. Ask choose a useful Oxford 3000 word
symbol next to them. Elicit the words
students to discuss the questions in starting with their letter, then write a
the students have found.
their groups. sentence for the word.
a Draw students’ attention to part a and
the three gapped extracts, and ask • To check, ask students to share their • Go around checking students’ choice
them to find three highlighted words in groups’ ideas with the class. of words and that their use of the
the article that match the translations. words and sentences is correct.
ANSWERS
b Now ask students to read part b • Ask each group to write their
and underline the meaning in the sentences on the board, and explain
definitions that matches each word as it what the Oxford 3000 word means.
appears in the article.
c Now ask students to read part c. Ask Extra practice
students to find words 1–5 in their Workbook p.W13
dictionary, then find the words in the
article and read the sentences they
appear in to help them choose the
correct meaning in the dictionary.
40 Unit 3

further research the topic of the reading
lesson and use new language for their
own purposes.
research a Spanish-language film
and give a presentation about it.
Divide the class into groups and
ask them to brainstorm films they
want to research. Tell them the film
should be no higher than a 13 rating.
While they are doing this, write these
questions on the board:
What is the name of the film?
When was it in cinemas?
Who starred in it?
Where did the producers film it?
Was the film successful?
• Go through the questions, check
students understand them, and
ask them to research their films to
answer these questions. Students
can do their research for homework,
but if they do it in class, go around
the class offering support with
research and checking students are
researching the correct information.
• Ask students to prepare their
presentations. Ask them to divide
their presentation between them
and to each write sentences for
their own speaking part. Go around
• If possible, ask students to find
photos online to show on a screen
in their presentations, or ask them to
bring photos or posters.
• Ask students to give their
presentations to the class.
Support activity Practice activity

This activity encourages students to This activity helps students understand
recognise cognates in a text. It should the text.
be done after the Look it up! activities. • Books closed. Write the following
• Tell the class that there are a lot of questions on the board:
cognates in the article. Ask students 1 Name the two films in the first
to make a list of them and their paragraph that used Argentina as a
translations. Set a time limit of five location.
minutes for this, and allow students 2 Where did they film The Revenant?
to use their bilingual dictionaries. 3 Name the different things you can
• Elicit students’ answers and write see in the Argentine countryside.
them on the board. • Ask pairs of students to take turns to
ask and answer the questions.
POSSIBLE ANSWERS
famous, example, biographic, lake, • Books open. Ask students to check
comedy, use, double, different, part, their answers. Elicit results as a class.
mountain, science fiction, popular, ANSWERS
varied, glacier, tropical, director, scene, 1 Motorcycle Diaries and Focus
temperature, original, industry, excellent, 2 Ushuaia
studio, efficient, production, reputation 3 glaciers and tropical jungles
Unit 3 41

A film survey
Project
Aim
Do a survey on films and write about
the survey

for Stages 2–5.
Warm-up
board: Who is the most talented actor?
Why? Check students understand and
ask them to discuss it in pairs.
• To check, ask some students to share
Stage 1: Preparing
• Ask students to study the survey charts
quickly and answer the first question.
With a weaker class, go through the pie
charts and check students understand
what each chart represents.
ANSWER
They were quite popular.
• Next, ask: How many students did they
survey? (ten). Now tell the students to
study the charts again and complete
the gapped text below with the
forms less … (than), (not) as … as, and
superlative adjectives.
• Read the two bullets and check
students understand. (You may wish to
do this as pairwork or group work.)
• Ask students to brainstorm possible
things to ask about in their survey.
in their own summaries. Remind • Ask students to listen and repeat. Play
Stage 3: Writing a draft students to use comparative forms and audio 46.
• Ask students to write three questions viewpoint adverbs. Also, ask students to • Now, in pairs, ask students to look at
for their survey. Remind them to use make pie charts with their results, like the tongue twister. Read it slowly to
superlative adjectives. those in Stage 1. the class, and ask students to underline
• While they are working, go around the the syllables with the schwa sound.
Stage 4: Checking class and offer help where necessary. (The science fiction film wasn’t as good
• Ask students to swap their work with a • Ask students to present their surveys. as the thriller, and the horror film was
partner and check their work. Make sure worse than all of them.)
students look out for examples of new
• Stick the surveys on the walls. Ask
students to go around the classroom • Ask students to take turns to read the
language from the unit. tongue twister to their partner. Go
to read the surveys and decide which
have the most interesting results. around the class to monitor and correct
Stage 5: Finalising and presenting
• Finally, find out which surveys students where necessary.
• Ask students to ask their questions to
ten students and record the answers. think have the most interesting results
Self-assessment
and why.
• Now tell students they are going To encourage self-evaluation, have
to write a summary of their results, Focus w 45 & w 46 students circle the number of stars from
like Gabriel’s. Read the highlighted 1 to 5 to assess their project work.
phrases in the summary in Stage 1,
• Read the first instruction and check
students understand. Ask students to
check students understand them,
listen and repeat. Play audio 45.
and encourage students to use them
42 Unit 3

Suggestion
Where possible, encourage students
themselves.
Activating
• Write the following adjectives that
could describe the images on the page
on the board: fast, slow, exciting, boring,
dangerous, safe, healthy, unhealthy,
expensive, cheap, easy, difficult. Elicit
their comparative and superlative forms
and write them on the board, too.
• Say two sentences about the photos,
one with a comparative adjective and
the other with a superlative adjective,
e.g. This (skateboarding) is cheaper than
that (riding a motorbike). This (karting)
is the most dangerous.
students to compare the activities
and forms of transport, using the
comparative and superlative forms of
the adjectives on the board, and less …
(than) and (not) as … as.
• To check, ask some students to share a
description with the class.
Brainstorming
• Pre-teach the meaning of the unit
title, Out and about (being outside and
active, and moving from one location
to another).
• Ask students what they think the
unit is going to be about. Then focus
their attention on the question: What
activities and forms of transport can
you see in the photos? Elicit or give the
names of the forms of transport (plane,
horse, bike, bus, motorbike).
• Hold your book up to the class and
point to the picture of the plane. Say:
I prefer planes because they’re fast. Write
Unit 4 Out Writing skill

A leaflet about an activity holiday •
your sentence on the board.
Divide the class into pairs and ask them
and about company to discuss the second question: Which

ones do you prefer? Why?, using your
sentence as a model.
Vocabulary Pronunciation area
/a/, /ɑː/, and /ʌ/ sentences with the class.
Outdoor activities
Forms of transport • Ask students to study the unit aims
Dictionary skill with a partner, then invite the class to
Phrasal verbs explain what they mean.
Grammar
Likes and dislikes: verb + -ing
Values and cross-curricular
Infinitive of purpose
topics
Present simple for future
Outdoor activities
Accidents and injuries
Practical English
Tourism and travel
Asking about public transport
Unit 4 43

I love mountain
biking
Get going
Aims
Read about extreme sports
Warm-up
• Write extreme sports on the board and
elicit its meaning (high-risk sports). Ask:
Why do people like extreme sports? and
discuss the question as a class.
Exercise 1 w 47
article and match the photo of karting
to the correct teenager. Play the audio.
ANSWER
Rosie
Exercise 2
and the questions.
ANSWERS
Vocabulary: Outdoor
activities
Aim
Learn and practise outdoor activities
Exercise 3
• Ask students to match the outdoor
activities to the pictures. Allow students
to use their bilingual dictionaries where
necessary.
Exercise 4 w 48 Exercise 6 w 49 Audioscript w 49

• Ask students to listen and check their • Read the instructions, then ask students Presenter Welcome to Talk Zone. Today we’re
answers. Play the audio. to read through sentences 1–6. talking about PGL Holidays, a British holiday
With weaker classes, check students company for children and teenagers. It
• Ask students to listen and repeat. Play
offers holidays in the UK, France, and Spain.
the audio again. Check pronunciation. understand each sentence. Play the
audio again. PGL’s most popular holiday for teenagers is
• Check answers as a class. its multi-activity holiday. Teens can choose
Listening from kayaking, surfing, mountain biking,
rock climbing, and walking, among many
Get together
Aim • Read the instruction. Elicit their other different activities. Rebecca Smith and
meaning of the question as a class. Tom Thorpe both went on PGL holidays last
Listen to a radio interview about
summer. So what did they think? Rebecca,
teenagers’ views of PGL activity holidays • Divide the class into pairs and ask let’s start with you.
Rebecca Well, my holiday was great. I
Exercise 5 w 49 • While students are talking, go around loved doing most of the activities, though
• Read the instructions, then invite I didn’t like rock climbing. It was quite
students to explain what they need to • To check, ask some pairs to share their scary when I looked at the ground below
do. Play the audio. opinions with the class. me! My favourite activity was mountain
• Check answers as a class. biking. We rode really fast and across some
beautiful countryside. I’d like to go on
another PGL holiday next year!
44 Unit 4

• Check answers as a class. Point out that
can’t stand doesn’t change form, e.g.
I can’t stand / he can’t stand.
Exercise 3
instructions, and check students
understand. Draw students’ attention
to the sentence prompt for I, elicit that
the lines connect to the emoji for can’t
stand and the phrase rock climbing, then
compare it with example sentence 1.
sentences.
Exercise 4
• Ask students to read Sam’s blog carefully
and then complete the sentences about
it with verbs for likes and dislikes.
Exercise 5
students understand. Explain that they
can use the outdoor activities on
page 44 or use other activities.
• Ask students to write their sentences.
• To check, ask some students to share a
description with the class.
ANSWERS
Extension activity
The aim of this activity is to personalise
the new grammar and vocabulary.
• Tell students they are going to write
their own blog post about outdoor
activities they like and dislike, using
the blog post in Exercise 4 as a
model.
• Draw students’ attention to the
following phrases in the blog
post, check their meanings, and
encourage students to use them in
Presenter What about you, Tom?
Tom The holiday was OK. I wanted to do
Grammar: Likes and their blog posts: my favourite sport of
all time; I do it as often as I can; not my
skateboarding, but they didn’t have it as dislikes: verb + -ing favourite sport; I’m not a fan of … ; …
an activity. I liked kayaking, but I didn’t is terrible; the worst sport of all.
enjoy surfing. It was really difficult, and I Aim • Ask students to write their blog
couldn’t do it very well. I told the teachers Learn and practise verb + -ing posts.
they should teach other sports, like karting • While they are writing, go around the
and roller blading. PGL doesn’t do these Exercise 1 class and offer help where necessary.
sports at the moment, but I think they’re • Ask a strong student to read the • To check, ask students to read their
brilliant. examples. Then invite the class to explain blog posts to the class.
Presenter Thank you, Rebecca and Tom! the meaning of the highlighted verbs.
And now let’s move on to … • Ask students to complete the rules. Extra practice
• Check answers as a class and check Student’s Book pp.86–87
students understand. Workbook pp.W14–W15
Exercise 2
• Ask students to write the correct verb
next to each emoji. Make sure they
understand that there are two answers
with the same meaning for 2 and 5.
Unit 4 45

Why did he do
that?
Get going
Aim
Read and understand an article about
Jordan Cox’s unusual route
Warm-up
• Ask students to look at the map and
find the following places: London,
Sheffield, Essex, and Berlin. Ask them
to guess the distances between the
following places: London and Sheffield,
Essex and Berlin, Berlin and Sheffield.
• Elicit students’ ideas and write them on
the board, then give the answers.
ANSWERS
London and Sheffield (228 km)
Essex and Berlin (874 km)
Berlin and Sheffield (1000 km)
Exercise 1 w 50
article to answer the question. Play the
audio.
ANSWER
He took two planes and a bus.
Exercise 2
• Read the questions to the class
and invite the class to explain what
they mean.
• Ask students to read the article again in
more detail and discuss the questions
with a partner.
ANSWER
The advantages were that he spent some Exercise 4 w 51 Get together
time in Berlin and had lunch there – the • Tell students to listen and check their • Ask a strong student to read the
journey was a lot more fun. The journey answers. Play the audio. instructions and the sentences in the
was also cheaper than a train ticket. The • Tell students to listen and repeat. Play speech bubbles. Then invite the class to
disadvantages were that the journey was the audio again. Check pronunciation. explain what they mean.
much slower than the train journey. • In small groups, ask students to discuss
Usage note the questions. Ask one person in each
Vocabulary: Forms of We always put the before underground.
In the UK, people informally refer to the
group to write down each person’s
answers and to find out the most
transport underground as the Tube. common form of transport at the end
of the activity.
Aim • While students are speaking, go around
Focus
Learn and practise forms of transport offering help where necessary.
• Ask different students to read the
explanations to the class, then check • To check, elicit some sentences from
Exercise 3 students understand. individual students, and ask each group
for its results.
• Ask students to match the forms of
transport to the pictures. Tell students Exercise 5 ANSWERS
they can use their bilingual dictionaries. • Ask students to match the words in Students’ own answers.
• Do not check answers yet. Exercise 3 to the definitions.
46 Unit 4

Exercise 3
• Tell the class they are going to read
some sentences and then complete
a question and answer about each
sentence with the infinitive of purpose.
• Focus students’ attention on the
examples and compare them to the
information in the first sentence. Elicit
the tense in the first sentence and the
matching question and answer (present
simple). Tell students to make sure that
the tenses in their questions match the
tenses in the sentences.
read their questions and answers.
Exercise 4
• Ask students to read the text and
complete it with the verbs in the box,
using the infinitive of purpose.
Extension activity
This activity helps students better
understand the text in Exercise 4.
• Write the following questions about
the text on the board. Ask students
to read the text and answer the
questions:
1 Who was Frederick Valentich?
2 What was the problem?
3 Is it normal for one plane to fly only
300 metres from another plane?
4 Do we know what happened to him?
ANSWERS
1 He was a young pilot from
Australia.
2 He saw a plane only 300 metres
above his plane.
3 No, it isn’t.
4 No, we don’t.
Exercise 5
instructions and the questions. Then
invite the class to explain what they
Grammar: Infinitive of • Check answers as a class. need to do.
• Ask students to look at the second •
purpose question and answer example, and •
Ask students to answer the questions.
While students are writing, go around
point out the answer has two clauses offering help where necessary.
Aim (I travel by bus and to get to school) and
Learn and practise the infinitive of it repeats part of the question (travel by
• Ask students to compare their answers
purpose in pairs before checking answers as a
bus). Explain that the answer can also
class.
be shortened to: To get to school, but
Exercise 1 the longer answer is more polite. ANSWERS
• Ask a strong student to read out the Exercise 2
examples. Then invite the class to Pairwork
• Tell students they are going to match
explain what they mean. Ask students
the sentence halves. Focus their • In pairs, students choose who will be
what structure they use in Spanish to
attention on example answer 1 and Student A and Student B.
express the highlighted words.
option d so they can see how the • Students go to the pages indicated in
• Now ask students to complete the exercise works. the exercise and follow the instructions.
rules. Tell students to look carefully at
these two sentences from the examples Extra practice
when completing the rules: He took Option: With stronger classes, ask Student’s Book pp.86–87
another plane to get to London; I travel by students to write their own answers to
Workbook pp.W14–W15
bus to get to school. questions 1–5. Check answers as a class.
Unit 4 47

Asking about
public transport
Practical English
Aims
Make a conversation about a travel
timetable
Practise the sounds /a/, /ɑː/, and /ʌ/
Warm-up
board and ask students to discuss the
questions in pairs: When did you last
travel by coach? Where did you go? How
long was the journey? Did you enjoy it?
Exercise 1
sentences in the box.
Exercise 2 w 52
• Tell students to listen to the audio and
check their answers. Play the audio.
Exercise 3
again carefully and complete the table.
With weaker classes, check students
understand the words in the table.
Exercise 4
• Read the instructions and invite
students to explain what they need to
do. With weaker classes, go through
each highlighted phrase in Exercise 1
and elicit its meaning.
ANSWERS • Now ask students to read and listen to
1 F The customer wants to know what the tongue twister below, and read it
Listening time the train arrives. slowly to them.
2 T • Ask them to practise saying the tongue
Aim 3 F The first train is late. twister to their partner, starting slowly,
Understand a conversation at a train 4 F The first one goes to platform 7 and and gradually getting faster.
station the second one goes to platform 10.
5 T Audioscript w 53
Exercise 5 w 53 Customer Excuse me. I’m waiting for a
Focus w 54 & w 55 friend on the train from Manchester. What
instructions and the true / false
• Ask students to listen to the sounds and time does it arrive?
the words. Play audio 54. Sales assistant Well, there’s one that usually
statements. Then invite the class to
explain what they need to do. • Now ask students to practise saying the arrives at 3.20 p.m. But it’s late today, so it
words in the table in pairs, then decide arrives at … Bear with me one second …
• Ask students to listen and decide if the 3.39 p.m. And the next one gets here at
which sound they contain, and tick the
sentences are true or false. Play the
appropriate column. 3.43 p.m.
audio.
• Check answers as a class. • Ask students to listen to the audio and Customer OK, great. Do they arrive at the
check their answers. Play audio 55. same platform?
Option: Ask students to correct the false Sales assistant No, they don’t, I’m afraid.
sentences. Play audio 53. Check answers
• Ask students to listen and repeat. Play
audio 55 again. The first one goes to platform 7, and the
as a class.
48 Unit 4

Practice activity
This activity will help students to realise
how often we use the present simple
for future in everyday situations.
• As a class, brainstorm other events
that are in a timetable, e.g. clubs or
concerts, etc.
• Now ask students to make true
sentences about future events using
the present simple for future, e.g. My
bus leaves at 3.15.
their ideas and sentences.
Exercise 2
• Read the instructions. Then go through
the pictures with the class and elicit
what each one refers to: train, plane,
cinema, school. Then draw students’
attention to the example and check
first write the question using the
prompts and the present simple, then
answer it using the information and
times next to the relevant picture.
write their answers on the board.
Speaking
Aim
Have a conversation in a station about
travel tickets and timetables
Exercise 3
to read the instructions, the useful
expressions, and the conversation flow
chart, then invite the class to explain
what they need to do. Tell students
their conversation should be similar to
the example conversation in Exercise 1.
second one goes to platform 10. Do you
know which train your friend is on?
Grammar: Present to follow the order of phrases in it.
Customer No, I don’t. simple for future • Also remind them that the conversation
flowchart will help them to structure
Sales assistant Ah, well. I hope you can find
their conversation.
your friend! Aim
Customer Thank you. Learn and practise present simple for
their conversation.
future
Exercise 1 language support where necessary.
ANSWERS
examples. Then ask the class to explain
what they mean.
Option: With weaker classes, allow
• Now ask students to study the table
students to write the conversation (script)
and the rule, then check students
which they can read aloud later.
understand them.
Extra practice
Workbook p.W16
Unit 4 49

