On Track Text TG3

On Track
Sheila Dignen
3
Teacher’s Guide
4860468 On Track TG3 Prelims.indb 1 30/06/2022 12:51

3
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom
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ISBN: 978 0 19 486046 8
Printed in the UK
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ACKNOWLEDGEMENTS
Cover photography by: Getty Images (kali9, Rosemary Calvert)

Contents
Student’s Book contents iv
Introduction
Course components vi
Introduction and On Track methodology viii
Guide to Student’s Book xii
Guide to 2-in-1 Workbook xxiv
Using the Active Learning Kit xxix
Using the iPack xxx
Rapid routes xxxi
Teaching tips
Key competences xxxii
Specific competences xxxiii
Learning situations xxxiii
Mediation xxxiv
Group work guidance xxxv
Mixed ability guidance xxxvi
Continuous assessment xxxviii
Assessment xl
Evaluation rubrics record sheet xli
Evaluation rubrics xlii
Professional development xliv
Graded readers xlv
Teaching notes
Starter unit 4
Unit 1 10
Unit 2 20
Unit 3 32
Unit 4 42
Unit 5 54
Unit 6 64
Unit 7 76
Unit 8 86
Language summaries 98
Culture and CLIL 106
Literature 118
Learning situations 122
Audio and video scripts T126
Workbook answer key T145
Irregular verb list T160

Contents
Vocabulary
S
Starter p4 • Sports • Weekend activities • Weather
• Sports verbs • Personality: adjectives • Travel: adjectives
• Fitness and health • Habitats
Vocabulary Grammar Reading
Entertain us p10 • Films and TV • Verbs + gerund or infinitive? A factsheet: A career in TV and
1
• Music styles • Past simple: affirmative, negative filmmaking
Extras in film and TV and questions
Strategy: Recognize proper nouns
It’s a crime p20 • Crime: verbs • Past continuous and past simple A comic strip: City detective
2 Police dogs
• Safety online • Adverbs of manner
Strategy: Predict what a text
is about
Review units 1 and 2 p30 Learning situation 1 Online safety presentation p122
Follow the rules p32 • Phrases with do • be allowed to, can and could An article: Mobile phones
3
or make • Modal verbs for obligation, in schools
Rules in public spaces • Bullying prohibition and necessity
Strategy: Use what you know
to understand a text
Getting along p42 • Friendship: verbs • Present perfect: just, already An online article: Celebrating
4 • Showing emotion: and yet friendship

Technology and verbs • used to
friendship Strategy: Skimming
Review units 3 and 4 p52 Learning situation 2 Welcoming new students poster / leaflet p123
The senses p54 • The senses: verbs • Present perfect: for and since A magazine article: The brain:
5
and adjectives • Past simple or present perfect? our sixth sense
The ‘5-4-3-2-1’ • Sleep
technique Strategy: Identify a writer’s attitude
Creativity p64 • Creativity: adjectives • Relative pronouns (who, that, An article: Unusual art
6 Cosplay
• Creativity: verbs which, whose)
• be going to and will Strategy: Scanning
Review units 5 and 6 p74 Learning situation 3 Improving your learning environment presentation p124
Making a difference p76 • Positive actions • First conditional A factual webpage: Teenagers
7
• Helping: people and • Second conditional making a difference
Making a difference places
Strategy: Understand sentences
with missing words
Tell the truth p86 • Truth and lies • too and enough A quiz: Truth or myth?
8
• Nouns ending in -ion • may, might, must and can’t
Fake news Strategy: Use cognates to
understand a text
Review units 7 and 8 p96 Learning situation 4 A positive digital news item p125
Options
Options Culture p106–113 Cross-curricular p114–117 Literature p118–121 Learning situations p122–125
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iv Student’s Book contents

Grammar
• Present tenses • Future time expressions
• How often …? and adverbs of frequency • Comparatives and superlatives
• Present continuous for future • Less, the least, not as … as …
Listening Speaking Writing Watch

A radio programme: A famous Talk about preferences A review of a game, film or Almost
young person in music TV programme human
Strategy: Talk about preferences
Strategy: Recognize dates and Strategy: Organize your
order events review
Crime stories: Two crimes Describe photographs A story Sherlock

Holmes
Strategy: Identify the genre Strategy: Describe a photo Strategy: Use adverbs
A speech: School rules Talk about and react to news An informal email Rules at
home and
Strategy: Identify an audience Strategy: Talk about and react to news Strategy: Expressions of at school
purpose
Conversations: Friends who aren’t Apologize and accept apologies A description of a friendship Milton and
getting along Phyllis
Strategy: Apologize and accept apologies Strategy: Describe similarities
Strategy: Recognize antonyms and differences
A conversation: Foods that make Talk about food A for and against essay Synaesthesia
you feel sleepy
Strategy: Talk about food Strategy: Expressions of
Strategy: Identify unknown words contrast
Radio items: Exhibitions Reach an agreement A biography Graffiti Life
Strategy: Listen for specific Strategy: Reach an agreement Strategy: Checking your work
information
A podcast: Positive news stories Talk about advantages and disadvantages A persuasive post Boards with
a difference
Strategy: Infer ideas about the Strategy: Talk about advantages and Strategy: Make your writing
situation disadvantages persuasive
A conversation: The Apollo moon Ask for help and make suggestions An opinion essay Truth and
landings lies
Strategy: Ask for help and make suggestions Strategy: Express your
Strategy: Guess the speaker’s opinion
opinion
Language summaries p98–105 Irregular verbs list p126–127
KEY COMPETENCES  Digital  Personal, Social, and Learning to learn  Cultural awareness and expression  Entrepreneurship 3
 Citizenship  Mathematical, Science, Technology and Engineering (STEM)  Linguistic communication
2 09:32 00_4860437 On Track SB3_001-003.indd 3 25/02/2022 09:32
Student’s Book contents v

On Track components
FOR STUDENTS
Student’s Book Pack with Digital

Student’s Book
The Student’s Book provides everything students need
to participate fully in every lesson. Also available as a
digital book, which students can access via the code in
their print book or purchase separately. Includes:
• 6-page Starter unit Workbook Pack with Essential
• 8 units
Workbook, Digital Workbook and
Active Learning Kit
• 12 Culture and CLIL lessons with documentary videos
Students consolidate language learned in class with
• 2 Literature lessons grammar, vocabulary, Reading, Listening and Writing
• 4 Learning situations activities in the 2-in-1 Workbook. The integrated Essential
• Language summary pages for all units Workbook contains extra support and practice for students
• 2-page Irregular verbs list who need it most. Also available as a digital book, which
students can access via the code in their print book.
Includes:
On Track • 2-page Starter unit
Active Learning Kit • 8 main units providing practice of the vocabulary and
A new digital component accessed via grammar and Reading, Listening and Writing skills from
the Digital Workbook, which fosters the corresponding Student’s Book unit
independent learning. Includes: • 8 Essential units providing basic practice of vocabulary,
• Grammar gym: easy-to-use exercises that provide grammar, Reading, Listening and Writing
additional practice of the grammar • 16-page Grammar reference and practice section
• Vocabulary gym: additional exercises that provide • 8-page Vocabulary reference section with word lists of
gamified practice of the vocabulary the core vocabulary sets plus functional language
• iProgress check: a digital progress check for each main • 16-page Puzzles and Games section with fun practice
unit of On Track, with Listening, Reading and Writing of the core grammar and vocabulary
activities
• 2-page Irregular verbs list
• Games centre: fun interactive practice of the grammar
• Catalan and Castilian editions available, with translated
and vocabulary topics
grammar reference, word lists and translated rubrics in
• Real Talk: an interactive video in which students can the Essential Workbook.
record themselves and practise their speaking skills
• Video review: a Watch documentary plus interactive
Access your digital books and
comprehension exercise
the iPack via Oxford Premium.
• Learning record: a digital record of a student’s progress
against learning objectives (www.oxfordpremium.es)
vi Course overview: student components

FOR TEACHERS
On Track iPack
On Track • Student’s Book and Workbook with pop-up answers
to activities
•
Sheila Dignen
Integrated audio and video
3
• Video content includes: Unit Opener videos, Speaking
videos, Grammar animations, Watch documentaries and
Culture and CLIL videos
• Interactive and printable activities
Teacher’s Guide • Mediation activities
•
Includes:
• Advice on teaching mediation
• Guidance on competence-based
Answer keys
teaching and evaluation
• Ideas on how to incorporate
learning situations effectively
• Opportunities for continuous
• Teacher access to the Active Learning Kit
assessment
Access your iPack via Oxford Premium.

(www.oxfordpremium.es). Also available
on Plug & Play USB.
Teacher’s Guide
• Introduction and notes about the On Track Teacher’s Resource Book
methodology
• Photocopiable Vocabulary worksheets at Basic,
• A tour of a Student’s Book and Workbook unit Standard and Challenge levels
• Complete support for every lesson, including detailed • Photocopiable Grammar worksheets at Basic, Standard
lesson plans and teaching guidance and Challenge levels
• Interleaved Student’s Book pages • Photocopiable Reading worksheets
• Guidance on helping students to understand and build • Photocopiable Speaking pairwork worksheets
the skills required for success in a variety of learning
• Photocopiable Writing worksheets
situations
• Photocopiable Culture and CLIL worksheets
• Integrated guidance on mediation, learning situations
and continuous assessment • Photocopiable Pronunciation worksheets
• Optional extra activities • Answer keys
• Student’s Book answer keys
• Workbook answer keys
Teacher’s Resource Materials
• Audio and video scripts
• All the photocopiable Vocabulary and Grammar
worksheets at Basic, Standard and Challenge levels
• All the Reading, Writing, Culture, CLIL and Speaking
Assessment worksheets
• 8 Unit tests (Basic, Standard, Challenge)
• All the tests in editable Word and PDF formats
• 3 End-of-term tests (Basic, Standard, Challenge)
• Student’s Book audio, Workbook audio, Tests audio
• An End-of-year test (Basic, Standard, Challenge)
• Evaluation rubrics and evaluation rubric record sheets
• Unit, End-of-term and End-of-year Specific competence
• Rapid routes, with guidance on essential tasks for
tests in line with the latest educational legislation
teachers with reduced timetables
• Teachers can create tests using the Test Generator on
• Grammar reference sections, word lists and the Irregular
the teacher’s edition of the Digital Student’s Book.
verbs list in Basque, Catalan, Galician and Spanish
• All tests can be completed online by students through
• Professional development information, including
the Digital Student’s Book.
papers on Effective feedback: the key to successful
assessment for learning, Mediation in English language
All tests available in editable Word and teaching, and Project-based learning
ready-to-use formats as well as online
with the Test Generator. Access your teacher’s resources via Oxford
Premium. (www.oxfordpremium.es)
Course overview: teacher components vii

Introduction
On Track is a new four-level course developed specifically for students in Spain.
This easy-to-use course is based on a familiar structure and a tried and-tested
On Track
On Track
methodology. It includes an innovative array of supporting materials accessible
not only on Oxford Premium and on the iPack, but also in the new 2-in-1 James Styring • Nicholas Tims
Student’s Book Pack

Workbook with Essential Workbook and on the Active Learning Kit.
Christina de la Mare
Claire Thacker
In On Track, each unit establishes an authentic and engaging topic. New

language is presented in a clear, straightforward way, with engaging images
for vocabulary sets and easy-to-read grammar tables. Support for presentation
1
Styring Tims de la Mare Thacker

of grammar and vocabulary is available on the iPack, where the grammar
animations and vocabulary presentations help students really get to Student’s Book Pack
with Digital Student’s Book
grips with the new language. The language is then practised and recycled
throughout the unit, with carefully scaffolded practice activities that gently
guide students towards opportunities for meaningful, personalized
communication.
The grammar, vocabulary and skills syllabus has been carefully graded
throughout the course to ensure steady, supported progression, aligned with
Spanish educational requirements. In addition, specific competences are
covered throughout as part of standard Student’s Book exercises. The learning
situations in the Options section offer a manageable, step-by-step collaborative
project in which students work together to identify and solve a problem.
On Track
James Styring • Nicholas Tims
Christina de la Mare
Clare Thacker
On Track’s innovative course package allows you to tailor your lessons exactly
2
to your students’ needs, even when dealing with classes of mixed abilities.
The 2-in-1 Workbook has graded activities in the main Workbook, with
opportunities to extend via standard and challenge activities. When the book
is flipped, the Essential Workbook provides steady support for those students Student’s Book Pack
in your class who need additional help with the basics, as well as a fun Puzzles with Digital Student’s Book
and Games section. Further graded activities are also available in the Teacher’s
Resource Book and on the iPack, so you can be confident in supporting all
your students.
For students, another innovation comes in the form of the digital Active
Learning Kit, where fun, gamified activities motivate them to keep practising
and learning. Seven different sections covering grammar, vocabulary and all four
skills allow students to practise what they learn throughout the course. With
On Track
On Track
each activity, students can win ‘diamonds’, and they can push themselves to
achieve a personal best and to challenge their friends. At the end of each unit James Styring • Nicholas Tims
of the Active Learning Kit, the Learning Record provides a space for students Daniel Brayshaw
to reflect on what they have learned, and then receive targeted next steps,
directing them to further practice or reinforcement, depending on their results.
On Track offers: 3
Styring Tims Brayshaw
• Engaging content anchored to everyday life that reflects the experiences

of teenagers. Student’s Book Pack
• Support for students at all levels, with a comprehensive mixed-ability offer

that includes the innovative 2-in-1 Workbook with Essential Workbook,
plus interactive digital activities and printable or photocopiable activities
on the iPack and in the Teacher’s Resource Book.
• An integrated, easy approach to mediation, with regular supported exercises
throughout the Student’s Book lessons.
• Real-life, ‘googlable’ topics to engage students and encourage them to
explore further in English.
• A comprehensive video package, from the Unit Opener video to the Watch On Track
documentary at the end, with Speaking videos and Grammar animations

in between. Further Culture and Cross-curricular (CLIL) documentaries in
the Options section at the end of the book provide multiple opportunities
to hear natural language in context. 4
• An Options section at the end of the Student’s Book with Culture, CLIL,
and Literature lessons so you can modify your lessons to best suit your Student’s Book Pack
students’ needs and interests, and also cover STEM competences.

• Also in the Options section, learning situations: collaborative projects
with a structured and guided approach that not only develop teamwork
skills, but also global skills such as critical thinking, digital citizenship and
effective feedback.
viii Introducing On Track

On Track key values
Easy to use Motivating
On Track has been designed to create a user-friendly experience With On Track, you can inspire your students to engage
for teachers and learners. In the Student’s Book and 2-in-1 actively in their own learning journey. A variety of content-rich
Workbook with Essential Workbook, the colour-coded lessons videos will grab your class’s attention, while at the same time
ensure that it’s easy to find exactly what you need. On the iPack introducing important vocabulary and grammar. The videos
and Active Learning Kit, accessing additional practice or support also provide an opportunity for students to practise speaking
is as simple as the click of a button. skills and to explore cross-curricular and cultural themes. On
In On Track, it’s also easy to access the right resources for an the digital Active Learning Kit, the fun, gamified activities will
evolving educational landscape. A supported approach motivate students to continue learning outside the classroom.
to mediation is woven throughout the course and key Also on the Active Learning Kit, the Learning Record suggests
competences are integrated in every lesson to help you differentiated learning pathways, either for reinforcement,
incorporate important educational requirements in your classes. further practice or an extra challenge, based on students’
Four learning situations are available in each level so you can personal feedback to how easy or difficult they found the
be confident of meeting curriculum requirements with minimal sections of the unit.
preparation or planning time.
Inclusive Flexible
Inclusivity is at the heart of On Track. You can support On Track is a course that offers you flexibility to teach what you
students of all abilities to reach their own learning goals with want, the way you want. Whether you prefer using books, digital
a methodology, course package and design that have all been resources, or a blended approach, you can find what you need.
created with a wide range of users in mind. Whilst the common In addition to the support available in the Student’s Book,
learning objectives remain the same in each lesson, there are 2-in-1 Workbook with Essential Workbook, and Teacher’s
different routes that can be taken to reach these objectives, Resource Book, you can access many additional activities on
either through a very structured path of more mechanical Oxford Premium or on the iPack.
exercises to cover the basics, or through a route involving freer You can choose to focus on the core content of each unit –
practice and production. grammar, vocabulary, and skills – or extend this with the Watch
The 2-in-1 Workbook with Essential Workbook means video lesson at the end of the unit. In addition, the Options
that you can focus on the same content in the lesson with section of the Student’s Book provides a wealth of supplementary
all students, but match the practice and homework material: Learning situations, Culture, CLIL and Literature
requirements to individual student needs, all in one book. lessons, which are all tailored to match the linguistic and
Even the Reading, Listening and Writing skills sections have thematic content of the main units and also extension videos.
different versions that can be assigned based on the level of This flexibility also extends to evaluation. You will find
challenge required. On the Active Learning Kit, students have ready-to-use tests on Oxford Premium, on the iPack, and on
the tools and flexibility to improve their English through fun your Plug & Play USB, or you can create your own tests using
activities at the right level. the Test Generator.
On Track
On Track

Daniel Brayshaw
3
Styring Tims Brayshaw

Introducing On Track ix

On Track methodology
On Track has a tried-and-tested methodology of language In the Student’s Book, the Reviews featured after every two units
presentation, practice and production. The topic of each unit provide cumulative practice of the grammar and vocabulary
provides a central pillar around which vocabulary, grammar and from the unit. You can also access printable, graded grammar
skills can be presented and practised in authentic and meaningful worksheets on the iPack, on Oxford Premium, and in the
contexts. Along with this, key competences and essential linguistic Teacher’s Resource Book.
competences, such as mediation, are woven throughout the The Grammar reference pages and the Irregular verbs list have
lessons. also been translated into four languages: Basque, Catalan, Galician
and Spanish. These are available to download and print from
Vocabulary Oxford Premium.
Each unit of On Track focuses on two core vocabulary sets. In the
Student’s Book, these topic-based sets are presented in an engaging, Video
visual way with images. An interactive vocabulary presentation on The video offer in On Track is completely flexible and adaptable to
the iPack also presents audio and visual support, so you can cater your needs. Four different types of video are part of each unit, and
for mixed-ability classes and a variety of learning styles. extra videos are available in the Options section.
The language is then seen in context either through a reading, • The Unit Opener video introduces students to the topic of
video or listening exercise – or another realia – and recycled the unit, and provides a light preview of the grammar and
throughout the unit. Review pages feature after every two units vocabulary. It also provides a springboard for discussion,
and provide cumulative practice of the vocabulary. The Language personalization and a mediation task.
summary page at the end of the Student’s Book has useful word • Two Grammar animation videos per unit present each
lists of core vocabulary sets, along with the functional language grammar point.
phrases from the Communication lessons.
• The Speaking videos introduce key functional language in
What students learn in class can then be reinforced through the fun, vlog-style clips, and help students prepare for their own
2-in-1 Workbook with Essential Workbook. The main Workbook role play.
units have graded vocabulary practice at Basic, Standard and
Challenge levels, whilst the Essential Workbook contains carefully
• At the end of each unit, the optional Watch lesson is based
around a documentary video. Each documentary deals with an
scaffolded exercises to allow students to really focus on the basics.
interesting current affairs topic linked to the theme of the unit.
The Puzzles and Games section contains fun activities and
The documentaries are presented by teenagers speaking with a
word games for students who want extra practice or revision in a
variety of different accents including English, American, Scottish,
different context.
Australian and more.
For more interactive practice, the Active Learning Kit is a digital
practice zone in which students can win ‘diamonds’ by completing
• Culture and cross-curricular documentaries also accompany
some of the Culture lessons in the Options section, meaning
activities. Personalized feedback at the end of each unit in
that you can extend and supplement the core lessons of your
My Learning Record directs students to different sections of
unit and take the topic in a variety of directions.
the 2-in-1 Workbook with Essential Workbook so that further
practice or extension is personalized. • On the Video review section of the Active Learning Kit,
students can also access the Watch video documentary in their
The iPack, Oxford Premium and the Teacher’s Resource Book
own time, and complete an interactive comprehension exercise.
then provide a wealth of printable and photocopiable worksheets
for grammar practice, graded at three levels – Basic, Standard and • In the Real Talk section of the Active Learning Kit, students
Challenge – as well as translated word lists in Basque, Catalan, can review the conversation videos from the Speaking lesson
Galician and Spanish. and rerecord themselves as many times as they like.
Grammar Skills development

Each unit of On Track has two main grammar points. As with In On Track, skills work is supported through a strong focus on
the vocabulary, the grammar lessons are based on a deductive strategies. Reading, Listening, Writing and Speaking lessons all
approach. A bite-size Grammar in context text, in the same topic contain a strategy box with a level-appropriate micro-skill or
as the previous Reading or Listening lesson, models different forms strategy to be developed. These are always paired with an activity
of the grammar point, accompanied by comprehensive grammar that puts this strategy into practice.
tables which present the different forms or usages. On the iPack,
clear and engaging grammar animations explain the new
grammar points and give appropriate examples of the structure.
Reading
In On Track, Reading is at the core of each unit and also available
A carefully scaffolded sequence of practice tasks follows, and builds
in a wealth of optional, supplementary reading lessons in the
up towards the Your Turn task, a collaborative, communicative
Culture and CLIL lessons featured in the Options section of the
way for students to personalize the language. In the rest of the
Student’s Book. The course covers a variety of text types, such as
unit, students are further exposed to the language in a natural way,
articles, profiles, adverts and posts. All texts are carefully graded and
which supports their comprehension.
engage students in a realistic way.
For students, expanded grammar tables, explanations and further
essential practice can be found in the Grammar Reference and
• The reading lessons help to contextualize new language and to
increase students’ exposure to recently presented vocabulary.
Practice section of the 2-in-1 Workbook. The main Workbook
They also help to lay the foundations for upcoming grammar.
contains a page of graded grammar practice for each grammar
point, whilst in the Essential Workbook, the exercises are even more • Each Reading lesson presents a Reading strategy tip which is
guided and controlled, so that there is something for all abilities. accompanied by a relevant, meaningful practice activity.
x Introducing On Track

• A wide variety of comprehension activities accompany each Speaking
text, and further comprehension practice can be found on the On Track provides frequent, bite-size opportunities for students
iPack. to practise both accuracy and fluency when speaking, always in
• A mediation activity on the iPack provides an extension to a supported way with on-page prompts and example sentences.
the reading lesson, and is a structured and supported way to Personalization tasks encourage students to give their own opinion
develop vital mediation techniques such as summarising, on a subject, or to relate a personal experience.
note-taking and describing. • Regular Your Turn tasks offer opportunities for students to
• Two literature lessons in the Options sections also provide practise the language they have learned in a freer and often
level-appropriate extracts from classic literature, supported by more personalized way.
activities to develop critical literacy skills. • In the main Communication lesson, functional language from
• The Reading lesson in the 2-in-1 Workbook can either be realistic, real-world contexts is modelled in video format first
assigned in the main Workbook, where it is accompanied by before students are guided through a sequence of tasks to focus
a range of graded comprehension activities, or in the Essential on the language they will need in the final task.
Workbook, where a slightly shorter, simplified text with basic • In the Let’s Speak section, students are then guided through
activities is appropriate for students requiring a lower level of a role play using the Speaking Strategy, with plenty of on-page
challenge. support such as prompts and example answers.
• On the Active Learning Kit, the iProgress Check provides a • Students can then practise their speaking individually in a safe
Reading text plus two comprehension activities per unit which place by recording themselves in a virtual conversation using
students can practise at their own pace. the conversation video found in the Real Talk section of the
• Reading lessons and Culture and CLIL lessons are also available Active Learning Kit. Students can review the conversation and
for further practice on the iPack, on Oxford Premium and in rerecord themselves as many times as they like.
the Teacher’s Resource Book. • Extra speaking practice can be found on Oxford Premium
and in the Teacher’s Resource Book, where teachers can
Listening find communicative pairwork worksheets to offer additional
Listening is an important part of language development and can speaking practice with practical outcomes, as well as
help improve oral production. There are many opportunities for pronunciation worksheets.
listening in On Track, with two main listening lessons per unit,
plus a range of regular Listen and Check activities and videos Writing
providing frequent exposure to spoken English. A range of real- On Track has one page in every unit devoted to guided Writing
world genres such as podcasts, interviews, radio shows and reports activities. Writing tasks cover a variety of text types, such as emails,
help students develop an awareness of different types of spoken articles, video scripts and reports. There are also frequent, informal
English. opportunities throughout the unit for manageable, sentence-
• The Listening section of the Communication lesson contains based writing tasks, such as in some Your Turns and also in
the main listening audio, accompanied by a Listening Strategy, mediation activities.
with practical advice for students to improve their own listening • The model text provides a clear example of structure and uses
skills. This is always followed by a contextualized exercise relating target language from the unit in simple sentence patterns, as
to the skill to be acquired. well as exemplifying a language point, such as time expressions,
• The Listening lesson in the 2-in-1 Workbook can either be conjunctions or punctuation.
assigned in the main Workbook, where it is accompanied by • The Writing strategy on each writing lesson contains a
a range of graded comprehension activities, or in the Essential language point or approach to writing, such as planning or
Workbook, where the exercises are slightly shorter and less reviewing, and is followed by an exercise to provide meaningful
challenging so that students of all abilities are motivated by their practice.
progress.
• On the iPack, there is further practice in the Language practice
• The second Vocabulary lesson of each unit extends the topic of activity, helping students prepare for their own piece of writing.
the lesson and presents the new vocabulary in context.
• The Let’s write section is a carefully staged writing task, with
• Videos in the Unit Opener, in the Speaking lesson, in the Watch steps for planning and helpful checklists.
lesson, and in the Culture lessons provide a wealth of authentic
spoken English, with a variety of accents too. Comprehension
• The Writing lesson in the 2-in-1 Workbook can either be
assigned in the main Workbook, where students review a
activities accompanying all these videos provide opportunities
model text before building up to writing their own text, or in
for developing listening skills in an engaging way.
the Essential Workbook, where a slightly shorter and simplified
• On the Active Learning Kit, the iProgress Check provides two model text is accompanied by activities that focus on getting
listening comprehension activities per unit which students can the basics in place.
practise at their own pace.
• Writing worksheets are also available for further practice
on the iPack, on Oxford Premium and in the Teacher’s
Resource Book.
• On the Active Learning Kit, the iProgress Check provides
a more supported Writing task, reviewing all the different
elements required to create a text from the unit.
Introducing On Track xi

Lesson 1: Unit opener
The unit objectives

give students clear,
achievable goals and
productive language
outcomes.
Eye-catching photos
and illustrations
generate interest in
the unit topic.
The unit opener

videos introduce
students to the
topic of the unit in
an interesting and
engaging way. The
video also previews
examples of the
unit vocabulary
and grammar,
supporting students’
comprehension of
the new language.
Mediation activities Activities that develop

positioned Key competences
throughout the unit are indicated with
help students develop an icon. Further
this essential skill information about the
in an intuitive and competences can
manageable way. be found on page
xxxii.
xii Guide to Student’s Book

Lesson 2: Vocabulary
The Did you know?

feature presents
bite-size fun and
fascinating facts to
add extra interest to
your lessons.
At the end of each

lesson, Your Turn
tasks encourage
students to
communicate with
each other and put
the new language
into practice, as well
as allowing a chance
for personalization.
On the iPack, Each unit contains The iPack contains

the Vocabulary two vocabulary sets, further practice
presentation presented in a visual activities which
presents the core and contextualized you can use for
vocabulary sets in way to help extension, homework
an interactive way. students retain new or revision before the
language. next lesson.
Guide to Student’s Book xiii

Lesson 3: Reading
All lessons begin with

a specific learning
objective with
achievable outcomes.
Reading passages
in On Track are
inspired by authentic
texts and real-
world topics. The
magnifying glass icon
shows students that
they can go online to
find out more about
particular topics.
Each reading lesson

presents a reading
strategy and an
exercise to activate
this strategy, giving
students meaningful
practice of essential
reading skills.
On the iPack, the guided The iProgress Check on the

mediation activity is another Active Learning Kit contains
opportunity to develop another reading text on a similar
skills for summarizing, topic with two comprehension
paraphrasing and tasks for further practice.
interpreting information.
xiv Guide to Student’s Book

Lesson 4: Grammar
On the iPack,
engaging grammar
animations are
an inclusive way
to present the
grammar point, with
examples, rules and
explanations.
In the Grammar in
context, a short text
models the grammar
point and contains
natural examples
of the different
forms and uses. The
target grammar is
highlighted with bold
font to make it extra
clear to students.
Exercises provide
practice in a
controlled, supported
way and provide
students with the
language they need
for the final activity.
A clear grammar The Stop box feature The iPack has further exercises to practise the
table further appears on different grammar point, graded 1 star, 2 star and 3 star
exemplifies the pages in the unit and to provide differentiated practice.
grammar and highlights common
highlights different learner errors or
forms or uses, while important usage
giving learners the information.
structures they need
to complete the
activities that follow.
Guide to Student’s Book xv

Lesson 5: Vocabulary
The second
vocabulary set
is supported by
an interactive
presentation and
graded practice
activities on the
iPack.
Listening passages,
inspired by a variety
of authentic text
types, provide
more examples of
the vocabulary and
grammar in context.
The Vocabulary Gym on the Active The iPack contains another

Learning Kit has interactive practice Vocabulary practice worksheet with
activities for both vocabulary points. three different levels of challenge.
xvi Guide to Student’s Book

Lesson 6: Grammar
The second grammar

lesson follows the same
clear strucutre, with a
grammar animation
presenting examples
and rules, followed
by the Grammar in
context and clear
grammar tables.
The Your Turn

exercise provides
communicative
practice and an
opportunity for
personalization, which
will help the language
practice be meaningful
and memorable.
The 2-in-1 Workbook

has an expanded
Grammar reference
and practice section in
which students can find
simple explanations
about grammar points
and further examples,
exceptions and
common learner errors.
On the Active Learning

Kit, the Grammar Gym
contains seven further
practice activities,
which allow students
to consolidate their
knowledge of new
grammar points.
The Language summary section of the

Student’s Book contains expanded grammar
tables and word lists for the vocabulary sets in
the unit.
Guide to Student’s Book xvii

Lesson 7: Communication – Listening
The listening passage

pulls together
everything that has
been presented in
the unit so far in a
realistic context and
across a variety of
real-world genres,
such as podcasts,
interviews and
conversations.
The Listening
strategy feature
signposts to students
and teachers the
strategy that is being
developed, and
an accompanying
exercise provides the
context to practise
this strategy.
The Listening The speaking videos are short, fun,

extension on the and engaging, focusing on realistic
iPack provides a situations that students can identify
chance to reflect on, with. The videos help to establish
and react to, the topic the context, and then provide clear
of the listening. models for functional language.
xviii Guide to Student’s Book

Lesson 8: Communication – Speaking
The Speaking strategy clearly
presents the key speaking skills and
functional language for the task.
The Global Skills

feature invites
students to reflect
on how they would
manage in a situation
from the video. The
skill is activated in
follow-up exercises
that encourage
personalization in
a communicative
context.
The final Let’s speak!

speaking task
provides practice
of the functional
language through
a simple, guided
role play. The
conversation is
clearly modelled with
example sentences,
supporting students
in using the new
language confidently.
On the Active
Learning Kit, the
Real Talk section has
an interactive video
in which students can
record themselves
The short dialogue using the target
task helps students language.
build up the
necessary language
for the final speaking
task, and provides a
clear model for later
reference.
Guide to Student’s Book xix

Lesson 9: Writing
The model text

provides a clear
example of the text
structure and use of
target language from
the unit. In On Track,
the Writing pages
cover a wide range of
useful and authentic
genres, such as
profiles, reviews,
reports and essays.
The model text

also exemplifies a
language point,
which is further
worked on in the
Writing strategy.
The Writing strategy

presents a useful
tip to help students
develop their
writing skills, such
as time expressions,
conjunctions, or
punctuation. An
activity activates
the point and gives
students a chance
to practise it in a
controlled way.
On the Active Learning Let’s write! On the iPack, the

Kit, the iProgress Check This feature supports interactive Language
contains a writing task for and guides students practice tasks allow
students to consolidate through a staged students to extend
their learning. process of planning, their practice of the
writing and checking Writing strategy.
their work. Clear
example phrases give
additional support
for students’ writing.
xx Guide to Student’s Book

Lesson 10: Watch
The Watch
lesson contains
documentary-style
videos introduced by
teenage presenters.
The fascinating, real-
world topics extend
the theme of the
unit, further exposing
students to the
language they have
been learning.
A pre-watching
task, often including
visuals, helps to
activate the students’
background
knowledge around
the topic.
Comprehension
exercises
check students’
understanding of the
main idea and details.
An online research
task provides an
opportunity to
develop digital
competence.
The post-viewing On the iPack, the The Active Learning Kit

mediation allows video extension task contains a Video Review task
students another provides a further with comprehension questions
chance to practise discussion point and a for students to watch and
mediation in a chance for students to answer at their own pace.
controlled and give their opinions on
manageable way. the ideas in the video.
Guide to Student’s Book xxi

Options: Culture and CLIL
There are eight culture lessons in the Options

section, each one with a thematic link to
the main unit. There are four CLIL lessons
covering cross-curricular topics from maths
and science to history and civics.
The Culture and CLIL lessons have a reading

passage on a real-world, googleable topic.
The texts are accompanied by pre-reading
tasks to activate students’ knowledge about
the topic, and comprehension questions to
their understanding after reading.
A follow-up task gives students a chance to

personalize the content and to reflect on a
similar cultural aspect from their daily lives.
Culture and Cross-curricular videos at the

end of the lesson offer a second opportunity
to watch a relevant documentary, for further
listening practice.
xxii Guide to Student’s Book

Options: Literature and Learning situations
The literature lessons provide level-appropriate

extracts from classic literature and traditional folk tales,
supported by activities to develop critical literacy skills.
A pre-reading task
covers useful vocabulary
for the excerpt.
Audio tracks
accompany the lessons
so students can listen
as they read.
After reading tasks

develop mediation in
literacy skills where
students respond
personally and
creatively to what they
have read.
The Analyse stage

encourages students to
Each learning situation reflect on the findings
establishes a real-world from their research
problem that students before moving on to
might encounter in the productive stage of
their own lives, either the situation.
in their personal,
educational or social
environment.
Team up! tips provide

useful skills for working
in groups, such as
The lesson guides giving feedback and
students through a listening to different
collaborative response opinions.
to solving the problem,
starting with a
Research stage.
The Reflect task
encourages self-
evaluation of the
Key phrases help knowledge, skills and
students carry out attitude aspects of the
the tasks in English. learning situation.
Guide to Student’s Book xxiii

2-in-1 Workbook: Vocabulary
In the main Workbook, Exercises are graded

there is one page per with 1, 2 or 3 stars to
vocabulary set. show progression.
Essential Workbook
A self-
evaluation
feature at
the end of
Essential vocabulary has one each page
page covering both vocabulary encourages
sets in a manageable way. students to
reflect on
their learning.
Controlled exercises focus on

the basics, but cover the same
core content needed for success
in the course.
xxiv Guide to 2-in-1 Workbook

2-in-1 Workbook: Grammar
Graded exercises go Example answers mean that

from a lower to a higher students have a clear model of
level of challenge. what is expected in each activity.
In the Essential The grammar

workbook, both reference in the
grammar points Workbook has two
are covered on one further pages per
page, creating an unit, including a
achievable amount page of grammar
of practice. tables and
explanations, and
a further page of
practice.
The exercises contain

even more support,
and help build on
students’ receptive
knowledge.
Guide to 2-in-1 Workbook xxv

2-in-1 Workbook: Reading, Listening, Writing
Visually engaging texts from a Listening tracks cover a variety of The Writing lesson presents a model
variety of genres and full of real- real-world genres, with a sequence of text, with tasks to help students
world information come with comprehension questions covering notice key features and language
graded activities at 1, 2 and 3 stars. general and specific understanding. use. Students then write their own
text, using the model text as a guide.
Essential Workbook
In the Essential Reading lesson, Tasks in the Essential Listening The Essential Writing lesson
the text has been shortened and lesson are manageable helps students to notice features
simplified, with an achievable and help students focus on of a model text and then practise
set of comprehension tasks. understanding the basics. them in a very controlled way.
xxvi Guide to 2-in-1 Workbook

2-in-1 Workbook: Grammar and Vocabulary reference and practice
The grammar reference page Each unit has an extra page

expands on the grammar tables from of practice with graded
the Student’s Book pages, providing exercises covering the two
clear examples of different forms. grammar points.
Helpful explanations about the Stop boxes focus

rules and uses of the grammar on common learner
structure are accompanied by errors or important
more contextualised examples. exceptions to the rules.
The vocabulary reference

also contains the key
functional language from
the Speaking lesson.
Space is provided for

Word lists from the unit
students to write their
contain word class and
own translations or
phonetic transcriptions.
definitions of the words.
Regional Castilian and

Catalan versions of the
Workbook come with
translated word lists.
Guide to 2-in-1 Workbook xxvii

2-in-1 Workbook: Puzzles and games
Each unit of On Track There is a section for

has two pages of each core vocabulary
puzzles and games. set and grammar point.
There is a variety of Students can find four more

puzzle and game types in interactive games on the
appealing, colourful pages Active Learning Kit.
and full-colour images.
xxviii Guide to 2-in-1 Workbook

On Track Active Learning Kit
The On Track Active Learning Kit is a gamified digital component that encourages independent
learning. It is available as part of the Digital Workbook and follows the syllabus of the Student’s
Book to provide further support and practice for students. All students using a print Workbook
are able to access the Digital Workbook and Active Learning Kit using the code in their print
Workbook.
The Active Learning Kit contains seven sections.
Vocabulary Gym contains fun, Grammar Gym follows the

accessible practice of the two syllabus for the main units of
Vocabulary Gym main vocabulary sets from the Grammar Gym the Student’s Book and offers
unit, and includes visual and audio easy-to-use activities that provide
Practise your vocabulary and win lots of diamonds! Then try the Practise your grammar and win lots of diamonds! Then try the
Bonus Activity to win extra diamonds! Bonus Activity to win extra diamonds!
1 Family 1 5 3 Rooms and

furniture 1
5 prompts for practising meaning 1 Present simple: be 1 5 4 There is / There are;
any 1
5 additional practice of the grammar
2 Transport 2 10 4 Rooms and
furniture 2
10 and form. There are two exercises 2 Present simple: be 2 10 5 There is / There are;
any 2
10 structures. Practice with each of
for each vocabulary set and a 3 Present simple: be 3 15 6 There is / There are;
any 3
15 the grammar points from the unit
25 Bonus Activity!
Finished? Complete the Bonus
Activity to win extra diamonds! Bonus Activity which provides 25 Bonus Activity!
is followed by a Bonus Activity
combined practice of both. with summative practice.
Activity to win extra diamonds!
Active Learning Kit: Unit 1 Active Learning Kit: Unit 1
iProgress Check offers a digital Real Talk provides further practice

progress check for each unit of of the key phrases presented in
iProgress Check On Track, covering listening, Real Talk the Speaking lessons. Prepare 1 is
reading and writing. (Speaking a comprehension activity based
Improve your speaking and win lots of diamonds! Then try the
Practise your skills and win lots of diamonds!
Bonus Activity to win extra diamonds!
1 Listening 1 10
is covered in Real Talk.) The on the Speaking video from the
2 Listening 2 15
reading text has a topic link to 1 Prepare 1 10
Communication lesson, providing
the unit and has two activities to 2 Prepare 2
a contextualized reminder of the
15
3 Reading 1 10
4 Reading 2 15
practise reading skills developed 25 Bonus Activity!
language studied in class. Prepare
5 Writing 15
in the book. The listening section 2 revises the key phrases modelled
Now complete your Learning Record.
contains a level-appropriate in the video. The Bonus Activity
Active Learning Kit: Unit 1
audio track with a gist listing Active Learning Kit: Unit 1
gives students the opportunity
activity followed by a detailed to record themselves in a virtual
comprehension task. The Writing conversation with a character from
activity is a controlled task which the video.
practises the language and writing
focus of the unit.
Video Review gives students a Games Centre provides fun

chance to watch the video from interactive practice with the
Video Review the Student’s Book Watch lesson Games Centre grammar and vocabulary topics
at their own pace, and check their from the On Track syllabus. The
Play games and practise your vocabulary and grammar.
Review the video and complete the activity to win diamonds!
Then try the Bonus Activity to win extra diamonds!
1 Watch 10 comprehension with a simple task. 1 Vocabulary 1 Bonus Activity provides further
2 Vocabulary 2 practice and a chance to win more
3 Grammar 1 diamonds.
4 Grammar 2
25 Bonus Activity!
Active Learning Kit: Unit 1 Active Learning Kit: Unit 1
Learning Record provides a digital

record of each student’s progress
Learning Record against learning objectives. There
Track and reflect on your learning.
is a Learning Record for each
section of the course (Grammar,
1 Grammar 4 Listening
Vocabulary, and the four skills),
2 Vocabulary 5 Speaking
and within each section students
have the chance to reflect on their
3 Reading 6 Writing
learning, and follow differentiated

advice for further practice.
Active Learning Kit: Unit 1
Using the Active Learning Kit xxix

Using the iPack
On Track iPack is the classroom presentation tool. It contains Guided mediation
the complete Student’s Book and 2-in-1 Workbook with Essential • Supported way to develop mediation skills
Workbook, as well as interactive exercises, pop-up answer keys, audio • Variety of mediation types including summarising and
and video. In addition, the iPack contains all of the following extras. paraphrasing with spoken and written outputs
Vocabulary presentations
• Introduce each core vocabulary set using pictures, definitions
and other appropriate tasks
Listening extension
• Reflect on the topic of the audio
• Discussion and communication activities
Vocabulary practice
• Worksheets with graded activities (Basic, Standard and Challenge)
Language practice
• Practice of the Writing strategy
Grammar animations
• A fun way to present grammar
• Support for mixed-ability classes
Video extension
• Reflect on the topic of the video
• Discussion and communication activities
Grammar practice
• Worksheets with graded activities (Basic, Standard and Challenge)
xxx Using the iPack

Rapid routes
Outlined here is advice for teachers with reduced timetables and teachers who sometimes may need to shorten lessons by using
a ‘rapid route’ through the course materials. The plan below lists, in the Essential column, the stages which should be included. In
the Optional column, the plan suggests tasks which are either optional, could be set for homework, or could be omitted.
This sample rapid route is for unit 5 of On Track Student’s Book 3. Rapid routes for all other units can be found to download
on Oxford Premium.
Lesson Essential Optional

5 Unit Video: Opener video Student’s Book: Your Turn pairwork ex 3
opener p54 Student’s Book: Video
comprehension exs 1–2
Student’s Book: Mediation ex 4
5.1 Student’s Book: Vocabulary iPack: Vocabulary presentation

Vocabulary p55 presentation ex 1 Student’s Book: Your Turn pairwork exs 3–4
Student’s Book: Vocabulary Student’s Book: Language summary
practice ex 2 iPack: Vocabulary practice
Active Learning Kit: Vocabulary gym exs 1–2; Games Centre
5.2 Reading p56 Student’s Book: Reading Student’s Book: Exs 4

comprehension exs 1–3 Student’s Book: Your Turn pairwork ex 5
iPack: Guided mediation
Active Learning Kit: iProgress check Reading exs 1–2
5.3 Grammar p57 Student’s Book: Grammar iPack: Grammar animation

presentation ex 1 Student’s Book: Grammar practice exs 3–4
Student’s Book: Grammar Student’s Book: Your Turn pairwork exs 5–6
practice ex 2 Student’s Book: Language summary
iPack: Grammar practice
Active Learning Kit: Grammar gym exs 1–3, Games Centre
5.4 Student’s Book: Vocabulary iPack: Vocabulary presentation

Vocabulary p58 presentation ex 1 Student’s Book: Listening practice ex 6
Student’s Book Listening practice Student’s Book: Your Turn pairwork ex 7
ex 4–5 Student’s Book: Language summary
iPack: Vocabulary practice
Active Learning Kit: Vocabulary gym exs 3–4; Games Centre
5.5 Grammar p59 Student’s Book Grammar iPack: Grammar animation

presentation ex 1 Student’s Book Grammar practice ex 5
Student’s Book Grammar Student’s Book: Language summary
practice ex 2 iPack: Grammar practice
Active Learning Kit: Grammar gym 4–6, Games Centre
5.6 Student’s Book Listening Student’s Book Listening strategy ex 2

Communication comprehension ex 1, 3 iPack: Listening extension
p60 Video Speaking video part 1–3 Student’s Book: Global skills; exs 5–6
Student’s Book Speaking ex 7 Active Learning Kit: Real Talk
Student’s Book: Let’s speak ex 8
5.7 Writing p62 Student’s Book: Model text ex 1–2 Student’s Book: Ex 3
Student’s Book: Writing iPack: Language practice
strategy, ex 4 Active Learning Kit: iProgress check Writing
Student’s Book: Let’s write exs 5–7
5.8 Watch p63 Student’s Book: Exs 1, 3

Video Comprehension exs 2, 5
Student’s Book: Mediation exs 6–7
Student’s Book Speaking ex 7
iPack: Video extension
Active Learning Kit: Video review
Rapid routes xxxi

Competences
Key competences
Since the Key competences were introduced, following the recommendations of the European Union for lifelong learning, they have
gradually gained more relevance, becoming the current learning model.
The Key competences describe a range of skills, knowledge, attitudes and behaviours that will equip students for life and learning outside
the classroom. They go beyond the classroom, as they are essential for personal development, social inclusion, active citizenship and
successful employment.
By the end of their basic education, all students should have acquired the following eight Key competences:
1  Linguistic communication: using knowledge, 5  Personal, Social and Learning to learn: the
skills and attitudes. It involves identifying, ability to manage and strengthen one’s own emotions,
understanding and producing concepts, facts, opinions manage time effectively, acquire healthy lifestyle habits;
and feelings in a variety of spoken and written formats. cooperate with others and work in a team. Students
It also involves a cultural enrichment through literature self-evaluate their learning process, identifying and
and the practice of communication for a democratic learning from their mistakes.
coexistence.
6  Citizenship: acting as a responsible citizen and

2 Plurilingual: being able to communicate and participating in social life, committing to sustainable
learn in two or more languages appropriately and development, to peaceful conflict resolution and being
effectively. It involves acquiring the ability to carry out contrary to discrimination or violence of any kind.
transfers between languages, facilitating learning and
communication. It also involves knowing, valuing and
respecting linguistic and cultural diversity. As On Track 7  Entrepreneurship: being able to use personal
is a language-learning course, this competence is being resources such as creativity and initiative, to be able to
worked on constantly which is why it is not flagged face challenges with a critical sense and apply original
with an icon. solutions. It also involves applying entrepreneurial
ideas and taking autonomous decisions to facilitate
teamwork.
3  Mathematical, Science, Technology and
Engineering (STEM): understanding the world using
critical thinking, mathematics, the scientific method, 8  Cultural awareness and expression:
and technology and engineering methods in order to understanding and respecting what is expressed
transform the environment in a committed, responsible through different artistic and cultural manifestations.
and sustainable way. It involves expressing one’s own ideas, feelings and
opinions in a creative way and developing a sense of
belonging to society.
4  Digital: the safe, responsible, healthy and critical
use of digital technologies in different areas.
xxxii Key competences

Specific competences Learning situations
For each subject in Secondary Education, there is a series of Learning situations are multi-stage tasks created with a clear
specific competences that are set out in the curriculum. These objective in which students work collaboratively to resolve a
competences, described below, outline the outcomes and skills challenge with a real-life context. They allow students to take their
that students need to acquire in English. Each specific competence language learning outside the classroom, contribute their own
contributes and is linked to the eight key competences listed on ideas and knowledge, and engage in independent research.
page xxxii as well as to the student’s overall objectives. For English, Learning situations are one of the key elements of competence-
these specific competences cover the areas of: based learning, bringing together a range of skills such as social
• Reading comprehension – to include familiar, everyday topics, and collaborative working, digital competences, and students’ own
in print or digital formats. creativity and initiative.
Learning situations help students to reflect on issues and questions
• Listening comprehension – to include familiar, everyday topics. that they will encounter in their lives outside the classroom. For
example, environmental issues, intercultural understanding and
• Speaking – talking or giving presentations about familiar local community relationships. This is a strong motivator because
subjects relevant to students’ interests. it enables students to make connections between what they do
in the class and the wider world. They can see their English studies
• Speaking – conversations with peers or other speaking partners.
reflecting their genuine interests and concerns, and feel that they
• Writing – producing texts about familiar subjects relevant to can express their own ideas in another language, enabling them to
students’ interests. take part in a broader conversation. In this way, learning situations
make students’ learning more meaningful and engaging.
• Mediation – helping to construct or convey meaning through In order to work through the situations, students will have to apply
summarizing, paraphrasing, explaining or translating. Specific the knowledge and skills they have acquired. They will also need
examples are listed on page xxxiv. to be:
• Development of a ‘personal linguistic profile’, including learning • analytical: searching and analysing information, checking the
strategies. veracity and reliability of the information,
• Awareness of and respect for linguistic and cultural differences. • critical: questioning their initial ideas, reconsidering new
perspectives, debating and comparing opinions,
For more information on the specific competences, please
consult your programación available on Oxford Premium. These • creative: looking for original solutions, having initiative and
competences can be assessed using the On Track Specific flexibility, showing interest in working through the task.
competences tests and evaluation rubrics (see examples on
pages xlii–xliii). These are also available via Oxford Premium Each learning situation has been carefully designed, taking into
(www.oxfordpremium.es). account the age, level and interests of the students. Both the
objectives pursued and the scenarios in which they are developed
are of a variety of topics to cover the different areas of students’
lives both current and future.
Specific competence 1: Reading
6 Read the interview. Choose and circle the best title.
a Healthy food for teenagers

b A few questions for a food writer
c Traditional recipes from New Zealand
Writing 7 Read again. Circle T (True) or F (False).
Specific Competences test: Listening, Reading, / 11 Maia likes sweet foods.
2 She buys ice cream from her grandmother’s T F
shop.
Specific competence 1: Listening to them Food Music Clothes People Sport
3 She is allergic to peanuts. T F
T F
Listen
a menu for a food stall at their school. 4 Rewena bread is from New Zealand.
1 Musa, Emma and Kai are preparing T F
answer.
discussing their ideas. Circle the correct
Nigeria / Mali / Sudan Maia Taka, 17, is from Auckland, New Zealand.
Which country is the food from? 8 Read again. Complete the text. Write /4
/ 1 She writes a food blog called Maia’s Food. one word in each gap.
Maia likes unusual food combinations.
1 Her favourite recipe comes from her
Do you like cooking sweet or savoury food? . She has to make special food when
she cooks for her father, her
Listen again. Circle T (True) or F (False). brother and her 2
I like both! Sometimes I make dinner for the family. I love making cakes, too.
2 3 . She makes bread from her country
and it has
T F in it.
1 The rice dish is vegetarian. T F
What interesting food combinations do you like?
I really like sweet and savoury foods together. For example, I make a delicious apple and peanut
2 Afang is a type of soup. T F
Maafe. butter cake, and it’s very healthy. I also love steak with chocolate sauce.
3 Emma thinks it’s a good idea to make T F 9 Read and tick (P) the correct answers. /3
in it.
4 They choose a dish with peanuts T F What’s your favourite recipe?
1 Who is Maia’s interview for?
☐
5 They don’t choose a dessert. Definitely my grandmother’s recipe for spicy ice cream. It’s very easy to make, and it tastes better
a people who like reading about food
☐
/ 5 than ice cream from the shop.
b people who are looking for recipes
Do you or anyone in your family have a special diet or any allergies? c ☐ people who have allergies
word only.
☐
Write one No, I eat everything! But my father is allergic to peanuts, my sister is vegan, and my little brother
3 Listen again. Complete the sentences. can’t have dairy. So, I do have to think about them when I cook for the family.
d people who like chocolate cake
and in the rice dish.
1 They decide to put rice, eggs, vegetables in the Maafe. 2 Which recipe can she probably make
☐
spinach and What is a traditional dish from your country? for her family?
2 They decide to put tomatoes, onions, We eat food from all over the world, but there are some traditional dishes. Rewena bread is a a apple and peanut butter cake
☐
on a stick.
3 Suya is cooked over a bread that has potato in it. We also eat raw fish – it’s very healthy. We put a special sauce on b spicy ice cream
/ 3fresh fish. It’s made from tomatoes, onions, salt and other things. Then we put it in the fridge for c ☐ steak with chocolate sauce
☐
a few hours – you don’t cook it. Rewena bread and raw fish are very nice together.
d Rewena bread
You can read Maia’s blog here: www.maiasfood.com.
4 Answer the questions. 3 What does raw mean?
Emma and Kai get information about
Nigerian food? a ☐not healthy
☐
1 Where do Musa,
b not cooked
c ☐not salty
2 How many main dishes do they choose?
d ☐not traditional
/3
3 How many side dishes do they choose? 10 Read the interview again to check
your answers.
/3
5 Listen again to check your answers.
© Oxford University Press Specific Competences test: Listening, Reading, Writing 1
Reading, Writing 1 © Oxford University Press

Specific Competences test: Listening, Specific Competences test: Listening,
Reading, Writing
Specific competence 3: Interaction

12 Ariana is ordering pizza on the telephone. Complete the first part of the conversation with
sentences from the box (A-F). There are two sentences you don't need.
Server Hello! Can I help you?
Ariana 1 Specific competence 4: Mediation
Specific competence 2: Writing Server Sure. What would you like to order? 14 Read the interview with Maia on
Create a flyer for your page 2 again. You want to tell your
market to raise money for charity. Ariana 2 friend, Sam, about Maia
11 Your school is organising a food and the food she makes. Sam doesn’t
speak English. Write an email to him
food stall. Include: Server Small, medium or large? in your language.
Ariana 3 Tell him:
• what the name of the stall is
• what kind of food it has Server Anything else? - What dishes Maia likes to cook.
• how much the food costs Ariana 4 - What food combinations Maia likes.
open
• where the stall is and what time it is
a OK. What would you like to drink? - What traditional food Maia talks about.
b Yes, please. I’d like to order some pizza.
a) Think and plan
c Large, please. Use your own words.
from your region, food
(for example, vegetarian food, food d Can I have one Margherita, please?
• Decide on an idea for your food stall
e That’s 21 euros, please.
from another country ...)
f Yes, a pepperoni pizza, please. Also large.
• Decide on a name for the stall.

/4
the
Write down the ingredients and adjectives to describe
• Decide on three dishes for your menu.
dishes. 13 Complete the next part of the conversation.
Server Would you like to order a drink?
Ariana
Server Small, medium or large? / 10
to include? (Where? When? Prices?)
• What other information do you need Ariana
Server Anything else?
Ariana
b) Write
Now write the flyer in the box below. /3
Make sure you:
from your plan.
• Check that the flyer has all the information
or features.
• Include any additional drawings
• Check your spelling.
© Oxford University Press Specific Competences test: Listening, Reading, Writing 5
/ 10
Reading, Writing 4 © Oxford University Press

Specific Competences test: Listening, Specific Competences test: Listening,
Reading, Writing
Specific competences and Learning situations xxxiii

Mediation
One of the most significant aspects of the new curriculum is the 2 Mediating concepts
focus on mediation. Mediation involves creating connections, This type of mediation occurs in the context of collaborative work.
communicating information and facilitating understanding. The For example, a student assigned the role of monitor or leader can
mediation process can take place within the same language or facilitate communication within the group. However, by being
between different languages. aware of their role and by contributing to teamwork, all students
When undertaking mediation tasks, students need to be aware are facilitating collaboration with other members of the group.
of the needs of the people they are mediating for. This helps
to develop emotional intelligence as students need to show
empathy with the opinions and emotions of the people they are
communicating with.
Mediation involves not only being competent in language skills;
it also means having appropriate strategies, for example, to clarify
meanings and check others’ understanding. Across a range of
contexts and situations, the ability to mediate enables students to
help people understand more.
Broadly, mediation can be identified in three categories:
1 Mediating a text
This type of mediation consists of explaining content to another
person. It can include:
• relaying specific information from a spoken or written text to
another person.
3 Mediating communication
Mediation in this case happens when a student acts as an
intermediary between different speakers who have difficulties in
understanding each other. The difficulty may be due to language,
for example, students may need to relay key information they have
learned from a text to a non-English speaker:
• summarizing information.
Or it may be due to a lack of knowledge of the subject matter:
• translating (part of ) a text.
In On Track, there are two mediation tasks in every unit as well as

ample practice of mediating concepts in learning situations. There
is also one guided mediation per unit on the iPack.
Students can also mediate texts for themselves: by taking notes

during a listening activity, expressing a personal reaction to a text
or when analysing texts.
xxxiv Mediation

Group work guidance
Each level of On Track contains four learning situations. The Organizing group work in the classroom
learning situations encourage groups to be cooperative, creative
Should students always speak English?
and inclusive of ideas, as well as developing the key specific
competences: reception, production, interaction, mediation, This will depend on the level of the students and also the demands
reflection on learning and linguistic and cultural diversity. They of the task. There may be times when the practical aspects of the
have been constructed to focus on a realistic scenario, providing project are much easier to organize in the students’ own language.
a clear context and an authentic purpose to the tasks, and are Most of the learning situations expect the use of English because
structured step-by-step to result in a project that is achievable and language from the lesson should also be activated. There is always
engaging. However, project work in the classroom is not always a focus on specific functional language which enables students to
straightforward. These are some steps that teachers can take to carry out their work as a group.
facilitate project work in the learning situation lessons. What should the teacher do during project work?
The teacher should use the time to circulate from group to group.
Setting up groups for learning situations They should ensure that groups are focused on the task. It may
We recommend that learning situations are completed in groups of be necessary to encourage some of the quieter students to take
three to four students. The teacher can learn from the successes of part and make sure that more confident students are taking ideas
student groups from one learning situations to the next. It’s useful from the whole group. The teacher should find opportunities to
to have a close look at the nature of the tasks before deciding how praise individuals and teams on both the content of their work
to group students. and their approach to teamwork. From time to time, it may be
useful to stop the class to draw attention to exemplary work from
Student choice or teacher choice? one of the groups that the rest of the class may find useful. It may
The teacher can try both. It’s important for students to learn to even be useful to stop all the groups except for one so the class
work effectively with a range of people, whether it is with their can observe some good examples of collaboration in a particular
close friends or others. It’s good to learn to overcome distractions group.
and be productive when working with friends, but choosing
groups randomly can be a good option too. It may be necessary
to stress to the students the importance of learning to work in a
Feedback and output stages
successful group and that the skills required for success can be very The teacher should try to build in a feedback stage after the final
different to completing work individually. Each learning situation is stage of the learning situations lesson so that the groups can
accompanied by tips on how to work in teams, such as negotiation, share any aspects of their work that went well. By the end of the
listening skills, cooperation, and constructive criticism. task, students will have put a lot of work into their projects, so
it is recommended that the teacher allows time for each group
Group by ability? to present their work and for students to critically appraise each
A group with different abilities in it can often work well especially if other’s work.
the learning situation requires a broad range of creative skills that
are not heavily dependent on linguistic ability. But the teacher will
need to make sure that a strong student does not dominate the
project group, and that all students partake equally.
Sometimes it is useful to group students by similar ability levels.
Stronger students working together can push each other to
challenge themselves and create a higher level of work. A group of
weaker students can benefit from the support of a teacher more
easily.
Group by interests?
For some learning situations, especially those that rely on strong
personal opinions or tastes, it may work well to group students by
interests. Otherwise, if students have vastly differing interests it may
make it difficult to agree on topics and it could end up with some
students becoming disengaged.
Assigning roles?
The learning situations will make it clear what is expected of
each group and the roles they might take. It is useful, however,
for each group to have a monitor or coordinator who is responsible
for making sure that the group work is completed at each stage.
They could also be responsible for keeping an eye on the time
during tasks.
The teacher should keep in mind that groups do not always work
well together. It is sometimes worth changing a group, even after a
few lessons. Swapping some students may improve the experience
and quality of the learning situations for the groups.
Group work guidance xxxv

Mixed ability guidance
Teaching mixed-ability classes is a challenge most teachers face. In Teacher’s Resource Book
fact, to a certain extent, all classes are mixed ability. Students learn The photocopiable worksheets provided in the Teacher’s Resource
at different speeds and in different ways. A key teaching concern Book offer further options when working with mixed-ability groups.
is how to engage all students at all times so that each student has Grammar and vocabulary worksheets are provided at three levels
a sense of challenge, progress and achievement. When students (Basic, Standard and Challenge). These worksheet versions cover
are engaged, their motivation and confidence increase. Providing the same vocabulary, grammar points or reading skills, but contain
opportunities for students to work at their own level, or to work activities at a higher or lower level of challenge. This means that
cooperatively, gives them all achievable challenges, and means the same content can be covered in a lesson while providing each
that they are less likely to become frustrated because they can’t student with a level of challenge that is suited to their language level.
keep up or bored because they finish too quickly. Planning for
The three levels of each worksheet can also be used with an
different ways of engaging a mixed-ability group may take a little
individual student as they progress through the year. For example,
time, but the results are well worth the effort.
the basic level worksheet may be used after presenting the new
On Track is designed to cater for all learner types and achieves this language in class, the standard level for revision, and the challenge
in a number of ways in every component. version for consolidation later in the year.
Student’s Book
The Grammar animations are an excellent resource for presenting Unit 5 Vocabulary Basic
to groups of mixed abilities, with a visual representation of the way Transport Travel adjectives
structures are formed accompanied by audio narration. Vocabulary 1 Find ten types of transport in the word snake. 3 Find these travel adjectives in the word search.
biketgb beautiful clean crowded historic modern
presentations also provide extra support for new language. The oa noisy quiet unusual
t
yb
B U I U N U S U A L
Language summary section is a fundamental aid when teaching
uss
E E L D M Q C W C H
carletferr y
students of mixed ability. Its clear grammar tables and word lists
L Q A Q G Y T C R I
J E U U Y K E L O S
make the contents easily accessible for all students. Translations of he

iel und
gro
X
P
A
H
H
Q
I
H
T
E
N
I
O
V A
E W
D
T
the Grammar reference sections, word lists and the Irregular verbs er
l i c o p t e r z mo
J H F F F T F N E R
ainpxrund
V J O J G I T U D I
list in Basque, Catalan, Galician and Spanish languages are found M O D E R N S V L C
on Oxford Premium.
I L G B Y N O I S Y
or
bik ttrr
t
elbplanee
4 Complete the words with the missing letters.
Video assets are a multisensory learning apparatus, with many 2 Choose the correct words to complete the
transport phrases. 1
I live in a m o d e rn city.
I can’t hear you. This place is very n sy.
Unit 5 Vocabulary Standard

offering optional subtitle functionality.
2 The underground is very cr wd d at 5 p.m.
3 These cookies are d lic ous.
4 We visited the h st ric part of the city on
Transport Travel adjectives
2-in-1 Workbook with Essential Workbook
foot.
5 Tr dit on l clothes in Peru are very
1 Complete the transport phrases with the words in
colourful. 3 Match the letters to make travel adjectives.
take a plane / train 1 take a bus / ferry the box.
6 These boots are really c mf rt ble.
The 2-in-1 Workbook with Essential Workbook has graded activities

TRADITION ABLE
7 Therebusaren’t
carmany people inplane
motorbike the shops.
train It’s really
underground
q i t.
MOD DED
in the main Workbook, with opportunities to extend with standard COMFORT IET
and challenge activities. When the book is flipped, the Essential 2 drive a boat / car 3 take the
underground / bus take a train 1 take a
HISTO UAL
Workbook section provides even more basic practice for students CROW
QU
IOUS
SY
in your class who may need more support at a lower level. Between NOI ERN
the two sections, a comprehensive Grammar reference and 4 fly in a helicopter /

plane
5 ride a bike /
motorbike 2 drive a 3 take the
UNUS RIC
practice sections, as well as the fun Puzzles and Games section 32 On Track 1 PHOTOCOPIABLE © Oxford University Press
DELIC AL
4
provide different ways to practise the language. 860000 On Track TRB1.indb 32 20/03/2022 21:17
Match the sentence halves.
These boots are a delicious.
The Active Learning Kit also offers further support. The Grammar 4 fly in a 5 ride a 1 I can’t hear you b really quiet.
Gym and Vocabulary Gym contain a wealth of further practice 2 Choose the correct verbs to complete the
sentences.
We always take / drive the underground to
2 I live in a modern city c very comfortable.
activities, generally pitched at a level that is inclusive for even the station.
1 She sails / flies on a plane to Australia every
3 These biscuits are d are very colourful.
lower abilities, whilst also containing activities to stretch students

summer.
4 We visited the historic e with tall skyscrapers.
2 They sail / fly on a ferry across the harbour
to get to school.
who seek further challenge. The iProgress Check helps students

3 He drives / rides his car to work every day. 5 The underground f part of the city
4 They like to ride / drive their motorbikes to is crowded on foot.
the beach.
understand their strengths and weaknesses. Real Talk allows 5 I usually take / ride a train to Seville to visit
my grandparents.
6 Traditional clothes
in Peru
g because this place
is very noisy.
Unit 5 Vocabulary Challenge
students to record and review themselves speaking. The Video 7 There aren’t many
people in the shops. It’s
h because people
are going home.
Transport
Review gives students a chance to watch the video from the 1 Label the pictures with the correct types of transport.
Student’s Book Watch lesson in their own time, and check their
basic comprehension.
On Track 1 PHOTOCOPIABLE © Oxford University Press 33
train 1 2 3
iPack
860000 On Track TRB1.indb 33 20/03/2022 21:17
The iPack contains presentation activities for all vocabulary and 4 5
2
grammar sections and for students who need additional support
Complete the sentences with the correct form of the verbs in the box.
drive fly ride sail take take
to manage the Student’s Book lesson material. The iPack offers 1

2
We always take
She
They
the underground to the station.
on a plane to Australia every summer.
on a ferry across the harbour to get to school.
extension activities for all of the listening and reading texts in 3

4
He
They like to
his car to work every day.
their motorbikes to the beach.
the Student’s Book, which can be set to keep stronger students

5 I usually a train to Seville to visit my grandparents.
Travel adjectives
and fast finishers busy and motivated, allowing others more time 3 Match the letters to make travel adjectives.
TRAD DE DED
to complete the Student’s Book tasks. The iPack offers extensive MO

COM
STO
OI
ET
ABLE
practice material for all grammar and vocabulary sections.