A long journey
Reading
Aim
Read and understand an article
about Emilio Scotto’s journey around
the world
Practise dictionary skills: phrasal verbs
Talk about travelling
Warm-up
• Tell students you are going to make a
mind map about travel on the board.
In the centre of the board, write: A long
journey around the world. Tell students
to imagine they are planning a long trip
around the world.
• As a class, brainstorm all the different
things they need to consider, e.g.
different countries to visit and transport.
Elicit students’ ideas and write them
in the mind map on the board. (Other
possible suggestions are learning
different languages, money, local food.)
Exercise 1
questions, then divide the class into
pairs to ask and answer the questions.
ANSWERS
Exercise 2 w 56
text and answer the question. Tell
students not to try and understand
every word. Also tell them they can use
their phones to check which continents
the countries are in. Play the audio.
• Check answers as a class. If necessary,
read out the cultural note below.
ANSWER Exercise 4 The world around you
He travelled through South America, • Ask students to read the article again • Read the instructions and questions
North America, Europe, and Asia. and answer the questions with full and check students understand.
sentences. With weaker classes, read • Divide the class into groups of four and
Cultural note through the questions and check ask students to discuss the questions in
Bangladesh is a country in South Asia. It students understand. their groups.
is surrounded almost entirely by India, • To check, ask individual students to • To check, ask different students to share
but also shares a border with Myanmar. read their answers to the class. their groups’ answers with the class.
Look it up! ANSWERS

Exercise 3 Students’ own answers.
• Draw students’ attention to the • Read the instruction to part a. Ask
numbers and tell them each number students to find the phrasal verbs in the Extra practice
means something. To demonstrate article, work out the meaning, and write Workbook p.W17
this, read the example (1 and h). them in the correct extracts.
With weaker classes, read through • Check answers as a class.
the sentences and check students • Read the instruction to part b. Ask
understand. students to use the context of the
• Ask students to read the article again sentence to help them choose the
and match the numbers to their correct phrasal verb and tense.
meanings a–h. • Check answers as a class
50 Unit 4

This activity will personalise the topic of
the reading lesson for the students and
encourage them to learn more about
different countries around the world.
• Tell students they are going to work
in groups to research and plan their
own long journey and give a short
presentation about it. They can travel
to five countries of their choice and
can use whatever forms of transport
they want.
• Write the following instructions on
the board and ask students to write
them in their notebooks. Tell them
they must do the following things to
plan their journeys:
• Look at maps to plan your route.
• Decide which forms of transport
you need at different stages of your
journey.
• Find out what language and what
money you need in each country.
• Research one or two interesting
towns or cities to visit in each
country.
• Choose a sensible order of places
to visit.
• Divide the class into groups of
four, check they understand the
instructions, and tell them to divide
the research among the group
members. Ask each group member
to make notes for their part of
the presentation. They can do the
research either in the lesson or for
homework.
• Once students have completed
their research, ask them to use their
notes to write sentences for their
presentation. Tell students to use
want to to describe their intentions
for the trip. Remind them they can
also use present simple to describe
things that usually happen and
present simple for future to talk
about timetables.
Support activity Practice activity
• While they are doing this, go around
The aim of this activity is to encourage The aim of this activity is to practise
offering help where necessary.
students to read aloud in English. students’ listening skills and spelling.
• Ask the groups to give their
• Write the place names from • Books closed. Tell the class they are presentations to the class. Students
the article on the board and going to do a dictation. Tell them
who wish to can also film their
practise their pronunciation: to listen carefully and write down
presentations and show their video
Amazonian jungle /aməˈzəʊnɪən exactly what they hear.
on their phones to small groups or
ˈdʒʌŋɡ(ə)l/, Europe /ˈjʊərəp/, • Read two or three paragraphs of on a large screen to the class.
Bangladesh/ˌbaŋɡləˈdɛʃ/, Dhaka the article. Speak slowly and clearly,
/ˈdakə/. • Ask the class to vote for their three
and pause between sentences. Tell
favourite presentations.
• Divide the class into pairs and students which punctuation to use
ask students to take turns to read and when.
paragraphs from the article aloud. • Then tell them they can open their
• While students are reading, go books and check their work.
around the class offering help with
pronunciation where necessary.
Unit 4 51

An activity holiday
Project
Aim
Write a leaflet about a fictional holiday
company

for Stages 2–5.
Warm-up
• Write the following statements on
the board.
I go on holiday to relax and do as little as
possible.
It’s fun to go on holiday with people you
don’t know.
I love going on holiday with my family.
On holiday, I enjoy being active every day.
• Ask students to discuss the statements
in pairs and decide which ones they
agree with.
Stage 1: Preparing
instructions and options a–d. Then
• Ask students to read the leaflet quickly
and choose two correct answers.
• Now ask students to read the leaflet
in more detail and answer questions
1–6. Check students understand that
question 2 asks about duration.
• Ask students to look for examples of
verb + -ing and the infinitive of purpose
in the leaflet. Elicit them and write them
on the board: (Our teenagers don’t mind
getting up, They love trying, They enjoy
coming back, I didn’t like doing sport,
I really enjoyed trying horse riding, I’m
saving all my money to go on another using questions 1–5 in Stage 1 and the drawings, magazine cut-outs, etc. to
JBB holiday). questions in Stage 2. make the leaflet more attractive.
• Write this question and sentence • When the leaflets are ready, students
starter on the board, check students Stage 3: Writing a draft can present them to the class and then
understand, and ask students to discuss • Ask students to write sentences in their stick them on the walls.
it in pairs: groups for their leaflet using verb + -ing • Students then go around the classroom
Would you like to go on a JBB holiday? and the infinitive of purpose. While they in pairs to read the leaflets and each
Yes, I would / No, I wouldn’t because … are writing, go around the class and choose their three favourites. Students
• Check answers as a class. offer help where necessary. tell their partners why they have
chosen them.
Stage 2: Planning your project Stage 4: Checking
• Ask students to swap their work • Find out which leaflets are the most
• Ask two strong students to read out all popular and elicit reasons why.
the instructions. Then invite the class with another group and check their
to explain what they need to do. Tell work. Make sure students look out for Self-assessment
students their holiday company can examples of new language from the
To encourage self-evaluation, have
be for any age group and can include unit in the leaflet.
students circle the number of stars from
activities of their choice. 1 to 5 to assess their project work.
Stage 5: Finalising and presenting
• Divide the class into groups. Ask them
to brainstorm ideas and make notes • Ask students to write or type their
leaflets. Encourage them to use photos,
52 Unit 4

• Ask students to complete Exercises 1–4.
Tell them that they can go back to
Units 3 and 4 for support. Set a time limit.
• Go around the class to check their
progress.
• To check each activity, give the students
a soft ball or a ball made from a few
sheets of crumpled paper so that they
can designate who will read aloud.
• Write the answers on the board.
• Tell students to count the number of
correct answers for each exercise and
for the whole vocabulary section. (The
total number of points is 27.)
• Ask all students to say their score or ask
them to keep track of their progress
individually.
• Discuss and explain any recurrent errors.
Practice activity
This activity practises appearance words
and should be done after Exercise 1.
• Ask each student to study the
appearance words on page 34.
Then ask them to draw a picture of
a man or woman in their notebooks
without showing it to anyone.
• Now divide the class into pairs: A and
B. Ask A to describe their drawing
using the appearance words and ask
B to draw what they hear.
• Ask students to compare drawings,
swap roles, and then repeat the
activity.
• While students are speaking, go
Support activity
This activity introduces a kinaesthetic
element to the lesson and reviews
outdoor activities. It should be done
after Exercise 3.
• In their groups, ask students to take
turns to mime the outdoor activities
in Exercise 3. The rest of the group
must guess the activity.
Review B Vocabulary
Warm-up
Aims • On the board, draw a table of four Grammar
Review and consolidate vocabulary and columns with these categories: Exercises 5–10
grammar from Units 3–4 appearance, film genres, outdoor
activities, and forms of transport.
• Repeat the process you followed for the
vocabulary section for Exercises 5–10.
Methodology • Ask students to brainstorm as many (The total number of points is 26 for the
words as they can remember for each Grammar section. The entire Review B
Pages 53 and 54 illustrate a collaborative
category in two minutes. has a total score of 53.
learning approach, which is explained in
full on page 31. • To check, ask different pairs or groups to Note: If you think doing exercises 5–10 is
read aloud one column and invite other too challenging, then you could break the
Before you start students to add their ideas. exercise down into smaller sections, e.g.
Divide the class into pairs or groups, and • Read each word and ask the class to 5–7, 8–10, checking answers after each
follow the instructions below. Students repeat after you. Check pronunciation. section.
can work in these groups throughout the
lesson, or you could switch groups around. Exercises 1–4
• Read the instructions for Exercises 1–4,
and check students understand them.
Review B 53

Support activity
This activity practises comparative and
superlative adjectives. It should be
done after Exercise 6.
Prepare: For this activity, each group
of students will need the soft ball.
Alternatively, each group can use a
crumpled piece of paper as a ball.
• Write these adjectives from
Exercises 5 and 6 on the board: bad,
busy, expensive, famous, far, heavy,
large, young. Then divide the class
into groups of three or four. Assign
one or two adjectives to each
member of the group.
• Explain the activity. One student
says an adjective, then throws
the ball to another student. That
student says the comparative form
of the adjective, then throws the
ball to another student who says
its superlative form. That student
now repeats the activity with their
adjective(s). The activity continues
until all adjectives are used.
Practice activity
This activity practises likes and dislikes.
It should be done after Exercise 8.
• Divide students into groups of five
or six. Ask students to each write a
sentence on a piece of paper about
their own likes or dislikes, using the
verbs from Exercise 8. Tell them to
keep their sentences secret.
• Ask students to fold their pieces of
paper and put them in a bag.
• Explain the activity: In their groups,
students to take turns to choose a
piece of paper and read it aloud.
The rest of the group guesses who
wrote it and gives a reason, e.g. I can’t
stand surfing. I think Ruben wrote this
because he hates water. The game
continues until all the sentences
have been used.
Extension activity Extra practice
Literature B: pp.96–97
This activity encourages collaborative Culture B: p.101
learning and should be done at the end Video: 2B: Transport in London
of the review.
• Write these questions on the board,
check students understand, then
divide the class into groups and ask
them to discuss them:
Which grammar points are hard or
easy for you? Why? What do you do to
understand them better?
• To check, discuss the questions as a
class. Write students’ suggestions for
the second question on the board
and ask them to make notes of them.
• Some ideas are: compare with
Spanish; review the charts in the
units; ask English speakers for help.
54 Review B

Suggestion
students express themselves.
Activating
• Ask students to look at the photos. Ask
them the first question: What jobs can
you see in the photos? Elicit answers as
a class and write them on the board
(journalist, lawyer, engineer, hairdresser,
firefighter, farmer, nurse, builder, teacher).
• Now write this question on the board,
check students understand, and ask
them to discuss it in pairs:
Why do people usually choose these jobs?
To earn lots of money.
To help people.
To change the world.
Because they enjoy doing them.
• Now focus students’ attention on the
second question: Which job would
you like to do? Why? Give students an
example and write it on the board:
I would like to be a teacher because I like
children.
• Discuss the question as a class.
their partner’s answers.
Brainstorming
• Elicit the meaning of the unit title, Your
future career.
• Books closed. Write the following
question on the board, check students
understand, and ask them to discuss
the question in pairs: What aspects of
working life do you think are in the unit?
their partner’s answers.
• Now ask students to open their books
again and look at the unit aims. Ask
Unit 5 Your
a strong student to read them out.
Writing skill Then invite the class to explain what
An article for a school magazine they mean.
future career about your plans to join a volunteer

organisation Extension activity
The aim of this activity is to develop
Vocabulary Pronunciation area students’ interest in the unit topic.
Careers /dʒ/ and /tʃ/ • Write the following question on the
Jobs adjectives board: What must you do to get a
Dictionary skill good job? Elicit its meaning as a class.
Grammar Punctuation • Divide the class into pairs and
be going to: all forms ask them to think of everything
Values and cross-curricular someone must do to find a good
some / any compounds
job. To help students with their ideas,
every / no compounds topics
write the following sentence on the
Adverbs of manner Unusual jobs board: You must listen to your teachers
Personal ambition to get a good job.
Practical English Being motivated • To check, ask some students to share
Asking for information about careers Professionalism their ideas with the class.
Unit 5 55

What are you
going to do?
Get going
Aim
Read an article about choosing careers
Warm-up
board, check students understand
them, then ask them to discuss them
in pairs: How often do you think about
your future career? Is it important to think
about it at your age?
their ideas, giving reasons for their
answers.
Exercise 1 w 57
explain what the question means.
• Ask students to read and listen to
answer the question. Play the audio.
ANSWER
Antonella isn’t sure what she’s going to do.
Exercise 2
• Read the questions in the instructions
to the class and invite the class to
and answer the questions.
ANSWERS
Oscar feels his career is secure because
he loves working with numbers like his
father, and is doing A-level subjects that
prepare for a career as an accountant.
Antonella is going to choose her career.
Cultural note
In England and Wales, students usually Vocabulary: Careers Exercise 5
complete their lower secondary
education with GCSE exams at the Aim instructions. Then invite the class
Learn and practise nouns for careers to explain what they need to do.
age of sixteen. They usually do nine
With weaker classes, read through
or ten subjects and some of these are
the sentences and check students
obligatory. Students who do well can Exercise 3 understand.
choose to study for A-level exams.
• Ask students to match the careers in • Ask students to complete the sentences.
Students usually choose a maximum
the box to the pictures. Tell students • To check, ask individual students to
of three subjects and can choose any
they can use their bilingual dictionaries. read their answers to the class.
combination of subjects. Students
usually do their A-level exams at • Do not check answers yet.
eighteen. Get together
Exercise 4 w 58 • Read the question and invite the class
Extension activity
• Ask students to listen and check their to explain what it means. Then ask
answers. Play the audio. them to discuss it in pairs.
This activity personalises the topic and
encourages fluency.
• Ask students to listen and repeat. Play • Write the following sentence starter on
the audio again. Check pronunciation. the board: I think / don’t think parents
• Read the cultural note, then ask
should choose their children’s careers
the class: Do you think the education
because …
system in Argentina is better than in
the UK? Discuss it as a class.
56 Unit 5

be going to: questions
and short answers
Aim
Learn and practise be going to:
questions and short answers
Exercise 3
explain what the examples mean.
• Ask students to complete the tables.
• Check answers as a class, write them
on the board, and check students
understand.
Support activity
This activity consolidates understanding
of the be going to structure.
students to make mini-conversations
with the words in the table, e.g.
Are you going to work?
Yes, I am.
With Wh- questions, they can answer
using their own ideas, e.g.
Who is she going to meet?
She’s going to meet her friend.
around the class and offer support.
Option: With weaker classes, ask
students to write down their questions
and answers in pairs, and then practise
reading them to each other.
Exercise 4
complete a conversation about
Carmen’s plans to travel when she
leaves school. Ask them to complete
the conversation by using the words in
the box to make questions and short
answers.
• Write the sentence starters I’m going read their answers to the class.
Grammar: be going to be … and I’m not going to be … on
Pairwork
to: affirmative and the board. Ask students to write one
• Tell students to work in pairs and
negative affirmative sentence and one negative
sentence about their future career choose who will be Student A and who
intentions, using the sentence starters will be Student B.
Aim • Tell them to go to the pages indicated
and the jobs on page 56.
Learn and practise be going to: in the exercise and follow the
affirmative and negative
• Ask pairs of students to compare
sentences. Ask some students to share instructions.
their partner’s sentences, making sure Extra practice
Exercise 1 they answer with the correct pronoun Student’s Book pp.88–89
• Ask a strong student to read the he or she and is or isn’t. Workbook pp.W18–W19
explain what they mean. Highlight that Exercise 2
the verb which changes is be. • Ask a strong student to read the
• Ask students to complete the table and instructions. Check that students
the rule. understand that they must write
sentences that agree with the
• Check answers as a class, write them
information in the first sentences.
understand. • Check answers as a class.
Unit 5 57

Somewhere out
there
Get going
Aim
Read a job advert about an
unusual job
Warm-up
• Write reality TV on the board and elicit
its meaning. Ask students what kind of
reality TV they watch, and elicit answers.
Exercise 1 w 59
job advert and answer the question.
Play the audio.
ANSWER
It’s on a Scottish island.
Exercise 2
• Ask students to read the advert again
and discuss the question in pairs.
ANSWER
There’s nothing on the island so they
need people with different careers to do
different jobs.
Vocabulary: Jobs
adjectives
Aim
Learn and practise jobs adjectives
Exercise 3
• Ask students to match the adjectives
to the photos. Allow students to use
bilingual dictionaries if necessary.
Exercise 6 w 61 Audioscript w 61
Exercise 4 w 60 • Ask a strong student to read the Interviewer Today I’m with Joseph Barnes,
• Ask students to listen and check their instructions to the class. a nurse at Derriford Hospital in Plymouth.
answers. Play the audio. • Tell students to listen and tick the He’s going to tell us about his job. Joseph,
why did you choose to become a nurse?
• Ask students to listen and repeat. Play correct adjectives. Play the audio.
Joseph I chose this career because I love
the audio again. Check pronunciation. • Check answers as a class. working with people. What I love most is
Exercise 5 Get together chatting to my patients and giving them
what they need. That feels really good.
• Ask students to match the adjectives in • Read the instructions and the speech Interviewer But nursing is a difficult career,
Exercise 3 to their opposites 1–5. bubble and invite the class to explain
isn’t it? Nobody thinks it’s easy!
• Check answers as a class. Check what they need to do
Joseph That’s true. Some days I worry that I
pronunciation of adjectives 1–5. • In pairs, ask students to make sentences can’t do everything I need to do. I feel bad
about the jobs on page 56. because the patients need me, but I can’t
• While students are speaking, go around go to all of them at the same time.
Listening offering support where necessary. Interviewer But is it fun?
Aim • To check, ask some students to share Joseph Oh, yes! Well, OK, it isn’t always the
their ideas with the class. most exciting job in the world! Some days
Understand a radio interview with a you do the same little thing again and
nurse about his job ANSWERS
again and again. But I enjoy it.
58 Unit 5

Focus
• Read the explanation and examples,
they mean.
• Write the following conversation on the
board and elicit what it means:
A: There isn’t any cake, I’m afraid.
B: Would you like something else?
Exercise 2
• Read the instructions and invite the
class to explain what they need to
do. With weaker classes, read out
each sentence and check students
understand.
sentences.
• Ask students to compare their answers in
pairs, before checking answers as a class.
every / no compounds
Aim
Learn and practise every / no
compounds
Exercise 3
• Ask students to complete the table and
the rules.
students understand. Again, remind
students that the person compounds
can end with -body or -one.
Exercise 4
instructions. Then ask students what
they think they need to do.
sentences with the correct every or no
compounds.
Interviewer Is nursing well paid, do you
think?
Grammar: some / any read their answers to the class.
Joseph No, I don’t think nurses are well compounds Exercise 5

paid. I think they’re quite poorly paid, but • Read the instructions and invite the
when I decided to become a nurse, I didn’t Aim class to explain what they need to
do it to earn lots of money. The pay is less Learn and practise some / any do. Point out that when we use an
important to me than other things about compounds adjective to describe a compound, we
the job. put it after the compound, as in the
Interviewer It sounds like you really love example answer.
your job.
Exercise 1
• Ask a strong student to read the • While students are writing, go around
Joseph Yes, I do. I always wanted to be a
examples. Then invite the class to offering help where necessary.
nurse, and this is what I’m going to do for
the rest of my working life. explain what they mean. • To check, ask some students to read
• Ask students to complete the table and their answers to the class.
the rules. ANSWERS
• Check answers as a class and check Students’ own answers.
students understand. Point out that the
Extra practice
person compounds can end with -body
or -one.
Unit 5 59

Asking for
information about
careers
Practical English
Aims
Make a conversation between a
careers teacher and a student
Practise the sounds /dʒ/ and /tʃ/
Warm-up
ask them to discuss it in pairs: Who is the
best person to give you good advice about
your future career?
Exercise 1
• Tell the class they are going to use
the phrases in the box to complete a
conversation between a careers teacher
and a student. Explain that in the UK,
secondary schools must provide careers
advice (help and information about
jobs) to students.
Exercise 2 w 62
Exercise 3
again and answer the questions. With
weaker classes, read the questions and
Exercise 4
• Ask students to study the highlighted
words and phrases in Exercise 1 Listening • In pairs, ask students to tick the correct
carefully and match them to their uses. columns for each word.
• Check answers as a class and check Aim • Tell students to listen and check their
students understand. Understand a conversation between a answers. Play audio 65.
student and a careers teacher • Read the tongue twister slowly. Ask
Practice activity them to listen and mark the sounds
This activity practises fillers. /dʒ/ and /tʃ/. (bold is /dʒ/ and underline
Exercise 5 w 63 is /tʃ/
• Write this example on the board:
Would you like to be a nurse? Note: The audioscript is on page 61. • Julia and George are enjoying a
Yes, I would. Actually, I love hospitals! • Read the instruction, then ask students delicious lunch of chocolate, jam,
• Ask a strong student the question on to read the sentences and answer and cheese sandwiches with juicy
the board. Then ask them to respond options carefully. sausages.)
using a different filler from Exercise 4. • Tell students to listen and choose the • In the same pairs, ask students to take
• Ask students to repeat the activity in correct option. Play the audio. turns to read the tongue twister aloud.
pairs, changing the job and answering • Check answers as a class.
with their own ideas and fillers.
Focus w 64 & w 65
• Ask students to listen to the sounds in
the words. Play audio 64.
60 Unit 5

• Ask students to complete the tables
and the rule. Tell them they can check
their dictionaries for correct spelling.
them on the board. Check students
understand.
Exercise 2
carefully and choose the adjective that
matches the sentence best, then write
it in its adverb form.
read and spell their answers.
Speaking
Aim
Make a conversation between a
careers teacher and a student
Exercise 3
to read the instructions and ideas,
they need to do. Tell students their
conversation should be similar to the
example conversation in Exercise 1.
conversation.
their conversation.
language help where necessary.
ANSWERS
Option: Some students may need more
support to role-play the conversation. You
can allow them to write the conversation
(script) which they can read aloud later.
Audioscript w 63 Careers teacher Well, Sophie, generally
Careers teacher OK, so last time we spoke, speaking, being a lawyer isn’t an easy job.
Put it together
Sophie, we talked about some different Lawyers deal with other people’s problems
career options. Did you make any every day, and it can get very stressful. But, • Ask students to role-play the
I think you can do it. conversation following the
decisions?
Sophie Thanks, Miss. conversation flowchart.
Sophie I guess so.
Careers teacher And what did you decide? Careers teacher So, what A levels are you • Point out that they should only use
Sophie I’d like to become a lawyer. going to take? their notes as cues and not read from
Careers teacher That’s great! But Sophie, I the page when they are speaking.
hope you realise that studying law is very • Invite some pairs to role-play or read
difficult. I mean, there are a lot of exams Grammar: Adverbs of their conversations for the class.
and a lot of studying. manner ANSWERS
Sophie I know, Miss. But I really want to go Students’ own answers.
to university, and I enjoy studying. Actually, Aim
my dad is a lawyer, so he tells me a lot Learn and practise adverbs of manner Extra practice
about his work. Student’s Book pp.88–89
Careers teacher Really? Well that’s very Exercise 1 Workbook p.W20
helpful. Do you know what kind of lawyer • Ask a strong student to read the
you’d like to be? examples. Then invite the class to
Sophie I suppose I’d like to work with families. explain what they mean.
But I’m not really sure at the moment.
Unit 5 61

Mission to
nowhere
Reading
Aims
Read an article about the Mars500
space project
Practise dictionary skills: punctuation
Talk about space travel
Warm-up
• Write the following statements on the
them, and, in pairs, ask students to
decide whether they are true or false.
1 You can’t breathe on Mars.
2 If you take your spacesuit off in space,
your eyes explode.
3 It takes fourteen days to travel to Mars.
4 The smallest planet in our solar system
is Mars.
ANSWERS
1 T rue. The atmosphere is mostly
carbon dioxide.
2 False. Your eyes don’t explode but your
blood – and all other body fluids – boil.
3 False. It takes 150–300 days.
4 False. The smallest planet is Mercury.
Exercise 1
question. Then invite the class to
explain what it means.
their partner’s answers with the class.
ANSWERS
Exercise 2 w 66
• Read the instructions and question to
the class and invite the class to explain
Exercise 4 ANSWERS
• Ask students to read the article again a I’m going to do these things in the
what the question means.
and answer the questions with full future: go to university, get a job, and
• Ask students to read and listen to the buy my own house.
sentences.
article and answer the question. Play b We’d like to do a one-year mission
the audio. • To check, ask individual students to
to space.
• Check the answer as a class. c H ave you seen the film The Martian?
• Ask students what they think Watch this Look it up! It’s all about a mission to Mars.
space means. (It means that news about • Ask students to read the descriptions of
further developments is coming.) The world around you
the different types of punctuation (a–h)
and match each one to the numbered
• Read the questions and check students
ANSWER
understand, then ask students to
The purpose of the project was to test punctuation marks in the article.
discuss them in groups.
how long periods in a spacecraft affect • Check answers as a class and elicit the
the human body. meaning of each description.
• To check, ask different students to share
their groups’ answers
• Now ask students to complete
Exercise 3 ANSWERS
sentences a–c with the correct
• Ask students to read the article again punctuation. Students’ own answers.
and decide if the statements are true
• To check, ask some strong students Extra practice
or false.
to write the correct sentences on the Workbook p.W21
• Check answers as a class. board.
62 Unit 5

Practice activity
This activity checks understanding of
the article and encourages students to
explain it in their own words.
• Books closed. Write the following
key words from the article on the
board in a list: 1 Colombia, 2 like real
astronauts, 3 everything necessary,
4 no one could visit, 5 different careers
• In pairs, ask students to take turns
to explain what the words mean in
relation to the article.
around offering support.
explain the words to the class.
ANSWERS
Students’ answers should be similar to
the answers below.
1 Diego Urbina is from Colombia.
2 They weren’t in space, but they
lived like real astronauts.
3 The spacecraft had everything
necessary for a journey to Mars.
4 During their 520 days in the
spacecraft, no one could visit them.
5 The participants all had different
careers.

This activity encourages students’
interest in space science and helps
them to use new language.
• Ask students to research the British
astronaut Tim Peake online. Write the
following questions on the board
and ask students to find out the
answers to them online:
1 What was Tim Peake’s job before he
became an astronaut?
2 When did he travel into space?
3 Where did he go in space?
4 How long did he spend in space?
5 What did he do while he was in space?
• Tell students to make a factfile about
Cultural note Support activity their findings. Ask students to use
The Mars500 spaceship was located This activity will encourage students to photos and drawings to illustrate
in a science institute in Moscow, record new vocabulary. their posters. Encourage them to use
grammar and vocabulary from the
Russia. It consisted of different areas • Ask students to read the article
that simulated a real journey to Mars unit where possible.
again and write down a list of any
and landing on the planet. There new words they have learned in • Ask students to stick their factfiles on
was a living and sleeping area for the the article, e.g. knowledge, typical, the classroom walls. Ask students to
astronauts, a gym, space for growing background, instead, spacecraft, choose their three favourite factfiles.
vegetables, and another capsule for contain, necessary, participant, ANSWERS
landing on Mars. In addition, there conduct, exploration. 1 helicopter test pilot
was a special area where the men • Tell them to write their translations 2 15th December, 2015
pretended to land on Mars and carry and their word type (adjective, noun, 3 International Space Station
out experiments. etc.), then choose four words and 4 six months
write a sentence for each. If they are 5 He did over 250 science
keeping a list of new vocabulary, tell experiments, did a space walk,
them to add these new words to ran the London Marathon on a
the list. treadmill, and did activities with
schools via the internet.
Unit 5 63

A magazine
article about
volunteering
Project
Aim
Write a magazine article about
volunteering

for Stages 2–5.
Warm-up
• Write this information and question on
the board, check students understand,
and ask them to discuss it in pairs.
Imagine that you have a free year after
you finish school. You can do what you
like during this year. Do you want to …
a relax and have fun? If so, how?
b do something to prepare for your future
career. If so, how?
Stage 1: Preparing
• Ask students to read the article and
answer the two questions.
ANSWERS
Teenagers aged 17–19 can volunteer
with the organisation. Eva wants to go
because the experience is rewarding and
she loves helping other people.
• Now ask students to read the article

again in more detail and answer
questions 1–5.
Stage 2: Planning your project Stage 3: Writing a draft • When the articles are ready, ask
• Read the first bullet to the class and • Read the instructions and check that students to read them to the class and
invite the class to explain what they students understand the paragraph then stick them on the walls. Students
need to do. plan. Remind students to use grammar who wish to can read their articles to
from the unit in their sentences. the class.
• Ask students to read the second bullet,
then tell them they can choose an • While students are writing, go around • Tell students to go around the
organisation from any country. the class and offer support with ideas classroom in pairs to read the articles
and language where necessary. and choose their three favourites. Ask
• Tell students to make notes about it, students to tell their partners why they
using the questions from Stage 1.
Stage 4: Checking have chosen them.
Option: Before students begin their
• Ask students to swap their work • Find out which articles are the most
research, ask them to read the article
with another group and check their popular and elicit reasons why.
in Stage 1 again and to make note of
work. Make sure students look out for
things they like and dislike about the Self-assessment
examples of new language from the
volunteering experience it describes.
unit in the article. To encourage self-evaluation, have
Elicit students’ answers and write them on students circle the number of stars from
the board. Ask them to use these notes Stage 5: Finalising and presenting 1 to 5 to assess their project work.
to help them choose an organisation. • Ask students to write or type their
You can also suggest the following articles. Encourage them to use photos,
organisations: Global Volunteers, GVI UK, drawings, magazine cut-outs, etc. to
Kaya Responsible Travel. make the article more attractive.
64 Unit 5

Suggestion
students express themselves.
Activating
• Ask students to look at the photos
and ask them the first question: What
can you see in the photos? Elicit some
answers as a class.
• Now point to the main photo and say:
Everyone is jumping. Write the sentence
on the board and underline everyone.
Quickly elicit more some / any and
every / no compounds and, as a class,
elicit more sentences about the photos
using the compounds on the board.
(Some examples are: Top left: Everyone
is eating dinner / happy. They are eating
something nice. No one is sad. Centre
and bottom left: Everyone is at the
beach. / They are somewhere beautiful.
Bottom left: Everyone is looking at
something.)
Option: With stronger classes, this activity
could be done as pairwork.
Brainstorming
• Ask students the second question:
Which things do you do with your friends
and family? In the same pairs, ask
• Focus students’ attention on the title,
Happy holidays. Divide students into
pairs and ask them to look at the
photos again and brainstorm what
aspects of holidays the unit will contain.
• Ask a strong student to read through
the unit aims. Then invite the class to
• To check, invite a few students to share
their answers with the class.
Unit 6 Practical English

A museum review
Extension activity
The aim of this activity is to activate
Happy
students’ interest in the unit topic and
to personalise it for them.
Writing skill • Write the following questions on
holidays A review of a museum or other tourist
attraction
the board and check students
understand them: How did you spend
the summer last year? Where did you
Vocabulary Pronunciation area go and what did you do?
Holiday equipment Speaking slowly • Divide the class into pairs and ask
Ways of celebrating a public holiday students to take turns to describe
their summer last year.
Dictionary skill
Grammar False friends
• Go around the class checking
Present continuous for future students’ use of the past simple.
• To check, invite a few students to
Grammar review Values and cross-curricular share their partner’s answers with
I hope / I think / I don’t think topics the class.
Holidays
Multiculturalism
Unit 6 65

We’re going
camping!
Get going
Aim
Read an article about a camping
holiday
Warm-up
• Write this question on the board and
discuss it as a class: What makes a
perfect holiday?
Exercise 1 w 67
article and answer the question. Play the
audio.
ANSWER
They’re living in a big tent.
Exercise 2
• Read the instruction. Check students
understand raincoat, umbrella, swimsuit,
and flip-flops by referring to the relevant
pictures in the text and Exercise 3.
• Ask students to answer the questions.
ANSWERS
The weather forecast looks terrible.
They get a good day now and then.
Vocabulary: Holiday
equipment
Aim
Learn and practise holiday equipment
Exercise 3
• Ask students to match the words in the
box to the pictures. Allow them to use
Pablo I’m going to my grandmother’s Pablo Yes, really hot, and it hardly ever
bilingual dictionaries where necessary.
house in Argentina. She lives in San Juan. rains. I only need my swim shorts and flip-
Exercise 4 w 68 Teacher Is it nice there? flops, really!
Pablo Yes, it’s great! My cousins are Teacher And suncream?
going, too. Pablo Yes, my skin is quite fair, so I need a
Teacher Where are you all staying? lot of suncream. Oh, and the insects love
• Ask students to listen and repeat. Play Pablo At Grandma’s! Her house is really big, me, so I mustn’t forget my insect repellent!
the audio again. Check pronunciation. so we’re all staying there for a month!
Teacher Is there much to do there? Exercise 6 w 69
Listening Pablo Well, there’s a pool, so we’re going • Ask students to listen and circle the
to be in the pool every day! That’s enough correct answer. Play the audio again.
Exercise 5 w 69 for me! • Check answers as a class.
Teacher What about other activities? Are
• Read the instructions and the
you planning to visit any nice places? You Get together
equipment (1–6). Check students
understand. Play the audio.
could do a trip to a different town, maybe! • Check students understand the
Pablo No, I don’t want to do anything like questions and ask them to discuss them
• Check answers as a class. that. I’m staying by the pool! in groups.
Teacher What’s the weather like there in
Audioscript w 69 ANSWERS
summer? Does it get hot?
Teacher What are you doing for your Students’ own answers.
summer holidays this year, Pablo?
66 Unit 6

Practice activity
This activity practises the target
grammar and fluency.
• Write these questions on the board:
Where are you going after school?
What are you doing this weekend?
• Ask the questions to two strong
students. Tell students to imagine
they have plans, if needed. Elicit
their answers and write them on the
board.
• Now ask each student to write three
questions using the time expressions
in Exercise 2 and the present
continuous for future.
• While they are writing, go around
offering help and checking the
questions.
• Ask pairs of students to take turns to
ask and answer their questions.
• To check, ask a few pairs to share
their questions and answers
Exercise 4
conversation with the prompts in
the box and the present continuous.
Explain that they must write sentences,
questions, and short answers.
Option: With weaker classes, before
students do the activity, write each set of
prompts on the board and explain if they
need to form a sentence, question, or
short answer with them. Then, as a class,
elicit the full structure for each prompt
and write them on the board.
Exercise 5
question and instructions to the class.
Then invite the class to explain what
they need to. Tell students they can give
fictional answers.
Grammar: Present Option: Review the structure of the
present continuous on the board.
offering help.
• Ask some students to read their
continuous for future answers to the class.
Exercise 2
Aim • Ask a strong student to read out the ANSWERS
instructions. Then invite the class to Students’ own answers.
Learn and practise present continuous
for future explain what they need to do.
Pairwork
• Tell students to work in pairs and
Exercise 1 Exercise 3 choose who will be Student A and who
• Ask a strong student to read the • Ask students to reorder the words will be Student B.
to make sentences in the present • Tell them to go to the pages indicated
explain what they mean. Check in the exercise and follow the
continuous for future, then match each
students understand that on Tuesday instructions.
sentence to one of the photos. Tell
refers to the future.
students that the time expression can Extra practice
• Ask students to study the rules, then go either at the end or the beginning of Student’s Book pp.90–91
ask a strong student to explain what the sentences. Workbook pp.W22–W23
they mean. Clarify that we can use the
present continuous for the present and
the future, but time expressions tell us
which use it is.
Unit 6 67