HI ITIO UAL
CR FORT OUS
QU OW SY
Teacher’s Guide
N US RN
UN LICI RIC
DE I NAL
4
The Teacher’s Guide contains extensive teaching notes and Complete the sentences with the adjectives in the box.
comfortable crowded delicious historic modern noisy quiet traditional
optional extra activities for teachers to provide further support to 1

I live in a modern neighbourhood with tall skyscrapers.
I can’t hear you. This place is very .
2 The underground is at 5 p.m. People are going home.
enhance the learning experience. 3

4
These cookies are
We visited the
.
part of the city on foot.
5 clothes in Peru are very colourful.
6 These boots are really . They’re perfect for exploring the city on foot.
7 There aren’t many people in the shops. It’s really .
34 On Track 1 PHOTOCOPIABLE © Oxford University Press
860000 On Track TRB1.indb 34 20/03/2022 21:17
xxxvi Mixed ability guidance

Ten tips for teaching mixed-ability classes 10 Use double standards when correcting
1 Use pairs With a mixed-ability class, it is reasonable to have different
Pairwork is a useful way of involving all students in an activity. expectations of different students. Some stronger students might
Depending on the activity, teachers might decide to use same- benefit from heavier correction (although this might not apply to
ability pairs, for instance when working on fluency. This way, all of them). On the other hand, be selective about how much or
weaker students aren’t overshadowed by stronger students, and what you correct with weaker students. Think of correction as a
stronger ones don’t feel held back. Teachers could also try mixing tool for comparing students to their own previous achievements
abilities, as this has been shown to benefit both the weaker rather than to others in the class or to a fixed standard.
students and the stronger ones, whose learning is consolidated
when they need to explain things to others. The inclusive classroom
2 Use groups Creating an inclusive classroom is the aim of every teacher. The
inclusive classroom is a harmonious learning environment where
This is another way of making sure all students are actively
all students, with and without Special Educational Needs (SEN),
engaged with the lesson topic. It gives them time to work with
can flourish. SEN is the term used to refer to the requirements
their friends and at their own pace, rather than having to work at
of a student who has a difficulty or disability which impedes
the teacher’s pace and keep up with the rest of the class.
learning. It includes talented students whose need leaves them
3 Encourage cooperation requiring specialized, more challenging materials. It is the ability to
Use activities that make students work together, rather than simultaneously cater for all of these student types that makes
against each other, to achieve the outcome. Such tasks promote a classroom inclusive.
interdependent and supportive relationships in the group rather Simple tips for helping a student with dyslexia
than competitive ones.
• Teach vocabulary in context, or anchored to an image. The
4 Assign roles Vocabulary presentation on the iPack is a great way to do this.
Assign roles to students when doing activities, for example • Take advantage of the On Track digital offer as students with
timekeeper, materials distributor / gatherer, group leader, notetaker dyslexia often find that it helps to work with electronic devices.
or spokesperson. This gives everyone in the class a chance to
• Use the On Track videos and use reading texts with audio
contribute. It is a simple way of involving even those students who
activities to incorporate a multisensory teaching strategy.
rarely take part. Such students are generally very happy to be given
responsibility, and the confidence it gives them can facilitate their • Refer to the Grammar reference and practice in the Workbook
learning. for extra grammar support.
5 Make strong students the ‘teachers’ • Use the Essential Workbook activities if the main Workbook or
Student’s Book material is too complex.
Students who are always the first to give an answer or speak out
are often keen to be stretched with bigger challenges, and can • Develop a more structured approach to learning, with controlled
otherwise become disruptive or bored. One approach is to give oral practice, plenty of examples and opportunities to plan their
them the role of teacher for specific activities. This allows them to work.
show the class what they can do, and helps them develop a sense • Use the models and examples on the videos and audio
of responsibility. recordings in On Track to support the communication skills of
students with dyslexia.
6 Get students learning actively
If there is enough space in the classroom, physical activity or
• Encourage students who need more time to finish tasks at
home.
movement around the class is a great way to get students mixing
and working together, regardless of ability. • Use repetition and practice.
7 Recycle previous learning • Drill single grammar points.
Weaker students often find it difficult to recall work that has taken • Remember that similar-sounding words, or words with a similar
place in previous lessons, so it is useful to start lessons with short meaning, cause confusion. Present them separately.
activities that recycle learning, such as memory games or quick • Encourage students to create mind maps or visual
quizzes. representations of vocabulary.
8 Adapt activities
Adapt activities to address the needs of faster and slower students.
Have an easier version ready for weaker students or a harder
version for stronger ones. Teachers can also set up activities in
which students have more or less challenging roles. Adapted
activities require a little preparation, but the advantage is that
everybody can do the same activity with the challenge adjusted to
meet their needs.
9 Use extension activities
Have an extension activity as a backup for fast finishers. There are
many extra activities available in the Teacher’s Guide.
Mixed ability guidance xxxvii

Continuous assessment
What is continuous assessment? • It allows teachers to teach more inclusively. By providing more
Continuous assessment, also sometimes known as assessment for tailored support to individual students, teachers can feel more
learning, is an approach that builds formal and informal assessment confident that no one is being left behind.
practices into everyday classroom activities to directly encourage • It enables colleagues to support each other. Continuous
learning. It is recognized by educators around the world as a way of assessment offers a consistent approach which teachers and
improving students’ performance and motivation and promoting their colleagues can implement collaboratively.
high-quality teaching.
Continuous assessment relies on a constant flow of information How can I implement continuous assessment
between teachers and their students. Students provide evidence in my teaching?
of their knowledge, understanding and skills as they engage Effective implementation of continuous assessment is grounded
in learning activities. Meanwhile, they receive specific and in three key classroom practices: diagnostics (where the learner
constructive feedback on their performance and progress, which is), learning objectives (what the learner needs to learn next),
helps them to move forward in their learning. This creates an and success criteria (what success looks like). These practices
ongoing cycle of gathering information, identifying next steps and are interrelated and, together, lay the foundations for effective
supporting learners to achieve the set objectives. feedback.
In a continuous assessment approach, it does not need to be only The next section explains the three key practices in more detail.
the teacher who gathers and interprets evidence about what
Diagnostics
students know and can do. Students are also encouraged to do
this for themselves and for each other through self-assessment and To be able to provide effective feedback, teachers need to find out
peer assessment. This helps deepen their understanding of what what students already know and can do. Teachers can gather this
they are learning, why they are learning it, and what successful evidence through classwork and homework activities, including
performance looks like. those that incorporate peer and self-assessment.
The evidence gathered for continuous assessment does not always For instance, after a speaking activity, students could assess
need to be in the form of grades or scores. Often, a warm-up their own and each other’s performance using a set of can-do
activity will give quick insights that will then inform the rest of the statements. This, combined with the teacher’s assessment, can
lesson or a teacher will offer a brief comment about a student’s reveal what students are already doing well and highlight specific
performance on a particular task. It should not focus only on areas for improvement.
aspects that students need to improve. It is just as important to Classroom dialogue can also provide valuable insights into
highlight what students have achieved and are already doing students’ understanding and there are a number of ways to
well. It can therefore be useful to focus feedback on ‘medals’ and maximize its potential as a diagnostic tool. These include:
‘missions’ – what they have done successfully and how they can • short warmer activities.
move their learning forward. • asking students open questions that require deeper reflection.
Once students have received feedback, they need time and • allowing plenty of thinking time.
opportunities to act on it. It is by putting feedback into action that • exploring their answers through follow-up questions.
students can ‘close the gap’ between their current performance
and their desired performance. So, for example, after students have
• providing opportunities for them to ask questions themselves.
received feedback on an essay, teachers could set aside lesson time Learning objectives
for students to redraft their work and/or set specific goals for their Determining what students already know through diagnostics
next essay. enables teachers to identify appropriate learning objectives.
Learning objectives tell students what they are learning in a lesson
Why is continuous assessment useful? and why. This helps them understand the rationale and value of
particular activities, making learning relevant. Teachers may choose
For students:
to present the Lesson objectives at the beginning of each lesson in
• It improves attainment. Receiving quality feedback has a positive On Track to help with this.
impact on students’ achievement.
• It deepens learning. Students understand not only what they
are learning but also why they are learning it and what success
looks like.
However, it can also be effective to wait until after an activity and
• It is motivating. Continuous assessment emphasizes progress then ask students to infer for themselves what skills the activity was
rather than failure, encouraging students to set goals, recognize aiming to develop, why these might be useful and how they might
their achievements, and develop positive attitudes to learning. be applied.
• It prepares students for lifelong learning. By making students
more responsible and self-aware, it equips them to learn
independently and proactively in the future.
For teachers:
• It informs teaching decisions. Continuous assessment provides
valuable information about students’ needs, allowing teachers to
decide what to prioritize in their teaching.
• It develops skills and confidence. Continuous assessment can
encourage more flexible and creative approaches to teaching
and give teachers a clear sense that they are helping their
students succeed.
xxxviii Continuous assessment

Success criteria More information
In order for students to make sense of learning objectives, these Download our position paper ‘Effective Feedback: the Key to
need to be linked to clear success criteria. If students understand Successful Assessment for Learning’ from www.oup.com/elt/expert.
and recognize what successful performance looks like, they will be
better able to set clear goals, make use of feedback, and measure
their own progress. The iProgress Check exercises on the Active
Learning Kit cover Listening, Reading and Writing, and offer a digital Continuous assessment tips appear in every lesson of the
progress check. And this Teacher’s Guide contains many useful tips Teacher’s Guide to help you implement the practice as part of
that suggest ideas about how to agree objectives and establish your everyday teaching.
success criteria.
One useful approach is to discuss success criteria with the students.
For instance, if they are learning to write a formal email, the teacher
could elicit the key features of a successful formal email and why
those features are important. The teacher can then add in any key
ideas they have missed.
Giving and analysing examples of what good writing looks like is
another way of drawing out success criteria, and teachers can use
the model writing texts in On Track to help with this.
Peer and self-assessment are also powerful ways of engaging
students with success criteria. For example, once students have
written an email, they can send it to a classmate, who then gives
feedback based on the agreed success criteria.
How is continuous assessment different from

other kinds of assessment? Regular opportunities for self-assessment also appear in student-
Continuous assessment is often contrasted with assessment of facing materials (Workbook, Active Learning Kit, Learning
learning (also called summative assessment), which measures the situations) to encourage students to actively participate in the
outcomes of learning by showing where students are at a given evaluation of their own progress and performance.
moment in time. In reality, however, the two kinds of assessment
can overlap. For example, you might give your students a
summative end-of-term test to measure their achievement. If you
then use their results as feedback on how they can improve, the
same test can then become a tool for continuous assessment.
Is continuous assessment a new approach?

In many ways, continuous assessment reflects what most teachers
have always done in the classroom. Finding out what students
can do and giving them feedback are, of course, fundamental
and natural aspects of good teaching. However, in a continuous
assessment approach, feedback is viewed as part of a continuous
cycle of goal-setting and reflection, with each learning activity
feeding into the next. The continuous assessment framework also
supports you in providing feedback in a way that is systematic and
inclusive.
How can teachers use continuous assessment

with On Track?
Continuous assessment is compatible with different approaches
to language teaching, from grammar-based to project work. The
teaching notes for On Track highlight opportunities for teachers to
gather information, identify next steps for students and support
them to achieve the set objectives. In addition, there is a Reflect
task at the end of each learning situation in the Student’s Book, a
Self-evaluation feature at the end of every page in the Workbook,
and the Student Learning Record on the Active Learning Kit, which
all encourage students to spend time considering skills acquired
during their project work and also areas for improvement.
Research indicates that students are likely to perform better if they
have a positive mindset and clear goals to work towards.
Continuous assessment xxxix

Assessment
On Track tests Name : __________________________
On Track offers a complete learning and assessment experience,

Unit 4 Test Standard
built on the principles of continuous assessment, also known as Grammar
Assessment for Learning. This is an approach which offers regular 1 Complete the sentences. Put the verbs in brackets in the present continuous form.
1 I ________ (not do) my homework.
assessment check-ins, giving teachers the information they need to 2 He ________ (help) with the cooking.
3 They ________ (not use) their phones.
make the right decisions for their students and supporting better 4 We ________ (swim) in the sea.
5 She ________ (not have) a shower.
learning. 2 Make questions from the prompts. Put the verbs in the present continuous form.
/5
On Track tests are available at three levels of difficulty (Basic,

1 you / ride / your bike at the moment?
Standard, Challenge) to support mixed-ability classes. They are

No, I’m not.
2 Harry / watch / TV?
available in PDF and editable Word formats so that teachers can Yes, he is.
adapt them to match their students’ needs. Teachers can create 3 Elias and Jo / feel / tired?
tests using the Test Generator on the teacher’s edition of the Yes, they are.
4 we / walk / home?
Digital Student’s Book. All tests can be accessed either via the iPack No, we aren’t.
3 Shh! Be quiet! Omar ________ (sleep) in the next room.
or from Oxford Premium, and tests are available for students to do

4 We never ________ (get up) before 7.00 a.m.
5 I / cook / dinner?
5 I can't hear you. I’m at a party and a lot of people ________ (talk).
/5
online. No, you aren’t.

Vocabulary
/5
4 Choose the correct options.
3 Complete the sentences with the correct present simple or continuous form of
1 I enjoy being on the water. Sailing / jogging / cycling is my favourite sport.
Placement test
the verbs in brackets.
2 He loves running and jumping. He’s good at surfing / ice skating / athletics.
1 We ________ (watch) a film right now.
3 Snowboarding / Volleyball / Cycling with my friends on our bikes is my favourite activity.
2 I often ________ (do) exercise in the evening.
4 Football / Snowboarding / Karate and skiing are popular winter sports in the mountains.
You can administer this test at the start of the academic year to 1
5 You need special shoes and warm clothes if you want to do gymnastics / surfing / ice skating.
/5
help you gauge a student’s level and their understanding of the 5 Choose the correct options.
base-line grammar, vocabulary and skills required at the beginning

1 My team need to ... two goals to win the game.
a score b catch c hit
of the course. 2 Quick! ... the ball to me!
a Win b Shoot c Throw
3 I love ... my horse at the weekends.
a riding b losing c catching
Unit tests 4 We always ... our games. It’s great!
a jump b kick c win
5 I can’t ... on the ice when I’m ice skating.

Reading
The end-of-unit tests enable teachers to identify where learning 6 Read the email. Which sport is Lucy doing this afternoon? Choose the correct option.
a ride b jump c shoot
/5
has been successful in a specific unit and where remedial work is a basketball
b football
needed. The content in the test reflects the language objectives c gymnastics
d karate
within that particular unit. Teachers can also download the marking e
f
swimming
volleyball
criteria for speaking and writing activities, as well as supplementary /1 2
exercises to support and stretch their learners. Hi Grandad!

How are you?
I’m writing to you from a sports camp in Edinburgh. I’m here for two weeks.
It’s a lot of fun. Every morning we get up and we have breakfast. I never have a big breakfast at
End-of-term tests
home, but here I have one every day! After breakfast, we do a sport and then after lunch we do
a different sport. We play team sports like basketball, football and volleyball. This afternoon,
we’re doing a sport on our own – gymnastics.
They don’t have karate so I can’t try that. There’s a swimming pool at the sports centre, and we
sometimes swim there. It’s ten minutes by bus.
Three end-of-term tests enable teachers to assess the progress I’m staying in a room with seven other girls, so I’m making a lot of new friends. It’s not all fun.
We help with the cooking, washing up and cleaning. That’s boring, but everything else is great!
made by students in relation to a specific group of units. The That’s all for now.
Love
content in the tests is restricted to the language areas covered in

Lucy
Listening
those specific units. They are used to measure the learning that has 7 Read the email again. Are the sentences true (T) or false (F)?
1 Lucy’s breakfast at the camp and at home are the same. T F
8 Listen to Kate and Noah’s conversation. Choose the correct option.
Noah plays Australian football when … .
taken place in the course of study so far. 2 Lucy does two sports each day.
3 The swimming pool isn’t at the camp.
T
T
F
F
a he plays for a team in his town
4 Lucy enjoys everything at the camp. T F b he visits family every year
c he meets up with his friends

/4
/1
End-of-year test 9 Listen again and choose the correct options.
The end-of-year test is used to summarize what students have

1 In the football match on TV, the players are hitting / kicking / throwing the ball with their hands.
3 2 Noah says that most people who play this type of football are in Australia / Denmark / the USA.
learned during the year, and the content in the test can come
3 When Noah visits Australia, he sees his grandparents / aunt and uncle / cousins.
4 Noah is watching the game on TV because he wants to remember how to play it / feels good /
from any material covered during the year. The test reports on the
likes the team.
/4
students’ overall progress in a course level. Functional language

10 Complete the dialogue with the words in the box. There are two words you don’t need.
don’t good how about let’s shall sure think
Specific competence tests Musa

Syed
Musa
I’m bored. What 1___ we do?
Shall we go to the cinema?
That sounds good, but I haven’t got any money.
The unit, end-of-term and end-of-year specific competence tests Writing 2

Syed ___ making a video?
Musa No, thanks. I don’t want to do that.
11 Write a description of the photo. Use the words in the box or your own ideas. Write about
have been written in line with latest educational legislation.

70 words or more. Use the questions and prompts to help you. Syed Why 3___ we play table tennis?
catch football game play throw score kick win

Musa I’m not 4___ about that. I’m tired from football yesterday.
How many people are there? I see …

Syed Then 5___ play a board game.
What is the sport? They’re … Musa Oh yes, great idea!
Where are the people? They’re in / at … /5
How old are the people? They’re about …
What are the people doing? The boy on the right / left …
What colour are their clothes? Their clothes are …
________________________________________________________________________________ 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
/ 10
xl Assessment

On Track 3
Evaluation rubrics record sheet
4860468 On Track TG3 Prelims.indb 41

Learning situation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Specific competence 1 Specific competence 2 Specific competence 3 Specific competence 4 Specific competence 5 Specific competence 6
Reflection on Linguistic and
Students’ names Reception Production Interaction Mediation learning cultural diversity Total
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
learning situation (see the sample on pages xlii and xliii) can be downloaded from Oxford Premium.
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60

___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 10 ___ / 60
throughout the learning situation. The photocopiable record sheet (see below) and a set of Evaluation rubrics for each
to the specific competences. They are intended to allow teachers to assign a grade to students based not only on their
final project outcome but also on their work during the project development, and may refer to activities or tasks found
The Evaluation rubrics assessment criteria cover a range of project skills (which differ according to the project) that relate
© Oxford University Press

xli
30/06/2022 12:52
xlii
On Track 3
Learning Situation 1: Educational context
Evaluation rubrics

Prepare a report about how students spend their time
The following criteria will help you evaluate how students have activated knowledge and resources in order to prepare a report about how students spend their time . It is an educational context learning situation .
It would be useful in real life for students when they need to gather information via first-hand surveys or interviews and present this information in an engaging and effective way . This sort of task is often required
across school subjects and in extra-curricular school situations such as clubs, societies and events, and later in higher education, in many jobs and in community organisations .
We recommend that through this learning situation you evaluate the following six specific competences in order to assign a grade to your students .
Learning outcome
developed Excellent (9–10) Good (6–8) Satisfactory (3–5) Needs improvement (0–2)
SC1: Reception • Critically considered and selected only • Thoughtfully considered and selected • Made some effort to select relevant online • Made little or no effort to select relevant
most relevant – serious and useful – online relevant online problems to use in the problems to use in the project from those online problems to use in the project from
problems to use in the project from those project from those presented in the presented, during group discussion and those presented, during group discussion
presented in the course, during group course, during group discussion, and own own knowledge, though struggled to and own knowledge, uninterested in or
discussion, and own knowledge . knowledge . identify which were most serious or useful . disengaged from the process .
• Listened respectfully and openly to others’ • Listened patiently to others’ opinions and • Generally listened politely to others’ • Unwilling or uninterested in listening
opinions and ideas, even when different to ideas, even when different to their own . opinions and ideas, though obviously to others’ opinions and ideas, showing
their own . preferred those most closely aligned impatience or impolitely disregarding those
to own . different to own .
SC2: Production • Enthusiastically came up with appropriate • Readily came up with relevant advice to • Offered some relevant advice to help • Reluctant to or did not come up with
and helpful advice to help students, help students, often correctly using key students, though sometimes struggled to relevant advice to help students, and no
confidently and accurately using key phrases in their campaign . express it effectively or to use key phrases . attempt to correctly use key phrases in their
Evaluation rubrics
phrases in their campaign . • Contributed positively to presentation of • Participated in presenting social media campaign .
• Led presentation of social media campaign social media campaign, generally delivering campaign, though could have been clearer • Minimal contribution to presentation of
clearly and confidently, effectively the advice in an engaging manner . or more engaging in delivering the advice . social media campaign, or delivered advice
delivering the advice in an engaging in an ineffective and disengaged manner .
manner .
SC3: Interaction • Obviously and effectively implemented tips • Made good attempts to implement tips • Some small attempts to implement tips • No effort to implement tips provided for
provided to encourage all group members provided to encourage all group members provided for group project planning, group project planning, participation either
to participate in project planning . to participate in project planning . though did not generally encourage others minimal or disruptive, and no attempts to
• Consistently led group to agreement on • Consistently contributed positively to and often relied on letting others lead . encourage others .
content, design and format of campaign, group decision-making on content, design • Sometimes contributed positively to group • Little or no positive contribution to group
showing excellent effort to keep the and format of campaign, showing some decision-making on content, design and decision-making on content, design and
process positive . effort to keep the process positive . format of campaign, and mostly avoided format of campaign, and sometimes
disagreement . interrupted positive progress or group
agreement .
42 © Oxford University Press
30/06/2022 12:52
Learning Situation 1: Educational context On Track 3

Learning outcome
developed Excellent (9–10) Good (6–8) Satisfactory (3–5) Needs improvement (0–2)
SC4: Mediation • Gathered information from online sources • Gathered information from online sources • Gathered information from online sources, • May have gathered some information from
and effectively summarized and simplified and successfully summarized and simplified but struggled to summarize or simplify online sources, but unable or unwilling to
ideas into specific advice according to the ideas into specific advice according to the ideas into specific advice according to the summarize or simplify ideas into specific
requirements of the project task . requirements of the project task . requirements of the project task . advice according to the requirements of
• Thoughtfully and creatively transformed • Made a good attempt to transform • Did not understand how or wasn’t totally the project task .
suggestions and advice into a register and suggestions and advice into a register and successful transforming suggestions and • No attempt to transform suggestions and
language that would best engage and language that would engage and speak to advice into a register and language that advice into a register and language that
speak to the target teenage audience . the target teenage audience . would engage and speak to the target would engage and speak to the target
teenage audience . teenage audience .
SC5: Reflection on • Openly and maturely welcomed • Readily and patiently accepted feedback • Willingly accepted feedback from the • Resistant to receiving or rejected feedback
learning feedback from the group on their part from the group on their part of the group on their part of the campaign but from the group on their part of the
of the campaign and effectively applied campaign and applied some suggestions struggled to successfully apply suggestions campaign and did not use suggestions to
suggestions to improve it . to try to improve . to improve . improve .
• Critically considered other groups’ strengths • Thoughtfully considered other groups’ • Tried to consider other groups’ strengths • Failed to see the value in considering other
and own weaknesses and accurately strengths and own weaknesses and did a and own weaknesses but had difficulty groups’ strengths or own weaknesses, and
identified areas for own improvement . reasonable job of identifying areas for own identifying areas for own improvement . unable or uninterested in identifying areas
improvement . for own improvement .
SC6: Linguistic • Clearly understood importance of using • Generally understood importance of using • Accepted but did not clearly understand • Failed to understand value of using key
and cultural key phrases provided in order to be more key phrases provided in order to be more value of using key phrases provided phrases provided in order to be more
diversity effective and communicative in English effective and communicative in English – in order to be more effective and effective and communicative in English
– consistently included this language in usually included this language in campaign . communicative in English – used this – little effort to use this language in
campaign . • Accepted crime and online safety issues language in campaign as told to . campaign .
• Led the group to recognizing crime and not limited to any one culture or place • Uncertain that crime and online safety • Reluctant to accept that crime and online
online safety issues not limited to any one and generally avoided stereotyping when issues present in all cultures and places safety issues present in all cultures or places
culture or place and carefully avoided discussing online problems and safety . including own and expressed some including own and expressed stereotypical
stereotyping when discussing online stereotypical views when discussing online views when discussing online problems
problems and safety . problems and safety . and safety .
43 © Oxford University Press
Evaluation rubrics
xliii
30/06/2022 12:52
Professional development
Help to get started
Teachers can go to Oxford Premium for everything they need
to start using their course and access digital tools and resources
(www.oxfordpremium.es).
Methodology support
On Track is informed by Oxford’s research and best practice from
our experts in English-language teaching and learning. We’ve
selected a range of professional development content to help
deepen teachers’ understanding of the core methodology in the
course:
Position papers and focus papers Oxford Teachers’ Academy

• Effective feedback: Here, teachers can advance their skills with online
the key to successful professional development courses certified by Oxford
assessment for learning University Department for Continuing Education.
• Project-based learning
• Mediation in English
language teaching Professional development titles
Our Professional development titles enable teachers to keep
Built on research and
up with the latest insights in English language teaching.
classroom practice, our
position papers offer
practical guidance on
the major issues shaping
language teaching today.
Our smaller focus papers

offer bite-sized insights and
Focus on
tips on specific topics for

PROJECT-BASED LEARNING
the classroom. 1. What is it?
Project-Based Learning (PBL) is a student-centred form of learning that involves
students spending sustained periods of study time exploring and attempting to
solve real-life problems. PBL has its origins in the work of John Dewey, who in 1897
published his book My Pedagogical Creed, which focused on the importance of
‘learning by doing’. More recently, PBL has been seen as an important vehicle for the
development of global skills for the 21st century, including digital literacies.
Focus on Key elements

PBL does not simply involve doing a project with your students. Most PBL sources
recognize that a project should contain a number of essential elements. These include:
■ A challenging problem or question ■ Authenticity

Clear project goals should be set, based The project goals should be focused
around addressing real-life problems or on ‘real world’ outcomes and goals
questions that students find meaningful that have genuine relevance to the
and relevant to their lives. lives of the students.
MEDIATION IN ENGLISH
■ Public product ■ Student voice
The project should culminate in some Students should have some choice,
form of public product, whether for example in deciding what problem
it’s a performance, presentation, or they should solve, how they will work
LANGUAGE TEACHING
the publication of a digital paper, together, and what the final output of
document, video, or display. the project will be.
■ Key knowledge and skills ■ Reflection
During the project, students Students should be encouraged to
1. What is it? should acquire key knowledge and reflect on their work, considering the
develop a range of skills, including obstacles they encountered and how
How we define mediation critical thinking, problem solving, they overcame them to achieve the
People mediate in various ways in successful communication, within the same communication, collaboration, project goals.
language and across languages. Mediation activities aim to enhance understanding cooperation, and self-management. ■ Critique and revision
and negotiation of meaning between people, for example in facilitating teamwork,
■ Sustained inquiry Students should be encouraged to
relaying/reformulating ideas and information in new ways, and developing new
concepts and solutions. Therefore, mediation is nothing new, but the recently updated The project should run over a number give and receive feedback, both from
concept of mediation in a second language defines these skills more clearly and in of lessons and involve a range of tasks each other and the teacher, in order
more detail for different levels of language ability. and activities that lead to the final to improve what they are doing and
Teacher Wellbeing
product. how they are doing it.
Mediation in the CEFR
The CEFR (Common European Framework of Reference for Languages) is an
international framework for language learning, teaching, and assessment, which
provides detailed descriptions of what people can do in a language, at different levels
(A1, A2, B1, B2, C1, and C2, including half-way ‘plus’ levels A2+, B1+, and B2+).
These levels are widely used to organize English language courses and benchmark
examinations. The CEFR now provides can-do statements (or ‘descriptors’) for mediation
For extra support, a section

that can be adapted as learning aims for communicative activities in the classroom.
Mediation activities ABOUT THE AUTHOR
Mediation activities often involve an integration of two or more of the four skills Nik Peachey has worked all over the world as a language teacher, teacher trainer,
(listening, reading, speaking, and writing), for example: technology trainer, and educational technology consultant. He is an award-winning
course designer and materials writer and author.
on Teacher Wellbeing, by
B1+ (Adapting language)
Can paraphrase more simply the main points made in short, straightforward texts
© Oxford University Press www.oup.com/elt/expert 1
on familiar subjects (e.g. short magazine articles, interviews) to make the contents
accessible for others.
Here, students might simplify a text (oral or written) in order to provide their peers with
Sarah Mercer, author of the

easier access to knowledge and/or concepts. For instance, before a role-play in which
students try to sell products to one another, they could extract key selling points by
exploring product pages and customer reviews on an online store.
title Teacher Wellbeing,
ABOUT THE AUTHOR
Tim Goodier is a member of the core authoring group of the CEFR Companion
Volume. He has worked in ELT for over 20 years as a language teacher, teacher
trainer, course and materials developer, examiner, inspector, and head of curriculum.
© Oxford University Press www.oup.com/elt/expert 1
can be found on Oxford

Premium. This support section
considers the importance
Explore further of teacher wellbeing and
Teachers who would like to develop their skills and knowledge includes practical tips and
beyond the content selected for their course, can find a range short activities that will
of options available at www.oup.com/elt/expert. We are help teachers to focus and
delighted to be able to share a wealth of insights informed by reflect on various aspects of
research and classroom practice. wellbeing.
xliv Professional development

Graded Readers
Using Graded Readers with On Track
Using Graded Readers in the Secondary classroom is an effective Convenient bookmark-shaped Reading Guides offer a simple
way to engage students of all abilities and learning needs. By way to select titles that correspond to each unit of On Track.
encouraging students to read for pleasure, teachers give them Download the full set of Reading Guides on Oxford Premium
the opportunity to learn without the fear of failure, and to acquire (www.oxfordpremium.es).
language naturally.
Our Graded Readers are available at a number of different levels
and across a broad range of topics, both fiction and non-fiction,
so each student will be able to find a book suitable for them from
our award-winning collections:
• Oxford Bookworms Library.
• Dominoes.
1 2 3 4
On Track On Track On Track On Track
For Unit 1 For Unit 1 For Unit 1 For Unit 1
we recommend … we recommend … we recommend … we recommend …
Dominoes Dominoes Dominoes Dominoes