How different
countries celebrate
New Year
Get going
Aim
Read about different New Year’s Eve
traditions
Warm-up
• Elicit the names of important public
holidays and write them on the board,
e.g. New Year’s Eve, The Three Kings.
• Ask the class: Which holidays do you
enjoy? Why? Elicit some answers.
• Keep the holidays on the board for use
in the Get together activity.
Exercise 1 w 70
the class to explain what the
questions mean.
the audio.
ANSWER
It takes place after midnight.
Exercise 2
and answer the question: Which
traditions involve food?
ANSWER
In Ireland: You hit bread against the wall.
First footing: Visitors bring biscuits
and cakes.
Vocabulary: Ways of
celebrating a public
Listening Dad Your aunt Sarah. It’s to wish her
holiday a happy Christmas and to tell her
Exercise 5 w 72 our news.
Aim • Read the instructions. Tell students 4 Girl 2 What are you doing today?
Learn and practise ways of celebrating Girl 3 Nothing! I’m staying in bed and
there are five conversations.
a public holiday watching TV!
• Ask students to listen and choose the 5 Man Hey! Happy Easter!
correct option. Play the audio. Woman Thanks! You, too!
Exercise 3 • Check answers as a class.
• Ask students to look at photos A–H and Get together
elicit in Spanish what activities they can Audioscript w 72 • If you did the warm-up, focus students’
see in each one. Ask them to match 1 Grandpa They look so pretty up there. attention on the holidays on the board.
activities 1–8 to the photos. Are you enjoying it, Ivy? If not, elicit some holidays and write
Ivy No, Grandpa. They’re too noisy. Can them on the board.
Exercise 4 w 71 we go inside?
2 Girl 1 Ooh, I can’t wait to see what’s • Divide the class into groups to discuss
• Ask students to listen and check their the question.
answers. Play the audio. inside!
Grandma So? Do you like it? • To check, ask each group to share its
• Ask students to listen again and
Girl 1 Ermm … yes … it’s lovely. Thanks, ideas with the class.
Grandma. ANSWERS
pronunciation.
3 Boy Who are you writing to? Students’ own answers.
68 Unit 6

Exercise 4
• Before students begin the exercise,
draw their attention to the example
and elicit why we use the past simple
(the time expression uses ago). Tell
students that they should look for time
expressions in the text that indicate
which tense to use.
Exercise 5
• Read the instruction. Ask students to
look at the information in bold and the
sentence starters, and elicit which tense
they should use for each.
• Ask students to write the sentences.
offering help where necessary.
• Ask students to share their sentences in
pairs, before inviting a few students to
share their sentences with the class.
ANSWERS
Practice activity
This activity encourages creativity and
practises the tenses from this lesson.
• Write this story on the board and
read it to the class:
Once upon a time, there was a
chimpanzee called Roberto. He lived in
a zoo and was very sad. Now he lives in
a big jungle and is happy. Right now,
he’s eating a banana.
• Explain the phrase Once upon a time.
Elicit the tense in each sentence and
write them on the board: 1 there
was / there were, 2 the past simple,
3 the present simple, 4 the present
continuous.
• Tell students they are going to write
their own story. Divide the class into
groups of four.
Grammar: Review Exercise 2 • Now ask each student to write the
• Ask students to complete rules 1–4 first sentence of their story with Once
Aim with the correct grammar points from upon a time and there was / there
Review the present simple, present Exercise 1. were. Then ask students to pass their
continuous, past simple, and • Check answers as a class. Then elicit book to the student to their left.
there was / there were two example sentences for each rule to • Now ask students to write the next
check students understand. sentence (past simple) in the book
Exercise 1 they have received, then ask them
Exercise 3 to pass their book left. Ask students
• Ask a strong student to read the • Read the instructions and check to write the third sentence (present
examples. Invite the class to explain students understand. With weaker simple) and fourth sentence (present
what they mean and elicit the tenses classes, before students do the exercise, continuous) in the same way.
(present simple and past simple). elicit the words that indicate the tense,
• Ask students to read their stories to
• Now ask students to match sentences e.g. at the moment, right now: present
the people in their group.
1–4 to grammar points a–d. Point out continuous, yesterday morning: past
that this form of present continuous simple, usually: present simple. Also
describes what is happening right now. explain that in prompts with no verb, Extra practice
• Check answers as a class. they need to use there was / there were. Student’s Book pp.90–91
them on the board.
Unit 6 69

A museum review
Practical English
Aim
Write a review of a museum or another
tourist attraction
Warm-up
board and discuss it as a class: Think of
a museum you know well. Do you like it?
Why? / Why not?
• Now write tourist attraction on the
board and elicit its meaning. Say:
Museums are tourist attractions. What
other tourist attractions do you know?
Elicit students’ answers in Spanish if
necessary. Write them on the board
and elicit or pre-teach any translations
necessary.
Exercise 1
and complete a review of the Science
Museum in London.
• Ask students to read Gemma’s review
words in the box.
• Ask students the question in the
instruction: What was her favourite part?
Elicit answers as a class.
ANSWER
The engineering exhibition was her
favourite part.
Exercise 2
• Draw students’ attention to the table.
Ask them to find things 1–5 in the
review and then write the adjectives
that describe them in the table.
• Check answers as a class and review the
meanings of the adjectives. • Check answers as a class, write them
Extension activity
Focus This activity encourages students
understand them.
• Ask the class: What is the purpose of a to practise phrases for expressing
review? Elicit that reviews give people’s Exercise 4 opinions.
opinions of places and events. • Ask students to read the sentences • Write this sentence starter on the
• Read the information in the Focus box carefully and then choose the correct board: Last … I watched / played /
and check students understand. phrases for expressing opinions. read / went to …
• To check, ask individual students to • Divide the class into groups of three
Exercise 3 or four and explain the activity. One
• Ask students to look at the table and student makes a sentence using
at the words and expressions in each Exercise 5 the sentence starter and then adds
section. Explain that the first section • Ask a strong student to read out the another sentence using one of the
shows phrases that we use to introduce sentence starters. Then invite the class phrases from the table in Exercise 3,
our opinions and that the last section is to explain what they mean. e.g. Last night, I went to the cinema. The
for a phrase that summarises a person’s only problem was the film: it was terrible!
general opinion of something.
• Ask students to complete the sentences
with their own ideas. • The game continues in the same way
• Ask students to complete the table with until all the students in the group
the highlighted phrases. ANSWERS
have made sentences.
70 Unit 6

Put it together
• Write the following text on the board
and read it to the class:
Last summer, I went to a small town by
the sea. I thought it was very noisy. I didn’t
think the restaurants were very good. I’m
hoping to go somewhere else next year.
• Underline Last Summer, I went to, I
thought, I didn’t think, and I’m hoping.
• In pairs, ask students to describe where
they went on holiday last summer,
using the underlined structures on
the board.
their descriptions with the class.
ANSWERS
Writing
Aim
Write a review of a museum or another
tourist attraction
Exercise 3
• Ask a strong student to read the first
instruction in bold and the bullet point.
Then check students understand. Ask
them to make notes for each question.
• Now read the second bullet point
and phrases, then check students
understand.
• Read the final two bullet points and ask
students to make sure they include the
grammar points in their sentences.
• Ask students to begin writing their
descriptions, using their notes and
the phrases.
class providing personalised feedback.
• Ask a few students to read their reviews
to the class.
ANSWERS
Grammar: I hope / • Also point out that hope + subject +
verb can have different pronouns as a Extra practice
I think / I don’t think subject, e.g. Student’s Book pp.90–91
I hope she remembers her phone. Workbook p.W24
Aim I hope you enjoyed the museum.
Learn and practise I hope / I think / Option: With weaker classes, write
I don’t think the following words from the example
sentences on the board: we can go, she
Exercise 1 likes, the food was, to go, to be.
• Ask a strong student to read the • Ask students whether they match the
examples and rule. Then invite the class structure subject + verb or to- infinitive.
to explain what they mean.
Exercise 2
• Ask students to read the examples
carefully, then complete the gaps with
carefully and complete them with the
the words in the box.
words in the box.
• Check each answer as a class and then
elicit each part of the structure in the
example sentences, e.g. a subject: we;
verb: can go
Unit 6 71

Ecuador: the little
country with
everything
Reading
Aim
Read and understand a travel itinerary
and review of Ecuador
Practise dictionary skills: false friends
Talk about travel and tourism
Warm-up
• Tell the class that they are going to
read about Ecuador. Write the following
sentences on the board. Ask students to
guess which sentences do not describe
Ecuador. If possible, ask students to
correct the sentences.
1 Its neighbours are Colombia and Peru.
2 It is next to the Atlantic Ocean.
3 It has the highest mountain in
South America.
4 Its national colours are red and white.
5 One of its mountains is the closest
place on Earth to outer space.
ANSWERS
These two sentences describe Ecuador:
1
5 Mount Chimborazo in Ecuador, when
measured from the Earth’s centre and
not sea level, is the highest mountain
on Earth and therefore the closest to
outer space.
These three sentences do not describe
Ecuador:
2 Ecuador is next to the Pacific Ocean.
3 Argentina has the highest mountain
in South America (Aconcagua).
4 Ecuador’s national colours are red,
blue, and yellow.
Exercise 1
• Ask students to look at the title and text • Ask students to read the text again • Check answers as a class.
on page 73 and elicit the type of text carefully and then choose which sentence • Now ask a strong student to read the
as a class. Then ask what the map and from A–G should fit in each gap. Tell advice in part b. Then check students
photos indicate about the text. students that there is one extra sentence. understand.
ANSWERS
• To check, play the audio. Then, read the
text, pausing at each gap and asking The world around you
It’s an online travel itinerary and review
of a holiday. The map and photos show individual students to read the correct • Read the instructions and questions
locations, itinerary, travel information, sentence. and check students understand.
and the weather. • Divide the class into groups of four or
Exercise 4 five students.
Exercise 2 • Ask students to read the text again • Ask students to discuss the questions in
• Ask students to read the text carefully and answer the questions with full their groups.
sentences.
and to match the sentence halves. • Ask different students to share their
Make sure they read the itinerary, the • To check, ask individual students to groups’ answers with the class.
review, and the travel information. read their answers to the class.
ANSWERS
Exercise 3 w 73 Look it up! Students’ own answers
• Ask students to look at the gaps in the • Read the explanation in part a and Extra practice
text and explain that these are missing check students understand. Workbook p.W25
sentences from the text. • Ask students to match the highlighted
words in the text to their correct
translations in the dictionary extracts.
72 Unit 6

The aim of this activity is to broaden
students’ knowledge of Ecuador
and to encourage them to work
independently.
• Divide the class into groups.
• Ask each group to research online
three tourist destinations in Ecuador
that aren’t mentioned in the text and
make a poster about them. Possible
examples are the volcano Cotopaxi,
the Cuyabeno Wildlife Reserve, and
the town of Otavalo, famous for its
local artisan markets.
• Ask the groups to write paragraphs
for their posters and find photos and
illustrations to use on it.
• Ask students to make their posters
and to stick them on the walls of the
classroom.
• Ask students to vote for their three
favourite posters.
Extension activity
The aim of this activity is to encourage
students to use their own words to
explain the information in the text in a
communicative activity.
• Divide the class into pairs. Ask one
student to imagine they are the
customer who wrote the review
and the other to imagine they are a
friend who wants to know all about
the holiday. Tell them they are going
to plan and role-play a conversation
about the holiday.
• Ask students to work together to
plan questions and answers about
the holiday, using the information
in the itinerary, the factfile of travel
information, and the review. They
should write notes and not write
complete questions and answers.
Possible questions include:
When did you do the tour? Where did
you go? Did you like the places? Why?
Support activity Practice activity Which was the most beautiful place?
This activity practises students’ listening The aim of this activity is to practise the Was the food good? Do you want to go
and pronunciation skills. false friends in the reading text. back there?
• Divide the class into pairs, A and • Ask students to write a gapped • While students are working, go
B. Ask A to close their books and sentence for each false friend in the around offering help and checking
ask B to dictate the first part of the reading text. They must leave out the their ideas.
customer review, as far as gap three. false friend in each sentence. • Ask students to role-play their
They don’t need to include the extra • While students are writing, go conversations in their pairs.
sentences. around the class and offer help Encourage students not to repeat
• Ask students to swap roles. Ask B where necessary. the information word for word from
the text.
to dictate the rest of the second • Divide the class into pairs and
paragraph. ask them to swap sentences and • Ask some students to role-play their
• Ask students to compare their complete them. conversations for the whole class.
written dictations with the text and • To check, ask students to check their
to make a note of any words they answers with their partner.
find hard to pronounce or spell.
• Elicit words students find hard
to pronounce and drill their
pronunciation as a class.
Unit 6 73

A presentation
about a region
Project
Aim
Give a group presentation about a
region of Argentina
for Stages 2–5.
Warm-up
• Write the buildings and features from
Unit 2 page 22 on the board, with two
or three letters omitted in each word,
e.g. b _ i d _ _. (bridge). Ask students to
complete them as a class.
• Once all the words are complete, review
meaning and pronunciation.
• Write Pembrokeshire on the board and
ask students if they know where it is
in the UK. Elicit or explain that it is a
county in south-west Wales.
presentation and answer the question.
Play the audio.
ANSWER
St David’s Cathedral, Skomer island, and
Manorbier castle
• Now ask students to read the
presentation in more detail and answer
questions 2–6.

• Read the first bullet and check students
understand, then ask students to
choose a region in their groups. • While they are writing, go around slowly and to pause in the correct
• Ask students to study the second bullet offering support and feedback. places. This can also be done as
point, then check students understand. homework.
Focus •
• Ask students to decide who will talk Students who have chosen to video
about each question in bullet two and • Read the explanation to the class and their presentations can do so once they
ask students to research the relevant check students understand. If you wish, feel ready.
information online and make notes play the highlighted extract to the class
about it. so students can hear the pauses. Stage 5: Finalising and presenting
• While they are researching, go around • Divide the class into pairs and ask them • Ask students to give their presentation
offering help and checking they are to choose another extract from the to the class or show a video of their
using appropriate sites. This stage could presentation and take it in turns to read presentation.
also be set as homework. it out, speaking slowly and pausing in • When all the presentations have been
the correct places. given, ask students to vote for their
Stage 3: Writing a draft • While they are reading, go around three favourite presentations and give
• Read the first bullet point to the class. offering support and feedback. reasons for their choices.
In their groups, ask students to think of
a sentence that describes their chosen Stage 4: Rehearsing and checking Self-assessment
region well. • Ask students to practise their To encourage self-evaluation, have
• Now ask students to use their notes to presentations, using their notes to students circle the number of stars from
write their presentations. guide them. Remind them to speak 1 to 5 to assess their project work.
74 Unit 6

Extension activity
This activity practises careers
vocabulary.
• Divide students into pairs and ask
them to write a sentence for each
extra career in the box in Exercise 1.
around offering support.
• Ask students to take turns to read
their sentences to another pair and
guess the correct answers.
Jobs adjectives
Exercise 2
carefully and complete them with one
of the words in brackets. Point out that
sentences 2, 4, and 6 have two gaps
and three answer options. With weaker
classes, read each sentence and check
Holiday equipment
Exercise 3
instructions. With weaker classes, read
through the description and check
Extension activity
This activity allows students to express
their opinions and practise using
vocabulary for holiday equipment.
students to discuss this question:
Which holiday equipment in Exercise 3
do you think is useful for
a a beach holiday?
b a skiing holiday?
c a trip to a foreign city?
Review C
• Ask the groups to go to the cover • To check, ask some pairs to share
pages, read the aims in the box, and their opinions with the class.
brainstorm what they remember.
Aim • Ask each group to share their ideas.

Ways of celebrating a public
Review and consolidate vocabulary
holiday
and grammar from Units 5–6 Vocabulary
Exercise 4
Methodology Careers • Tell students they are going to read six
Pages 75 and 76 illustrate a teacher-led sentences about British traditions and
learning approach, which is explained in Exercise 1 complete them with the different ways
full on page 31. • Read the instructions to the class. Ask of celebrating in the box.
Warm-up
students what they think they need • To check, ask individual students to
to do. read their answers to the class.
• Tell students that they are going to • Ask students to read the sentences
review Units 5 and 6. carefully. With weaker classes, read
• Divide the class into two groups. One each sentence and check students
will work with Unit 5 and the other with understand.
Unit 6. • To check, ask individual students to
Review C 75

Grammar
be going to
Exercise 5
• Ask students to read the four mini-
conversations and complete them with
be going to. Tell them to use Wh- and
yes/no questions, affirmative sentences,
and short answers.
out the mini-conversations.
some / any / every / no

compounds
Exercise 6
• Ask students to read the text carefully
and complete it with the words in the
box. With a weaker class, read the text
and check students understand.
Adverbs of manner
Exercise 7
adverb form of the adjectives. With
weaker classes, elicit the meanings
of the adjectives in the box and their
adverb forms. Write the adverb forms
on the board.
Present continuous for

future
Exercise 8
• Elicit the use of present continuous for
future as a class (We use the present
continuous to talk about future plans
when we know the time and place.).
instructions and example. Point out
that the ticks and crosses indicate an Grammar review Practice activity
affirmative or negative sentence. • Ask students to imagine it’s the end
Exercise 9
• Check answers as a class. of the first day in their chosen city
from the previous practice activity.
Practice activity students understand. Quickly elicit
Ask them to write a text like the one
the uses of the grammar points or
This activity reviews the present in Exercise 9, describing the day
ask students to look at their uses in
continuous for future. and using the past simple, present
Exercise 2 page 69.
• Tell the class that they have simple, present continuous, and
unlimited money to plan a weekend
• Tell them to first decide where the verbs there was / there were.
in the box should go, and then decide
in a city of their choice. Ask them
what grammar point they should use.
to work in pairs and give them
ten minutes to plan a weekend of
With a weaker class, explain where the I hope / I think / I don’t think
verbs go and ask students to choose
activities in their notebooks.
the correct grammar point. Exercise 10
• To check, ask some pairs to share
their ideas.
• Check answers as a class. • Ask students to read the sentences and
choose the correct answer options.
Extra practice
Literature C: pp.98–99
Culture C: p.102
Video: 2C: World festivals
76 Review C

exercises. You can also refer students back
to the relevant pages within the units.
The extra practice pages can be used in
two ways. Options 1, 2, and 3 are intended
to help students develop autonomy in
their own learning process. Option 4 is a
more guided and controlled process in
which each exercise is completed and
checked one after the other.
Option 1
• Tell students that they are going to
complete these pages in class at their
own pace, but set a time limit for them
to complete all the exercises. Fast
finishers can check their answers in
pairs.
• Give students a few minutes to read
the instructions to each exercise. Ask
students to skip the All together game
at the end of these pages as this will be
done as a group activity later on.
• Check that students understand the
instructions. Tell students that they can
do the exercises in any order within
each unit (two pages) and set a time
limit.
• Check each exercise by asking students
to read their answers aloud.
• Do the All together game as a group
activity to integrate learning skills.
Option 2
• Ask students to complete the activities
for homework or as self-study. Check
answers in class.
Option 3
• Ask fast finishers to complete exercises
on these pages if they finish other
classwork early. Before class, check
these pages and make a note of useful
exercises to assign.
• Check answers with each student as
they finish.
Option 4
together • Ask students to complete each exercise

Please note that these pages do not
follow the order of the pages in the as described on pages 80–91.
Student’s Book. For ease of reference, the
extra Student A and B versions of Units 1–3 and

instructions for them are on pages 78 and
79, and the Student A and B versions of
Literature pages
The Literature pages include factual and
Aims fictional texts and exercises specifically
Units 4–6 and instructions for them are on
designed to help students integrate what
Review, practise, and consolidate pages 92 and 93.
they have learned in the unit. They also
grammar and vocabulary from
feature skills and project work.
Units 1–6 Extra practice pages
Practise English through content In this section, you will find the extra
focused on literature and culture
Culture pages
practice mentioned in Units 1–6 of
The Culture pages offer students the
the Student’s Book. These activities are
possibility of learning about other cultures
intended to offer further support with
Pairwork pages grammar and vocabulary. They include through English.
In this section, you will find instructions games as well as more controlled practice.
for the Pairwork exercises. These exercises With weaker classes, it may be useful
are intended to maximise communication to quickly review each vocabulary set
and consolidate target grammar and or grammar point before starting the
vocabulary by practising it in a meaningful,
real-life context.
together extra 77

Pairwork: Units
1–3
Aims
Develop speaking skills
Consolidate and practise target
grammar and vocabulary from
Units 1–3 in a communicative and
meaningful real-life context
Suggestions
When you put students into pairs to
complete these exercises, make sure
that they respect the role assigned, i.e.
Student A and Student B.
Make sure students fully understand the
instructions before starting each stage of
the task.
When students are doing exercises that
prepare them for speaking activities,
(forming questions, or reading texts
and table), go around the class offering
support and checking students have
formed questions correctly or understand
the texts or tables. With weaker classes,
you may wish to check answers, or
understanding as a class.
When students are doing the speaking
exercises, go around the class offering
support without interfering with the
flow of the exercise. You may also wish to
make a (mental) note of any frequent or
common errors to review as a class once
the activity is finished.
Allow students to use Spanish when
discussing how to do the task, but insist
on English when students ask and answer
questions to complete the exercises.
Pairwork: Student A
(p.78) and B (p.92)
Unit 1
Aims Exercise 2 Exercise 3
Practise the past simple
• Tell the class they are now going to ask • Explain that students will now swap
and answer the questions about the roles. Student A asks Student B the
Practise talking about a meal you cooked meal they prepared. questions from Exercise 1 and Student B
Note: Where answers are not given, the • Explain that Student B asks Student A answers using the meal description.
the questions from Exercise 1 and Allow Student B time to read the meal
answers are students’ own answers.
Student A answers using the meal description before Student A asks the
Exercise 1 description. Allow Student A time questions.
• Tell pairs that the exercise has two parts. to read the meal description before ANSWERS
First, they will work alone, and then Student B asks the questions. 1 I cooked last weekend.
they will work with their partner. ANSWERS 2 I / We invited my grandma.
• Explain that A and B have different 1 I prepared it yesterday evening. 3 I prepared chicken and rice.
prompts for questions about a meal 2 I cooked for my family. 4 I used chicken, tomatoes, onions, rice,
they recently prepared. Ask students to 3 I made burgers. and cheese.
work individually to write questions in 4 I cooked beef, eggs, and onions 5 Yes, she did.
the past simple with the prompts. Tell together in butter. 6 She said it was too salty.
students that they can use the example 5 Yes, they did.
to help them. 6 They thought the burgers were very Follow-up
juicy. You can follow up on this activity by
asking pairs to ask and answer the
questions for the class.
78 Pairwork: Units 1–3

Follow-up
You can follow up on this activity by
asking individual A and B students to
give directions to either the park or the
stadium. You could also ask students to
practice giving directions to the other
places on the maps in pairs.
Unit 3
Aims
Practise appearance words
Practise describing people’s
appearance
Exercise 1
• Quickly revise appearance words from
page 34 by writing gapped words on
the board for students to complete and
then eliciting their meanings.
• Tell pairs that the exercise has two parts.
First, they will work alone, and then
they will work with their partner.
• Explain that A and B have different
questions to complete about a person’s
appearance. Tell students to read their
questions carefully and complete
them with the words in the box. Give
students a few minutes to do this.
Exercise 2
• Tell students they are now going to ask
and answer questions about a person
in the photo in Exercise 2. Explain
that Student A’s photo shows a circle
over the person Student A must talk
about. Student B must ask Student A
the questions from Exercise 1 and
Student A must answer the questions
about the circled person. Student B
then guesses which person it is.
Exercise 3
• Explain that students will now swap
roles. Student A asks Student B the
questions from Exercise 1 and Student B
Unit 2 find the park on their map. Then, in answers the questions about the circled
Exercise 2, they will swap roles and person in their photo. Student A then
Aims Student B will give directions to the guesses which person it is.
Practise imperatives stadium.
• Ask students to study their maps and Follow-up
Practise giving directions
prepare their directions. Give students a • To check, ask pairs to ask and answer
Note: All answers are students’ own few minutes to do this. the questions about the circled people
answers. • Now ask Student A to give Student B in their photos.
directions from the library to the park.
Exercise 1 Ask Student B to tell Student A where
• Quickly revise the phrases in Exercise 2 the park is on their map to check.
by writing them on the board and
eliciting their meanings as a class. Exercise 2
• Ask students to look at their maps and • Explain that students will now swap
explain that the park is missing from roles. Student B gives Student A
Student A’s map and the stadium is directions to the stadium and Student A
missing from Student B’s map. Explain tells Student B where the stadium is on
that in Exercise 1, Student A will give the map.
directions to the park and Student B
should follow the directions and
Pairwork: Units 1–3 79


Extra practice: Unit 1
Aim
Revise and practise grammar and
vocabulary from Unit 1
Remember!
Food nouns
Exercise 1
• Draw students’ attention to the table
and the examples for beef and an apple.
Write beef and an apple on the board.
Ask the class: Which one is countable?
(an apple) Which is uncountable? (beef )
Which has a plural form? (an apple)
• Ask students to study the table, tick the
correct columns, and write the plural
form of the words where necessary.
them on the board.
Exercise 2
to complete the crossword with the
food items 1–9 in the pictures. With
weaker classes, allow students to use
dictionaries where necessary.
• Check answers as a class and review the
pronunciation of the words.
Food adjectives
Exercise 3
instructions, the example reordered
word, and the example in sentence a.
Invite students to explain what they
need to do.
• Ask students to write the words and
complete the sentences. With weaker
classes, give students the first letter
of each word and check students
understand each sentence.
Practice activity Past simple: regular verbs
• Check answers as a class. Elicit the
This activity personalises the new Exercise 4
meaning of each word and check its
vocabulary for the students and
pronunciation. • Ask a strong student to read the
encourages them to speak aloud.
instructions and example, then invite
• Divide the class into groups of five. students to explain what they need to
Tell students they are going to take do. Make sure students understand that
turns to say what their favourite meal they must first identify and underline
of the day is and give reasons why. the regular verb in each circle and
Ask them to use food adjectives as then use it in its past simple form to
much as possible. Model the activity: complete the text. With weaker classes,
Say the following sentences or use once students have identified the
your own ideas: Dinner is my favourite regular verbs, elicit their past simple
meal of the day because I always forms and write them on the board.
eat some spicy beef or chicken, my
favourite things to eat.
• To check, ask each group to report
the results of their discussion.
80 Extra practice: Unit 1


Exercise 7
instruction and the example, then
check students understand that each
question and answer pair uses the
same verb.

Exercise 8
students to explain what they need to.
• Ask students to cover the table and
read the first sentence. Say: It’s 31st
December. What past time expression
can you use instead of on 29th December?
Try to elicit two days ago and then ask
students to look at the example answer
in the table.
• Ask students to read sentences 2–5
and draw lines to make sentences
in the table that mean the same as
sentences 2–5.
• To check, ask students to read their
answers to the class.
Polite offers and requests

Exercise 9
• To review, elicit some polite offers and
requests and write them on the board,
e.g. Would you like a cola?, Could I have
a salad?
• Read the instructions and the examples.
Invite students to explain what they
need to do. With weaker classes, ask
students to reorder the words first,
check answers, then ask students to
complete the conversations.
the conversations to the class.
All together game:

What is it?
Exercise 5 Prepare: Each student needs a post-it or
Support activity
• Ask a strong student to read the This activity practises students’ listening
small piece of paper and sellotape.
instructions and example, then invite • Divide the class into groups of five or
skills and irregular past simple verbs.
students to explain what they need to. six. Read through each bullet with the
With weaker classes, ask students to first • Tell students they are going to play
class and check they understand.
make the questions and check them bingo. Ask students to draw a 3 × 3
grid in their notebooks, then look at • Model the activity: ask a student to
as a class, before asking them to match
the list of irregular verbs at the back draw a food item on a small piece
the questions.
of the book, and write nine verbs of paper, stick the drawing on your
they know in their grid in their base forehead, and ask students to describe
forms. the food item until you are able to
Past simple: irregular verbs • Explain the activity. You call out the guess the food item correctly.
verbs in the list in their past simple • Now ask students to play the game. Set
Exercise 6 a time limit for the activity.
forms. If students hear one of their
• Ask students to complete the puzzle verbs, they must cross it out. If they • Go around the class offering support
with the infinitive or past simple forms and personalised feedback.
cross out all nine verbs, they must
of the verbs.
shout Bingo! ANSWERS
• Check answers as a class. Drill the
• Read the words from the table in a
pronunciation of the verbs in the Students’ own answers.
random order and make a note of
infinitive and past simple.
the words you say. Make sure to call
out verbs students have learned.
Extra practice: Unit 1 81


Extra practice:
Unit 2
Aim
Remember!
Unit 1: Past simple
Exercise 1
• Tell students they are going to read a
text about an unusual type of book that
became very popular in the 1970s and
complete the text with the past simple
form of the verbs in the box.
before they complete it. With weaker
classes, elicit the meanings of the verbs
and their past simple forms before they
do the exercise.
Cultural note
The hidden prize for solving the clues
in Masquerade was a necklace in the
shape of a hare. It was made of gold
and jewels.
Buildings and features

Exercise 2
students to explain what they need
to do. Check students understand
that they must first find the words in
the wordsearch, and then write them
in the correct sentences. Explain that
the words in the puzzle go vertically,
horizontally, and diagonally. With
weaker classes, read the sentences and
• Check answers as a class and review the should / shouldn’t Extension activity
pronunciation of the words. This activity reviews the grammar and
Exercise 5
vocabulary in Unit 2 and encourages
Giving directions instructions and the example, then
creativity.
check students understand that they • Divide students into pairs. Ask them
Exercise 3 to make brief notes about five places
should use the coloured information
• Read the instructions and check about what the people have got to tourists should visit in their town
students understand. Focus their and why. Encourage them to use
help them decide how to complete the
attention on the example answer so buildings and features vocabulary.
sentences.
they can see how the exercise works. • Ask students to write a role-play in a
• Ask the class to look at the list of
• Ask students to do the exercise in pairs.
people 1–5 and elicit what each person tourist office between an employee
• Check answers as a class. has got. and a tourist using their notes and
should / shouldn’t. With stronger
Exercise 4 • Now ask students to complete the
classes, ask students to just make
sentences with should or shouldn’t and
• Ask a strong student to read the the verb in brackets.
notes for their role-play, so that they
instruction and example. Check students speak spontaneously.
understand that the sentences from
• Now ask students to role-play their
Exercise 3 and the sentences from conversation in pairs.
Exercise 4 make five complete instructions. • Finally, invite a few pairs to role-play
• Check answers as a class. their conversations for the class.


Extension activity
This activity helps consolidate students’
understanding of verb + to- infinitive.
• Write the following verbs on the
board: want, try, forget, decide, prefer,
agree, choose, need
Tell each group to choose three
verbs and write one sentence for
each verb using verb + to- infinitive,
e.g. I want to go out tonight. Remind
students that the verbs can change
tense, and tell them that each
sentence should have a minimum
of five words.
around and check their sentences
are correct.
• Now ask students to rewrite the
sentences in a jumbled order on a
piece of paper, e.g. out / tonight / I /
go / want / to.
• Now ask students to swap
sentences with another group and
rewrite the sentences in the correct
order.
• To check, ask each group to read
the sentences they have reordered
to the class for the original group to
check.
Prepositions of place and

movement
Exercise 8
• To review, ask students to study
Exercise 1 on page 27 for one minute.
• Draw students’ attention to diagram 1
and the example in the crossword.
Now ask them to look carefully at
the diagrams that show the different
prepositions, and write the correct
prepositions in the crossword.
• Check answers as a class and review
pronunciation of the words.
Imperatives Verb + to- infinitive
Exercise 6 Exercise 7
All together game:
• Ask a strong student to read the • Ask a strong student to read the
Guess the place
instructions and example, then invite instructions and example, then invite • Divide the class into groups of three or
students to explain what they need to students to explain what they need to four. Read through each bullet point
do. With weaker classes, ask students do. Check students understand that the with the class and check students
to find the words in the word snake, prompts in the boxes are for the verb + understand. With weaker classes, ask
then check answers as a class, before to- infinitive form. With weaker classes, students to prepare the cards, then,
students complete the sentences. elicit the correct structure for each before students play, model the activity
by taking a card and having students
• Check answers as a class. prompt, e.g. remember to cross.
ask questions to guess the place.
• Now ask students to read the directions
carefully and complete them with the • While students are playing the game,
words. go around the class and make a note of
any particularly good sentences. When
students have finished playing, write
the sentences on the board and explain
why you like them.
ANSWERS


Extra practice:
Unit 3
Aim
Remember!
Unit 2: should / shouldn’t
Exercise 1
to do. Make sure students understand
they must form positive and negative
sentences and questions.
• Before students do the activity, ask
them to read the conversation and try
to work out what they should write
in the gaps without looking at the
prompts in the box.
• Now ask students to complete the
conversation.
• To check, ask two students to read the
conversation to the class.
Appearance
Exercise 2
• Ask students to look carefully at the
people and complete the descriptions
of the people in the pictures with the
correct letters.
write their answers on the board. Check
pronunciation.
Practice activity
This activity reviews appearance
vocabulary and encourages students to
practise descriptive language.
• Divide the class into groups of five or
six. Explain the activity. One student • Check answers as a class and practise
Practice activity
thinks of a celebrity, but doesn’t say
This activity practises film genres and
the name. The other students ask
comparative adjectives.
yes/no questions to guess the celebrity Comparative adjectives
and the first student can only answer • Ask students to look at the film
with short answers, e.g. Yes, he has. Tell Exercise 4 genres in Exercise 3 on page 36.
students they should first ask about • Tell students they are going to match Divide the class into small groups
the celebrity’s appearance, then if they the word fragments in the grid to make and give them two minutes to
can’t guess, they can ask about other comparative adjectives. Focus students’ brainstorm adjectives to describe the
topics, e.g. the celebrity’s age, gender, attention on the example answers so different genres.
job, nationality, etc. that they can see how the exercise • Elicit students’ ideas and write them
works. on the board. Some examples may
• Ask students to form five more be good, bad, scary, terrifying, funny.
Film genres comparative adjectives to complete • Now ask students to write as many
the remaining sentences. With weaker sentences as they can in their groups
Exercise 3 classes, check the meaning of the to compare the film genres using the
• Ask students to read the descriptions sentences before students do the adjectives on the board. Allow five
of the film genres and complete the exercise. minutes for this activity.
crossword. With weaker classes, read • To check, ask each group to share
though the descriptions and check their sentences.