Starter Starter Level 2 Level 2
Dominoes Dominoes Dominoes Dominoes

Starter Level 1 Level 2 Level 2
Find out more at … Find out more at … Find out more at … Find out more at …
edreaders.es edreaders.es edreaders.es edreaders.es
www.oxfordgrad www.oxfordgrad www.oxfordgrad www.oxfordgrad
3 3 3 3
Graded Readers xlv

ce
S4 Starter
4860468 On Track TG3 Teaching notes.indb 4 30/06/2022 12:54

ce
S Starter
Unit Objectives 1  S.01
Review known vocabulary and grammar • Read the task and show students the example. Ask
students to complete the task individually.
• Put students into pairs to compare their answers. Then
Unit summary play the audio for them to check their answers.
• Check answers with the class.
Vocabulary • Model and drill the pronunciation of the words with
Sports: athletics, basketball, cycling, gymnastics, karate, difficult pronunciation, e.g. gymnastics /dʒɪmˈnæstɪks/,
sailing, ice skating, snowboarding, surfing, volleyball cycling /ˈsaɪklɪŋ/.
Sports verbs: catch, hit, jump, kick, lose, ride, score, shoot, ANSWERS
throw, win; do, go and play 1 sailing 2 snowboarding 3 athletics 4 cycling
Fitness and health: do martial arts, do yoga, get fit, go for 5 karate 6 gymnastics 7 basketball 8 volleyball
a walk, go to a gym, play sports 9 ice skating 10 surfing
Weekend activities: go out to eat, go shopping, go to
a football match, go to an amusement park, go to an Sports verbs
exhibition, have a barbecue, have a party, have a sleepover,
hang out with friends, visit relatives 2
Personality: adjectives: cheerful, funny, helpful, honest, • Elicit or remind students of the rule that we use play
lazy, sensible, shy, smart with ball sports, do with other sports and go with sports
ending in -ing.
Habitats: beach, desert, hill, forest, island, lake, mountain,
ocean, rainforest, river • Ask students to complete the task in their notebooks, then
check answers with the class.
Weather: cloudy, cold, foggy, icy, raining, snowing, sunny,
warm, windy ANSWERS
Travel: adjectives: beautiful, clean, crowded, historic, 1 go 2 do 3 play 4 do 5 play 6 go 7 do
modern, noisy, quiet, traditional, unusual 8 go
3
Grammar
• Read out the task and point out the example answer.
Present simple vs present continuous: I do yoga every
week. She’s doing yoga at the moment.
• Ask students to complete the task.
How often … ? and adverbs of frequency: How often
• Put students into pairs to compare their answers, then
check with the class.
do you go cycling? I sometimes go to the cinema.
Present continuous for future: I’m seeing Sam ANSWERS
tomorrow. 1 throw, catch 2 kick, hit 3 ride, jump 4 Win, lose
Future time expressions: See you tonight. We’re going on 5 shoots, scores
holiday next week.
Comparative and superlative adjectives: A taxi is faster
Fitness and health
than a bus. This is the worst hotel in the city. 4
Less, the least, not as … as …: Camping is less expensive • Put students into pairs to do the matching task.
than staying in a hotel. These are the least expensive tickets.
• Check answers with the class, and check that students
The bus isn’t as expensive as a taxi.
understand all the phrases.
ANSWERS
Sports 1 f 2 d 3 e 4 c 5 b 6 a
Warm-up 5 Your turn
• Say My favourite sport is (tennis). Tell students about your • Allow students time to prepare their ideas. Suggest that
favourite sport, why you like it and how often you play or they talk about at least five different sports and activities
watch it. that they or people they know do and don’t do.
• Put students into small groups to discuss their own • Model the task with a confident student, then put
favourite sport. students into pairs to complete the task.
• Ask individual students to tell the class their ideas. You • Monitor while they are working, then give feedback on
could try to find out which is the most popular sport with any mistakes that you noticed.
the class.
Further practice
Starter, Workbook p4
Starter T4

ce
CONTINUOUS ASSESSMENT Learning intentions 8
Learning objectives Point out to students that they • Ask students to write the questions in their notebooks.
have just learned some words for sports, sports verbs and • Check answers with the class.
fitness and health. Point out that they are now going to ANSWERS
revise the present simple and present continuous, and 1 How often do you do sport?
adverbs of frequency. Say I sometimes go cycling with my 2 How often are you tired after school?
friends. Write the sentence on the board, and point out 3 How often do you go for a walk?
that it uses the vocabulary from p4, the present simple
and an adverb of frequency. Ask students in pairs to make 9 Your turn
similar sentences. Elicit one or two sentences, but don’t • Put students into pairs, then read out the task and model
correct mistakes. Return to the task at the end of the it yourself with a stronger student.
lesson and see if students are more confident using the
• Allow time for students to have their discussions.
language.
• Ask some students to tell the class something they
learned about their partner.
Present simple vs present continuous
Optional activity
6 Mime a sport: Mime doing one of the sports on p4, e.g.
• Read through the two grammar tables with the class. cycling. Ask What am I doing? Elicit guesses, encouraging
Point out the different he / she / it form of the present students to use a full sentence with the present
simple, and point out how the form of be changes for continuous, e.g. You’re cycling.
each person in the present continuous (I am watching, you Invite students in turn to mime a sport, and ask students
are watching, etc.). to use full sentences to say what each student is doing.
• To check that students understand the difference
in meaning between the two tenses, write a pair of Further practice
contrasting sentences on the board: I sometimes watch Starter, Workbook p4
football on TV. I’m watching football on TV at the moment.
• Ask Which tense do we use for habits? (present simple)
Which do we use for things happening now? (present
continuous).
• Students read the conversation and choose the correct
options.
ANSWERS
1 are you doing
2 ’m watching
3 go
4 ’m trying
5 do you play
6 love
How often …? and adverbs of frequency

7
• Read through the grammar tables with the class. Point out
the position of adverbs of frequency before a main verb
(I always play tennis …), but after the verb be (I am
always late).
• Ask students to copy the sentences into their notebooks
and complete them with the adverbs of frequency.
ANSWERS
1 Katy is never late for basketball practice.
2 I love playing football but I never score any goals.
3 Nia sometimes watches sport on TV.
4 Mosi and Kylian are always excited before football
matches.
5 Abi is often tired after gymnastics practice.
T5 Starter

ce
S Starter
Starter S5

S6 Starter

Weekend activities ANSWERS
1 cheerful
Warm-up 2 smart
• Ask What do you usually do at the weekend? Tell students 3 lazy
what you usually do at the weekend, e.g. I sometimes 4 shy
go shopping, or I meet my friends. Then put students into 5 sensible
groups and ask them to talk about what they usually do at 6 helpful
the weekend and make notes. 7 honest
• Ask groups in turn to tell the class their ideas. 12 Your turn
CONTINUOUS ASSESSMENT Learning intentions • Read out the task and point out the example answer.
Learning objectives Read out the language headings • Ask students to write their sentences individually.
(Weekend activities, Present continuous for future, Future • Put students into pairs to compare their answers, then ask
time expressions). Ask What do you think you will talk about some students to read their descriptions to the class.
in this lesson? Elicit that they will talk about their future
plans for next weekend. Ask What are you doing next Further practice
weekend? Elicit a few answers from individual students Starter, Workbook p4
and notice how confident they are with using vocabulary
for weekend activities and the present continuous for
future. Return to the task at the end of the lesson and see
if students are more confident using the language.
10  S.02
• Read the task and show students the example. Ask
students to complete the task individually in their
notebooks.
play the audio for them to check.
• Check answers as a class and check that students
understand all the activities.
• Model and drill the pronunciation of the words and
phrases with difficult pronunciation, e.g. exhibition
/ˌeksɪˈbɪʃn/.
ANSWERS
1 go shopping
2 go to an amusement park
3 have a barbecue
4 have a sleepover
5 go out to eat
6 go to a football match
7 visit relatives
8 hang out with (your) friends
9 go to an exhibition
10 have a party
Personality: adjectives
11
• Read through the adjectives in the box with the class and
check that students understand them.
• Ask students to read the three descriptions and write the
correct adjectives 1–7 in their notebooks.
Starter T6

Present continuous for future 16 Your turn
• Put students into pairs, then read out the task and model
13 it yourself with a stronger student.
• Read through the grammar table with the class. Point • Allow time for students to ask and answer questions
out to students that they already know the present about their plans.
continuous for things happening now, but this is a
• For feedback, read out each of the time expressions in the
different use – to talk about things you have arranged
box and elicit examples of plans from individual students.
to do in the future. Give one or two more examples of
things you are doing over the next few days, e.g. I’m Optional activity
meeting some friends on Saturday. I’m going to the cinema
My perfect weekend: Ask students to write some
on Saturday evening.
sentences about their perfect weekend, using the present
• Ask students to copy the conversations into their continuous and some of the activities in exercise 10.
notebooks and complete them with the correct verb
Put students into groups to compare their weekends and
forms.
create a perfect weekend they will all enjoy. Ask groups in
• Put students into pairs to compare their answers, then turn to tell the class their ideas.
ANSWERS Further practice
1 are … doing, isn’t working Starter, Workbook p5
2 Are … visiting, ’m going
3 are … travelling, aren’t taking
4 is … getting back, is meeting
5 Are … coming, ’m not eating
Future time expressions

14
• Read out the task and point out the example answers.
• Ask students to copy the diagram into their notebooks
and complete it with the time expressions.
ANSWERS
1 this evening
2 tonight
3 tomorrow morning
4 tomorrow afternoon
5 next week
6 next month
7 next year
15
• Ask students to read the sentences and write the correct
options in their notebooks.
ANSWERS
1 tonight
2 next year
3 later
4 On Saturday morning
5 next week
T7 Starter

Starter S7

S8 Starter

Habitats ANSWERS
Warm-up n b e a u t i f u l e
• Tell students where you like to go on holiday, using n z s i c r o w d e d
vocabulary from p8, e.g. I sometimes go to Italy because it’s
warm and sunny in the summer. I like going to the mountains o v g i u a o b s c r
and the beach, but I like the beach when it’s quiet, not crowded.
i t x m o d e r n e w
• Put students into pairs to tell each other where they go on
holiday and why, and what the weather’s like. s a l k i i g e o u m
• Ask some students to tell the class.
y f k b j t u a f b t
17  S.03
c a o q u i e t g i e
• Read the task and show students the example. Ask
students to complete the task individually. l h i s t o r i c n k
• Put students into pairs to compare their answers. Then e e i j u n u s u a l
play the audio for them to check their answers.
• Check answers as a class and check that students a u a q o a w j x e t
understand all the words.
n i e f k l t u x a s
• Model and drill the pronunciation of the words and
phrases with difficult pronunciation, e.g. island /ˈaɪlənd/. beautiful, clean, historic, modern, noisy, quiet,
ANSWERS
traditional, unusual.
1 beach 2 island 3 ocean 4 forest 5 mountain Students’ own answers.
6 rainforest 7 lake 8 desert 9 river 10 hill 20 Your turn
• Read out the task and point out the example answer.
Weather
• Put students into pairs to talk about places that
18 are popular with tourists, using the adjectives to
• Read through the highlighted weather words with the describe them.
class and check that students understand them all. • Elicit answers from pairs in turn.
• Ask students to match the sentences. Further practice
• Check answers with the class. Starter, Workbook p5
ANSWERS
1 d 2 e 3 g 4 b 5 i 6 f 7 h 8 j 9 c 10 a
Travel: adjectives
19
• Focus on the puzzle and point out the example answer.
Tell students the words go across or down in the puzzle.
• Students could work individually or in pairs to find the
adjectives.
understand all the adjectives.
Starter T8

Comparative and superlative adjectives CONTINUOUS ASSESSMENT Feedback and intervention
Identifying weaknesses Point out to students that
21
they have reviewed a large amount of grammar and
• Read through the grammar table with the class. Point out vocabulary in the Starter unit, and they should feel
the spelling rules for short adjectives, and point out the confident using this grammar and vocabulary before
irregular adjectives. they start the main units of the course. Suggest to
• To check that students understand the difference students that they look through the Starter unit again for
between comparatives and superlatives, draw three stick homework to identify any personal weaknesses they have,
people on the board of different heights and give them then do extra practice to make sure they are confident
names. Make some sentences comparing two of them, with all the language.
e.g. (Paul) is taller than (Lisa). Then make some superlative
sentences, e.g. (Tom) is the tallest. Further practice
• Ask students to copy the conversation into their Starter, Workbook p5
notebooks and complete it with the correct comparative
and superlative forms.
ANSWERS
1 the biggest 2 bigger 3 the most famous
4 more interesting 5 faster
Less, the least, not as … as …

22
• Read through the grammar table with the class. Point out
the link in meanings between less, the least and not as …
as and comparatives and superlatives, e.g. A motorbike
is less safe than a car. A motorbike is the least safe type of
transport. A motorbike isn’t as safe as a car.
• Focus on the weather forecasts, then read out the first
sentence of the weather summary and elicit the first
answer as an example.
• Ask students to read the summary and complete it with
the correct days.
ANSWERS
1 Tuesday 2 Monday 3 Monday 4 Tuesday
5 Tuesday 6 Monday
23 Your turn
• Read out the task and the example answer.
• Allow students time to look at the weather forecasts again
and prepare their answers, then put them into pairs to
make sentences comparing the weather.
Optional activity
Tourist places: Ask students in pairs to make some
sentences comparing different tourist places they know
using some of the adjectives in exercise 19, e.g. Granada
is more historical than Madrid. Ask some pairs to read their
sentences to the class.
T9 Starter

Starter S9

ce
S10 Unit 1

ce
1 Entertain us
• Introduce the word extra and explain that an extra is
Unit Objectives
someone who works in film or TV. Explain that some of
Talk about films, TV and music styles the people in the photo are extras.
Read about jobs in film and TV • Ask What do you think an extra is? Who can become
Talk about preferences an extra? Do you think extras earn a lot of money? Elicit
Write a review of a game, film or TV programme students’ ideas and encourage them to speculate, but
don’t confirm the answers.
1
Unit summary Unit opener video script p126
• Tell students that they’re going to watch a video about
Vocabulary extras in film and TV and read out the task.
Films and TV: action, animation, comedy, chat show, • Play the video for students to complete the exercise.
documentary, fantasy, horror, quiz show, reality show, • Check answers with the class.
science fiction (sci-fi), ANSWER
Music styles: classical, dance, hip-hop, jazz, metal, pop, Extras are the people you see in the background of films
reggae, rock and TV programmes.
Grammar 2 Unit opener video script p126

Verbs + gerund or infinitive?: I enjoy watching science- • Put students into pairs to read the statements and try to
fiction films. I want to work in TV. answer from memory if they are true or false.
Past simple: affirmative, negative and questions: Regular • Play the video for them to check their answers before
verbs: We danced. We didn’t dance. Did you dance? Irregular checking answers as a class.
verbs: We ate pizza. We didn’t eat pizza. Did you eat pizza? ANSWERS
1 false (They are ordinary people.) 2 false (It depends
Key phrases on the film or show.) 3 true 4 true
Talk about preferences: Do you like / prefer (watching /
reading) … or … ? 3
Would you rather (watch / read) … or … ? • Read out the questions, then allow students a few minutes
Do you (read / watch) … ? to think about their answers and make notes. Point out to
students that they must give reasons for their answers.
I like / prefer (watching) …
I can’t stand / can’t bear (watching) …
• Put them into pairs and give them a few minutes to
discuss their ideas.
I’d rather (watch) …
• For feedback, ask students who would like to work as an
I suppose it depends on … extra to put up their hands. Ask individual students to give
I like / love / don’t mind … And I enjoy …, too. their reasons why or why not.
ANSWERS
Language point
Students’ own answers.
Organize your review: use clear paragraphs, give
information, say what you liked / didn’t like, give a MEDIATION Tell students they are going to practise the
summary and recommendation skill of mediating information from English into their own
language. Ask if they have ever done this in real life and
elicit situations in which it may be necessary. Explain that
On Track Video thinking about how to explain something in their own
CONTINUOUS ASSESSMENT Learning intentions language will help them to recognize what they have
Unit objectives Communicating unit objectives provides understood in English.
students with a context for the upcoming lessons and helps
them to track their progress. At the start of the lesson, read 4 Mediation
out the unit objectives and ask students how well they think • Tell students they need to explain three things from the
they can do these things. As you progress through the unit, video in their own language.
refer back to the unit objectives to show students how the • Put students into pairs and ask them to take turns telling
lessons are helping them to achieve the objectives. At the each other their three things. Monitor and make sure
end of the unit, ask students if they think they have improved. students stay on topic.
• Ask students what they found difficult about the task. As a
Warm-up class, discuss ways around the difficulties.
• Ask students to look at the photo. Ask questions to elicit
what is happening, e.g. Where are the people? What are they
doing? Are they all actors?
Unit 1 T10

ce
Vocabulary Did you know?
• Ask students what their favourite types of film and TV
Learning Objective programmes are. Ask for a show of hands to find out
Talk about films and TV programmes which are the most popular. Then ask a volunteer to read
out the fact. Compare the fact with the results of your
class survey, and ask students if they are surprised.
Films and TV
CONTINUOUS ASSESSMENT Success criteria
Warm-up Before you start the Your turn discussion activity, read
• Write My favourite film or TV programme on the board and out the questions, then read out the example answer in
tell students about a film or TV programme that you like. the speech bubble. Point out that the example answer
Explain what it is about and why you like it. is not just a simple yes or no, but adds extra information.
• Put students into small groups to discuss their own Read out each question again and elicit or give one or
favourite film or TV programme. two more possible answers, e.g. I don’t enjoy chat shows
• Ask individual students to tell the class their ideas. Invite because I think they’re quite boring. I often watch films in
other students to say if they agree or disagree about English, for example, the Star Wars films. I can sometimes
individual films or TV programmes. understand what the people are saying. Tell students they
should try to give examples and extra information of
 Vocabulary presentation interactive this kind in their own discussions to show that they
• An interactive task to present the vocabulary with audio. understand the topic and can use the language correctly.
1  1.01 3 Your turn

• Read the task and show students the example. Ask • Prepare for the discussion activity using the idea above.
students to complete the task individually.
• Allow students a few minutes to prepare their ideas
• Put students into pairs to compare their answers. Then individually. Then put them into pairs to discuss the
play the audio for them to check their answers. questions.
• Check answers with the class. • Monitor while they are working, then give feedback on
• Model and drill the pronunciation of the words with how well they added examples and extra information in
difficult pronunciation, e.g. horror /ˈhɒrə/, quiz show their discussions.
/ˈkwɪz ʃəʊ/ and science fiction /ˌsaɪəns ˈfɪkʃn/.
ANSWERS
Optional activity
1 fantasy Guess the film: Give a brief description of a film or TV
2 action programme for students to guess, e.g. It’s a reality show. It’s
3 science fiction (sci-fi) a singing competition. Each week, people sing and the public
4 comedy vote to decide who can continue until the next week. In the
5 horror end, there’s a winner.
6 animation Invite students in turn to describe another film or TV
7 documentary programme for the class to guess.
8 chat show
9 quiz show  Vocabulary practice PDF
10 reality show
• Mixed-ability 1–3-star tasks to practise the vocabulary.
2 Further practice
• Read out the task, then read through the list of titles with Vocabulary, Workbook p6
the class and explain the meaning of any difficult words, Vocabulary, Essential Workbook pE2
e.g. millionaire, dragon. Vocabulary, Puzzles and games, Essential Workbook pE34
• Put students into pairs to discuss the films and TV Vocabulary reference, Workbook p70
programmes and decide what type they are. Point out Vocabulary worksheets, TRB p8
that there may be more than one possible answer for
some of them.
• Check the answers with the class. As you check each
answer, ask students what they know about the film or TV
programme. Elicit answers from individual students.
ANSWERS
Stranger Things – horror, action, science fiction
Never Have I Ever – comedy
Life in Colour with David Attenborough – documentary
Who Wants to Be a Millionaire? – quiz show
Avengers: Endgame – action, science fiction
Raya and the Last Dragon – animation, fantasy
Star Wars: The Rise of Skywalker – science fiction
T11 Unit 1

ce
1 Entertain us
Unit 1 S11

S12 Unit 1

Reading 3 Reading strategy
• Read out the Reading strategy and explain that
Learning Objective recognizing which words are proper nouns can help you
Understand a factsheet about jobs in the film and TV to understand the meaning of a text.
industry • Ask students to read the factsheet again and find the
proper nouns.
A factsheet • Check the answers with the class, and point out that the
names of films, TV series and books are often given in
Warm-up italics, which makes them easy to recognize.
• Ask these quiz questions, and put students into teams to ANSWERS
guess the answers. 1 George Lucas, Marta Kauffmann
1 How many people on average are involved in making a 2 American
film? A 300 B 500 C 700 3 Star Wars, Indiana Jones, Spider-Man 3, Superman
2 How much did the film Avengers: Endgame cost to make? Returns, Friends
A $350 million B $450 million C $550 million 4 Central Park
3 How long on average does it take to film a movie? 4
A 30 days B 40 days C 50 days • Ask students to complete the exercise in their notebooks.
• Give out the answers (1 B, 2 A, 3 C) and see which team Remind them to correct the false sentences.
guessed the most answers correctly. • Check answers with the class.
• Ask students which fact they find the most surprising
and why. ANSWERS
1 false (He’s a famous screenwriter.)
CONTINUOUS ASSESSMENT Learning intentions 2 true
Learning objectives Read out the learning objective 3 false (George Lucas wrote Star Wars.)
and ask students what a factsheet is (a text that gives 4 false (Central Park is in New York.)
information about something). Ask students if they
ever read factsheets in English. Ask them if they think a 5
factsheet contains the names of real people and places • Read out the first gapped sentence and point out the
(yes). Ask How can you recognize that a word is a name? example answer.
Elicit that it has a capital letter because it is a proper • Read through the words in the box with the class and
noun. Explain that in this lesson, they will use the Reading check that students understand them all.
strategy to help them recognize and understand proper • Ask students to complete the exercise in their notebooks.
nouns when they are reading. • Check answers with the class.
ANSWERS
1 1 plan 2 Location 3 production 4 music 5 sounds
• Read out the question and elicit one or two jobs from the
class, e.g. actor, director. 6 Your turn
• Put students into pairs and give them two minutes to • Put students into pairs, then read out the task and model
think of as many jobs as they can. it yourself with a stronger student.
• Bring all their ideas together onto the board and check • Allow time for students to have their discussions.
that students understand all the words. • Discuss with the class which jobs students think are the
• Invite students to say other jobs in their own language, most interesting and why.
then teach the words in English and add them to the board.
Optional activity
ANSWERS
Job interview: Ask students individually to choose a job in
Students’ own answers. TV or filmmaking that they would like to apply for, and note
2  1.02 down reasons why they think they would be good at it. Put
them into pairs and ask them to tell each other the job they
• Tell students to read the text as you play the audio. have chosen. Allow them time to prepare three questions
• Allow time for students to find and note down the jobs to ask their partner during their interview. Students then act
that are mentioned. out their job interviews in pairs. They should then tell their
• Put students into pairs to compare their answers, then partner if their interview was successful or not, and why.
check with the class. As you check each answer, ask Ask some pairs to act out their interview for the class. The
students to find the part of the text that explains what class can decide if they should get the job.
each person does. Read it out and check they understand.
ANSWERS  Guided mediation interactive
actor, adding music and sound effects, artist, designer, • An interactive task to practise mediation.
editing film, extra, foley artist, location manager,
screenwriter, story editor, working with cameras / sound / Further practice
lighting Reading a factsheet, Workbook p10
Reading, Essential Workbook pE4
Reading worksheet, TRB p56
Unit 1 T12

Grammar • Read out the example answer and refer students back to
the table and Stop box to explain it.
Learning Objective • Ask students to copy the text into their notebooks and
Talk about likes, dislikes and plans using verbs + gerund complete it with the correct form of the verbs.
or infinitive • Put students into pairs to compare their answers.
Verbs + gerund or infinitive? ANSWERS
1 to be 2 to work 3 watching 4 being 5 to write
Warm-up
• Ask What do you want to do next weekend? Ask students to 5 Your turn
think of one thing they want to do and write it down. • Model the exercise by completing two of the sentences
• Ask individual students to read out what they have about yourself, with one true sentence and one false. Ask
written. Ask for a show of hands to find out if anyone else students to guess which sentence is false.
has written the same thing. Students get a point for their • Ask students to complete the sentences individually.
answer if no one else has written the same answer. • Read out each sentence beginning in turn and elicit some
• Repeat this with the question What do you enjoy doing? possible endings. Correct any mistakes with the verb
• See which students managed to get two points. forms.
 Grammar animation CONTINUOUS ASSESSMENT Feedback and intervention

Deductive approach to grammar Students have
• Presentation of the form and use of verbs + gerund or
studied the rules in class and have used them in a range
infinitive.
of practice activities. For homework, students can refer
1  1.03 to the Grammar reference & practice in the Workbook
• Tell students to read Grammar in context while you play to check their progress and understanding of the rules.
the audio, then answer the question. Check the answer as Encourage them to ask questions about anything they
a class. don’t understand or find difficult. Encourage them to find
their own strategies for learning new grammar.
ANSWER
Sci-girl17
6
Stop • Students work in pairs to read their sentences to each
• Read out the Stop box. Then give one or two examples other and guess the false sentences.
of pairs of sentences using the verbs in the box, e.g. I love • Get feedback on who guessed correctly.
dancing. I hope to dance in a show one day. Each time, ask
Likes and dislikes, or plans and intentions? Optional activity
Three in a row!: Give students a topic, e.g. tennis. Invite
2 them to guess what you think about tennis, using some
• Go through the table as a class. Point out that verbs that of the verbs in this lesson. Tell them they must try to say
end in -e lose the -e in the -ing form, e.g. make – making, sentences that are true, and not sentences that are false,
hate – hating. e.g. You like playing tennis. You enjoy watching tennis on TV.
• Ask students to complete the sentences. You want to meet a famous tennis player. If students guess
• Allow students to compare their answers in pairs, then three correct sentences in a row, tell them they get a
check with the class. Refer back to the table and the Stop point. If they say a sentence that is false, give them a
box to explain the answers. different topic to try again.
Put students into pairs. Tell them to take turns to give their
ANSWERS
partner a topic and try to guess three correct sentences in
1 watching 2 to watch 3 to watch 4 watching
a row. After a few minutes, stop the game and see which
3 students got the most points.
• Ask students to copy and complete the sentences. Then
put them into pairs to compare their answers.  Grammar practice PDF
• Check answers with the class. • Mixed-ability 1–3-star tasks to practise the use of verbs +
gerund or infinitive.
Early finishers
Further practice
• Ask students to write similar sentences about different Grammar: Verbs + gerund or infinitive?, Workbook p8
people involved in films and TV, saying what they like
Grammar, Essential Workbook pE3
doing, what they want to do, etc.
Language summary, Student’s Book p98
ANSWERS Grammar reference & practice, Workbook p54
1 working 2 to film 3 staying 4 to finish Grammar, Puzzles and games, Essential Workbook pE35
Grammar Practice: Active Learning Kit, Unit 1
4 Mixed-ability worksheets, tests and resources available on
• Ask students to read the text first, ignoring the gaps. Ask Oxford Premium
Do you like scary films?
T13 Unit 1

Unit 1 S13

S14 Unit 1

Vocabulary 5  1.05 Audio script p126
• Tell students to read the options before you play the
Learning Objective audio.
Talk about music styles • The first time you play the audio, pause after the answer
to each question. Then play the audio again without
pausing.
Music styles
Warm-up check answers with the class.
• With books closed, write these jumbled words on the board: ANSWERS
nioap, nisg, nabd, ruigta, cadne, stevfial. For weaker classes, 1 b 2 a 3 a 4 b 5 b
you could include pictures for students to match the words.
• Put students into pairs. Tell them the words are all on 6 Your turn
the same topic, which is the topic of today’s lesson. Tell • Read out the task and tell students they are going to talk
them they must find the words and guess the topic of about the music that they like.
the lesson (music – the words are piano, sing, band, guitar, • Ask students to write their lists individually. Encourage
dance, festival). them to write more unusual styles, bands and singers if
they can, to make their conversation more interesting.
 Vocabulary presentation interactive
• An interactive task to present the vocabulary with audio. 7
• Read out the task and check that students know how to
1  1.04 use both, e.g. We both like …, We both listen to … .
• Play the audio once for students to listen and order the • When students have finished discussing in their pairs, ask
music styles. pairs in turn to tell the class some singers and bands that
• Put students into pairs to confirm their answers, then play they both like.
the audio again for them to check and complete their
answers. CONTINUOUS ASSESSMENT Success criteria
• Check answers with the class, and model pronunciation of Having a conversation When students have written
the music styles. their lists, put them into pairs and point out that they
each have their own ideas to talk about, but they must try
ANSWERS to have a real conversation about their ideas, rather than
1 rock 2 hip-hop 3 pop 4 jazz 5 reggae 6 metal just each reading out what they have written. Write some
7 dance 8 classical phrases on the board that they can use, e.g. I listen to …,
too. Really? I don’t like … very much. I agree that they’re a
2
good band. No, I don’t really enjoy their music. I prefer … .
• Ask students to complete the matching task and write the Do you like this singer, too? Do you think they are a good
answers in their notebooks. band? Point out that agreeing and disagreeing, and
• Put students into pairs to compare their answers, then asking questions are important parts of having a
check answers with the class. conversation. Monitor while students are working, and
ANSWERS give them feedback on how well they managed to have a
A hip-hop B classical C reggae D pop E rock conversation.
F dance G metal H jazz
3 Optional activity
• Ask students to read the sentences and choose the Plan a festival!: Put students into small groups and ask
correct options. them to plan their own festival. Ask them to decide …
• Put students into pairs to compare their answers. • the name of their festival
• Check answers with the class. • the location where it will take place
ANSWERS
• the styles of music to include
1 Metal 2 hip-hop 3 Reggae 4 classical 5 rock • the bands and singers to invite
6 pop 7 dance 8 Jazz • the price of the tickets
Ask groups in turn to tell the class about their festival.
4  1.05 Audio script p126
The class can vote for their favourite.
• Read out the task.
• Play the audio for students to listen and put the music  Vocabulary practice PDF
styles in order.
• Play the audio twice for students to write their answers.
Further practice
Vocabulary, Workbook p7
ANSWERS Vocabulary, Essential Workbook pE2
1 b 2 a 3 d 4 c Vocabulary, Puzzles and games, Essential Workbook pE34
Vocabulary reference, Workbook p70
Unit 1 T14

Grammar 3
• Read out the first sentence and the example answer. Point
Learning Objective out that in the negative form, regular and irregular verbs
Talk about music using the past simple behave in the same way.
• Remind students to refer to the table in exercise 1 as they
do the exercise.
Past simple: affirmative, negative and • Put students into pairs to compare their answers, then
questions check answers with the class.
Warm-up ANSWERS
• Put students into pairs. Tell them to imagine they went 1 The music wasn’t very loud.
to an amazing music festival last weekend. Ask How was 2 We didn’t eat pizza after the concert.
it? What did you do? Ask them in their pairs to make some 3 The students didn’t listen to classical music.
sentences about the festival. 4 The bands weren’t very good.
• Give a few example answers, then elicit one or two 5 Murray didn’t spend a lot of time listening to music.
sentences from each pair. 4
CONTINUOUS ASSESSMENT Diagnostics • Read out the task and the example answer.
Warm-up activity Use this activity to get an idea of • Ask students to write the questions in their notebooks.
how familiar students already are with the past simple, • Check answers as a class, encouraging students to correct
and how confident they are using it. This will help you any mistakes themselves and referring back to the table in
to decide how much time to spend on the details of the exercise 1 to explain.
grammar in the lesson.
ANSWERS
1 was 2 were 3 was 4 Did 5 Did
 Grammar animation
• Presentation of the form and use of the past simple: 5 Your turn
affirmative, negative and questions. • Allow students time to read the questions in exercise 4
again and plan their own answers.
1  1.06 • Put them into pairs and ask a stronger pair to demonstrate
• Ask students to read Grammar in context while you play the exercise before allowing time for them to ask and
the audio. answer the questions.
• Check the answer to the question. • Ask some students to tell the class something they
ANSWER learned about their partner.
Yes, she did.
Optional activity
2 Last weekend: Put students into pairs. Ask them to guess
• Go through the table as a class and point out that five things that their partner did last weekend. Give some
irregular verbs are different in the affirmative form, but examples, e.g. I think you watched a film. I guess you played
behave in the same way as regular verbs in the negative football.
and question forms. Students take turns to guess what their partner did. They
• Point out that the verb be is an exception, as it has get a point for each correct guess.
different forms for singular and plural, affirmative and
negative.  Grammar practice PDF
Stop • Mixed-ability 1–3-star tasks to practise using the past
simple.
• Read out the Stop box and ask students to find examples
of regular verbs in the text in exercise 1 (danced, shared), Further practice
then ask them to find examples of irregular verbs (drank, Grammar: Past simple: affirmative, negative and questions,
ate). Point out the page number of the irregular verbs list. Workbook p9
Explain to students that a lot of common verbs in English Grammar, Essential Workbook pE3
are irregular in the past simple, and students need to learn Language summary, Student’s Book p98
these verbs. Grammar reference & practice, Workbook p54
• Ask students to copy and complete the sentences, paying Grammar, Puzzles and games, Essential Workbook pE35
attention to the verb each time. Grammar Practice: Active Learning Kit, Unit 1
• Check answers with the class. Mixed-ability worksheets, tests and resources available on
Oxford Premium
ANSWERS
1 learned 2 won 3 were 4 started 5 met
T15 Unit 1

Unit 1 S15

S16 Unit 1

Communication Optional activity
Interview: Ask students in pairs to think of three questions
Listening: A radio programme they would like to ask Sheku about his music, his family or
his life. Then put pairs into groups of four. They can take
Learning Objective turns to read out their questions, then work together to
Understand a radio programme think about how Sheku might answer each one.
Warm-up  Listening extension interactive

• Ask What musical instruments do you know in English? Put • An interactive activity to provide further listening practice
students into pairs and give them two minutes to think of or discussion.
as many instruments as they can.
• Elicit ideas from students and write the words on the
Further practice
Listening, Workbook p11
board. Check they understand all the words. Add cello to
Listening, Essential Workbook pE5
the board and teach the meaning.
• Ask Do you play any musical instruments? What instruments
Speaking: Talk about preferences
would you like to play? Elicit answers.
Learning Objective
Talk about preferences
• Focus on the picture and read out the question and
possible answers. Ask students if they can guess the
answer. Then play the audio. Warm-up
• Check the answer with the class, and ask students if they • Tell students you are going to give them some choices,
guessed correctly. and they must shout out the thing that they prefer each
time. Tell them they should all shout out their answers at
ANSWER
the same time.
b
• Ask some quick either … or questions to the whole
2 Listening strategy  1.07 Audio script p126 class, e.g. Books or films? Cake or chocolate? Summer or
• Read out the Listening strategy and explain that winter? Texting or talking? Star Wars or Star Trek? Picnic or
understanding dates is something students do restaurant? Train or plane? Beach or amusement park?
automatically in their own language, but is something • Tell students that in this lesson they are going to talk
they need to focus on and practise in English. about things they prefer.
• Write a few years on the board, e.g. 1976, 1992, 2005, 2010,
1 Speaking video script p126
2019. Elicit how to say them in English. Point out the usual
pronunciation in pairs of numbers, e.g. nineteen seventy- • Ask students to read the sentences and options, then play
six, and then point out that for the years 2000 to 2009 we the video.
usually say two thousand and (eight, nine, etc.), whereas from • Check answers with the class.
2010 onwards, we usually say twenty (ten, twelve, etc.). ANSWERS
• Ask students to read the events, then play the audio for 1 10% 2 5% 3 do her own research
them to listen and complete the matching task.
• Check answers with the class. 2 Speaking video script p126
• Tell students to copy the table. Then play the video
ANSWERS for them to complete the questions with one word in
1 c 2 a 3 b each gap.
3  1.07 Audio script p126 • Check answers with the class.
• Ask students to read the sentences and complete as many ANSWERS
as they can from memory. 1 prefer 2 like 3 foreign 4 subtitles
• Play the audio for them to check and complete their answers.
• Point out the ticks () in the example answers and explain
ANSWERS that each tick represents one person’s answer.
1 1978 2 1610 3 millions 4 six 5 thousand • Play the video again for students to add ticks for the answers.
4 Your turn • Check answers with the class and elicit the most popular
• To demonstrate the task, read out the example answer in answer to each question.
the speech bubble and then tell students about one or ANSWERS
two dates or numbers that are important to you. 2 phone   TV    either  (most popular: TV)
• Allow students time to think of their dates or numbers 3 yes       (most popular: yes)
and note them down, then put them into pairs to explain 4 on    off    (answers are the same)
the ones they wrote.
• Ask one or two students to tell the class one of their answers.
Unit 1 T16

4 Speaking strategy  1.08 Let’s speak!
• Read out the information and phrases in the Speaking
strategy. Elicit or give a full example of each phrase. CONTINUOUS ASSESSMENT Success criteria
Model task Explain to students that they are going to
• Ask students to copy the dialogue into their notebooks
conduct their survey. Ask What is the aim of the survey?
and complete it with the correct phrases.
Elicit that the aim is to find out information about their
• Put students into pairs to compare their ideas, then play classmates, but also to use the language they have
the audio for them to listen and check. learned in this lesson. Point out that if the aim was just
• Check answers with the class. to find out information, they could answer the questions
• Put students into pairs again to practise the dialogue. with just one word, but as the aim is also to practise
Encourage them to copy the pronunciation and the language, they should take the opportunity to give
intonation from the audio. Play the audio again if longer answers and use as many of the phrases from
necessary for them to listen before they practise. the lesson as possible. Point out that they should also
ANSWERS
take the opportunity to work on their pronunciation and
1 I can’t stand fluency. You could suggest that when they have finished
2 Do you like the activity, they reflect on their use of the phrases, their
3 I suppose it depends on pronunciation and fluency and give themselves some
4 Would you rather goals for future speaking activities.
5 I’d rather
7
5 Global skills • Tell students that to conduct the survey, they will split
• Read out the information in Global skills. up and each ask three or four different students their
• Point out to students that when they are in a group, it questions. Tell them they should note down their
is easy for one or two people to dominate and make classmates’ answers so they can discuss and compare
decisions for the group. Explain that it is always important them.
to hear everyone’s preferences and opinions, but not • Allow students to mingle and conduct their surveys.
everyone can have exactly what they want every time. • Monitor and make notes of any common errors.
• Put students into groups to discuss the question, then • Do feedback at the board, and encourage the class to
ask groups to report back on how similar or different their discuss and correct any common errors.
experiences are.
• Explain that you can help people who find it hard to give 8
their preferences or opinions by asking them directly, to • Ask students to get back into their pairs or groups to
encourage them to express their views. compare their results and see which are similar and which
are different.
6
• Ask them to note down the three main things they
• Read out the instructions for designing the survey. learned about their classmates.
• As a class, choose one of the topics from the box and • Ask pairs or groups in turn to tell the class the main results
brainstorm some questions. Refer students to the of their survey.
dialogue in exercise 4 and the model in Let’s speak! to
help them. Optional activity
• Write the questions on the board, then model the task by A survey report: Students could work in their pairs or
asking one or two confident students the questions and groups and write a short report explaining what their
eliciting their answers. survey was about, and what they learned about their
• Put students into pairs or small groups to prepare their classmates. Encourage them to use charts or tables to
own survey questions. present their results. You could use the reports for a
display in the classroom.
Further practice
Real Talk: Active Learning Kit, Unit 1
T17 Unit 1

Unit 1 S17

S18 Unit 1

Writing character, special effects, plot, action scenes. Repeat this
with a TV programme, and again take the opportunity
Learning Objective to revise useful vocabulary, e.g. talent show, crime drama,
Write a review of a game, film or TV programme entertaining, etc.
ANSWERS
Name of and information about the game / film / TV
A review programme: Zelda: Breath of the Wild. Action role-playing
Warm-up game. Nintendo.
What is it about? / How do you play it?: Walk around
• Ask students individually to write down one film, one TV an open world solving puzzles, fighting monsters and
programme and one game that they like.
helping other characters.
• Put them into small groups to compare their ideas and What did / didn’t you like about it?: Graphics are beautiful,
explain their preferences. Ask them in their groups to puzzles are difficult and make you think, game is great fun
choose one film, one TV programme and one game that and story is very interesting.
they all like. Do you recommend it? Why? / Why not?: Yes – for all gamers
• Ask groups in turn to tell the class their choices and their over the age of ten. It’s fun and the story is interesting.
reasons.
Let’s write!
1
• Ask students to read the first paragraph of the review and  Language practice interactive
answer the question. Point out that the rating at the top is • An interactive task to practise writing a review.
4 out of 5 so we know it has a high score, but we need to
read the text to find out what Stella thinks about it. 6
• Check students’ ideas, but don’t confirm the answer at this • Ask students to complete the table in exercise 5 with
stage. their own information. Remind them that their reviews
don’t have to be positive – they could say what they
2 didn’t like and give a recommendation to watch / play
• Ask students to read the rest of the review to check their something else!
ideas. • Encourage students to ask you for any vocabulary
• Check the answer, and elicit parts of the review which they need.
confirm it.
ANSWERS
ANSWER Students’ own answers.
Yes. She says she loved the game, and she recommends it
for all gamers over the age of ten. 7
• Remind students that they should use the paragraph plan
3 in the Writing strategy for their review, and they can use
• Ask students to read the review again and answer the Stella’s review as a model.
questions. • Point out the checklist in exercise 8, and tell students
• Elicit some possible answers, but don’t confirm them at they should aim to include examples of the grammar and
this stage. vocabulary they have learned in this unit.
• Give them time to write their reviews.
4 Writing strategy
• Read out the Writing strategy. Point out to students that 8
having a clear structure for a review will help them with • When students have finished their reviews, tell them to
the writing task, and it also makes the review easier and use the checklist to check their writing.
clearer for the reader. Check the answers to exercise 3 with
the class. CONTINUOUS ASSESSMENT Success criteria
Peer checking It can be difficult to check your own work
ANSWERS
effectively, so it can be useful for students to check in
Paragraph 1: give basic information about the game
pairs. When students finish their writing for exercise 7,
Paragraph 2: describe the game
ask them to swap their reviews with a partner. They check
Paragraph 3: say what she liked / didn’t like about the game
each other’s work against the checklist in exercise 8,
Paragraph 4: make a recommendation
giving suggestions for improvements for each item in
5 the checklist. They then discuss their scores together and
• Ask students to copy the table into their notebooks and make changes before handing in their work.
complete it with information from Stella’s review.
• Check answers with the class, then write the headings
Further practice
Writing, Workbook p11
from the table on the board and choose a film that
Writing, Essential Workbook pE5
students all know. Elicit what information they could
Writing worksheet, TRB p64
add to each part of the table about the film, and make
notes on the board. Take the opportunity to revise
useful vocabulary to do with films, e.g. actors, main
Unit 1 T18

Watch ANSWERS
1 superheroes 2 doctors 3 athletes 4 emotions
Learning Objective 5 schools
Understand a video about technology and
entertainment After you watch
5
Almost human
• As a class, brainstorm some more examples of films that
use computer-generated characters, e.g. Avatar, King Kong,
Before you watch
The Hobbit.
Warm-up • Put students into pairs to discuss the questions.
• With books closed, play a game to revise the vocabulary • Explain that you would like them to talk for at least five
from the unit. Say the name of a popular reality TV show minutes, so they should try to give reasons for all of their
and ask What type of programme is it? Then say the name answers.
of a popular singer or band and ask What style of music? • Make notes while you are monitoring and deal with any
• Put students into pairs and ask them to write the names of errors at the end.
three films or TV programmes and three singers or bands.
Ask them to choose different types. Early finishers
• Put pairs together into groups of four. • Students write a short description of their favourite
computer-generated character, saying why they like it.
• Explain that they should take turns to say the names they
have written down and test their classmates on the types ANSWERS
of film, TV programme or music each one relates to. Students’ own answers.
• Ask which pairs guessed all the answers correctly.
MEDIATION Tell students that in exercise 6 they will
1  1.09 practise the skill of mediating information from their own
• Play the audio for students to complete the matching task. language into English. Point out that the information
they find online may be quite complicated and technical,
• Put students into pairs to compare their answers, then so they will have to simplify it in order to express it in
English. Point out that they will also have to use the skill
ANSWERS of explaining words they don’t know by paraphrasing or
1 science fiction 2 comedy 3 action 4 horror describing things, e.g. It’s a kind of machine you use for …
Encourage them to make notes and then use their notes
2  1.09 to tell their partner what they learned.
• Point out to students that they should note down their
own personal responses to each piece of music, rather
6 Mediation
than thinking about the ‘correct’ answer.
• If you have access to the internet in class, do this now.
• Play the audio again. Put students into pairs to compare
If not, set it for homework.
their answers, then elicit some possible answers.
• Set a time limit for students to do their research.
ANSWERS
• Remind students they can do their research in their own
Students’ own answers. language.
• Give students time to make notes in their own language,
While you watch then think about how to express the ideas in English. Help
3 Watch video script p127 with vocabulary where necessary.
• Check that students understand what computer- • Put students into pairs to tell each other what they
generated characters are, by giving one or two examples learned.
of films that use them, e.g. Lightyear, Encanto. • Discuss with the class what students found challenging
• Ask students to read through the sentences before you about the task.
play the video.
Optional activity
• Play the video, then check answers with the class. Check
Design your own computer-generated character: Put
that students understand all the vocabulary.
students into pairs or small groups and ask them to design
ANSWERS a computer-generated character for a film. Ask them to
1 look 2 motion 3 circle 4 computer think about what the character would look like, and also
5 movements 6 animation 7 cheaper what type of film it would appear in. They can write about
how their character moves and what it is like. Ask pairs or
4 Watch video script p127
groups in turn to present their character to the class. The
• Ask students to copy the gapped sentences into their class could vote for their favourite.
notebooks and complete as many as they can from
memory.
 Video extension interactive
• Play the video once or twice more so that students can
complete the exercise and check their answers.
• An interactive task for students to further practise the
topic of the video.
T19 Unit 1

Unit 1 S19

ce
S20 Unit 2

ce
2 It’s a crime
Unit Objectives 1 Unit opener video script p127
Talk about crime and safety online • Tell students that they’re going to watch a video about
police dogs.
Read a comic strip about police work
• Play the video for students to answer the question.
Describe photographs
• Check the answers as a class.
Write a story about a crime
ANSWERS
They help the police find drugs or explosives; help find
Unit summary missing people or criminals who are hiding from the
police; protect police officers; help them stop and catch
Vocabulary dangerous criminals.
Crime: verbs: arrest, break into, catch, chase, commit, 2 Unit opener video script p127
investigate, rob, steal
• Put students into pairs to read the sentences and try to
Safety online: click on links, install antivirus software, log answer from memory if they are true or false. Ask them to
out of websites, share personal information, use different correct the false sentences.
passwords
• Play the video for them to check their answers before
checking answers as a class.
Grammar
Past continuous and past simple: I was waiting for the ANSWERS
bus when I saw Sam. 1 true
2 false (They usually work with the same handler.)
Adverbs of manner: We walked slowly. She was driving fast.
3 true
4 false (They often live the rest of their lives with their
Key phrases
handlers.)
Describe photographs:
Starting the description: In this picture, I can see … 3
This photo shows … • Read out the questions, then allow students a few minutes
Saying where things are: In the background / to think about their answers and make notes. Read out the
foreground, there’s / there are / I can see … example answer in the speech bubble, and point out to
At the bottom / top of the photo, I can see … students that they must give reasons for their opinions.
On the left / right of the photo, there’s / there are … • Put students into pairs and give them a few minutes to
discuss their ideas.
In the middle of the photo, there’s / there are …
• For feedback, ask students who think police dogs enjoy
Explaining what is happening in the photo: Perhaps /
their work to put up their hands. Ask individual students
Maybe / I think he’s / she’s …
to give their reasons. Repeat this with students who think
It looks / seems (like) … that the dogs don’t enjoy their work.
Language point MEDIATION Tell students they are going to practise the
Use adverbs: finally, luckily, normally, suddenly, skill of mediating information from English into their own
surprisingly, thankfully, unfortunately, worryingly language. Ask when they think they might need to do this in
real life, e.g. if they are watching a film in English or are visiting
an English-speaking country. Remind them that this is a useful
On Track Video task for checking how much they have understood in English.
Warm-up 4 Mediation
• Ask students to look at the photo. Ask questions to elicit • Tell students they need to write three things from the
what is happening, e.g. What can you see? What kind of video in their own language.
dog is it? What is it doing? Why do you think the dog is there? • When they have finished, they can compare their ideas in
Encourage students to look at the picture carefully and pairs.
speculate about what is happening around the photo, out
of sight.
class, discuss ways around the difficulties.
• Ask What kinds of jobs do you think police dogs do? Elicit
students’ ideas and encourage them to speculate, but Optional activity
don’t confirm the answers. Ask What other kinds of work can dogs do, and what other
animals do people use to help with work? Put students into
groups to think of three more ideas. Ask groups in turn to
tell the class their ideas.
Unit 2 T20

ce
Vocabulary Optional activity
Draw a table on the board with the headings Verb, Person
Learning Objective
and Crime. Add the verb steal to the first column and elicit
Talk about crime the words to add under the two remaining headings
(thief, theft).
Crime: verbs Add these verbs to the table: rob, murder, vandalize,
kidnap.
CONTINUOUS ASSESSMENT Learning intentions Put students into pairs and give them two or three
Learning objectives Communicating the learning minutes to complete the table, using a dictionary to help
objectives to students provides them with a context for if necessary. Invite students to come to the board in turn
the upcoming lesson, and helps them track their progress. and add a word.
At the start of the lesson, write the learning objective
on the board and ask students how well they think they
 Vocabulary practice PDF
can talk about crime. Ask more questions to help them,
e.g. What words for crimes do you know? What words for • Mixed-ability 1–3-star tasks to practise the vocabulary.
criminals do you know? What happens when there is a crime? Further practice
Encourage students to use language that they already Vocabulary, Workbook p12
know. At the end of the lesson, ask the questions again, Vocabulary, Essential Workbook pE6
and ask students if they think they have improved. Vocabulary, Puzzles and games, Essential Workbook pE36
Warm-up Vocabulary worksheets, TRB p14
• Tell students you are going to give them a crime puzzle.
Say A woman was in a supermarket. She filled her trolley
full, then walked out of the shop with it without paying for
anything. No one tried to stop her. Why?
• Put students into groups to discuss the puzzle.
• Elicit a few ideas. If no one has guessed the answer, explain
that the woman worked in the supermarket. She filled her
trolley with rubbish to take out to the skip in the car park.

• An interactive task to present the vocabulary with pictures
and audio.
1  2.01
• Read the task and elicit the first answer as an example.
• Ask students to complete the task individually.
• Model and drill the pronunciation of the words if
necessary.
ANSWERS
1 e 2 d 3 h 4 a 5 f 6 b 7 c 8 g
2
• Read out the task, then read through the headlines with
the class and explain the meaning of any difficult words,
e.g. corruption.
• Ask students to complete the matching task individually,
then put them into pairs to compare their answers.
ANSWERS
1 D 2 F 3 E 4 A 5 G 6 B 7 C
Stop
• Read out the information in the Stop box. Ask students
what other irregular plurals they know, e.g. child / children,
knife / knives.
T21 Unit 2

ce
2 It’s a crime
Unit 2 S21

S22 Unit 2

Reading CONTINUOUS ASSESSMENT Success criteria
Before you start the Your turn discussion activity, read out
Learning Objective the questions, then read out the example answer in the
Understand a comic strip speech bubble. Ask How can you respond if your partner
says this? Elicit some different ways of responding, e.g.
So do I. Really? I don’t like them at all. I think they’re boring.
A comic strip Really? What’s your favourite police film? Point out that in
Warm-up order to have a successful discussion, you must listen to
what your partner says and respond to it by agreeing
• Focus on the text and teach the word comic strip. or disagreeing, or asking a question to find out more.
• Ask Do you read comic strips? Which ones do you read? Elicit Tell students they should listen carefully to their partner
a few ideas. during this discussion task and respond to what they say.
• Write on the board: Comic strips are … other stories.
• Give examples of one or two ways to complete the 4 Your turn
sentence, e.g. easier to read than, not as interesting as.
• Allow time for students to have their discussions.
• Ask students to complete the sentence with their own
• Monitor while they are working, and notice how well they
ideas, then put them into pairs to compare their ideas.
listen and respond to each other during the discussion.
• Ask some students to tell the class their ideas.
• Discuss with the class which TV programmes or films they
1 Reading strategy like, and why.
• Read out the Reading strategy and explain that predicting • Give feedback on how well they listened and responded
what a text is about will help you to understand it during their discussions.
when you read it, as you will already have some useful
Optional activity
vocabulary in your mind.
What happened next?: Put students into pairs. Ask them
• Put students into pairs and ask them to look at the title
to imagine the conversation between Officer Carr and
and pictures and guess what the comic strip is about.
Gorski, now that Officer Carr knows the truth. Tell them
• Check the answer with the class. to use their imagination to make the conversation funny
ANSWER or interesting, and ask them to prepare and practise it in
It’s about a city detective chasing a criminal. their pairs. Ask pairs in turn to perform their conversation
for the class.
2  2.02
• Tell students to read the text as you play the audio.  Guided mediation interactive
• Allow time for students to find and note down the answer • An interactive task to practise mediation.
to the question.
• Put students into pairs to compare their answers, then Further practice
check with the class. Reading a funny crime story, Workbook p16
ANSWER Reading worksheet, TRB p57
He didn’t catch a criminal. He was chasing himself.
3
• Ask students to read the comic strip again and decide if
the sentences are true or false. Remind them to correct
the false sentences.
• Check the answers with the class and elicit the part of the
comic strip which confirms each answer.
ANSWERS
1 false (Detective Gorski doesn’t wear a uniform when
he’s working undercover.)
2 false (Officer Carr called Gorski.)
3 true
4 false (Captain Roberts spoke to Carr. / Carr spoke to
Gorski on the phone.)
5 true
Unit 2 T22

Grammar ANSWERS
1 was swimming, took
Learning Objective 2 were having, robbed
3 stole, were watching
Talk about actions using the past continuous and past
4 arrived, was walking
simple
3
Past continuous and past simple • Focus on the first picture and read out the example
sentence.
CONTINUOUS ASSESSMENT Learning intentions • Ask students to copy and complete the sentences, then
Learning objectives Read out the learning objective put them into pairs to compare their answers.
and elicit or point out that we use both these verb forms • Check answers with the class.
to talk about the past. Ask students why they think these
verb forms are useful for talking about crimes. Help Early finishers
students to understand that these are the verb forms they • Ask them to write similar sentences about different crimes,
will use to talk about a crime that happened. Explain that using the past continuous and past simple.
in this lesson, they will practise using the two verb forms
to describe what happened when someone committed ANSWERS
a crime, and point out that this will help with the overall 1 were investigating, saw
objective of the unit to talk about crime. 2 took, were having
3 caught, was escaping
Warm-up 4 Your turn
• Tell students you are going to tell them the first part of a • Model the exercise by reading out the example answer
crime story. Say Yesterday afternoon, I was walking home in the speech bubble and giving an example answer for
through the park. I was carrying a bag of shopping, and I was sentences 2 and 3.
talking on my phone. My wallet was in my back pocket … • Ask students to complete the sentences individually with
• Put students into pairs and ask them to complete the their own ideas.
story, including a crime. • Put students into pairs to compare their sentences, then
• Put pairs together into groups of four to compare their elicit some possible answers for each sentence.
stories and choose one to share with the class.
• Ask groups in turn to tell the class the story they chose. Optional activity
The class could vote for their favourite. Sentence halves: Divide the class into pairs. Ask half the
pairs to write five sentence halves using past simple verbs,
 Grammar animation e.g. I went home. Ask the other pairs to write five sentence
• Presentation of the form and use of the past continuous halves using past continuous verbs, e.g. I was sitting on
and past simple. the bus. When they have written their sentence halves,
put pairs together into groups of four, so they have one
1  2.03 set of past simple sentence halves and one set of past
• Tell students to read Grammar in context while you play continuous. Ask them to work together to see if they can
the audio. use their sentence halves to make any full sentences that
• Check the answer as a class. make sense. Ask groups to read out any full sentences
they have managed to form.
ANSWER
Yes, he did.
 Grammar practice PDF
Stop • Mixed-ability 1–3-star tasks to practise the use of the past
• Read out the Stop box and ask students to find examples continuous and past simple.
of when and while in the text in exercise 1. Elicit how the
order of these sentences could be changed (When this Further practice
man walked in, I was sitting there. He took your phone while Grammar: Past continuous and past simple, Workbook p14
he was leaving.). Grammar, Essential Workbook pE7
2 Grammar reference & practice, Workbook p56
• Go through the table as a class. Point out the spelling Grammar, Puzzles and games, Essential Workbook pE37
changes in some -ing forms, e.g. leave / leaving and sit / Grammar Practice: Active Learning Kit, Unit 2
sitting. Remind students that a lot of common English Mixed-ability worksheets, tests and resources available on
verbs are irregular in the past simple, e.g. take / took. Oxford Premium
• Ask students to read the sentences and choose the
correct verb forms.
• Allow students to compare their answers in pairs, then
check with the class. Refer back to the table and the Stop
box to explain the answers.
T23 Unit 2

Unit 2 S23

S24 Unit 2

Vocabulary ANSWERS
a
Learning Objective
Talk about safety online
• Tell students to read the sentences before you play the
audio. They could complete as many questions as possible
Safety online from memory.
• When students have written their answers, put them into
Warm-up pairs to compare their answers. Then check answers with
• Read out the title of the lesson, Safety online. Ask What the class. Ask students to justify their answers with details
crimes can people commit online? from the conversation.
• Elicit one or two examples, e.g. using a stolen credit card ANSWERS
online, pretending to be a different person online. Put 1 false (The laptop doesn’t accept his new password.)
students into pairs to discuss the questions, then discuss 2 true 3 false (He didn’t know about phishing emails.)
as a class. Use this as an opportunity to assess how aware 4 true 5 false (He and Carla are going to look up the
students are of how to stay safe online. problem online and change his other passwords.)
 Vocabulary presentation interactive 6  2.05 Audio script p127
• An interactive task to present the vocabulary with audio. • Tell students to read the questions before you play the
audio.
1  2.04
• Ask students to copy the questions and complete them • Play the audio again, pausing after each answer is given,
to allow students time to write.
with the correct phrases. Tell them they can use the
pictures on the right to help them. • Put students into pairs to compare their answers, then
• Play the audio for students to listen and check their
answers. ANSWERS
• Check answers with the class, and check that students 1 OMARAMAL999
understand all the phrases. Model pronunciation of the 2 He got an email which said there was a security
difficult words. problem.
3 He gave the criminals his password.
ANSWERS 4 He’s going to look up the problem online and change
2 install antivirus software 3 use different passwords his passwords.
4 click on links 5 share personal information
7 Your turn
2
• Read out the task and tell students they are going to talk
• Ask students to complete the matching task and write the about their own experiences of safety online.
answers in their notebooks.
• Ask students to read the questions and think about their
• Put students into pairs to compare their answers, then own experiences, then put them into pairs to discuss.
• If students have experience of phishing email or messages
ANSWERS sent to them or people they know, encourage them to
1 c 2 d 3 a 4 e 5 b share what happened with the class.
3 Your turn CONTINUOUS ASSESSMENT Success criteria
• Ask students to read the questions in exercise 1 again and Fluency Read out the task and elicit or point out that in
prepare their own answers. this task, students discuss their own experiences of online
• Read out the example answers in the speech bubbles, then safety. Point out that this is the kind of conversation they
put students into pairs to ask and answer the questions. might have with a friend in their own language. Ask How
• Ask who in the class thinks they need to pay more will you know if you have done this task well? Elicit that
attention to safety online. the main aim is to talk about your own experiences in a
natural, fluent way. Put students into pairs to think about
Did you know? some criteria for the task, e.g. not many pauses, good
• Ask students if they know the names of any well-known pronunciation, communicate information accurately.
computer viruses, then ask a volunteer to read out the fact. When students have completed the task, ask them to
reflect on how well they met their own criteria, and how
• Ask students what other problems computer viruses can
they could improve next time.
cause (they can delete files, steal bank details, etc.).
4  2.05 Audio script p127  Vocabulary practice PDF

• Read out the task and ask students to read the sentence • Mixed-ability 1–3-star tasks to practise the vocabulary.
beginning and the four possible endings.
Further practice
• Play the audio for students to listen and choose the
correct option.
Vocabulary, Essential Workbook pE6
• Check the answer with the class. Vocabulary reference, Workbook p71
Vocabulary, Puzzles and games, Essential Workbook pE36
Unit 2 T24

Grammar • Put students into pairs to compare their answers, then
Learning Objective ANSWERS
Talk about how we do things using adverbs of manner 1 quickly 2 rudely 3 helpful 4 well 5 hungry
6 anxiously 7 noisily 8 confident
Adverbs of manner 3
Warm-up
• Read out the first sentence and the example answer, then
ask students to copy the sentences and complete them.
• Write these words on the board with some letters
gapped: steal, break into, catch, arrest, rob, chase, commit,
investigate. You can decide how many letters to gap
depending on the ability of your class. Tell students these ANSWERS
are all verbs to do with crime that they learned earlier in 1 beautifully 2 fast 3 easily 4 terribly 5 late
the unit.
4 Your turn
• Students can work in pairs and race to complete all the
words. • Read out the task, then read out the first sentence
beginning and give examples of some different adverbs
• Elicit an example of each verb in use, e.g. Someone stole
to complete it.
my phone. They broke into the house. As students give
examples, repeat the sentence adding an adverb of • Ask students to copy and complete the sentences so they
manner, e.g. Someone stole my phone quickly. They broke are true for them.
into the house easily. 5
• Write the adverbs on the board and elicit or explain that • Put students into pairs and ask a stronger pair to
they add information by telling us how someone did demonstrate the exercise before allowing time for them
something. to guess the adverbs their partner used.
CONTINUOUS ASSESSMENT Diagnostics • Ask some students to tell the class something they
Warm-up activity Use this activity to get an idea of how learned about their partner.
familiar students already are with adverbs of manner, and
how confident they are using them. This will help you Optional activity
to decide how much time to spend on the details of the Describe the crime: Put students into groups and ask
grammar in the lesson. them to invent a crime and write sentences describing
what happened, e.g. Two thieves went into a shop. They
stole some jewellery, then they ran out of the shop. The
shopkeeper called the police. The police arrived and chased
• Presentation of the use of adverbs of manner. the thieves. They caught them. Allow groups time to invent
a crime and write their sentences. Then challenge them
1  2.06
to add as many adverbs as they can to their story. Allow
• Ask students to read Grammar in context while you play two or three minutes for this, then ask groups in turn to
the audio. read out their stories. Other students can listen and note
• Check the answer to the question. down the number of adverbs each group uses. See who
ANSWER managed to use the most.
Think carefully and don’t click on links in messages.
2
• Mixed-ability 1–3-star tasks to practise using adverbs of
• Go through the table as a class, and ask students to notice manner.
the adverbs of manner in bold in Grammar in context in
exercise 1. Further practice
• Point out that we form most adverbs of manner by adding Grammar: Adverbs of manner, Workbook p15
-ly to the adjective, and point out the ll in carefully and the Grammar, Essential Workbook pE7
change to -ily in easily. Language summary, Student’s Book p99
Grammar reference & practice, Workbook p56
• Explain that there are not many irregular adverbs of
Grammar, Puzzles and games, Essential Workbook pE37
manner in English, but students still need to learn them.
• Read out the first sentence and point out that students Mixed-ability worksheets, tests and resources available on
need to choose between the adjective and adverb. Elicit Oxford Premium
the answer. If students struggle with the answer, write a
simple pair of sentences on the board, e.g. We had a quick
snack. We ate quickly. Point out that the adjective describes
a meal, and the adverb comes after a verb and describes
how someone does something.
correct options.
T25 Unit 2