(not) as … as / less … (than)
Exercise 6
• Tell students that the two sets of letter
tiles make two sentences, but some of
the words are split between different
tiles. Tell students to look at the words
on the tiles carefully and match them to
make two sentences.
All together game:

Board game
Prepare: For this game, you need a dice
for each group. Alternatively, ask students
to download and use a dice app. You will
also need different coins or any small
object as markers for each group maker.
Read through the second, third, and
fourth bullet, and check students
understand.
• Explain that the words in brackets are
there only to explain what the things
and people are. Ask a strong group to
model a few sentences, e.g. Zendaya
isn’t as famous as Michael B. Jordan.
• While students are playing the game,
go around the class and make a note
of any particularly good sentences or
questions that you hear.
• When students have finished the game,
write the sentences on the board and
explain why you like them.
Option: Tell students to make a sentence
with a superlative adjective if they roll an
even number.
ANSWERS
Extension activity
This activity continues the practice of
comparative and superlative adjectives,
(not) as … as, and less … (than), and
encourages students to use the
structures in their own contexts.
Superlative adjectives • To check, ask individual students to
read their answers to the class. • Divide the class into groups of four.
Exercise 5 Ask students to make a grid like the
Support activity one in the All together game and to
• Read the instructions to the class. Draw fill it with people, films, sports, book
students’ attention to the diagram, ask This activity practises students’ spelling
genres, food, etc.
them to follow the line for Kinepolis and skills and creativityy.
tell you the information for Kinepolis • Divide the class into pairs. Ask them • Ask the groups to play the game as
(25 screens, 9,200 seats). Then read the described in the All together game,
to choose five superlative adjectives
example sentence and explain that the making sentences with comparative
and write them on a piece of paper
information in the diagram helps them and superlative adjectives about the
as anagrams.
choose the correct adjective. people and things in their grid.
• Ask students to swap anagrams with
• Ask students to match the information another pair and reorder the letters,
about the people and things to the then write a sentence for each
adjectives in the box. superlative adjective.
• Now ask students to complete the • While students are writing, go
sentences with the superlative forms around offering help.
of the adjectives. With weaker classes, • To check, ask some students to read
elicit the superlative forms of each their sentences to the class.
adjective and write them on the board.


Extra practice:
Unit 4
Aim
Remember!
Unit 3: Comparatives and
superlatives
Exercise 1
to do.
• Before students do the activity, ask
students to read the text carefully
and match each adjective to each
gap. Check answers as a class, then
ask students to complete each space
with the correct form of the adjective.
With weaker classes, before students
do the exercise, elicit the comparative,
superlative, and (not) as … as forms
of the adjectives in the box and write
them on the board.
Outdoor activities
Exercise 2
students to explain what they need to
do. With weaker classes, give students
the first letter of each word.
Forms of transport
Exercise 3
• Ask students to write the forms Practice activity Likes and dislikes:
of transport in the pictures in the
This activity practises vocabulary from verb + -ing
crossword.
the unit and comparatives.
• Check answers as a class and practise Exercise 4
• Ask students to rank the forms of • Ask a strong student to read the
transport in Exercise 3 from 1–9 in
instructions, then invite students to
their notebooks (1=favourite, 9=least
explain what they need to do. Make
favourite). In pairs, ask them to share
sure students understand that they
their lists with their partner, and then
must first match words of the same
make sentences with comparative
colour to make seven sentences, then
adjectives to explain their reasons
read each sentence carefully to decide
for their choices. Write this sentence
which is Eduardo’s favourite activity, and
starter on the board to help them:
then complete the final sentence with
For number … , I’ve got … because I
the favourite activity.
think … is … than …
• To check, ask some students to share example answer and the matching
their sentences with the class.
words in the box so they can see that
one word (like) is not needed for the
answer.

Practice activity (with digital
option)
The aim of this activity is to encourage
students to use the present simple for
future in authentic situations.
• Divide the class into pairs. Ask each
pair to use their phones to find three
future events they would like to
go to, and then make a note of the
date for each event and the start
and finish times. If they haven’t got
phones with them, they can invent
the events.
• Put each pair with another pair to
make groups of four. Write these
questions on the board, and ask
each pair to ask the other pair the
questions for each event they’ve
chosen.
What is the event?
What day is it?
What time does it start?
What time does it finish?
• While students are talking, go around
the class and offer help where
possible.
• To check, ask some pairs to tell the
class about the other pair's events.
All together game:

Board game
Read through the instructions, and
check students understand. Ask a
strong group to model a few sentences
using the words from the board game
and verb + -ing. With weaker classes, go
through each image on the board and
elicit the correct vocabulary for each
image.
Infinitive of purpose Present simple for future • While students are playing the game,
go around the class and make a note
Exercise 5 Exercise 6 of any particularly good sentences or
• Ask a strong student to read the • Ask a strong student to read the questions that you hear.
instructions and example, then invite instructions and example, then invite • When students have finished the game,
students to explain what they need to students to explain what they need write the sentences on the board and
do. With weaker classes, tell students to do. explain why you like them.
that each answer starts with to. • Ask students to read the diary entries ANSWERS
Option: Before students do the activity, carefully, and then complete the Students’ own answers.
ask them to guess what the answers might sentences with the verbs in brackets,
be without looking at the letter tiles. Elicit the present simple for future, and the
a few answers and write them on the correct times.
board. Presenting the structure of the • To check, ask individual students to
answers like this should make reordering read their answers to the class.
the letters easier. Option: After checking answers, ask
• To check, ask individual students to students to ask and answer questions
read their answers to the class. about Ruby’s diary in pairs, e.g.
When does Grandma arrive from Italy?
She arrives on Monday


Extra practice:
Unit 5
Aim
Remember!
Unit 4: Infinitive of purpose
Exercise 1
• Tell students that they are going to read
the true story of Roger Tackley, who
retired from his career as a doctor to
become a hairdresser.
and complete it with the verbs in the
box and the infinitive of purpose.
Careers
Exercise 2
• Ask students to read the job definitions
carefully and write the matching careers
in the puzzle. Tell them that the answers
will reveal a mystery job in the grey
boxes.
Jobs adjectives
Exercise 3
• Ask students to complete the crossword
with the opposite of adjectives 1–6.
Exercise 4
• Read the instructions and example,
then invite students to explain what
they need to do.
• Ask students to read the sentences Extension activity
carefully and then complete them. The aim of this activity is to encourage
• To check, ask individual students to students to use the jobs adjectives to
read their answers to the class. describe different careers and to revise
comparative and superlative adjectives.
Ask each group to choose four
careers from Exercise 2 and compare
them using the jobs adjectives from
Exercise 3 in their comparative and
superlative forms. Point out that the
comparative and superlative forms of
well paid are better paid and best paid
and that there is no comparative
or superlative form for indoors or
outdoors.
• To check, invite each group to share


Extension activity
This activity helps students to use some,
any, every, and no compounds fluently.
• Divide the class into groups of five
or six. Ask each group to write the
words some, any, every, no, one, body,
thing, and where on seven separate
small pieces of paper. Ask them to
put the words some, any, every, and
no into one bag or pencil case where
they can’t be seen, and then put the
rest of the words into another.
• Tell students they are going to take
turns to take one word from each
set of words, put them together to
form a compound, and then make a
sentence with it, e.g. everybody
Everybody in my class wants a good
job when they leave school.
• They should then return the words
to the bags, choose two new words,
and repeat the process.
• Tell them they have ten minutes to
write as many sentences as possible
and one student should keep a
record of the words.
• When the time is up, elicit the
sentences from each group and
award one point for each correct
answer.
Adverbs of manner
Exercise 8
to do.
• Ask students to reorder the letters and
write the adverbs in their notebooks.
Then ask them to complete the
sentences with the adverbs.
be going to some, any, every, and no All together game:

compounds 10 questions
Exercise 5
• Divide the class into groups of three.
• Ask students to reorder the words to Exercise 7 Read through the instructions, and
make sentences with the prompts and • Quickly revise the use of the check students understand. Ask a few
be going to, then match each sentence compounds by asking the class: Which stronger students to model questions
to one of the photos. compounds go in affirmative sentences? using jobs adjectives and compounds.
• To check, ask individual students to (some-, every-, and no- compounds). • While students are playing the game,
read their answers to the class. Which go in negative sentences and go around the class and make a note
questions? (any- compounds). Elicit of any particularly good questions that
Exercise 6 answers and write them on the board. you hear.
• Ask a strong student to read the • Ask students to read the sentences • When students have finished the game,
instructions and example, then invite carefully and decide which compounds write the questions on the board and
students to explain what they need to they need to complete them. Ask them explain why you like them.
do. Tell students that each sentence to complete the sentences and cross
begins with a word in a grey box. out the corresponding words in the ANSWERS
• To check, ask individual students to boxes. At the end of the activity, they Students’ own answers.
read their answers to the class. should have crossed out each one.


Extra practice:
Unit 6
Aim
Remember!
Unit 5: some, any, every, and
no compounds
Exercise 1
• Ask students to read the holiday
blog post carefully and then circle
the correct compounds. With weaker
classes, elicit the meanings of each
compound before students do the
exercise.
Holiday equipment
Exercise 2
• Ask students to look carefully at the
photos and find the matching holiday
equipment words in the wordsearch.
• When students have finished the
activity, point to each photo and elicit
its matching word as a class. Practise
the pronunciation of the words.
Extension activity
This activity practises students’
descriptive language and helps
consolidate their understanding of
holiday equipment vocabulary.
• Tell students they are going
to practise describing holiday
equipment. Ask a strong student
to make a sentence describing one
item of holiday equipment without
saying its name. Invite students to
guess what it is.
• Divide the class into groups of Extension activity Present continuous for
four. Ask students to take turns to
The aim of this activity is to personalise future
describe and guess the holiday
the new vocabulary for the class.
equipment. Exercise 4
• Tell students they are going to • Ask a strong student to read the
make a poster that shows how they
Ways of celebrating a public celebrate public holidays.
holiday • Explain the activity: in pairs, students • Draw students’ attention to the example
choose four ways of celebrating a
answer and the first photo: a tennis ball.
Exercise 3 public holiday that they often do.
Explain that the sentence and picture
• Ask a strong student to read the They then write paragraphs in their
match, so the sentence is affirmative. If
instructions and example, then invite notebooks about when they do
necessary, ask students to compare the
students to explain what they need each activity, who they do it with,
prompts in item 2 with the photo. Elicit
to do. and how they feel about it. They
that they don’t match, so the sentence
then create their posters using
• Check answers as a class and elicit must be negative.
the paragraphs and pictures or
the meaning of each phrase. Practise • Ask students to write the sentences.
illustrations. Finally, they present their
pronunciation.
posters to the class.. • To check, ask individual students to


Review
Exercise 6
• Read the instructions and example, and
• Ask students to do the exercise in pairs.
Exercise 7
• In pairs, ask students to read the
sentences carefully and think about
which verb is missing in each and
which tense they should use.
• Now ask them to write the missing verb
in the crossword in the correct tense.
Practice activity
The aim of this activity is to review the
structures in the grammar review.
• Tell students they are going to make
a table like the one in Exercise 6, but
their table will have two rows, not
three.
• Divide students into pairs. Ask them
to write two sets of three sentences.
Tell them to use the present simple,
past simple, present continuous, and
there was / there were at least once.
class checking sentences.
• Now ask them to jumble each set
of sentences in the same way as in
Exercise 6.
• Ask students to swap sentences with
another pair to solve, then to swap
back to check answers.
All together game:

Board game
Exercise 5 • Divide the class into groups of four or
Practice activity
• Ask students to look at the word snake The aim of this activity is to practise five. Read each bullet point and check
carefully and find a question and students understand. Give students ten
the structure of questions and short
answer, then write it in the space below. minutes to look back through the book
answers in the present continuous for
Explain that the words of the question to review the grammar structures.
future.
and answer are in the correct order. • While students are playing the game,
• Ask students to write six questions to
• Elicit the answer as a class.
ask their partner about their plans for go around the class and make a note
next weekend. Tell them to use the of any particularly good sentences or
present continuous for future and questions that you hear.
both yes/no and Wh- questions. • When students have finished the game,
• While students are writing, go around write the sentences on the board and
offering help and checking questions. explain why you like them.
• Now ask students to ask and answer ANSWERS
their questions in their pairs. Ask Students’ own answers.
them to make notes about their
partner’s answers.
their partner's plans.


Pairwork: Units 4–6
Aims
Develop speaking skills
Consolidate and practise target
grammar and vocabulary from Units 4–6
in a communicative and meaningful
real-life context
Suggestions
When you put students into pairs to
complete these exercises, make sure
that they respect the role assigned, i.e.
Student A and Student B.
Make sure students fully understand the
instructions before starting each stage of
the task.
When students are doing exercises that
prepare them for speaking activities,
(forming questions, or reading texts
and tables), go around the class
offering support and checking students
have formed questions correctly and
understand the texts or tables. With
weaker classes, you may wish to check
answers or understanding as a class.
When students are doing the speaking
exercises, go around the class offering
support without interfering with the
flow of the exercise. You may also wish to
make a (mental) note of any frequent or
common errors to review as a class once
the activity is finished.
Allow students to use Spanish when
discussing how to do the task, but insist
on English when students ask and answer
questions to complete the exercises.
Pairwork: Student A
(p.79) and B (p.93)
Unit 4
Aims
Practise the infinitive of purpose that Student B must ask questions Exercise 3
Practise explaining why people about it. Allow Student A some time • Explain that students will now swap
do things to read the text. Student B then asks roles. Student B has a text about
the questions from Exercise 1 and Joaquin’s afternoon on the river. Allow
Student A answers them using the Student B some time to read the text.
Exercise 1
infinitive of purpose. Student A then asks the questions from
• Tell pairs that the exercise has two parts.
ANSWERS Exercise 1 and Student B answers them
First, they will work alone, and then
1 (She got up at 6 a.m.) to get to the using the infinitive of purpose.
they will work with their partner.
skatepark early.
• Explain that A and B have different ANSWERS
2 She looked outside to check the 1 (Joaquin phoned his friend) to invite
gapped questions to complete. Tell
weather. him to go kayaking.
students to read their questions
3 (She went upstairs) to say goodbye to 2 (He drove to Mathias’s house) to
her parents. collect him.
words in the box. Give students a few
4 (She caught the bus) to get to the 3 (They went to the boat centre) to get
minutes to do this.
skatepark faster. their kayak (and take it to the river).
Exercise 2 5 (She practised some difficult jumps) to 4 (He sat by the river) to relax and read
prepare for a competition. his book.
• Tell the class they are now going to ask
and answer the questions in Exercise 1. 5 (They stayed on the river all
• Explain that Student A has a text about afternoon) to practise for a race.
Emma’s morning at the skatepark and
92 Pairwork: Units 4–6


answers with short answers according
to the job in their set of instructions,
and Student B guesses Student A’s job.
Follow-up
• Ask some pairs to ask and answer the
questions for the class.
Unit 6
Aims
Practise the present continuous
for future
Practise asking questions about a
school trip
Exercise 1
• Explain to the class that everyone has
the same letter about a school trip they
are going on, but Student A’s letter has
different gaps from Student B’s. Explain
that their task is to complete the letter
by asking questions using the present
continuous for future.
• Ask students to read their letters
carefully and think about what kind of
information is missing. Give students a
few minutes to do this.
• Now draw students’ attention to
the example question in the speech
bubbles below. Ask students to read the
letter again and decide which question
they are going to ask for each gap. With
weaker classes, you could write these
question starters on the board and ask
them to match them to their questions:
Student A:
Where are we … ? (x2)
When are we … ?
How are we … ?
How much money … ?
Student B:
Who is going … ?
Where are we … ?
When are we … ?
How many teachers … ?
How many … are we … ?
Unit 5 Exercise 2 • Explain that Student A starts the
• Ask students to read their instructions, activity by asking student B a question
Aims but tell the students that they to complete the first gap. Students
Practise be going to should keep the information in the then alternate asking questions and
Practise talking about future careers instructions secret. answers to complete the letter. They
• Explain that Student A has three photos must ask and answer their questions
Exercise 1 of jobs and that Student B is going to with the pronoun we and the present
• Tell pairs that the activity has two parts. do one of the jobs in the photo in the continuous for future, like the example
First they will work alone, and then they future. Student A asks Student B the in the speech bubbles.
will work with their partner. questions from Exercise 1 and Student B
answers the questions with short Follow-up
• Explain that Students A and B have
To follow up on this activity, ask individual
answers according to the job in their set
different prompts labelled 1–5 and
of instructions. Student A then guesses students to read the complete letter to
a–e. Ask students to work individually
Student B’s job. the class.
to match the prompts and then write
complete questions with the prompts Exercise 3
and be going to. Tell students that they
can use the example to help them.
• Explain that students will now swap
roles. Student B looks at the jobs in
the photos and asks Student A the
questions from Exercise 1. Student A
Pairwork: Units 4–6 93


Literature A:
A play
Aims
Read a play about a fast-food
restaurant
Learn and practise vocabulary from
the play
Write and act out the next part of
the play
Warm-up
• As a class, elicit the names of popular
fast-food restaurants and the types of
food you can buy in each place.
• As a class, ask students what their
favourite fast food is.
Reading
Exercise 1
• Ask the class to match the words and
phrases 1–6 to definitions a–f. Tell
students they can use their dictionaries
to check the words.
Exercise 2
instructions, then invite the class to
• Ask the class to read the introduction
and discuss the question.
ANSWER
The title is a joke because the food is not
fast, it’s slow.
Exercise 3 w 75
instructions, then invite the class to
explain what the question means. Play
the audio.
and options and check students she must prepare all the food for the
ANSWER understand. Play the audio. angry customers and she’s fed up. She
No, there aren’t. • To check, ask individual students to thinks they should all slow down.)
read their answers to the class. • Divide the class into groups of no more
Exercise 4 than six. Ask them to brainstorm how
• Ask students to read the extract again Exercise 6 w 76 the play ends, then write the ending
carefully and answer the questions. • Tell the class they are going to listen of the play. Encourage them to use the
With weaker classes, read the questions again and choose the correct answers. phrases from Exercise 1. Set a time limit
and check students understand them. • Ask students to read through the of fifteen minutes for this.
• To check, ask individual students to questions and underline any words • While students are writing, go around
read their answers to the class. that will help them choose the correct offering help where necessary.
answer. • Ask each group to act their ending for
Listening • Play the audio again. the class.
• Check answers as a class. • Now ask students to listen to the last
Exercise 5 w 76 part of the play. Play the audio.
together we can … w 77 • Finally, as a class discuss which group’s
Note: the audioscript is on page 95.
• Tell students they are going to listen to • Ask a strong student to summarise play was most similar to the real ending.
what has happened so far in the play.
the next part of the play and choose ANSWERS
(Maggie is alone in the restaurant
the correct answers in the sentences. Students‘ own answers.
because the chef left yesterday. Now
With a weaker class, read the sentences
94 Literature A