Unit 2 S25

S26 Unit 2

Communication 4  2.07 Audio script p128
• Ask students to read the sentences and options and
Listening: Crime stories complete as many as they can from memory.
• Play the audio for them to check and complete their
Learning Objective answers. Check answers with the class.
Understand crime stories ANSWERS
1 watch 2 some clothes 3 walking to college
Warm-up 4 photos
• Write a group of words on the board, e.g. dog, watch, park,
car, thief, police, ice cream. Optional activity
• Put students into pairs or small groups and give them Retelling: Divide the class in half. Ask half the class,
three minutes to invent a crime story using as many of working in pairs, to imagine they are Jim Lee and retell the
the words as they can. Ask pairs or groups in turn to tell story to a friend. Ask the other half of the class, working
the class their stories. The class could vote for the most in pairs, to imagine they are a newsreader and prepare a
inventive. news report about the crime involving Lucy Brown.
• Tell students that they will write a more detailed story Ask one or two pairs from each group to give their news
about a crime in the Writing lesson of this unit. report. Discuss with each group what changes they made
to the language for their retelling.
CONTINUOUS ASSESSMENT Learning intentions
Learning objectives Read out the learning objective and  Listening extension interactive
remind students that focusing on improving one thing
• An interactive activity to provide further listening practice
at a time will help them to improve their listening skills
or discussion.
without feeling overwhelmed. Read out the Listening
strategy (Identify the genre) and explain the meaning of Further practice
genre if necessary. Explain that focusing on this strategy Listening, Workbook p17
will help them to achieve the learning objective. Return Listening, Essential Workbook pE9
to the learning objective when students have completed
all the listening tasks and ask if they think they have Speaking: Describe photographs
improved.
Learning Objective
1  2.07 Audio script p128 Describe photographs
• Focus on the picture and elicit what it shows.
• Read out the task and ask students to copy the gapped Warm-up
sentences into their notebooks. • Tell students about a photo you have which you really like.
• Play the audio. Describe it and say why you like it.
• Check answers with the class. • Put students into pairs and ask them to take turns to
describe a photo from the book, without showing it to
ANSWERS their partner. When they have finished discussing, they
1 Alan Godfrey, Jim Lee can show the photo to their partner.
2 Alison Keane, Lucy Brown
• Ask What is difficult about describing photos? Elicit a few
The picture shows the first crime.
ideas from the class.
2 Listening strategy 1 Speaking video script p128
• Read out the Listening strategy and explain that • Ask students to read the question, then play the video.
understanding the genre is important because it helps
you to predict the kind of language you might hear. • Check the answer with the class.
• Ask students to complete the matching task. ANSWER
• Check answers with the class. Her jacket is missing.
ANSWERS 2 Speaking video script p128

1 b 2 c 3 a • Read out the question, then play the video.
3  2.07 Audio script p128 • Check the answer with the class.
• Read out the question, then play the audio again. ANSWER
• Check answers as a class, encouraging students to explain Yes.
how they identified each genre. 3 Speaking video script p128
ANSWER • Ask students to read the three summaries, then play the
The first recording is a news report, the second a story video again for students to choose the correct one.
told by a friend. • Check the answer with the class.
ANSWER
c
Unit 2 T26

4 Speaking strategy  2.08 8
• Read out the information and phrases in the Speaking • Students work in pairs to describe the photos.
strategy. Check that students understand all the • Monitor while they are working and note down any
vocabulary in the phrases, e.g. foreground, background. common mistakes that you hear. Correct these in a
• Ask students to copy the sentences and complete them feedback session at the end.
with possible phrases from the Speaking strategy.
• Play the audio for students to check their answers. Optional activity
• Check answers with the class. If your students would benefit from extra practice of
describing photos, refer them back to the photos on
ANSWERS p26. In pairs, ask them to choose two of the photos and
1 foreground describe them, using the model in the Let’s speak! section
2 bottom, Maybe to help.
3 picture
4 middle Further practice
5 left Real Talk: Active Learning Kit, Unit 2
5 Global skills
• Read out the information in Global skills.
• Ask students if they have ever found something and
handed it in. If so, encourage them to tell the class where
they were, what they found and what happened.
• Ask students individually to read the situations and decide
what to do.
6
• Put students into pairs to discuss the situations and
discuss and explain their decisions.
• For feedback, read out each situation in turn and elicit
from individual students what they decided and why.
7
• Ask students to look at the photos and make notes, using
the questions to help.
• With weaker classes, students could work in pairs to
do this.
• If you think students need more support, read out each
question in turn and elicit the answers. Make notes on the
board for students to refer to.
Let’s speak!
Model task Ask students to read the model task. Ask
What should you aim for when you do this task? Put students
into pairs to discuss their aims. Discuss their ideas as a
class. Encourage them to think about aims such as using
a wide range of phrases, focusing on pronunciation,
focusing on fluency, etc. Point out that what students are
aiming for is individual to them, and they should measure
their performance according to their own criteria. When
they have finished the activity, allow students a little time
to reflect on how well they did and give themselves some
goals for future speaking activities.
T27 Unit 2

Unit 2 S27

S28 Unit 2

Writing Let’s write!
Learning Objective 4
Write a story about a crime • Read out the task.
• Ask students to copy the table into their notebooks and
complete it to plan their story.
A story • Encourage them to ask you for any vocabulary they need.
Warm-up ANSWERS
• Say I was at the bus stop yesterday. Someone stole my phone. Students’ own answers.
Write the sentences on the board, then ask Is that a good
story? 5
• Elicit that it isn’t a good story because it doesn’t give • Remind students that they should use their ideas from
enough details, so it isn’t very interesting. exercise 4, and they can use Scarlett’s story as a model.
• Put students into pairs and ask them to think of three • Encourage them to use the past continuous and past
interesting details they could add to the story. Encourage simple, and also crime verbs and phrases related to safety
them to use their imagination! online from the unit.
• Ask pairs in turn to tell the class their ideas. Make notes on • Encourage them to use adverbs from this lesson at the
the board, then use the notes to retell the story in a more beginning of sentences, and also adverbs of manner.
interesting way. • Give them time to write their stories.
• Tell students that in this lesson, they will write their own Early finishers
story.
• Ask students to read their story again and try to add more
1 detail to make it more interesting, e.g. by describing the
• Ask students to read the six parts of the story and people and places in the story.
order them. 6
• Check answers with the class. • When students have finished their stories, tell them to use
ANSWERS the checklist to check their writing.
1 D 2 B 3 A 4 E 5 C 6 F
2 Keeping a checklist for checking Most students have
• Ask students to read the story again and decide if the areas of language that they find difficult, e.g. spelling,
sentences are true or false. Remind them to correct the articles, verb forms, etc. They tend to make similar
false sentences. mistakes each time they produce a piece of writing.
• Put students into pairs to compare their answers, then Encourage students to keep an individual checklist of
check with the class. mistakes they commonly make, then refer to this each
time they check a piece of writing. Point out that focusing
ANSWERS on their own individual weak spots will really help them to
1 false (She was looking at her messages.) improve.
2 true
3 false (They took it to a computer shop.) Further practice
4 true Writing, Workbook p17
3 Writing strategy
• Read out the Writing strategy, then ask students to find
examples of adverbs at the beginning of sentences in
Scarlett’s story (in bold).
• Read through the list of adverbs with the class and check
that students understand them all.
• Students then read the story and choose the correct
options.
ANSWERS
1 Normally
2 Suddenly
3 Surprisingly
4 Finally
5 Thankfully
 Language practice interactive

• An interactive task to practise writing a story.
Unit 2 T28

Watch After you watch
Understand a video about a famous literary character • Refer students back to the table they copied from
exercise 1.
Sherlock Holmes • Ask them to complete the third row with notes on what
they have learned.
Before you watch • Put students into pairs to compare their answers.
• Ask individual students what they learned, and what they
Warm-up found most interesting.
• Play a word association game. Write police on the board
and ask students to say the first word that comes to mind. Early finishers
• When a student answers, write this word on the board, • Add more ideas to row 2 – things you now want to know
then read this word out and ask students again to say the more about.
first word that comes into their mind. Explain that they
ANSWERS
must think about the new word, not the original word.
Continue for four more associations e.g., police, uniform,
nurse, hospital, ill. MEDIATION Tell students that in exercise 5 they will
• Put students into small groups and ask them to start practise the skill of mediating information from their own
playing with the word internet. Set a time limit of one language into English. Point out that the information
minute. they find online may be quite detailed, so they will have
• When the time is up, ask each group to share their last to simplify it in order to express it in English. Encourage
word with the class. them to make notes, and then use their notes to tell their
• Repeat the game with robbery, website and phone. partner what they learned.
1 5 Mediation
• Focus on the photo and elicit or explain that it shows • If you have access to the internet in class, do this now.
Sherlock Holmes, the fictional detective. If not, set it for homework.
• Read out the definition of forensic science and check that • Set a time limit for students to do their research, and
students understand it. encourage them not to get too involved in the details
• Ask students to copy the table into their notebooks and they find.
complete rows 1 and 2 with their own ideas. • Remind students they can do their research in their own
• Elicit a few possible ideas for each row. language.
• Give students time to make notes in their own language,
While you watch then think about how to express the ideas in English. Help
with vocabulary where necessary.
• Put students into pairs to tell each other what they
• Ask students to read through the sentences and options learned.
before you play the video.
• Discuss with the class what students found challenging
• Play the video, then check the answers with the class. about the task.
ANSWERS
1 Sherlock Holmes 2 author 3 a forensic scientist Optional activity
4 investigating 5 a book Crime scene: As a class, ask students to imagine a crime
scene in a street, with crime scene tape around it. Elicit
3 Watch video script p128 ideas about what is in the scene, e.g. a broken window in
• Ask students to read the sentences and try to answer from a shop, goods from the shop on the pavement, someone
memory if they are true or false. lying on the ground, people in a restaurant nearby, etc.
• Play the video once or twice more so that students can Draw a rough sketch of the scene on the board.
complete the exercise and check their answers. Remind Put students into pairs and ask them to imagine they are
them to correct the false sentences. detectives, either real or fictional. Ask them to imagine
• Check answers with the class. they are visiting the crime scene and discussing what
happened, and how they can solve the crime. Ask them to
ANSWERS
prepare and practise a conversation.
1 true
2 false (He studied to be a doctor and a scientist.) Monitor and help while students are working, then ask
3 true some pairs to perform their conversation for the class.
4 true
5 false (They need to work very slowly.)  Video extension interactive
topic of the video.
T29 Unit 2

Unit 2 S29

S30 Review | Units 1–2

Review | Units 1–2 Crime: verbs (p21)
3
Vocabulary • Remind students of the crime verbs they learned in Unit 2.
• Tell them to read the stories and guess which word is
Films and TV (p11) needed in each gap, before making their choice from
the box.
1
• Remind students of the films and TV vocabulary they
learned in Unit 1. ANSWERS
1 broke into
• Read out the example description and answer.
2 chased
• Ask students to read the remaining descriptions and write 3 arrested
the correct answers in their notebooks. 4 are investigating
• Check answers with the class. 5 stole
ANSWERS 6 didn’t catch
1 horror
2 science fiction (sci-fi) Safety online (p24)
3 chat show
4 comedy 4
5 quiz show • Remind students of the words related to safety online
6 action they learned in Unit 2.
7 fantasy • Ask students to read the sentences and choose the
correct words to complete the phrases.
Music styles (p14) • Check answers with the class.
2
• Put students into pairs to discuss which of the sentences
they agree with, and which things they already do.
• Remind students of the music styles they learned in
Unit 1. ANSWERS
1 websites
• Focus on the first picture and read out the sentence with
2 links
the example answer.
3 passwords
• Ask students to copy the remaining sentences into their 4 information
notebooks and complete them. 5 install
• Ask students what other music styles they like.
ANSWERS
1 reggae
2 rock
3 pop
4 jazz
5 hip-hop
Review | Units 1–2 T30

ce
Grammar • Read out the first set of prompts and example answer. Ask
Which verb is in the past continuous? (were chasing) Why?
(It is a longer action.) Which verb is in the past simple? (fell)
Verbs + gerund or infinitive? (p13) Why? (It is a short action that interrupts the long action.).
5 • Ask students to use the prompts to write sentences in
• Remind students of the verbs followed by a gerund or their notebooks.
infinitive that they learned in Unit 1. Say I want to … and • Check answers with the class.
ask students to offer sentence endings. Then say I enjoy … ANSWERS
and elicit some sentence endings using -ing forms. 1 Mohammed was playing football when he hurt his leg.
• Read out the first pair of sentences with the example 2 Someone stole my bike while I was studying at home.
answers. 3 The builder was working when she dropped some glass.
• Ask students to copy and complete the sentences in their 4 While Nina was walking to school, she lost her phone.
notebooks.
• Check answers with the class. Adverbs of manner (p25)
ANSWERS 9
1 a to write b writing
• Remind students of the adverbs of manner they learned
2 a to finish b finishing
in Unit 2.
Past simple: affirmative, negative and • Say some adjectives and ask students to shout out the
adverbs: quick / quickly, slow / slowly, easy / easily.
questions (p15) • Remind students that some adverbs are irregular, e.g.
6 good / well, fast / fast.
• Remind students of the past simple forms they learned in • Read out the first sentence and the example answers.
Unit 1. • Ask students to write the sentences in their notebooks.
• Say some verbs which are regular in the past simple and • Check answers with the class.
ask students to shout out the past simple forms: watch, ANSWERS
clean, play, finish. 1 careful, carefully
• Then say some irregular verbs and ask students to shout 2 well, good
out the past simple forms: go, eat, write, sit. 3 noisily, noisy
• Say one or two sentences in the past simple and ask 4 easy, easily
students to make them negative: I finished my homework.
She drank all the orange juice. Get on track
• Then say the sentences again and ask students to make
them into questions. 10
• Look at the example sentence as a class. Then ask students • Point out that the text reviews all of the language
to copy and complete the sentences in their notebooks. students have learned in Units 1 and 2.
• Check answers with the class. • Remind them to read the text before and after each gap
carefully and think about the word that is missing before
• Write the correct past simple verbs on the board for
choosing their answers.
students to check the spellings.
ANSWERS
1 ate 2 didn’t get 3 were 4 Did … speak ANSWERS
1 a 2 c 3 a 4 b 5 a 6 b 7 c 8 a 9 b
7
CONTINUOUS ASSESSMENT Feedback and intervention
• Read out the example question and answer.
Self-assessment Review sections are a good
• Ask students to copy and complete the questions and opportunity to see where students may need more
answers. support and where they are doing well. They are also
• Check answers with the class. an opportunity for students to implement any feedback
ANSWERS they have been given during the previous units. When
1 Was … it was students have finished the exercises, put them into groups
2 Were … they were and ask them to discuss which exercises they found the
3 Did … she didn’t most challenging and why. Try to spend a minute with
4 Did … they didn’t each group, listening to their discussions.
Past continuous and past simple (p23) Further practice

Language summary, Student’s Book pp98–99
8
• Remind students of the use of the past continuous and
past simple they learned in Unit 2.
T31 Review | Units 1–2

ce
Review | Units 1–2
Review | Units 1–2 S31

ce
S32 Unit 3

ce
3 Follow the rules
Unit Objectives
Talk about rules and bullying ANSWER
Don’t light fires, don’t drop litter and don’t pick the
Read about mobile phones in schools
flowers.
Talk about and react to news
Write an informal email about school rules 2 Unit opener video script p129
• Ask students to read the items before they watch again.
Check they understand all the words.
Unit summary • Put them into pairs to discuss from memory which items
are mentioned.
Vocabulary • Play the video for them to check their answers before
Phrases with do or make: do research, do (someone) checking answers as a class.
a favour, do (something) wrong, do (your) best, do (your)
ANSWERS
chores, make a mess, make excuses, make mistakes, make
noise, make notes, make the rules 1 beaches 2 keeping people safe 3 poetry 4 France
Bullying: fight with, gossip about, ignore, play jokes on, 3
tease, threaten • Read out the questions, then allow students a few
minutes to think about their answers and make notes.
Grammar Read out the example answer in the speech bubble, and
be allowed to, can and could: We’re allowed to swim here. point out to students that they must give reasons for their
We can use our phones. We couldn’t eat in class. opinions.
Modal verbs for obligation, prohibition and • Put them into pairs and give them a few minutes to
necessity: We have to work hard. We need to be at school discuss their ideas.
on time. We don’t have to wear uniforms. You mustn’t be • For feedback, focus on each rule in turn and ask individual
late. We can’t use our phones. students to say if they find it strange, and why.
Key phrases MEDIATION Tell students they are going to practise the
Talk about and react to news: I bet you are! skill of mediating information from English into their own
Oh no! / Oh dear! That’s awful. language. Ask Is this easier or more difficult than mediating
from your own language into English? Why? Remind them
How awful / terrible!
that mediating into their own language is a useful task for
What happened next? checking how much they have understood in English.
No, what’s happened?
That’s awesome / amazing! 4 Mediation
Language point • Tell students they need to explain the main points from
the video in their own language.
Use expressions of purpose: in order to, so that, to
• Allow them time to prepare their ideas individually, then
put them into pairs to take turns to explain.
On Track Video class, discuss ways around the difficulties.
Warm-up
Optional activity
• Ask students to look at the photo. Elicit what it shows and
Ask What other public places have rules? Elicit a few ideas,
what is happening, e.g. ask Where are the people? What are
e.g. cinemas, swimming pools, etc. Put students into
they doing? Elicit that the photo shows a park and people
groups to think of three more places, and note down
are sitting down, chatting, eating, etc.
some of the rules there.
• Ask Do you think it’s OK to play football or other games in the
Ask groups to tell the class their ideas. Use this as an
park? Why? Do you think it’s OK to have a barbecue? Why?
opportunity to see how well students can talk about rules.
Elicit answers, and introduce the idea that there are rules
about what people can and can’t do. POSSIBLE ANSWERS
Cinemas: Phones must be switched off. You mustn’t
1 Unit opener video script p129 make too much noise.
• Tell students that they’re going to watch a video about Swimming pools: You mustn’t run. You must have a
rules in public parks. shower before going in the water.
• Play the video for students to answer the question. Theme parks: You must be a certain height for some
rides. You must get a ticket before you go on the ride.
Unit 3 T32

ce
Vocabulary 6
7
make the rules
makes a mess
Learning Objective 8 do … research
Talk about rules using phrases with do and make 9 make … notes
10 Do your best
Phrases with do or make 2

• Ask students to complete the task individually, then put
CONTINUOUS ASSESSMENT Learning intentions them into pairs to compare their answers.
Learning objectives Communicating the learning • Check answers with the class.
objectives to students provides them with a context
for the upcoming lesson, and helps them to track their ANSWERS
progress. At the start of the lesson, write the learning 1 making excuses
objective on the board and focus on the first part (Talk 2 make a mess
about rules). Ask students how well they think they can 3 did something wrong
talk about rules. Ask them to think about rules they have 4 did some research
at home, and tell a partner. Elicit a few ideas from the 5 do my best
class. Then read out the whole learning objective. Ask
3 Your turn
students in pairs to try to think of some phrases with do
and make they can use to talk about rules. Elicit ideas from • Ask students to write their sentences individually in their
pairs in turn. At the end of the lesson, ask the questions notebooks.
again, and ask students if they think they have improved. • Ask one or two students to read some of their sentences
to the class and check they are using the phrases correctly.
Warm-up 4
• Tell students you are going to read them the rules that • Read out the task and the example dialogue in the speech
people in a particular job have to follow, and they must bubbles.
guess the job. Read out each rule below in turn, allowing • Put students into pairs to compare their sentences and
time after each one for students to guess. discuss them. Encourage them to ask questions to find
Must learn to live in a very small space. out more information from their partner if they can.
Must wear the same thing every day.
Must exercise a lot. Optional activity
Must stay calm under pressure. A game to practise the vocabulary: Ask students to
Must be tied down to sleep. close their books, and put them into teams.
Must learn Russian.
Write the final word of each phrase on p33 on the board,
Must learn not to let go of things.
e.g. mistakes, wrong, etc.
Must love space.
Ask teams in turn to choose a word from the board and
• Elicit the answer (an astronaut). Ask Which rule do you think
give a correct sentence using make or do. If their sentence
would be the most difficult to follow?
is correct, give them a point and cross the word off the
 Vocabulary presentation interactive board. If their sentence is not correct, don’t correct it, but
move on to the next team. Continue until all the words
• An interactive task to present the vocabulary with audio.
are crossed off the board. See which team has the most
1  3.01 points.
• Read the task, then read out the first part of the first
conversation and point out the example answer.  Vocabulary practice PDF
• Ask students to complete the task individually and write • Mixed-ability 1–3-star tasks to practise the vocabulary.
the missing words in their notebooks.
Further practice
• Put students into pairs to compare their answers. Then Vocabulary, Workbook p18
play the audio for them to check their answers. Vocabulary, Essential Workbook pE10
• Check answers with the class. Vocabulary, Puzzles and games, Essential Workbook pE38
• Model and drill the pronunciation of the phrases if Vocabulary reference, Workbook p72
necessary. Vocabulary worksheets, TRB p20
ANSWERS
1 makes … noise
2 make mistakes
3 do … favour
4 make excuses
5 do … chores
T33 Unit 3

ce
3 Follow the rules
Unit 3 S33

S34 Unit 3

Learning Objective the question. Ask Is this discussion about facts, or about
Understand an article about mobile phones in schools opinions? Elicit that it is about opinions. Ask What do you
think you need to do in order to do this activity well? Elicit
some ideas, e.g. give your opinions, agree and disagree
An article with each other. Read out the example in the speech
Warm-up bubble and ask How can you respond if you agree with this
opinion? Elicit some different ways of agreeing, e.g. I agree
• Put students into groups. Ask them to write a list of rules with you. I think … Yes, you’re right. And also … Ask How
for a fun school. You could elicit or give a few examples
can you respond if you disagree? Elicit some different ways
first, e.g. Video games in every classroom. Free chocolate bars.
of disagreeing, e.g. I’m not sure about that. Yes, but on the
• Ask groups in turn to tell the class their ideas. The class other hand, … That’s true, but … Write these phrases on
could choose their favourite rules. the board for students to refer to. When students have
completed the activity, ask how well they managed to
1 Reading strategy
give their opinions, agree and disagree.
• Read out the title of the article and check that students
understand ban and allow.
• Read out the Reading strategy and explain that thinking
5 Your turn
about what you already know about a subject will help • Allow time for students to have their discussions.
you to understand a text, as you will already have some • Monitor while they are working, and notice how well they
useful ideas and vocabulary in your mind. express their opinions and agree and disagree.
• Put students into pairs and ask them to discuss reasons to • Ask some pairs to tell the class what ideas they agreed
allow and ban mobile phones in schools. about.
• For feedback, write the two headings Allow and Ban on • Give feedback on how well students gave their opinions,
the board. Elicit ideas from students to add under each agreed and disagreed.
one. Leave the notes on the board for students to refer to
later. Did you know?
• Ask students if they are surprised by the amount of time
2  3.02 that teenagers in the USA spend on screens.
• Tell students to read the text as you play the audio. • Ask if they think the figures would be similar in their
• Elicit which of the ideas on the board are mentioned. country and why or why not.
• Check that students understand bullying.
Optional activity
3 Write a comment: Point out that there is a note at the
• Ask students to read the article again and match each bottom of the article telling people to add their own
summary with a paragraph. comments. Put students into pairs and ask them to write a
• Check the answers. short comment on the ideas in the article. Ask pairs in turn
to read their comments to the class. As students listen,
ANSWERS ask them to put up their hand if they agree with each
a 2 b 3 c 1 comment. See which comments are the most popular.
4
• Ask students to read the sentences and choose the  Guided mediation interactive
correct options. • An interactive task to practise mediation.
• Allow students to compare their answers in pairs, then Further practice
check with the class. Elicit the part of the article which Reading an article, Workbook p22
confirms each answer. Reading, Essential Workbook pE12
ANSWERS Reading worksheet, TRB p58
1 a 2 b 3 b 4 c
Unit 3 T34

Grammar Early finishers
• Ask students to write similar sentences about things they
Learning Objective are allowed or not allowed to do.
Talk about permission using be allowed to, can and could ANSWERS
1 Are … allowed to call
2 ’m allowed to borrow
be allowed to, can and could
3 aren’t allowed to run
CONTINUOUS ASSESSMENT Learning intentions 4 Are … allowed to use
Learning objectives Read out the learning objective
and ask students in pairs to think about how these verbs
4
can be used to talk about rules. Elicit one or two ideas • Point out that in this exercise students must think about
about how each one can be used, but don’t confirm if whether each sentence is about the present or the past.
they are correct or not. At the end of the lesson, refer • Ask students to read the sentences and choose the
students back to the learning objective, and ask students correct options.
how confident they now feel about using these verbs to • Check answers with the class.
talk about rules.
ANSWERS
1 couldn’t 2 can 3 could 4 Could
Warm-up
• Ask What are the rules about mobile phones in your 5
school? Elicit the answer, then ask Do you agree with the • Read out the first set of prompts and the example answer.
rules? Why? / Why not? Discuss the question as a class, Point out to students that they should write sentences
encouraging as many students as possible to join in and that are true for them.
express their opinions. • Ask students to write the sentences in their notebooks.
• Put students into pairs to compare their sentences, then
check answers with the class. See which of the students’
• Presentation of be allowed to, can and could. sentences are similar and which are different.
1  3.03 ANSWERS
• Tell students to read Grammar in context while you 1 I’m (not) allowed to stay in bed late on Sundays.
play the audio, then read out the question and elicit the 2 I can / can’t stay out late on Saturday nights.
answer. 3 I’m (not) allowed to go for sleepovers at the weekend.
4 When I was a child, I could / couldn’t watch TV in the
ANSWER
morning before school.
They were more relaxed last year.
6 Your turn
2
• Ask students to write their four sentences individually.
• Go through the table as a class.
• Read out the examples in the speech bubbles and point
• Point out that the verb be can be in any tense in be out that when students compare their answers, they
allowed to, e.g. Now I’m allowed to … Last year, we were should ask questions to find out more.
allowed to …
• Put students into pairs to compare their sentences. Then
• Point out that can and could are modal verbs, so they ask pairs in turn to tell the class who has stricter parents.
don’t add -s in the he/she form, e.g. I can use my phone. He
can use his phone.  Grammar practice PDF
• Ask students to read the sentences and choose the • Mixed-ability 1–3-star tasks to practise using be allowed,
correct options to complete them. Check that they know can and could.
the meaning of permitted (allowed).
Further practice
Grammar: be allowed, can and could, Workbook p20
check with the class. Refer back to the table to explain the
answers.
ANSWERS Grammar reference & practice, Workbook p58
1 are 2 can’t 3 couldn’t 4 weren’t 5 can’t Grammar, Puzzles and games, Essential Workbook pE39
3 Mixed-ability worksheets, tests and resources available on
• Focus on the first sentence and read out the example Oxford Premium
answer.
• Ask students to copy the sentences and complete them
with the correct verb forms.
T35 Unit 3

Unit 3 S35

S36 Unit 3

• Play the audio and ask students to listen and compare
Learning Objective their ideas from exercise 3.
Talk about bullying • Ask students which of their ideas were mentioned.
Bullying • Ask students to read the sentences and try to answer from
memory if they are true or false.
Warm-up
• With books closed, play a game to introduce the word • Play the audio again for them to listen and check their
answers.
bullying. Write it as a gapped word on the board:
_ _ _ _ _ _ _ _. Tell students they must guess letters and • Check answers with the class, eliciting the correct form of
see who can guess the word first. Students guess letters. If the false sentences.
their guesses are correct, add the letters to the word. The ANSWERS
first student to guess the word is the winner. 1 true
• Once the word is complete, put students into pairs and 2 false (Students can call teachers by their first names.)
ask What does it mean? What examples can you think of? 3 true
Give students a few minutes to think of ideas, then discuss 4 false (Students aren’t allowed to play jokes on each other.)
their ideas as a class. 5 true
 Vocabulary presentation interactive 6 Your turn

• An interactive task to present the vocabulary with audio. • Read out the task and the example in the speech bubble.
Ask What ways can you think of to make a new student
1  3.04 welcome? Elicit a few ideas from the class, e.g. talk to
• Read out the first part of the poster, then read out the first them, sit with them at lunchtime, show them around the
sentence at the bottom of the poster and point out the school, etc.
example answer. • Allow students one or two minutes individually to think of
• Ask students to copy the sentences into their notebooks more ideas and make notes.
and complete them with the correct words and phrases. • Put students into pairs to discuss their ideas.
• Play the audio for students to listen and check their • Ask pairs in turn to tell the class their ideas, and discuss as
answers. a class which ideas would help a new student the most.
understand all the words and phrases. Model Optional activity
pronunciation of the difficult words, e.g. threaten Research: Ask students to look online and find the website
/ˈθretən/. of the Red Balloon Centres (redballoonlearner.org).
ANSWERS
Ask them to find information about the centres and if
1 fight with 2 threaten 3 tease 4 gossip about possible, read some stories by some of the students
5 play jokes on 6 ignore that have attended (redballoonlearner.org/testimonials).
Ask them to make notes on what they learn. In the next
2  3.05 lesson, put students into groups to compare what they
• Ask students to copy the conversations into their found. Discuss as a class what they learned and what they
notebooks and complete them with the correct form of thought about the centres.
the phrases in exercise 1. Point out that they may have to
change the form of the phrases to fit the sentences.  Vocabulary practice PDF
• Play the audio for students to listen and check their • Mixed-ability 1–3-star tasks to practise the vocabulary.
answers, then check answers with the class.
Further practice
ANSWERS Vocabulary, Workbook p19
1 played a joke on 2 fight with 3 teasing 4 ignore Vocabulary, Essential Workbook pE10
5 threatening 6 gossip about Vocabulary, Puzzles and games, Essential Workbook pE38
3
• Focus on the picture and read out the caption.
• Ask students to work individually to think of how Red
Balloon Centres might be different from normal schools.
• Put students into pairs to compare their ideas. Elicit a few
ideas from individual students.
POSSIBLE ANSWERS
smaller classes / more teachers, no bullies, more support,
psychological help, etc.
Unit 3 T36

Grammar Early finishers
• Ask students to write a pair of sentences about something
Learning Objective they don’t have to do, and something they mustn’t do.
Use modal verbs for obligation, prohibition and necessity ANSWERS
1 a mustn’t b doesn’t need to 2 a mustn’t
b don’t need to 3 a don’t need to b mustn’t
Modal verbs for obligation, prohibition
and necessity 4
Warm-up • Ask students to read the text and complete it with the
correct phrases.
• With books closed, ask students what they can remember
about the Red Balloon Centre.
check answers with the class. Refer back to the table to
• Ask What are the advantages of going to a Red Balloon explain the answers.
Centre? Put students into pairs to discuss some
advantages and make notes. ANSWERS
• Ask pairs in turn to tell the class their ideas. As they 1 must prepare for 2 need to check 3 mustn’t stay up
suggest ideas, rephrase them, if possible, using some of 4 don’t have to work
the modal verbs they are going to study, e.g. You can wear 5 Your turn
your own clothes. You don’t have to wear a uniform. Students
mustn’t bully each other, etc.
• Read out the task, then read out the example sentence
beginning and the example answers.
 Grammar animation • Ask students to copy and complete the sentences with
• Presentation of the form and use of modal verbs for their own ideas.
obligation, prohibition and necessity. • Put them into pairs to compare their sentences and
choose their favourites.
1  3.07 • For feedback, read out each sentence beginning in turn and
• Ask students to read Grammar in context while you play elicit a range of possible endings from different students.
the audio.
• Check the answer to the question. CONTINUOUS ASSESSMENT Feedback and intervention
Personal responsibility Remind students that they have
ANSWER
studied and practised the new grammar in the lesson, but
Students have to work hard and they mustn’t play jokes there may still be parts they are not sure about or are likely
on each other. to make mistakes with. Point out that this is different for
2 each individual, and it is up to them to use the resources
that are available in the Workbook Grammar reference &
• Go through the table as a class and check that students practice to make sure they understand everything.
understand all the modal verbs.
Suggest that they should note down any aspects of the
• Point out that have to, need to and must have a similar grammar that they are not sure about, then follow up and
meaning in the positive forms, e.g. They have to / need learn more about these for homework.
to / must wear a uniform. (= obligation). However, in the
negative forms, they have different meanings: They don’t
have to / don’t need to wear a uniform. (= no necessity), Optional activity
They mustn’t play jokes. (= not allowed / prohibition). Advice: Ask students in pairs to think of two problems
• Point out that confusing the two negative forms is that a student might have at school. When they are
a common error, so students should make sure they ready, put pairs together into groups of four. Ask them to
understand the difference. take turns to tell each other the problems and suggest
• Ask students to read the sentences and choose the solutions, using the modal verbs they have learned.
correct options. Monitor and help while they are working, and correct any
• Put students into pairs to compare their answers, then errors in a feedback session at the end.
ANSWERS  Grammar practice PDF
1 doesn’t have to 2 must 3 need to 4 can’t • Mixed-ability 1–3-star tasks to practise using modal verbs
5 have to for obligation, prohibition and necessity.
3 Further practice
Grammar: Modal verbs for obligation, prohibition and necessity,
• Read out the first pair of sentences and the example
Workbook p21
answers. For each sentence in the pair, ask Not necessary,
or not allowed?
• Ask students to copy the sentences and complete them. Grammar reference & practice, Workbook p58
• Put students into pairs to compare their answers, then Grammar, Puzzles and games, Essential Workbook pE39
check answers with the class. Grammar Practice: Active Learning Kit, Unit 3
Mixed-ability worksheets, tests and resources available on
Oxford Premium
T37 Unit 3