Maggie Time! Time! Time! Don’t talk to me
about time. You don’t understand it. You –
oh, it’s no good, you’re not listening to me.
Audioscript w 77
Woman 3 Hey, where are you going?
Maggie I'm going out. I'm going to sit
in the sun. I'm going to look at the sky
and listen to the sea. I'm going to do
nothing … slowly!
Woman 1 But what about our food?
Man 2 What about my burger?
Maggie You can do it!
Man 2 What did you say?
Maggie I said, you can do it. Behind me
is the kitchen. In the kitchen there's a
big bag of chicken and another bag of
burgers. You can do your own food, and
you can do it as fast as you like. Goodbye!
People But we don't —
Maggie And have a nice day!
Practice activity
This activity checks students’
understanding of the second extract.
• Write the sentences in bold in
audioscript 76 on the board in a
different order to that of the extract
and label them 1–5.
• Tell students they are going to listen
to the extract again and when you
pause the audio, they must decide
which sentence on the board comes
next in the audio. Tell them they
should write the correct number of
the sentence or question in their
notebooks.
• Play the audio again and pause
before the sentences and questions
in bold in the transcript.
• When you have played the complete
extract, check answers as a class.
Extension activity
The aim of this activity is to check
students’ understanding of phrases
from the play.
Audioscript w 76 Maggie And do you know? I’m fed up, too. • Books closed. Write the following
Maggie They all stopped working here. Yes, I’m really, really fed up. Fast chicken, sentences on the board and, in pairs,
Woman 1 Why did they leave? fast burgers, fast French fries, fast coke, fast ask students to discuss what each
Maggie Because it was too fast for them. coffee, fast talking, fast walking, fast eating, underlined phrase means:
Man 2 And how many chefs have you fast sleeping, fast living, fast dying! I’m fed 1 What’s the matter with everybody
got now? up with it all! these days/!
Maggie Well, er … one. Woman 1 But who is going to — 2 I’m before all of you.
People One! Maggie What’s the matter with everybody 3 … today people want everything
Maggie No, sorry. That’s wrong — these days? Why is everything so fast? faster and faster.
Man 1 I’m happy to hear it! Come here. Come on! Look outside. Go on, 4 I have to get back to work.
Maggie We haven’t got any. look! It’s a beautiful day. Life is beautiful.
People What? We can all be happy. But first we must ANSWERS
Maggie That’s right. There’s only me here. slow down. We must take the time to live. 1 What that’s matter …? means What’s
Our last chef left yesterday. He was fed up Man 1 Live? But we have to work! wrong … ?
with fast food. Woman 3 We have lots to do. 2 I’m before all of you means I’m the first
Man 2 Fed up? Woman 1 And we want food. in line.
Maggie Yes. He said to me, ‘That’s it! Man 2 We want fast food — 3 We use comparative adj +
Enough! No more fast food for me! I’m Woman 1 Not slow food! comparative adjective for emphasis.
going!’ And he went. Woman 2 We haven’t got time to — 4 get back means return to
Woman 2 But what about our —
Literature A 95

Literature B:
Fiction
Aims
Learn about a submarine and its
mysterious owner
Learn and practise vocabulary from
the story
Retell a story from a different point
of view
Warm-up
• Tell the class to imagine they are going
to live under the sea for a long time.
Ask: What are you going to live in? What
are you going to need? Elicit answers
as a class and teach useful words, e.g.
submarine, oxygen, etc.
Reading
Exercise 1
• Ask students to match the words to the
pictures. Tell students they can use their
dictionaries to check the words.
Exercise 2
• Read the instructions to the class and
invite students to explain what the
question means. Explain that a league is
an old-fashioned unit of measurement,
equivalent to 5.5 km.
ANSWER
He meets him in his submarine.
Exercise 3 w 78
glossary of words on page 97. Check
students understand the words and drill
• Read the instruction and check
students understand. Play the audio.
• Tell students to listen and choose the • Play the audio.
ANSWER
Yes, he does.
correct answer. Play the audio. • To check, ask individual students to
• Check answers as a class. read their answers to the class.
Exercise 4
Exercise 6 w 79 together we can …
• Ask students to read the extract again
and complete the sentences with the
• Tell students they are going to listen • Ask another strong student to
again and tick the correct sentences. summarise what happens to the pearl
words in the box. With weaker classes,
read the sentences and check students • Ask students to read the sentences and fisher in the scene, who helps him, and
check they understand. Elicit or pre- what he does for him.
understand.
teach the meaning of pearl fisher. • Read the instructions and invite
read their answers to the class. • Play the audio. students to explain what they need
• Check answers as a class. to do. Ask students to write their
descriptions in pairs.
Listening Exercise 7 w 79 • While students are writing, go around
• Tell students they are going to listen offering support where necessary.
Exercise 5 w 79 again and circle the correct options. • Ask students to swap their description
Note: the audioscript is on page 97. • Ask students to read the sentences and with another pair to read and compare.
• Ask a strong student to read the answer options. With a weaker class, ANSWERS
instructions and question, then invite read the sentences and options and Students‘ own answers.
students to explain the question. check students understand.
96 Literature B

‘Poor man. He’s working early in the
year,’ I thought.
The young man did not see us. Up and
down he went in the water with oysters in
his hands. I watched him with interest.
Suddenly he went up to the surface
very fast. A big shark went after him and
hit him with its tail. The man was down
on the sea bed now, and he didn’t move.
At once the shark swam down to finish
him. Just then, Captain Nemo went for the
shark with his knife. The fight was fast and
terrible. I could see only the white metal
of Nemo’s knife in the dark water. Ned
threw his harpoon, hit the shark, and then
helped Nemo up from the sea bed. With
Ned’s harpoon in it, the shark soon died in
a sea of blood. Nemo took the half-dead
pearl fisher in his arms and swam up to
the surface. We went after him. On his
boat, the pearl fisher opened his eyes.
Nemo gave him some beautiful pearls.
The poor man could not believe his eyes.
After that we went back to our boat.
‘Why did you help that man, Captain?’
I asked.
‘He lives in a poor country,’ answered
Nemo. ‘I lived there too once, and I cannot
forget that!’
Support activity
The aim of this activity is to practise
students’ pronunciation skills.
• Ask students to read the extract
again and underline any words they
find hard to pronounce.
• Elicit the words and write them on
the board. Drill their pronunciation.
Extension activity
This activity tests comprehension of the
story and uses the new vocabulary.
• Tell the class that all the items in
Exercise 1 are mentioned in the
second listening extract. In pairs, ask
students to discuss how each item in
Exercise 1 is important to the story.
Audioscript w 79 The next day, we left the Nautilus near Pre-teach kill and die.
Not long after that, we arrived in the Mannar Island and took the boat to the • To check, ask some students to share
Indian Ocean. oyster beds. These were only a metre their ideas with the class.
‘Let’s escape to India,’ Ned said. under the sea. There were no pearl fishers
there then, because it was February, and ANSWERS
‘No, Ned,’ I said. ‘Wait until we get to
they usually worked in March. We put on Shells: Aronnax sees them in Captain
Europe.’ Ned said nothing, but he didn’t
our sea suits and got into the water. Nemo Nemo’s submarine; Pearl: Aronnax and
look very happy at my words.
gave knives to Conseil and me, and Ned Nemo see a big pearl. Nemo wants it.
On 8 February, Captain Nemo came
carried his harpoon. The oyster beds were A pearl fisherman is looking for pearls
again to see me.
wonderful. Ned began to put oysters into and Nemo gives him some after he
‘Doctor, we’re near the island of Sri
every pocket of his suit. Nemo took us to saves him.; Oyster: Ned Land puts lots
Lanka, famous for its pearl fishing. The
see a giant oyster. He opened the shell of oysters in his suit. They see a big
pearl fishers get the oysters from their
with his knife. I saw a giant pearl in it. I oyster.; Sea bed: The oysters are on
beds under the water here. It isn’t easy
wanted to take the pearl out, but Nemo them. The people in the story visit
work, and those poor men don’t usually
stopped me. I understood. It was Nemo’s them.; Shark / tail / knife / harpoon: A
live long. Would you like to visit the
pearl, and one day he wanted to put it shark hits the pearl fisher with its tail
oyster beds?’
in that big room in the Nautilus with the and Captain Nemo and Ned kill it with
‘Yes, Captain, I would.’
beautiful shells and famous pictures – but a knife and a harpoon.; Sea suit: The
‘You aren’t afraid of sharks, then,
not today. men wear them for their visit to the
Doctor? There are one or two in the Indian
Soon after that, I saw a pearl fisher in oyster beds.; blood: The shark died in a
Ocean, you know.’
the water. sea of blood.
Literature B 97

Literature C:
Non-fiction
Aims
Learn about space
Learn and practise vocabulary
for space
Make a poster about a space project
Warm-up
• Write solar system on the board and
elicit its meaning. As a class, elicit in
Spanish the names of the planets in
our solar system. See Exercise 1 for the
English names.
Reading
Exercise 1
• Ask the class to look at the illustrations
of the solar system on page 99 and
write the names of the planets next to
the correct numbers. Allow students to
use their phones to check this.
• Elicit answers as a class and then drill
Option: Write the following mnemonic
on the board to help students remember
the position of the planets: My Very Exciting
Mother Just Served Us Nachos.
Exercise 2 w 80
glossary. Check they understand the
words and drill their pronunciation.
extract and answer the question. Play
the audio.
ANSWER
We know that life exists on planet Earth.
Exercise 3 • Read the instructions to the class, then • Ask students to read through each
• Ask students to read the extract again invite students to explain what the situation in pairs and make a note of
and match the sentence halves. question means. Write the words orbit anything they don’t understand.
(v.) and satellite (n.) on the board and • Now invite students to share and clarify
elicit their meanings as a class. these queries.
• Ask students to listen carefully to • Divide the class into groups. Ask them
Exercise 4 answer the question. Play the audio. to choose one topic, then research their
• Ask students to read the extract again Exercise 6 w 81
chosen topic online. They can do this in
and answer the questions with full class or for homework.
sentences. With a weaker class, read • Tell students they are going to listen • Ask students to write paragraphs for
through the questions and check again and choose the correct answers. their poster in their notebooks. While
students understand. • Ask students to read the sentence they are doing this, go around the class
• To check, ask individual students to starters and answer options. Then check and offer help where necessary.
read their answers to the class. students understand them. • Ask students to make their final posters,
• Play the audio. using photos and images. Tell them to
stick them on the classroom walls, and
Listening together we can … invite students to choose their favourite
• Ask a strong student to read the three posters.
Exercise 5 w 81 instructions, then invite students to
ANSWERS
Note: The audioscript is on page 99. explain what they need to do.
Students‘ own answers.
98 Literature C

Support activity
This activity will practise students’
listening and pronunciation skills.
• Divide the class into pairs: A and B.
Ask A to close their books and ask
B to dictate a paragraph from the
first extract for A to write down.
Ask students to swap roles and
repeat the activity with a different
paragraph.
• Tell the class to open their books and
check their answers.
Practice activity w 81
This activity gives students a deeper
understanding of the listening extract.
• Write these questions on the board:
1. When did Yuri Gagarin first travel
into space?
2. How long did he stay in space?
3. How many astronauts walked on
the moon after Neil Armstrong and
Buzz Aldrin?
4. How many times can space shuttles
fly into space?
5. Where did scientists build the
International Space Station?
6. Which countries do the astronauts
on the space station come from?
• Ask students to listen to the second
extract again and answer the
questions in their books. Play the
audio.
ANSWERS
1 He travelled there in 1961.
2 He stayed in space for 108 minutes.
3 Ten more astronauts walked on
the moon.
4 The space shuttle can fly into space
many times.
5 They built it in space.
6 They come from countries all over
the world.
Audioscript w 81 Another ten American astronauts Digital extension activity

In 1957, Russia sent the first rocket into visited the moon between 1969 and 1972. This activity expands the topic of
space. It took a machine called a satellite. They did experiments and collected rocks the lesson and practises the new
Then on 12th April 1961, another Russian and soil. They also drove a special car vocabulary.
rocket called Vostok carried a small called a lunar rover, or moon buggy!
In 1981, a new type of spacecraft flew
• Write the following on the board:
spacecraft into space. Inside, there was a
A star, planets, meteorites, and more:
man called Yuri Gagarin. He was the first for the first time. It was called a space
What does our solar system consist of
person in space. His spacecraft orbited shuttle. Space shuttles can fly into space
and how do these things affect planet
Earth for 108 minutes and then returned many times because they take off like a
Earth?
to Earth. Later, Russia and America built rocket and they land like a plane.
bigger and better rockets, and more They have taken very big things into • Divide the class into groups and ask
astronauts went into space. space, like the Hubble Space Telescope. them to research the topic online
In 1968, astronauts in the Apollo 8 A space station is a place in space and make a presentation about it.
spacecraft orbited the moon for the first where astronauts can live and do • Ask students to give their
time. Then, on July 21st 1969, the Apollo 11 experiments. The first space stations were presentations in their groups.
spacecraft landed on the Moon. Millions of very small, but the International Space • Ask students to vote for their three
people watched on television when two Station (ISS) is much bigger. It was built in favourite presentations.
American astronauts called Neil Armstrong space. The first astronauts visited it in 1998.
and Edwin ‘Buzz’ Aldrin stepped onto the Now, teams of astronauts from different
moon. It was an incredible moment – for countries live and work on the space
the first time in history, people walked on station all the time.
another world.
Literature C 99

Culture A: Food in
Argentina
Aim
Learn about and discuss food from
other countries that is popular in
Argentina
Warm-up
• Write these words on the board, but
leave between two and four letters
blank, e.g. (c_i_k_n): chicken, egg,
potato, pasta, rice, beef, cake.
• Now write these questions on the
them, and ask them to discuss them in
pairs:
What meals do you eat at home?
Which country do these meals originally
come from?
Exercise 1 w 82
• Ask students to look at the title, flags,
photos, and pictures, and ask them
what they think the article is about.
As a class, elicit that it is about food
from other countries. (The flags, from
left to right, are for Germany, Bolivia,
China, Lebanon, and Argentina.) Draw
students' attention to the sheep (4)
and the pig (8) and pre-teach lamb
and pork.
• Now ask them to read and listen to the
article and look for the different types of
food numbered 1–9. Ask them to write
the countries that often cook these
different types of food. Play the audio.
Exercise 2
• Ask students to read the text again and
decide if the sentences are true or false.
Tell students to underline the sentence
in the text that helps them choose each
answer. The world around you
Extension activity
• To check, ask individual students to • Read the questions and check students This activity broadens students’ interest
read their answers and tell you the understand.
in food from other countries.
sentence in the text that helps them • Divide the class into small groups and
choose their answer. (1 However, food ask them to discuss the questions.
from other countries is growing popular prepare a menu for a foreign
• While students are doing the activity, restaurant.
too …; 2 Bolivian food contains many go around offering support. Make
ingredients you don’t find …; • Ask students to research online and
(mental) notes of any frequent errors
3 There you can enjoy many popular …; find two starters, two main courses,
and good sentences that you hear.
4 They are perhaps most famous for and two desserts. Encourage them
• Ask one student from each group to to use their dictionaries to translate
their … ; 5 The German community in
summarise their group’s answers. ingredients where necessary.
Argentina …)
• Once the students have discussed the • Ask them to design their menus
Exercise 3 questions, review the errors as a class. and add suitable prices, photos, and
• Ask students to read the sentence Then, write the good sentences on the illustrations. They should also choose
starters carefully, then read the article board and explain why you like them. a suitable name for their restaurant.
again and complete the sentences. ANSWERS • Ask students to stick their menus on
• To check, ask individual students to Students‘ own answers. the wall, then look at the menus and
read their sentences to the class. choose their favourite three.
100 Culture A

ANSWERS
It’s becoming less common.
Usage
People is usually used as the plural of
person, e.g. There are three people. However,
in more formal contexts, we can also use
people as a countable noun to describe a
community or tribe. For example, in the
page title: Nomadic peoples.
Exercise 3
• Ask students to read the article and
complete the sentences with the
words in the box. With weaker classes,
read through the sentences and check
Exercise 4
• Ask the students to read the article
again and answer the questions with
full sentences. With weaker classes,
read each question and check students
understand.
The world around you

understand.
• Divide the class into small groups and
ask them to discuss the questions.
• While students are doing the activity,
go around offering support. Make
(mental) notes of any frequent errors
and good sentences that you hear.
• Ask one student from each group to
summarise their group’s answers.
• Once students have discussed the
questions, review the errors as a class.
Then, write the good sentences on the
board and explain why you like them.
ANSWERS
Students‘ own answers.
Culture B: Nomadic Exercise 1

• Read the first question to the class. Ask
Extension activity
peoples students to look at the first picture as a
This activity encourages students’
creativity.
clue to the answer. Elicit the answer as
Aim a class.
• Divide students into pairs. Tell
students they are going to
Learn about and discuss nomadic • Now ask students to discuss the second research traditional Roma gypsy
peoples and the nomadic way of life question in pairs. caravans (vardos) online and give
• To check, invite a few pairs to share a presentation about them, saying
Warm-up their ideas. what is inside them and how people
• Write this question on the board: What ANSWER use them.
makes a home a happy place? Elicit its Nomadic means moving often from • While students are working, go
meaning as a class, then ask students to place to place. around the class offering support
discuss the question in pairs. Tell them where necessary.
to consider the home’s location as well Exercise 2 w 83 • Students can give their presentations
as the things and people inside it. • Ask a strong student to read the in groups, using their phones to
• To check, invite a few pairs to share instructions and invite the class to show photos where necessary.
their ideas. explain what the question means.
article and answer the question.
Culture B 101