Unit 3 S37

S38 Unit 3

Communication Optional activity
Discussion: Ask Do you agree that rules are all about
Listening: A speech respect? What else can they be about? Elicit or point out that
rules might also be about safety, or following the law. Put
Learning Objective students into groups and ask them to think about the rules
Understand a speech they have to follow at their school and what they are for.
Ask groups in turn to tell the class which rules they
Warm-up discussed and what they agreed about them.
• Focus on the photo on p38 of the student giving a talk. POSSIBLE ANSWER
Ask Do you ever have to speak in front of the class? Elicit ‘We don’t drop litter in the school’ shows respect for
answers from individual students and encourage them to school property and the cleaning staff.
talk about their experiences.
• Ask What things do you have to think about when you give a
 Listening extension interactive
speech? Put students into pairs to discuss what things you
should think about when giving a speech (e.g. speaking • An interactive activity to provide further listening practice
loudly / slowly / clearly, looking up from notes, making or discussion.
eye contact with the audience, etc.). Further practice
• Discuss their ideas as a class, and introduce the idea that Listening, Workbook p23
you should think about who you are speaking to, e.g. Listening, Essential Workbook pE13
students, teachers, parents, as this will change what you
say and the way you speak. Speaking: Talk about and react to news
CONTINUOUS ASSESSMENT Learning intentions Learning Objective
Learning objectives Read out the learning objective and Talk about and react to news
remind students that focusing on each Listening strategy
in turn will gradually help them improve their overall
listening skills. Read out the Listening strategy (Identify
Warm-up
an audience) and explain that focusing on identifying the • Tell students about your week, e.g. I’m having a good week.
audience will help them achieve the learning objective of I’ve got all my work done on time, and I went to the cinema
understanding a speech. Return to the learning objective with some friends, which was fun.
when students have completed all the listening tasks and • Ask Are you having a good week? Put students into pairs
ask if they think they have improved. to discuss what things are going well or badly for them
this week.
1 Listening strategy  3.08 Audio script p129
• Read out the Listening strategy and explain that • Ask students to read the questions, then play the video.
understanding the audience of a speech is important
• Check the answer with the class.
because it helps you predict the kind of language and
topics you might hear. ANSWER
• Play the audio for students to listen and decide on the No, he didn’t. He’s been ill and his phone charger broke.
audience.
• Check answers with the class and discuss the clues that
• Ask students to read the sentences, then play the video again.
helped give them the answer.
ANSWER
Students (… we must follow those rules … teachers make ANSWERS
us follow that rule …, You are the one who has to pass 1 ill 2 hasn’t 3 the hockey trials 4 call Ben
your exams, etc.) 3 Speaking video script p129
2  3.08 Audio script p129 • Ask students to read the pieces of news, then play the
• Allow students time to read the questions and possible second part of the video.
answers. They could see how many they can answer from • Check answers with the class.
memory. ANSWERS
• Play the audio again for them to listen and choose the 1 d 2 a 3 c 4 b 5 e
correct answers.
• Check answers as a class, playing the audio again if 4 Speaking video script p129
necessary and pausing to confirm each answer. • Ask students to read the pieces of news again and try to
remember if Alex thinks each one is good or bad.
ANSWERS
1 c 2 c 3 a 4 b 5 c
• Play the video again for students to check.
ANSWERS
1 (d) good 2 (a) good 3 (c) good (he pretends it’s bad)
4 (b) bad 5 (e) good
Unit 3 T38

• Read out the information and phrases in the Speaking • Read out the situation, then ask students individually
strategy. Check that students understand how all to think of four pieces of news to tell their friend, and
the phrases are used, e.g. I bet you are! (= expressing make notes.
understanding), Oh dear! That’s awful (= expressing
sympathy), That’s awesome! (= expressing excitement). Let’s speak!
• Ask students to copy the dialogue and complete it with
the correct phrases.
Focus Ask students to read the model task. Point out that
• Play the audio for students to check their answers.
in this lesson, they have studied a lot of different aspects
• Check answers with the class. of speaking: they have learned phrases for reacting to
ANSWERS news, they have thought about intonation and they have
1 No, what’s happened? focused on showing interest. Point out to students that
2 Oh dear! That’s awful. if they try to focus on all these different aspects in the
3 That’s awesome! speaking task, they might end up not having a natural
4 What happened next? conversation. Ask students to think about all the different
5 I bet you are! things they have learned and decide what is realistic for
them to achieve in the speaking task. When they have
Optional activity finished the activity, allow students a little time to reflect
Before students practise the dialogue in pairs, play the on how well they did. If there is time, students could
audio again, pausing after each of the phrases in the practise again with a different partner and try to improve.
Speaking strategy. Ask students to notice the intonation.
Point out that we use falling intonation to express 10
disappointment or sympathy, and rising intonation to
• Students work in pairs to have conversations in which
show excitement or interest. Encourage students to use
they give and react to news.
suitable intonation when they practise the dialogue.
• Monitor while they are working and note down any
common mistakes that you hear. Correct these in a
6 feedback session at the end.
• Put students into pairs to practise the dialogue. If you
think students may struggle with the pronunciation,
Further practice
play the audio again first, pausing after difficult lines for
students to repeat.
7
• Read out the first sentence and elicit a suitable reaction or
question as an example.
• Ask students to read the remaining sentences and choose
a suitable reaction or question for each one.
• Check answers as a class, then ask students in pairs to
practise the sentences and reactions.
POSSIBLE ANSWERS
1 No, what’s happened?
2 That’s awesome!
3 Oh dear! That’s awful.
4 I bet you are!
5 What happened next?
8 Global skills
• To demonstrate, ask a confident student to read out one
of the sentences in exercise 7 again. Demonstrate looking
bored and not making eye contact. Ask Am I showing
interest? (no) Ask a different student to read out another
sentence from exercise 7 and demonstrate looking
interested and making eye contact. Ask Am I showing
interest? (yes).
• Put students into pairs. Ask them to take turns to read out
one of the sentences from exercise 7 again. Their partner
should demonstrate how they use body language and
eye contact to show interest.
T39 Unit 3

Unit 3 S39

S40 Unit 3

Writing Optional activity
Ask students to look at Sophia’s email again. Ask What
Learning Objective
makes it informal? Ask students in pairs to read the email
Write an informal email about school rules again and find examples of informal language.
Discuss their ideas as a class and make notes on the
An informal email board.
ANSWERS
Warm-up She uses contractions, not full forms (It’s, I’m).
• Ask What is an exchange student? Elicit that it is a student She uses informal words and expressions (have fun,
who visits a school in a different country and spends don’t worry).
some time there, to learn the language and experience She addresses Beatriz directly (I’m writing to tell you
the culture. about …).
• Ask Does your school organize exchanges with students in She uses informal punctuation, such as dashes and
other countries? If their school organizes exchanges, ask exclamation marks (It’s only three weeks until your visit –
who has been on one, and encourage them to talk about I’m so excited!).
their experiences. If no students have been on exchange She uses an informal greeting (Hi Beatriz) and ending
visits, ask Would you like to go to another country as an (See you soon).
exchange student? What do you think you would learn
about? Discuss the questions with the class.
Let’s write!
1
• Ask students to read the email and answer the question.  Language practice interactive
• Check the answer with the class. • An interactive task to practise writing informal emails.
ANSWER 5
Sophia is writing to tell Beatriz about the rules at her • Read out the task.
school. • Ask students to copy the table into their notebooks and
complete it to plan their email.
2
• Ask students to read the email again and decide if the • Encourage them to ask you for any vocabulary they need.
sentences are true or false. Remind them to correct the ANSWERS
false sentences. Students’ own answers.
6
• Remind students that they should use their ideas from
ANSWERS exercise 5, and they can use Sophia’s email as a model.
1 false (Beatriz is visiting Sophia.)
• Encourage them to use expressions of purpose, phrases with
2 true
do and make, vocabulary for bullying and the modal verbs
3 false (Students at Sophia’s school can’t have their
they have learned for obligation, prohibition and necessity.
phones out in class.)
4 true • Give them time to write their emails.
3 Writing strategy Early finishers

• Read out the Writing strategy and explain that expressions • Ask students to add more details to their email about
of purpose tell us why someone does something. other aspects of the visit, e.g. things they can do in their
town or city.
• Ask students to find the three expressions of purpose in
Sophia’s email. 7
• Check answers with the class. • When students have finished their emails, tell them to use
ANSWERS the checklist to check their writing.
Paragraph 1: to (I’m writing to tell you about), so that (so
that you know what to bring)
Paragraph 3: in order to (students must have a photo ID Use the model text Point out that students should not
card in order to get into school) copy the model text, but they should think about using the
paragraph plan, sentence structures and phrases that are
4 suitable for their task, as this will improve their writing and
• Ask students to match the sentence halves. make it more natural. When they have finished their emails,
encourage them to think about how they have used the
• Check answers with the class, and elicit the expression of
model to help improve their own writing.
purpose in each sentence.
1 c 2 d 3 a 4 b Writing, Workbook p23
Unit 3 T40

Watch 4 Watch video script p130
• Ask students to read the questions, then play the video
Learning Objective again for them to watch and answer the questions.
Understand a video about rules at home and at school • Put students into pairs to compare their answers, then
discuss the questions as a class.
Rules at home and at school
ANSWERS
Before you watch
Warm-up After you watch
• Ask Where are the rules stricter for you: at school or at home? 5
Why? Put students into pairs to discuss the question,
referring to their own experiences.
answers individually.
• Ask pairs in turn to tell the class their ideas. Find out if
• Put them into pairs to discuss the questions.
overall students feel that the rules at home or at school
are stricter for them. • For feedback, read out each question in turn, and ask pairs
of students what they discussed and what they agreed
1 on. If students disagree about the questions, encourage
• Read through the list of activities with the class and check them to engage with each other and give reasons and
that students understand them all. examples to support their opinions.
• Students work in pairs to discuss which of the activities ANSWERS
they do, and which they would like to do. Remind them to Students’ own answers.
give reasons in their discussions.
• Read out each activity in turn and find out with a show of
practise the skill of mediating information from their own
hands who already does it, and who would like to.
language into English. Point out that the information
they find online may be quite detailed, so they will have
While you watch to simplify it in order to express it in English. Encourage
2 Watch video script p130 them to make notes, and then use their notes to tell their
partner what they learned.
• Ask students to read through the topics.
• Play the video, then check the answers as a class.
6 Mediation
ANSWERS
• If you have access to the internet in class, do this now. If
1 b 2 a 3 c
not, set it for homework.
International English • Set a time limit for students to do their research, and
Remind students that American English and British encourage them not to get too involved in the details.
English have some differences in vocabulary. Read out • Remind students they can do their research in their own
the information in the box and point out that some of the language.
speakers use American English. Ask students if they know • Give students time to make notes in their own language,
of any other American English words. then think about how to express the ideas in English. Help
3 Watch video script p130 • Put students into pairs to tell each other what they
• Ask students to read the sentences and try to answer from learned.
memory if they are true or false. • Discuss with the class what students found challenging
• Play the video again so that students can complete the about the task.
exercise and check their answers. Ask stronger classes to
Optional activity
correct the false sentences.
Rules for parents: Put students into groups. Ask them
to think of rules that all parents should follow in the
ANSWERS home. Ask them to think of as many ideas as they can,
1 true then choose the five rules that they think are the most
2 false (Ava is allowed to go on sleepovers.) important.
3 true Ask groups in turn to tell the class their ideas. Note down
4 true their rules on the board. The class could vote for their top
5 false (Ava thinks her chores are fair.) five rules for parents.
6 true
7 false (Jack thinks his school is fair.)
8 true
topic of the video.
T41 Unit 3

Unit 3 S41

ce
S42 Unit 4

ce
4 Getting along
think the people are? Where are they? What are they doing?
Unit Objectives
Do they look happy? Why do you think they are laughing?
Talk about friendship and emotions Elicit that the photo shows a group of friends.
Read about celebrating friendship • Ask What things do you do with your friends? Elicit answers
Apologize and accept apologies from individual students.
Write a description of a friendship
1 Unit opener video script p130
• Tell students that they’re going to watch a video about
Unit summary technology and friendship.
Vocabulary • Check the answer as a class.
Friendship: verbs: fall out, get along, get to know ANSWERS
(someone), hang out, have an argument, make up, meet up, The problems mentioned are: people having arguments /
miss (someone) falling out because of something that happened online;
Showing emotion: verbs: blush, cry, frown, hug, laugh, sharing too much information on social media.
scream, shout, stare
Grammar • Ask students to read the sentences before they watch
Present perfect: just, already and yet: I’ve just seen Jack. again. Check they understand all the words, e.g.
I’ve already spoken to Mia about it. I haven’t decided on a connected to.
date yet. Have you spoken to Magda yet? • Ask them to choose the correct answers that they can
used to: I used to have arguments with my brothers. remember.
We didn’t use to get along. Did you use to fall out a lot? • Play the video for them to check and complete their
answers, then check answers with the class.
Key phrases
ANSWERS
Apologize and accept apologies: 1 more often 2 more 3 Many
Apologizing: I’m really sorry that …
I’m sorry … 3
I apologize for … • Read out the question, then allow students a few minutes
to think about their answers and make notes. Read out
It was all my fault.
the example answer in the speech bubble, and point out
It was an accident. to students that we use the present perfect to talk about
Other uses of sorry: Sorry, do you mind if … ? our experiences.
Sorry, what did you say? • Put them into pairs and give them a few minutes to
Sorry, can I come past? discuss their ideas.
Accepting apologies: Don’t worry. • For feedback, ask pairs to tell the class which things from
That’s alright. the video they have both done.
No problem.
MEDIATION Tell students they are going to practise the
Never mind. skill of mediating information from English into their
Making a promise: It won’t happen again. own language. Point out that mediating for someone
I’ll be more careful next time. who doesn’t speak a language is an important task. Ask
Next time, I’ll remember to … What do you need to think about when you are mediating?
Elicit ideas from the class and make a list on the board,
Language point e.g. include the most important points, explain the
Describe similarities and differences: Similarities: information as accurately as you can, don’t add your own
(be) like …, (be) similar to … Differences: Unlike me / her / opinion. Ask students to think about these things when
them …, (be) not as (adjective) as …, (be) completely they do the mediation task.
different from / to …
4 Mediation
• Tell students they need to write three things from the
On Track Video video in their own language.
• Allow them time to write their ideas, then put them into
Warm-up pairs to compare.
• Ask students to look at the photo. Ask questions to elicit • Ask students what they found difficult about the task. As a
what it shows and what is happening, e.g. Who do you class, discuss ways around the difficulties.
Unit 4 T42

ce
Vocabulary 3
• Read out the example sentence and answer.
Learning Objective • Ask students to complete the task individually, then put
Talk about friendship them into pairs to compare their answers.
Friendship: verbs POSSIBLE ANSWERS
1 Yusuf and Padma fell out, but now they’re friends again. /
CONTINUOUS ASSESSMENT Learning intentions Yusuf and Padma stopped talking to each other, but now
Learning objectives At the start of the lesson, write the they’ve made up (with each other).
learning objective on the board. Ask students how well 2 Miko and Mayumi get along (well) (with each other).
they think they can talk about friendship. To help them 3 Jo and Ben hang out (together) (a lot).
do this, write + and – signs on the board. Ask students in 4 Ryan and Ashley got to know each other at Judo club.
pairs to think about positive and negative things about 5 Kattalin and Petri had an argument / fell out.
friends, and see how well they can talk about them. Elicit
a few ideas from the class. At the end of the lesson, write 4
the + and – signs on the board again and ask students • Explain that in this task, students only need to add the
how they can now use the new vocabulary to talk about past simple form of the verb, not the second part of each
friendship. phrasal verb or phrase.
• Students copy the sentences and complete them with the
Warm-up correct verb forms.
• Write on the board: A friend is someone who … Ask • Check answers with the class.
students to complete the sentence with their own ideas. ANSWERS
Put students into small groups to compare their ideas and 1 had 2 met 3 got 4 hung 5 fell 6 got
choose one sentence that they all agree with. Ask groups 7 made
in turn to read their chosen sentence to the class.
5 Your turn
• Read out the questions and the example answers.
• An interactive task to present the vocabulary with pictures • Allow students time to think about the questions and
and audio.
prepare their ideas individually. Then put them into pairs
1  4.01 to discuss. Remind them to listen carefully to their partner
and respond to what they say.
• Read the task, then read out the first definition and the
example answer. • Discuss with the class the places where students hang out
with their friends, and why.
• Put students into pairs to compare their answers. Then  Vocabulary practice PDF
play the audio for them to check their answers. • Mixed-ability 1–3-star tasks to practise the vocabulary.
Further practice
1 meet up 2 have an argument 3 fall out Vocabulary, Essential Workbook pE14
4 get to know (someone) 5 miss (someone) Vocabulary, Puzzles and games, Essential Workbook pE40
6 make up 7 hang out 8 get along Vocabulary reference, Workbook p73
Vocabulary worksheets, TRB p26
2  4.02
• Read out the first two sentences of the story and point
out the example answer. Point out that because it is a
story, the verbs are in the past simple, so students will
need to change the verb forms in their answers.
them into pairs to compare their answers.
ANSWERS
1 got along 2 met up 3 hung out 4 had an argument
5 fell out 6 missed 7 made up
Did you know?

• Read out the information in the Did you know? box. Ask Do
you find these facts surprising? Why? How long do you think
it takes to become friends and best friends? Put students into
pairs to discuss, then share their ideas as a class.
T43 Unit 4

ce
4 Getting along
Unit 4 S43

S44 Unit 4

Learning Objective the task. Point out that students have to think of three
Understand an online article about friendship different ways to celebrate. Read out the example answer,
then say I would like to celebrate by going to the beach with
my friend. I would also like to celebrate by going to a theme
An online article park with my friend. Ask How can you improve this answer?
Warm-up Elicit that you can change the language you use, e.g.
I think it would be fun to go to … I think a theme park would
• Ask How do people show their friends that they care about be a great place to go because … Encourage students to
them? Discuss the question as a class. Ask more questions
be ambitious and think about how they can use different
if necessary to prompt students, e.g. What about presents?
language in their answers, and set themselves some
What about birthdays? What about when they are ill? What
goals for the activity. When students have completed the
about when they have problems? Encourage as many
activity, ask how well they managed to achieve their goals.
students as possible to join in and express their opinions.
1 Reading strategy 4 Your turn

• Read out the Reading strategy and ask students if they • Allow time for students to think about their ideas and
have practised skimming before. Explain to students that think about the language they can use. Then put them
they probably skim texts naturally in their own language, into pairs.
when they want to find out quickly what they are about. • Monitor while they are working, then ask pairs to tell the
Point out that skimming English texts is a very useful skill class some of their best ideas.
because it means they can quickly get an idea of what
the text is about and they can also find the answers to Optional activity
comprehension questions more quickly. A message: Ask students to write a text message inviting
• Read out the three different topics, then ask students to a friend to visit a place with them for Friendship Day. Tell
skim the online article quickly. You could set a time limit of them they should say where they want to go, and why.
one or two minutes, to encourage them to read quickly. When students have finished, they can swap messages in
• Check the answer with the class. pairs and write a reply.
ANSWER
b  Guided mediation interactive
• An interactive task to practise mediation.
2  4.03
• Ask students to read the sentences, then play the audio Further practice
Reading an online article, Workbook p28
and ask students to read the text as they listen.
• Students then decide if the sentences are true or false. Reading worksheet, TRB p59
Remind them to correct the false sentences.
• Check answers with the class, eliciting the part of the
article which confirms each answer.
ANSWERS
1 false (It started in 2011.)
2 false (It is celebrated on different dates in different
countries.)
3 true
4 true
3
• Read out the task. Point out to students that they can
use the information they already have about the article
to decide in which part of the article they can find each
piece of information they need. They can then read that
part carefully to find the answers.
• Ask students to read the article again and choose the
correct answers.
• Check the answers.
ANSWERS
1 b 2 a 3 c 4 c
Unit 4 T44

Grammar 3
• Focus on the first sentence and read out the example
Learning Objective answer. Elicit or remind students that this is a negative
Talk about things that have happened using the present sentence, so the answer must be yet.
perfect: just, already and yet • Ask students to read the sentences and add the correct
time expression to each one.
Present perfect: just, already and yet Early finishers
• Ask students to rewrite some of the sentences with the
time expression they didn’t use, e.g. I’ve already decided
Learning objectives Read out the learning objective and
what to buy Ella for her birthday.
write a simple present perfect sentence on the board, e.g.
I’ve played that video game. Ask students in pairs if they can ANSWERS
rewrite the sentence using just, already or yet. Elicit ideas 1 I’ve just had an argument with my best friend.
from pairs of students and use it as an opportunity to see 2 Have you seen your friends yet this morning?
how familiar students are with the language. Tell students 3 Tom misses Kiara, but they haven’t made up yet.
to keep their sentences and look at them again at the end 4 I’ve already given friendship bracelets to four different
of the lesson, to see what they have learned. friends today.
4
Warm-up
• Ask students to copy and complete the sentences with
• With books closed, revise the friendship vocabulary from just, already or yet in their notebooks.
earlier in the unit. Write on the board the verbs from p43,
but not the second part of each phrase or phrasal verb.
Put students into teams and ask them to each choose a
‘runner’. Point to each of the verbs on the board in turn. ANSWERS
Teams race to write a correct sentence about friendship 1 already 2 just 3 yet, already 4 just
using the verb, then the runner brings it to you. The first
team to produce a correct sentence gets a point. Read out 5
their sentence and check that students understand the • Read out the first set of prompts and the example answer.
phrasal verb or phrase. • Ask students to write the sentences in their notebooks.
• Put students into pairs to compare their sentences, then
 Grammar animation check answers with the class.
• Presentation of the form and use of the present perfect
ANSWERS
with just, already and yet.
1 We’ve just seen Scarlet at the new pizza restaurant.
1  4.04 2 Joe and Freddie have already fallen out three times this
• Tell students to read Grammar in context while you year.
play the audio, then read out the question and elicit the 3 Have your parents met your new friend yet?
answer. 4 Danny has just met up with his best friend.
5 Nasrin has already done her homework.
ANSWER
They’re going to go to a new pizza restaurant (with 6 Your turn
friends). • Ask students to write their three true and three false
sentences individually.
2
• Put students into pairs to read their sentences to each
• Go through the table as a class. other and guess the false ones.
• Remind students that we use the past participle to form • Ask who managed to guess all their partner’s sentences
the present perfect. Remind them that for regular verbs,
correctly.
the past participle is the same as the past simple, but for
irregular verbs it can be the same or it can be different.  Grammar practice PDF
• Point out that we only use just and already in affirmative • Mixed-ability 1–3-star tasks to practise the use of the
sentences, NOT in negative sentences: I haven’t already present perfect with just, already and yet.
been to that restaurant. Point out that we only use yet in
negative sentences and questions, NOT in affirmative Further practice
sentences: I’ve spoken to him yet. Grammar: Present perfect: just, already and yet, Workbook p26
• Point out also that we use just and already between have
and the main verb: I’ve just / already seen him. However, we
use yet at the end: I haven’t seen him yet.
• Ask students to copy the sentences into their notebooks Grammar Practice: Active Learning Kit, Unit 4
and complete them with the correct form of the present Mixed-ability worksheets, tests and resources available on
perfect of have. Oxford Premium
ANSWERS
1 Has, has 2 haven’t 3 has 4 hasn’t
T45 Unit 4

Unit 4 S45

S46 Unit 4

Vocabulary ANSWERS
1 true
Learning Objective 2 false (He doesn’t care.)
3 true
Talk about showing emotion
4 true
5 false (They’ve got a really close relationship.)
Showing emotion: verbs 6 true
Warm-up 5  4.07
• With books closed, mime an emotion, e.g. crying, and • Ask students to copy the sentences into their notebooks
ask How am I feeling? (sad) Repeat this with the emotions and complete them with the correct phrases.
happy and angry. • Play the audio for them to check their answers.
• Put students into pairs and give them two minutes to • Check answers with the class. As you read out each
think of as many more adjectives for feelings as they can. completed sentence, elicit how to say the phrase in the
• When time is up, bring all the adjectives together on the students’ own language.
board and check that students understand them all. ANSWERS
1 close in age, little brother
2 only child, like a sister
• An interactive task to present the vocabulary with audio. 3 close, fall out
1  4.05 6 Your turn
• Read out the first definition and the example answer. • Read out the task, then read out the first question and the
• Ask students to complete the matching task individually, example dialogue in the speech bubbles.
then put them into pairs to compare their answers. • Put students into pairs to ask and answer the questions.
• Play the audio for students to listen and check their Encourage them to ask questions to find out more about
answers. their partner’s answers, e.g. Who are the actors? Do you
• Check answers with the class, and check that students watch it on your phone?
understand all the words. Model and drill pronunciation of • Ask some students to tell the class something they
the difficult words, e.g. laugh /lɑːf/. learned about their partner.
ANSWERS
1 shout 2 cry 3 laugh 4 hug 5 scream 6 stare Optional activity
7 frown 8 blush Refer students back to the questions in exercise 3. Put
students into pairs to ask and answer the questions.
2 Challenge them in their discussions to use as many verbs
• Ask students to read the questions and choose the best and phrases from this lesson as possible. Monitor and help
verbs. while students are working, then get feedback on which
• Check answers with the class, then ask students to read words and phrases they managed to use.
the questions again and think about their own answers.
• Put students into pairs to ask and answer the questions,  Vocabulary practice PDF
then get feedback from pairs on which of their answers • Mixed-ability 1–3-star tasks to practise the vocabulary.
were similar.
Further practice
1 laugh 2 cry 3 stare 4 scream 5 shouted Vocabulary, Essential Workbook pE14
6 blush Vocabulary, Puzzles and games, Essential Workbook pE40
• Play the audio and ask students to listen and decide
which question they are answering.
ANSWER
c

• Ask students to read the sentences and try to answer from
memory if they are true or false. Remind them to correct
• Play the audio again for them to check and complete their
answers.
Unit 4 T46

Learning Objective
Early finishers
Talk about things in the past using used to
• Ask students to write similar sentences about themselves,
using used to.
used to ANSWERS
1 used to laugh 2 didn’t use to get along 3 used to do
Warm-up
4 didn’t use to worry 5 used to live
• With books closed, ask How have you changed from
when you were younger? Tell students some things about 4
yourself in the past and now, e.g. When I was younger, I • Read out the first set of prompts and the example
used to love playing video games, but I don’t really play now. questions.
• Put students into pairs and ask them to tell their partner • Ask students to write the questions individually.
three things about themselves when they were younger
• Put them into pairs to compare their questions, then
that have now changed.
check as a class.
• Ask some students to tell the class something about their
partner that has changed. ANSWERS
1 Did you use to go to a different school?
 Grammar animation 2 What classes did you use to enjoy?
• Presentation of the form and use of used to. 3 What did you use to watch on TV?
4 Did you use to have a favourite toy?
1  4.08 5 Where did you use to go on holiday?
• Read out the questions, then ask students to read 6 What did you use to do at the weekends?
Grammar in context while you play the audio.
5 Your turn
• Check the answer to the questions.
• Read out the task, then read out the example dialogue in
ANSWER the speech bubbles.
No – Reuben used to shout at his little brother a lot, • You could drill a few of the questions in exercise 4, to help
because he borrowed Reuben’s things without asking. with fluency.
Stop • Put students into pairs to ask and answer the questions.
• Read out the information in the Stop box. Use a simple Tell them they should listen carefully to their partner’s
pair of sentences to point out the difference between answers.
used to and the past simple and also the overlap: • Ask individual students to tell the class something their
I used to shout at him a lot. (= something that happened partner used to do.
regularly in the past)
I shouted at him a lot. (= something that happened
Focus on detail Tell students that the meaning of used
regularly or just once in the past)
to to talk about past habits is fairly easy to understand, but
2 the form is quite tricky, with the change of spelling in the
• Go through the table with the class. negative and question forms (I didn’t use to … Did you use
to … ?). Point out that it is important to remember that we
• Point out the change in form of used to in the negative don’t use used to for something that only happened once
and question forms, but explain that used to and use to are
(I used to see Jack yesterday.). Tell students that they should
pronounced in a similar way /ˈjuːs tə/.
use the Grammar reference & practice in the Workbook to
• Ask students to copy the sentences into their notebooks make sure they understand all the details of the form and
and complete them. use of used to.
Early finishers • Mixed-ability 1–3-star tasks to practise using used to.
• Ask students to think of other things that people used to Further practice
do or believe in the past and write sentences about them. Grammar: used to, Workbook p27
ANSWERS Grammar, Essential Workbook pE15
1 used to say 2 used to leave 3 use to have Language summary, Student’s Book p101
4 use to drive Grammar reference & practice, Workbook p60
3 Grammar Practice: Active Learning Kit, Unit 4
• Read out the first sentence and the example answer. Mixed-ability worksheets, tests and resources available on
• Ask students to read the remaining sentences and write Oxford Premium
the correct verb forms and used to / didn’t use to in their
notebooks.
T47 Unit 4