Culture C: Diwali
Aim
Learn about a holiday called Diwali
and discuss public holidays
Warm-up
• Quickly review ways of celebrating a
public holiday from page 68 by eliciting
the phrases as a class and writing them
on the board.
• Ask students to look at the photos of
a celebration in Exercise 1. Tell them it
is called Diwali and ask them to guess
which country it is in and when it is
celebrated. Elicit answers and write
them on the board to be checked after
Exercise 2.
Exercise 1
• Ask students to write the correct
phrases below the photos.
Exercise 2 w 84
article and to match the sentences
and phrases to questions a–e. Check
find the numbered sentences and
phrases in the text and that two are not
needed.
read the answers to the class.
• Finally, compare the answers to
students’ ideas from the warm-up.
Support activity
use bilingual dictionaries and recognise
cognates.
• Ask students to read the article in
pairs and write down any words they The world around you
don’t know. Extension activity
• Elicit the words as a class and write understand.
This activity encourages creativity.
them on the board. For cognates, • Divide the class into groups. Tell
elicit the meanings in Spanish.
• Divide the class into groups and ask
them that they are going to invent
them to discuss the questions.
• Now ask students to look up the a new Argentine public holiday and
meaning of the remaining words in
• While students are discussing the present it to the class.
questions, go around offering support
their bilingual dictionaries. • Write these instructions on the
where necessary. Make (mental)
• Check answers as a class and drill the notes of any frequent errors and good
pronunciation of new words. them and the time limits, then start
sentences that you hear.
the activity.
• Ask one student from each group to Brainstorm possible holidays 10 mins
Exercise 3 give their group’s answers to the class. Choose one holiday 5 mins
• Ask students to read the article again • Once the students have finished, Decide what happens to celebrate the
and answer the questions with full review the errors as a class. Then, write holiday and when it is 15 mins
sentences. With a weaker class, read the good sentences on the board and Prepare to present the idea 10 mins
the questions and check students explain why you like them. • While students are working, go
understand.
ANSWERS around offering support
• Check answers as a class. Students’ own answers. • Ask each group to give their
presentation.
102 Culture C

Workbook Exercise 3 Exercise 3
p.W3 p.W5
2 Did, burn 3 didn’t 4 prepared 2 Because he could choose his own
5 looked 6 used 7 didn’t taste meals.
answer key 8 happened 9 tried 10 dropped
Past simple: irregular verbs

3 Because students didn’t eat them.
4 The school lunches were very
unhealthy.
5 He showed school cooks how to make
1 Food, glorious food! Exercise 4 p.W3
healthy meals.
6 Most schools serve healthier food
Vocabulary G P U T H J A R O
now.
B D C B H B T N C
Countable and uncountable nouns
Exercise 1 p.W2
O R M C A H E W H 2 Here and there
U A A P D W Q E O
Vocabulary
rice lc ar roth
G N D B E G A N S
a
ec p H K E S H L T T E Buildings and features
c u i t f o f
is
T F G A V E M O N Exercise 1
l
p.W6
ot
get yapp
Q G L Y J S A W S 2 skatepark 3 bridge 4 police

is h
ioncb
ato dbr
station 5 stadium 6 library

X G O T N F S R H
7 cathedral 8 statue 9 hospital
b
utt
er 2 ate 3 bought 4 went 5 got 10 park
6 began 7 chose 8 gave 9 had
o n
Exercise 2
n
ad 10 saw 11 drank 12 made p.W6

ec he eset
ra
2 skatepark 3 bridge 4 university

ro Exercise 5 p.W3 5 statue 6 stadium
b 2 chose 3 had 4 became
milk 5 couldn’t 6 gave 7 brought Exercise 3 p.W6
8 didn’t eat 9 ate 2 library 3 park 4 police station
Countable Uncountable 5 university 6 stadium
nouns nouns Grammar Giving directions
orange butter
apple milk Past time expressions, polite offers
carrot rice Exercise 4 p.W6
and requests
potato bread 2 past 3 down 4 through 5 over
onion cheese Exercise 1 p.W4 6 Take
biscuit fish 2 two days ago 3 yesterday 4 last
Exercise 5 p.W6
month 5 a week ago 6 six months
Exercise 2 p.W2 2 f 3 e 4 a 5 c 6 d
ago 7 last year 8 three weeks ago
2 onion 3 juice 4 fish 5 cheese
Exercise 2 p.W4 Grammar
Exercise 3 p.W2 2 yesterday 3 month 4 last
2 bread 3 apple 4 beef 5 cheese 5 yesterday 6 an hour ago should / shouldn’t
6 lettuce
Exercise 3 p.W4 Exercise 1 p.W7
Food adjectives 2 Would you like, I’d like 2 You shouldn’t travel by car.
3 Would you like, Could I have 3 Where should we go?
Exercise 4 p.W2 4 Should we see the cathedral?
2 spicy 3 salty 4 sour 5 juicy 5 You shouldn’t miss the new stadium.
6 crunchy
Practical English 6 You should go on a bus tour of the
Ordering food city.
Exercise 5 p.W2
2 salty 3 juicy 4 crunchy 5 sour Exercise 1 p.W4 Exercise 2 p.W7
6 sweet 2 Could 3 Would 4 like 5 afraid 2 shouldn’t miss 3 should stay
6 course 4 shouldn’t leave 5 should buy
Grammar 6 Should, book 7 should get
Exercise 2 p.W4
Past simple: regular verbs 2 I’d like 3 I’m afraid 4 Could I have Imperatives
5 Would you like 6 No, thank you
7 Yes, please
2 carry 3 liked 4 did you arrive 2 Don’t turn 3 Don’t park 4 Stop
5 last night 6 didn’t order 5 Don’t take 6 Cross
Reading
Exercise 1 p.W5 2 Don’t speak 3 Don’t use 4 Don’t
2 cooked 3 didn’t finish 4 tried
b take 5 Listen 6 Be
5 Did you like 6 did you prepare
7 didn’t order 8 dropped Exercise 2 p.W5
2 T 3 T 4 F 5 T
Workbook answer key 103


Grammar Exercise 5 p.W10 Practical English
2 horror films 3 musicals 4 cartoon
verb + to- infinitive, prepositions of 5 romance 6 fantasy films 7 war A film review
place and movement films
Exercise 1 p.W12
Exercise 1 p.W8
Grammar 1 science fiction 2 on the Enterprise
2 to come 3 to do 4 to buy 5 to spaceship in a distant part of the
visit 6 to stay Comparative adjectives universe 3 Yes
Exercise 2 p.W8 Exercise 1 p.W11 Exercise 2 p.W12

2 agree to design 3 forgot to take 2 better 3 bigger 4 scarier 5 more 2 Unfortunately 3 Luckily
4 need to buy 5 want to stay 6 tried exciting 6 worse 7 more famous 4 Fortunately
to find 8 further
Exercise 3 p.W12
Exercise 3 p.W8 Exercise 2 p.W11 2 Sadly 3 Unfortunately 4 Luckily
2 towards 3 across 4 around 2 The Last Jedi is more exciting than La
5 outside 6 by La Land. Reading
3 The sun is further than the moon.
Practical English 4 My mum is younger than my dad. Exercise 1 p.W13
5 I think that Emma Watson is a better c
Giving directions actor than Emma Stone.
6 The book is more interesting than the Exercise 2 p.W13
Exercise 1 p.W8
film. 2 c 3 c 4 b 5 a
2 before 3 as soon as 4 before
5 When Exercise 3 p.W11 Exercise 3 p.W13
2 more exciting 3 more famous 2 science fiction

Exercise 2 p.W8
4 worse 5 lazier 6 more expensive 3 The film director usually has a
2 towards 3 reach 4 along 5 take 7 better 8 further different idea of the characters and
6 before 7 next setting.
Superlative adjectives 4 Books have more details.
Reading 5 To keep the viewer interested.
Exercise 4 p.W11 6 A bad book.
Exercise 1 p.W9 2 tallest 3 worst 4 most 5 funniest
c 6 coldest 7 youngest
4 Out and about
2 five 3 tourists, locals 4 text 2 the most exciting 3 the most Vocabulary
messages 5 online 6 birthday interesting 4 the most famous 5 the
hottest 6 the longest 7 the most Outdoor activities
Exercise 3 p.W9 beautiful 8 the tastiest
2 They can learn more about their town. Exercise 1 p.W14
3 Because there’s a lot of walking. Grammar 2 horse riding 3 mountain biking
4 Two to three hours. 4 windsurfing 5 rock climbing
5 Big Ben (not) as ... as; less ... (than) 6 karting

3 The silver screen 2 than 3 less 4 as 5 young 6 as 2 Roller blading 3 rock climbing
4 Horse riding 5 kayaking
Vocabulary Exercise 2 p.W12
2 The film Lion isn’t as exciting as the Exercise 3 p.W14
Appearance film Logan. 2 surfing 3 horse riding
3 English isn’t as difficult as Chinese. 4 skateboarding 5 mountain biking
Exercise 1 p.W10 4 Batman is as popular as Star Wars. 6 rock climbing
2 short 3 slim 4 bald 5 moustache 5 The Alps aren’t as high as the
6 beard Himalayas. Forms of transport
Exercise 2 p.W10 Exercise 3 p.W12 Exercise 4 p.W14

2 tall, heavy, dark, hair, moustache 2 The film isn’t as good as the book. achmoto o
3 short, slim, brown, long 3 The Revenant was less popular than inc
rb
4 short, beard, green Batman. ra

5 bald, glasses
atlorryt
4 Chicago is less exciting than New York.

ike
5 That TV programme isn’t as interesting

Film genres as this film. un
derg oun
d
Exercise 4 p.W10
2 western 3 war film 4 action film r
5 thriller 6 costume drama
ship b o
ferryplane
104 Workbook answer key


2 ferry 3 plane 4 boat 5 lorry Exercise 2 p.W16 Exercise 5 p.W18
6 train 7 coach 8 motorbike 2 What time does the next train leave? 2 repetitive 3 outdoors 4 varied
9 underground 3 Is it direct? 5 poorly paid 6 stressful
4 How long does the journey take?
Exercise 5 p.W14
2 boat / ferry 3 underground 4 train
5 Do you want a single or a return Grammar
ticket?
5 ship 6 plane 7 train / coach be going to: all forms
8 lorry
Reading
Exercise 1 p.W19
Grammar Exercise 1 p.W17 2 aren’t 3 isn’t 4 is 5 are 6 ’re
Trisha is in the south of England
Likes and dislikes: verb + -ing Exercise 2 p.W19
Exercise 2 p.W17 2 Is Sofia going to be an engineer? a
Exercise 1 p.W15 2 windsurfing, kayaking 3 When is Harry going to arrive? c
2 Do you enjoy playing football? 3 tourists 4 What are you and your friends going
3 He can’t stand eating salad. 4 island, Scotland to do tomorrow? f
4 She doesn’t mind walking to school. 5 train, minibus, ferry 5 Are they going to get summer jobs? b
5 I hate listening to classical music. 6 Trisha’s home 6 Is Oscar going to leave school next
7 Sean’s sister year? e
Exercise 2 p.W15
8 complicated
2 I don’t mind cooking. Exercise 3 p.W19
3 I can’t stand getting up early. Exercise 3 p.W17 2 ’m going to get
4 My friends don’t like kayaking. 2 He went to a holiday centre on an 3 Are you going to work
5 Mia enjoys horse riding. island in Scotland. 4 I’m not
3 He did karting and rock climbing. 5 ’m not going to work
Exercise 3 p.W15
4 13 hours 6 is going to come
2 like winning 3 can’t stand losing
5 the train
4 enjoy travelling 5 don’t like flying
6 It’s nearer to Trisha’s home. some / any / every / no compounds
6 like doing 7 like sleeping 8 enjoy
watching Exercise 5 p.W19
Infinitive of purpose
5 Your future career 2 something 3 someone 4 nobody
5 Everybody 6 everywhere
7 anyone 8 someone
Exercise 4 p.W15 Vocabulary
2 to avoid 3 To pass 4 to say 5 to Exercise 6 p.W19
see 6 to make Careers 2 nothing 3 nobody 4 anywhere
5 something 6 somewhere
1
7 everyone
2 To invite 3 To ask 4 To buy N
5 To catch 6 To borrow 7 To learn 2 3 Grammar
8 To have B U I L D E R
R N Adverbs of manner
Grammar 4
F S G Exercise 1 p.W20
Present simple for future 5 2 politely 3 happily 4 terribly
L AW Y E R I 5 properly 6 quickly
Exercise 1 p.W16
2 e 3 a 4 b 5 d R N Exercise 2 p.W20
M E 2 correct
Exercise 2 p.W16 3 She likes her job, and she works hard.
1 opens, closes E E 4 The children are playing happily
2 does the next train leave, leaves 6 outside.
3 does the match start, starts H A I R D R E S S E R 5 Joe runs very fast. He wins all his
4 does their plane arrive, arrives races.
Exercise 2 p.W18 6 I didn’t have time to do the job
Exercise 3 p.W16 2 sales rep 3 lawyer 4 nurse properly.
2 What time does your bus arrive? 5 builder 7 You speak English very well. Where
3 What time does your next lesson
did you learn it?
start? Exercise 3 p.W18
4 What time does the supermarket 2 farmer 3 sales rep 4 hairdresser
close? 5 nurse 6 engineer 7 accountant
Practical English
5 What time does the film finish? 8 firefighter A conversation with a careers
Jobs adjectives teacher
Practical English
Asking about public transport a C 3 b S 6 c S 4 d C 1 e S 2
2 varied 3 stressful 4 repetitive
5 relaxing 6 outdoors 7 well f C5
Exercise 1 p.W16
2 the next train 3 the journey paid 8 poorly paid 9 rewarding
Exercise 2 p.W20
4 direct 5 a single 10 indoors
2 You see 3 I guess so. 4 Actually
5 generally speaking
Workbook answer key 105


Reading Exercise 2 p.W23 4 He forgot to use suncream.
2 We’re meeting in a café this afternoon. 5 They got the train.
Exercise 1 p.W21 3 Lucas is camping with friends at the 6 Because it rained.
2 journalist 3 sound engineer weekend. 7 They cycled.
4 I’m going surfing on Saturday. 8 In a restaurant.
Exercise 2 p.W21 5 They’re having pizza this evening.
2 c 3 c 4 b 5 c 6 b
Exercise 3 p.W23
Exercise 3 p.W21 2 ’m doing 3 ’m meeting 4 ’re going
2 He’s going to do a referee course. 5 Are you doing 6 is having
3 She writes articles for her school
magazine. Grammar review
4 She’s going to join a writers’ club.
5 He wants to work in music studios and Exercise 5 p.W23
at concerts. 2 came 3 goes 4 Are you camping
6 He plays the guitar and likes 5 were 6 ’re driving
electronic things.
Exercise 6 p.W23
2 go 3 flew 4 ’m staying 5 There
6 Happy holidays was 6 didn’t send
Exercise 7 p.W23
Vocabulary 2 are you staying 3 was 4 camped
Holiday equipment 5 were 6 didn’t rain 7 went
8 were 9 was 10 ’m staying 11 live
Exercise 1 p.W22 12 come
2 suitcase 3 tent 4 suncream
5 swimsuit 6 guidebook Grammar
Exercise 2 p.W22 I hope / I think / I don’t think
2 flip-flops 3 swim shorts
4 insect repellent 5 raincoat Exercise 1 p.W24
6 suitcase 7 guidebook 8 swimsuit 2 She hopes to visit the museum again.
3 They didn’t think the hotel was clean.
Exercise 3 p.W22 4 I think that is a good idea.
2 tent 3 umbrella 4 suitcases 5 We are hoping to get tickets.
5 guidebook 6 I don’t think he wants to come.
Ways of celebrating a public Exercise 2 p.W24

holiday 2 we 3 thinks 4 was 5 to 6 think

2 think 3 thought 4 hope 5 don’t
d i s p l ay rd ay e a p a ra d e
f a c a rd i
think
wp s
Practical English
re
eads pykd en A museum review

tumerhap tsocos
Exercise 1 p.W24
2 thought 3 the only problem was
2 presents 3 a parade 4 day 4 Another good thing 5 Unfortunately
5 happy 6 fireworks display 7 dead 6 In my opinion
8 costume
Exercise 2 p.W24
Exercise 5 p.W22 2 There were a lot of people.
2 dead 3 presents 4 fireworks 3 The underwater experience and the
5 day off 6 costumes 7 parades T-Rex Grill.
8 happy holiday 4 He thinks it’s awesome.
Grammar Reading
Present continuous for future Exercise 1 p.W25
Three: Jim, Owen, and Mia.
Exercise 1 p.W23
2 They’re meeting friends after school. Exercise 2 p.W25
3 Katie is leaving on Saturday. 2 T 3 F 4 F 5 T 6 F 7 F 8 T
4 What are you doing tonight?
5 correct Exercise 3 p.W25
6 Harry is getting the bus home at 2 She didn’t have a swimsuit.
6 p.m. 3 He had a shower.
106 Workbook answer key


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4

Oxford University Press

Worksheets Tests Class Audio Video

As part of the University of

develop social and emotional learning skills, while ensuring

As part of the University of

develop social and emotional learning skills, while ensuring

As part of the University of

develop social and emotional learning skills, while ensuring

Teacher’s Resource Centre Classroom Presentation Tool

FREE Dictionary App:

Teacher’s Resource Centre Classroom Presentation Tool

FREE Dictionary App:

4605557 Together SB&WB 2 Cover.indd 1 09/04/2018 20:50

Teacher’s Resource Centre Classroom Presentation Tool

Mare on ■ Diana Pye

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a de la Mare elda Beacon

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© Copyright Oxford University Press

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Making the most of together

© Copyright Oxford University Press

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A message from the series consultants

For students For teachers

worksheets, Class audio, and Video material.

 lassroom Presentation Tool: Interactive exercises

chers Resource Online Practice Online Practice

Tests and Worksheets Teachers Resource Online Practice Online Practice

The photos give students a visual

The language and skills that students

The questions encourage students

4603812 together(Ar) TB2.indb 5 18/07/2018 10:53

There are four pages presenting

At the start of every presentation

The new vocabulary is shown clearly

Focus boxes draw attention

Get the most out of the presentation text

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Each unit contains a minimum of

The practice exercises frequently

There is one optional Pairwork

At various stages in the unit, there are

Get the most out of grammar

Unit walkthrough vii

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The Get going presentation text is

After each vocabulary exercise,

A listening exercise features at least

Get the most out of listening exercises

viii Unit walkthrough

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Two or more sentences from the

Most exercises give an example

In cases where grammar rules are less

Get together is a personalised,

Get the most out of grammar

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Practical English begins with a

When the Practical English focus is

Get the most out of writing

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lassroom Presentation Tool: Interactive exercises