Unit 4 S47

S48 Unit 4

Communication any of the words they read in the exercise, not just the
answers.
Listening: Conversations • Check answers with the class.
ANSWERS
Learning Objective kind, friendly, rude, relaxed, confused, unreliable, bored
Understand conversations
Warm-up • An interactive activity to provide further listening practice
or discussion.
• Play a game to introduce the idea of antonyms. Teach the
idea of opposite meanings by saying a pair of adjectives Further practice
with opposite meanings, e.g. good / bad. Listening, Workbook p29
• Put students into teams and call out the adjectives below Listening, Essential Workbook pE17
in turn. Students race to call out an adjective with an
opposite meaning: big (small), old (new / young), tall Speaking: Apologize and accept
(short), cheap (expensive), dark (light), late (early), happy apologies
(sad), exciting (boring).
Learning Objective
Apologize and accept apologies
• Focus on the photo and ask Who are the people? What’s the
problem? Elicit that the photo shows two friends who are
Warm-up
not getting along.
• Put students into pairs. Tell them you are going to say
• Read out the task and the three sentences.
some situations and they should decide for each one if
• Play the audio for students to listen and complete the they would apologize or not.
matching task in their notebooks.
• Read out these situations and questions:
• Check answers with the class. 1 Someone else bumps into you. Do you apologize?
ANSWERS 2 It’s raining, so you can’t play tennis with your friend. Do you
a 2 b 3 c 1 apologize to him/her?
3 You arrive late at a friend’s house because your bus was
2  4.09 Audio script p131 delayed. Do you apologize?
• Allow students time to read the sentences and try to 4 In a restaurant, your pizza is cold. Do you apologize to the
answer from memory if they are true or false. waiter when you complain?
• Play the audio again for them to listen and complete the • Elicit students’ answers, then point out that British people
task. Remind them to correct the false sentences. are known for apologizing a lot, and would probably
• Check answers as a class, playing the audio again if apologize in all these situations.
necessary and pausing to confirm each answer. • Tell students they are going to practise apologizing.
1 false (They are very different.)
2 true
• Ask students to read the sentences and possible answers,
then play the video.
3 false (Simon apologized to Danny.)
4 true • Check answers with the class.
5 false (He doesn’t want to be her friend anymore.) ANSWERS
1 eight 2 film
3 Listening strategy
• Read out the Listening strategy and explain that 2 Speaking video script p131
recognizing antonyms can help you to decide if sentences • Ask students to read the questions, then play the video for
are true or false. Refer students back to the first sentence students to watch and answer the questions.
in exercise 2 (Agata and Ines are very similar.) and remind • Check answers with the class.
students of what the boy says in the conversation (They’re
so different.). Point out that similar and different are ANSWERS
antonyms, so the sentence must be false. 1 Clara’s science book
2 his tennis kit
• Ask students to match the antonyms individually, then put
3 yes
them into pairs to compare.
• Check the answers with the class, and check that students 3 Speaking strategy
understand all the adjectives. • Read out the information and phrases in the Speaking
ANSWERS strategy. Check that students understand all the phrases.
1 unkind 2 unfriendly 3 rude 4 stressed • Discuss with the class how they say these things in their
5 confused 6 unreliable 7 bored language.
4  4.09 Audio script p131 ANSWERS

• Play the audio for students to listen and note down the
words from exercise 3 that they hear. Tell them to note
Unit 4 T48

4 Speaking video script p131 9
• Ask students to copy the gapped sentences into their • Demonstrate the first conversation with a confident
notebooks. student. With weaker classes, you could demonstrate all
• Play the second part of the video again and ask them to the conversations with the class before students work in
complete the sentences. pairs.
• Check answers with the class. • Students then work in pairs to have the conversations.
ANSWERS
1 Alex 2 Alex 3 The teacher 4 Clara
feedback session at the end.
5 the tennis coach 6 Ben 7 Clara’s mum
Further practice
5  4.10 Real Talk: Active Learning Kit, Unit 4
• Ask students to copy the dialogue into their notebooks
and complete it with the correct words.
ANSWERS
1 about 2 worry 3 accident 4 fault 5 apologize
6 problem
6 Global skills
• Put students into pairs to find the examples of sorry in the
dialogue in exercise 5 and decide on the meanings.
• Check the answers, and discuss with the class which uses
are the same or different in their language.
ANSWERS
trying to get past, asking someone to repeat what they
said, apologizing for something you did wrong
7
• Play the audio from exercise 5 again, pausing after the
phrases for apologizing and accepting apologies. Get
students to repeat the phrases, copying the pronunciation
and intonation in the audio.
• Students then practise the dialogue in pairs.
8
• Read out the first situation and elicit what you might say,
e.g. I’m really sorry, but I’ve forgotten my guitar. I’ll remember
it next time.
• Ask students to think about the situations and make notes
individually, then discuss each situation with the class and
elicit what people might say.
Let’s speak!
Role plays Ask students to read the speaking task and
point out that it is a role play, so they have to pretend
to be different people, e.g. a music teacher, someone in
a bus queue, etc. Ask Is it difficult to do role plays? Why?
Discuss what students might find difficult about role plays,
e.g. feeling self-conscious or embarrassed. Ask students to
think about their own success criteria for this activity – is
it just to use the language and phrases correctly, or make
the dialogues realistic by adding feelings and ‘acting’ the
parts? When they have finished the activity, allow students
a little time to reflect on how well they did. If there is time,
students could practise again with a different partner and
try to improve.
T49 Unit 4

Unit 4 S49

S50 Unit 4

Writing funnier than me. / She’s more cheerful than me. / He isn’t
as hard-working as me. / She’s less easy-going than me.
Learning Objective Encourage students to use at least one comparative when
Write a description of a friendship they write their descriptions, as well as the phrases for
describing similarities and differences.
A description of a friendship
Let’s write!
Warm-up
• Write on the board: My friends are … My friends like …  Language practice interactive
• Give some examples of the kinds of qualities that your • An interactive task to practise describing similarities and
friends have, e.g. My friends are cheerful, funny and kind. differences.
My friends like films and sports.
5
• Ask students individually to complete the sentence about
their friends. • Read out the task.
• Read out each sentence beginning again in turn and elicit • Ask students to copy the table into their notebooks and
some of the answers students have written. Add them to complete it to plan their description – or, if time is short,
the board. they could add a third column to the table they copied for
exercise 2.
• See which qualities in a friend are the most popular with
the class. • Encourage them to ask you for any vocabulary they need.
ANSWERS
1 Students’ own answers.
• Ask students to read the description and answer the
question. 6
• Check the answer with the class. • Remind students that they should use their ideas from
exercise 5, and they can use Rico’s description as a model.
ANSWER
Their personalities are similar. Their ability to play video • Encourage them to use phrases for describing similarities
games is different. and differences, and also comparatives. Remind them also
to use used to and the present perfect with just, already
2 and yet, and vocabulary from the unit for friendship and
• Ask students to copy the table into their notebooks, then showing emotions.
read the description again and complete it. • Give students time to write their descriptions.
• Put students into pairs to compare their answers, then Early finishers
• Ask them to add another paragraph to their description
• Point out that the questions in the table match the three
about something exciting they did with their friend.
paragraphs of Rico’s description. Tell students they should
use a similar paragraph structure when they write their 7
own description. • When students have finished their descriptions, tell them
ANSWERS to use the checklist to check their writing.
1 primary 2 personalities 3 easy-going 4 tease
3 Writing strategy Spell-checking Point out to students that English
• Read out the Writing strategy and the phrases. spelling is notoriously difficult because it is not regular,
• Ask students to find two sentences in Rico’s description and the same sound can be written in different ways.
with phrases for describing similarities and differences. Ask Which words do you find difficult to spell? Elicit a few
examples of words that students might find difficult, e.g.
friend, school, laugh, their / there. Ask How can you improve
ANSWERS your spelling? Elicit a few ideas, e.g. keeping a list of words
Paragraph 2: We’re similar to each other … you often make mistakes with, practising difficult words,
Paragraph 3: Unlike me, Aziz is really good at video games. etc. Suggest to students that when they get marked
written work back from you, they should look at the
4 number of spelling mistakes they have made and set
• Ask students to copy the sentences and complete them. themselves a target for reducing the number, for example,
• Check answers with the class. by focusing on words they often make mistakes with.
ANSWERS
Over time, they should be able to improve and reduce the
1 as 2 similar 3 Unlike 4 like number of mistakes they make.
Optional activity Further practice

Point out that sentence 1 in exercise 4 uses comparative Writing, Workbook p29
structures: better than / not as good as. Briefly remind Writing, Essential Workbook pE17
students of the rules for using comparatives, e.g. He’s Writing worksheet, TRB p67
Unit 4 T50

Watch After you watch
Understand a video about a long relationship • Ask students to read the questions and think about their
Milton and Phyllis • Put them into pairs to discuss the questions.
• For feedback, read out each question and ask pairs of
Before you watch students what they discussed, and what they agreed on.
If students disagree, encourage them to give reasons and
Warm-up examples to support their opinions.
• Ask What do you know about your parents’ and
ANSWERS
grandparents’ lives when they were young? Did they go to
university? What jobs did they do? Did they travel?
• Put students into pairs to talk about their families. MEDIATION Tell students that in exercise 7 they will
• Ask if any students have interesting stories to tell about practise the skill of mediating information from their own
their parents or grandparents, and encourage them to language into English. Point out that the information
share the stories with the class. they find online may be quite detailed, so they will have
to simplify it in order to express it in English. Encourage
1 them to make notes, and then use their notes to tell their
• Students could work in pairs to look at the photos and partner what they learned.
discuss the questions.
• Discuss the answers with the class. 7 Mediation
POSSIBLE ANSWERS • If you have access to the internet in class, do this now. If
1 the woman not, set it for homework.
2 D, B, A, C. The woman is young in photo D, and the • Set a time limit for students to do their research, and
other pictures show later times in her life. Photos B and encourage them not to get too involved in the details.
D are in black and white, so they are older. • Remind students they can do their research in their own
3 They are married. language.
2 • Give students time to make notes in their own language,
then think about how to express the ideas in English. Help
• Read out the task and ask students if they have any old
photographs of their families. Students discuss in pairs.
• Discuss the answers with the class.
learned.
While you watch • Discuss with the class what students found challenging
about the task.
3
Optional activity
• Ask students to read through the topics before you play
the preview video. Explain the meaning of preview. Celebrity matchmaking: Teach the word matchmaking
and tell students they are going to match some celebrities
• Play the preview video, but don’t check answers just yet.
and decide if they would form successful couples.
4 Watch video script p132 Ask students individually to think of a celebrity and write
• Play the main video so that students can check their a profile of them for a dating website, giving a description
answers to exercise 3. of their personality and qualities. Encourage them to use
their imagination and not make their profile too serious!
• Check the answers with the class.
Ask them to choose a variety of ages and professions.
ANSWERS Then put students into groups of at least four. Ask them
1 b 2 c 3 a 4 d 5 e to look at all the profiles in their group and discuss which
5 Watch video script p132 two people would work best as a couple, and why. Ask
groups in turn to tell the class their ideas. The class could
• Ask students to read the questions and try to answer from vote for the best celebrity couple.
• Play the main video again so that students can complete
the exercise.  Video extension interactive
• Put students into pairs to compare their answers, then • An interactive task for students to further practise the
discuss the questions as a class, encouraging students to topic of the video.
join in and express their opinions. Ask stronger classes to
correct the false sentences.
ANSWERS
1 true 2 false (They both had sisters.) 3 false (It was
before.) 4 true 5 false (She was 49 when she started. /
She was 55 when she finished.) 6 true
T51 Unit 4

Unit 4 S51


Review | Units 3–4 Showing emotion: verbs (p46)
4
Vocabulary • Remind students of the verbs for showing emotion they
learned in Unit 4.
Phrases with do or make (p33) • Focus on the first picture and point out the example
answer.
1
• Students look at the remaining pictures and match the
• Remind students of the phrases with do and make they correct verb to each one.
learned in Unit 3.
• Read out the example sentence and answer.
ANSWERS
1 frown
and complete them with the correct form of do or make
2 stare
and the words in the box.
3 laugh
• Check answers with the class. 4 hug
ANSWERS 5 shout
1 do some chores 6 blush
2 did my best 7 cry
3 do me a favour
4 do something wrong
5 make excuses
6 made a mess
7 make mistakes
8 make notes
9 did some research
10 made the rules
Bullying (p36)
2
• Remind students of the vocabulary for bullying they
learned in Unit 3.
• Point out the example answer, then ask students to
complete the matching task.
• Check answers as a class, and check that students
understand all the phrases.
ANSWERS
1 c 2 b 3 f 4 a 5 e 6 d
Friendship: verbs (p43)

3
• Remind students of the friendship verbs they learned in
Unit 4.
• Tell them to read the story and write the correct answers
1–8 in their notebooks.
understand all the verbs.
ANSWERS
1 got to know
2 got along
3 hanging out
4 had an argument
5 fell out
6 missed
7 meet up
8 make up

ce
Grammar used to (p47)
8
be allowed to, can and could (p35)
• Remind students of the use of used to they learned in
5 Unit 4.
• Remind students of the uses for be allowed to, can and • Ask What changes in the negative and question forms? (used
could for permission that they learned in Unit 3. Say We’re to becomes didn’t use to / Did … use to … ?).
allowed to use our phones / We can use our phones – same • Read out the first sentence and the example answer.
meaning? (yes) I wasn’t allowed to see my friends / I couldn’t • Ask students to write the sentences in their notebooks.
see my friends – same meaning? (yes). • Check answers with the class.
• Read out the first sentence and the example answer.
ANSWERS
• Ask students to rewrite the sentences in their notebooks.
1 Did … use to get along
• Check answers with the class. 2 didn’t use to do chores
ANSWERS 3 used to have
1 Could you sleep over at your friend’s house 4 didn’t use to cry
2 Can you use mobile phones
3 aren’t allowed to stay up late the night before a big Get on track
game
4 I couldn’t make a lot of noise in the house 9
• Point out that this exercise reviews all of the language
Modal verbs for obligation, prohibition students have learned in Units 3 and 4.
and necessity (p37) • Tell students to read the conversation through once
before they do the task, to understand the general
6 meaning. Ask How does Maxine try to help Vera feel better?
• Remind students of the modal verbs for obligation, (she invites her to her house to watch a funny film).
prohibition and necessity they learned in Unit 3. • Tell students to read the conversation again and choose
• Say I have to tidy my room – obligation? (yes) You mustn’t the correct answers.
park there – obligation? (no, prohibition) You mustn’t pay / • Check answers with the class.
You don’t have to pay – same meaning? (no – you mustn’t =
ANSWERS
obligation, you don’t have to = no necessity).
1 have to
• Ask students to read the sentences and choose the 2 do
correct answers. 3 just
• Check answers as a class and ask questions like the ones 4 had an argument
above to check that students understand the sentences. 5 about
ANSWERS 6 shouted
1 mustn’t 2 doesn’t have to 3 can 4 must 7 fell out
8 got along
Present perfect: just, already and yet (p45) 9 didn’t use
10 laugh
7
• Remind students of the use of the present perfect with Self-assessment Review sections are a good
just, already and yet they learned in Unit 4.
opportunity to see where students may need more
• Read out the first gapped sentence and the example support and where they are doing well. They are also
answer. an opportunity for students to implement any feedback
• Ask students to copy the sentences into their notebooks they have been given during the previous units. When
and complete them. students have finished the exercises, put them into groups
• Check answers with the class. and ask them to discuss which exercises they found the
most challenging and why. Try to spend a minute with
ANSWERS
each group, listening to their discussions.
1 ’ve already seen
2 ’ve already done
3 ’ve just made Further practice
4 hasn’t laughed yet Language summary, Student’s Book pp100–101

ce

ce
S54 Unit 5

ce
5 The senses
• Teach the word senses and tell students this unit is all
Unit Objectives
about the senses.
Talk about the senses and sleep
Read about the senses and technology 1 Unit opener video script p132
Talk about food • Tell students that they’re going to watch a video about
Write a for and against essay about free time using your senses.
• Check the answer as a class.
Unit summary ANSWER
It helps people to calm down.
Vocabulary
The senses: verbs and adjectives: colourful, disgusting, 2 Unit opener video script p132
fresh, hard, rough, salty, shiny, smooth, soft, sour, spicy, • Ask students to read the stages of the technique before
sweet; feel, look, smell, taste they watch again.
Sleep: fall asleep, feel sleepy, have a nightmare, have • Put them into pairs to discuss which answers they can
dreams, lie awake, lie in bed, wake up, yawn remember from the first time they watched.
• Play the video for them to check and complete their
Grammar answers, then check answers with the class.
Present perfect: for and since: I’ve had my hearing aids
ANSWERS
for a few years. I’ve had them since I was 12 years old.
a see b hear c feel d smell e taste
Past simple or present perfect?: Have you ever fallen
asleep at school? I’ve never done that. Once, I fell asleep at 3 Your turn
the cinema. • Allow students time to try the technique and write their
ideas individually. Tell them to ask you if they need any
Key phrases vocabulary.
Talk about food: • Put them into pairs to tell each other what they wrote.
Describing ingredients: It’s got … in it. • Ask some pairs how many of their things were the same.
It’s made with …
MEDIATION Tell students they are going to practise the
Describing ways of cooking: You bake / cook it in
the oven. skill of mediating information from English into their own
language. Ask Is this easier or more difficult than mediating
You boil / fry it in a (frying) pan.
You grill it / cook it under the grill. that mediating into their own language is a useful task for
Describing what comes with the main dish: It’s served checking how much they have understood in English.
with …
It comes with … 4 Mediation
Saying what you think about the dish: It sounds … • Tell students they need to explain three things from the
I think it probably (smells, looks, tastes) … video in their own language.
Language point put them into pairs to take turns to explain.
Use expressions of contrast: although, however, on the • Ask students what they found difficult about the task. As a
one hand, on the other hand class, discuss ways around the difficulties.
Optional activity
On Track Video Think about a place that you know and imagine you are
there, e.g. the cinema. Don’t tell students the place, but
Warm-up tell them five things you can see, four things you can hear,
• Ask students to look at the photo and elicit that it shows three things you can feel, two things you can smell and
an eye. Put students into pairs and give them two minutes one thing you can taste. See if students can guess the
to write as many more parts of the body as they can. place.
• Bring all the words together on the board. Make sure that Ask students individually to think about a place they know
the list includes eyes, hands, ears, nose and mouth. and list the things they can see, hear, feel, smell and taste.
• Ask questions about the parts of the body associated with They then work in groups to tell their classmates their
the senses, e.g. What do you use your eyes for? What do you ideas and see if their classmates can guess the place.
use your ears for? See if students already know the sense For feedback, ask Which places were easy to guess?
words, but don’t teach them yet if they don’t.
Unit 5 T54

Vocabulary 2  5.02
• Explain that durian, jackfruit, rambutan and mango
Learning Objective are all types of fruit. Explain that the top picture shows
Talk about the senses rambutan, and the bottom picture shows mango.
The senses: verbs and adjectives
• Play the audio for students to check their answers, then
CONTINUOUS ASSESSMENT Learning intentions check answers with the class.
Learning objectives Communicating the learning ANSWERS
objectives to students provides them with a context 1 hard
for the upcoming lesson, and helps them to track their 2 soft
progress. At the start of the lesson, write the learning 3 shiny
objective on the board. Focus on each sense in turn and 4 fresh
ask students what adjectives they can use to describe 5 colourful
things, e.g. How can you describe things you can hear? How 6 smelled
can you describe things you can taste? Elicit a few ideas from 7 sweet
the class, then ask students in pairs to write down some 8 tasted
adjectives for each sense. At the end of the lesson, ask
students to look at their list of adjectives again and see 3
how many more they can add from the lesson. • Demonstrate the task by saying one or two foods and
objects and asking Which adjectives do they match? Elicit
Warm-up ideas.
• Ask What’s your favourite food? Why do you like it? Put • Ask students to think of their ideas and make notes
students into pairs to discuss their favourite foods and individually.
why they like them.
4 Your turn
• Discuss their ideas as a class and find out which foods are
very popular and why.
• Read out the example answers, then put students into
pairs and ask them to take turns describing the foods and
 Vocabulary presentation interactive objects they chose in exercise 3. Their partner should try
• An interactive task to present the vocabulary with pictures to guess what they are.
and audio. • Monitor while they are working, and correct any mistakes
you notice in a feedback session at the end.
1  5.01
• Ask students to copy the sentences into their notebooks. Optional activity
• They could work in pairs to complete them with the Put students into pairs. Ask them to imagine they are
correct adjectives. in a restaurant, eating a meal. Ask them to write a short
description of the food and the restaurant, using as many
• Play the audio for them to check their answers.
adjectives and verbs as they can from exercise 1.
Ask pairs in turn to read their descriptions to the class. See
• Play the audio again, pausing for students to repeat the which students managed to use all the adjectives.
adjectives.
ANSWERS  Vocabulary practice PDF
1 spicy
2 sweet
3 sour Further practice
4 hard Vocabulary, Workbook p30
5 soft Vocabulary, Essential Workbook pE18
6 rough Vocabulary, Puzzles and games, Essential Workbook pE42
7 smooth Vocabulary reference, Workbook p74
8 colourful Vocabulary worksheets, TRB p32
9 shiny
10 fresh
11 disgusting
Did you know?

• Read out the information in the Did you know? box.
• Students might also be interested to know that the first
use of fingerprints to convict a criminal took place in 1910,
when a burglar in the US left his fingerprint on a freshly
painted railing. The fingerprint was used in court and
helped to convict him.
T55 Unit 5

Unit 5 S55

S56 Unit 5

Reading 4
• Ask students to read the sentences and decide if the
Learning Objective statements are true or false. Remind them to correct the
Understand a magazine article about the senses and false ones.
technology • Allow students to compare their answers in pairs, then
check with the class. Elicit the part of the article which
confirms each answer.
A magazine article
ANSWERS
Warm-up 1 false (We get 80% of our sensory information through
• With books closed, write on the board: crisps, an apple, our sense of sight.)
a T-shirt. 2 false (He has been blind since he was 14.)
• Remind students that in the last lesson they learned 12 3 true
new adjectives. Ask students in pairs to remember the 4 true
adjectives and match as many as they can to each item on 5 false (He was in his early twenties.)
the board. 6 true
7 false (He uses it to read.)
• Check the answers.
POSSIBLE ANSWERS CONTINUOUS ASSESSMENT Success criteria
crisps: hard, rough, salty (spicy, disgusting) Before you start the Your turn discussion activity, read
an apple: hard, sweet, fresh, smooth, shiny (sour) out the questions and the example answers. Point out
a T-shirt: colourful, soft, smooth the use of the superlative form in the first answer and
ask What other language might be useful for this question?
1  5.03 (comparatives, not as … as). Point out the use of perhaps
• Focus on the photos and ask students to read the title of in the second example and ask What other language might
the article. Check they understand brain. be useful for this question? (might, it’s possible that …). Point
• Read out the question and elicit some possible answers, out also the use of I think in the first example answer and
but don’t confirm them yet. ask What other phrases can you use for giving opinions?
• Tell students to read the text as you play the audio. (In my opinion, I believe). Tell students that it is useful to
prepare their ideas before a discussion task and also set
themselves some targets for language they can use,
ANSWER depending on how ambitious they feel. Allow students
They are blind and use a BrainPort device to ‘see’. time to think about the questions individually and prepare
their answers and language targets. When students have
2 Reading strategy completed the activity, ask how well they managed to
• Read out the Reading strategy. Give one or two examples meet their language targets.
of sentences with comment adverbs and ask questions
to elicit the meanings of the adverbs, e.g. Luckily, the door
5 Your turn
was open. How do I feel about this? (I feel pleased – it was
lucky.) Surprisingly, I enjoyed the trip. How do I feel about the • Allow time for students to have their discussions.
trip? Did I expect to enjoy it? (I enjoyed it, but I didn’t expect • Monitor while they are working, and notice how well they
to – I was surprised.). use a range of language.
• Ask students to find the comment adverbs in the article. • Ask some pairs to tell the class the order of senses they
• Check answers with the class. agreed on.
• Give feedback on the range of language they used.
ANSWERS
interestingly, happily, incredibly, amazingly Optional activity
3 Familiar tasks: Put students into pairs and ask them to
imagine that, like Erik and Craig, they have lost their sense
• Ask students to read the article again and answer the of sight. Ask them to think about a familiar task they do
questions. Remind them to use the comment adverbs to
every day, e.g. go to school, make a sandwich. Ask them
help them.
to plan how they would do the task without being able to
• Check answers with the class. see. Ask pairs in turn to tell the class their ideas.
ANSWERS
1 It’s interesting that it’s so important.  Guided mediation interactive
2 They are happy about it. • An interactive task to practise mediation.
3 It’s incredible.
4 It’s amazing. Further practice
Reading a magazine article, Workbook p34
Reading worksheet, TRB p60
Unit 5 T56

Grammar 3
• Ask students to match the sentence halves.
Learning Objective • Check answers with the class.
Talk about things that have happened using the present
ANSWERS
perfect with for and since
1 c 2 f 3 b 4 a 5 d 6 e
4
Present perfect: for and since
CONTINUOUS ASSESSMENT Learning intentions and complete them with the correct words.
Learning objectives Read out the learning objective. • Allow students to compare their answers in pairs, then
Ask students in pairs to think of one or two examples check with the class.
using the present perfect. Refer them back to p45, to
ANSWERS
remind them what they have already learned. Ask How
1 since 2 for 3 since 4 since 5 for 6 since
do you think we use the present perfect with for and since?
Ask students if they noticed any examples of these uses 5
in the article on p56. If necessary, ask How long has Erik • Read out the first set of prompts and the example
been blind? Refer students back to the article to check question and answer. Point out to students that they will
the answer (since he was 14). At the end of the lesson, need to choose for or since for each answer.
ask them how confident they now feel about using the
present perfect with for and since.
• Ask students to write the questions and answers in their
notebooks.
Warm-up check answers with the class.
• Ask students Do you know anyone who can’t hear very
well? What do you think would be difficult if you can’t hear Early finishers
very well? • Ask students to write one more question with How long
• Discuss their ideas as a class, then ask What device can and the present perfect.
people use if they can’t hear very well? Elicit the word ANSWERS
hearing aid. 1 How long have you studied English? / I’ve studied it for
 Grammar animation eight years.
2 How long have we been in this class? / We’ve been in
• Presentation of the form and use of the present perfect this class since 9.30.
with for and since.
3 How long has your best friend known you? / My best
1  5.04 friend has known me for ten years.
4 How long have you had this English book? / I’ve had it
• Tell students to read Grammar in context while you play
since the start of this year.
the audio, then read out the question and elicit the answer.
5 How long have you been a teenager? / I’ve been a
ANSWER teenager for 18 months.
Carla’s
6 Your turn
Stop • Ask students to read the questions in exercise 5 again and
• Read out the information in the Stop box with the class. think about their own answers.
Point out the distinction in the examples between a period • Read out the example dialogue in the speech bubbles
of time (20 minutes = for) and a point in time (10.30 = since). and point out that we use How about you? to ask the same
question back to someone.
2
• Go through the table as a class. Ask questions about the • Put students into pairs to ask and answer the questions.
example sentences to check that students understand the • Ask some students questions about their partner, e.g. How
meaning, e.g. Did Carla start using hearing aids in the past? long has (Eva) studied English?
(yes) Does she still use them now? (yes) Explain that we use
the present perfect with for and since to talk about an
action that started in the past and is still continuing now. • Mixed-ability 1–3-star tasks to practise the present perfect
with for and since.
• Elicit how students express this idea in their own
language. If their language uses a present tense, point out Further practice
that this is a common error in English: I have a hearing aid Grammar: Present perfect: for and since, Workbook p32
since I was ten. Grammar, Essential Workbook pE19
• Students could work in pairs to decide if each time Language summary, Student’s Book p102
expression is a period of time or a point in time. Grammar reference & practice, Workbook p62
• Check answers with the class. Grammar, Puzzles and games, Essential Workbook pE43
ANSWERS Mixed-ability worksheets, tests and resources available on
Period of time: a week, three years, a month Oxford Premium
Point in time: last week, three years ago, 13 October
T57 Unit 5

Unit 5 S57

S58 Unit 5

Vocabulary ANSWERS
1 true
Learning Objective 2 false (Our body clocks change as we get older.)
3 true
Talk about sleep habits
6  5.07
Sleep • Ask students to copy the summary into their notebooks
and complete it with the correct numbers.
Warm-up • Allow students to compare their answers in pairs, then
• With books closed, ask What question can only be answered play the audio again for them to listen and check.
with ‘no’, and can never be answered with ‘yes’? • Check answers with the class.
• Put students into pairs to discuss the question, then ANSWERS
discuss students’ ideas as a class.
1 9 2 11 3 9½ 4 8.30 5 7 6 7 7 9.30 8 10
• If no one guesses the answer, tell students now: Are you
asleep? 7 Your turn
• Read out the task and the example in the speech bubble.
• Write on the board the two headings: Start later and Not
• An interactive task to present the vocabulary with pictures start later. Ask What reasons can you think of for starting
and audio.
school later? What reasons can you think of for not starting
1  5.05 later? Elicit a few ideas from the class for each side of the
argument and make notes on the board, e.g.
• Play the audio and ask students to read and listen to
Start later: give students more time to sleep, they will be more
the quiz.
awake, do better at school.
• Students can use a dictionary to check the meaning of Not start later: will encourage students to go to bed later,
the words in bold. Alternatively, read out each sentence won’t be able to do activities in the evening, will get tired at
in turn and use the context to teach the meaning of the the end of the day.
words in bold.
• Allow students one or two minutes individually to think
• Elicit how students say the words in their own language. about their own opinions, then put them into pairs to
• Play the audio again, pausing after the words in bold for discuss the question.
students to repeat. • Ask pairs in turn to tell the class their ideas and reasons.
2 You could end with a class vote to find out how many
students would be in favour of starting later.
• Ask students individually to read the quiz again and
decide if each sentence is true or false for them. Optional activity
3 Research: Say People can sometimes fall asleep with their
eyes open. Ask students to look online and find two more
• Point out the points listed in red below each question,
interesting or surprising facts about sleep. They can do the
and point out the key at the bottom of the quiz.
research in their own language. Put them into groups to
• Ask students to add up their points and read the key. Then share what they learned in English, then ask each group in
put them into pairs to compare their results and discuss if turn to tell the class the most interesting fact they found.
they agree or not.
• Ask for a show of hands to find out how many students
fall into each category. Ask for a show of hands to find out
who thinks they get enough sleep, and who thinks they • Mixed-ability 1–3-star tasks to practise the vocabulary.
need more. Further practice
Vocabulary, Essential Workbook pE18
• Ask students to read the question and the three possible Vocabulary, Puzzles and games, Essential Workbook pE42
answers, then play the audio. Vocabulary reference, Workbook p74
ANSWER
a

• Play the audio again for them to listen and check their
answers.
• Check answers with the class, eliciting the correct form of
Unit 5 T58

Learning Objective
Early finishers
Talk about things that have happened using the past
simple and present perfect
• Ask students to write a similar conversation with a
question and answer.
ANSWERS
Past simple or present perfect? 1 Have you … earned, paid 2 Have you … driven, rode
3 Have you … given, spoke 4 Have you … visited, went
Warm-up
• Write on the board: What’s the strangest dream you’ve ever 4
had? What’s the latest you’ve ever woken up? • Ask students to write the questions individually.
• Put students into pairs to ask and answer the questions, • Put students into pairs to compare their answers, then
then ask some students to tell the class their answers. elicit each question from the class. You could write the
• As they answer, write some sentences on the board questions on the board, to make sure students all have
using the past simple, e.g. (Tony) once dreamed he was an the correct form to work with in the next task.
astronaut. (Ana) once woke up at midday.
• Underline the verbs in the questions and answers and Early finishers
elicit that the questions use the present perfect and the • Ask students to write one more question using Have you
answers use the past simple. Ask Can you explain why? ever … ? to ask their classmates.
Allow students time to discuss in pairs, then elicit a few ANSWERS
ideas, but don’t confirm them yet. 1 Have you ever slept in a tent?
2 Have you ever forgotten something important for school?
3 Have you ever sold something to a friend?
• Presentation of the use of the past simple and present 4 Have you ever had an argument with a friend?
perfect. 5 Have you ever had a dream about living in another
country?
1  5.08
• Ask students to read Grammar in context while you play 5 Your turn
the audio. • Read out the task, then read out the example question
• Check the answer to the question. and answer.
ANSWER • Ask students to read the questions in exercise 4 again and
Lou’s brother think about their answers before they work in pairs.
• For feedback, ask about each activity, e.g. Who has slept
2 in a tent? Encourage one or two students to tell the class
• Go through the table as a class and check that students about their experiences.
understand everything.
• Point out that when we use the past simple, we always CONTINUOUS ASSESSMENT Feedback and intervention
say when something happened, e.g. I went to Paris once / Avoiding repeated mistakes Remind students that
last year / in the summer / two years ago. they have studied and practised the new grammar in the
• Point out that we only use the present perfect when we lesson, but sometimes it takes a while to feel confident
don’t say exactly when something happened, e.g. I’ve about new grammar. Suggest to students that in
already watched that film (= at some time in the past). We speaking and writing tasks, they keep a note of mistakes
can’t use the present perfect if we say when something they typically make, e.g. using the past simple instead
happened, e.g. I’ve watched that film last week. of the present perfect. If they find they are still making
mistakes in a few weeks, tell them they can go back to the
Grammar reference & practice in the Workbook to remind
correct options.
themselves of the rules and repeat the practice.
• Put students into pairs to compare their answers,
then check with the class, referring back to the table if
necessary to explain the answers.  Grammar practice PDF
• Mixed-ability 1–3-star tasks to practise using the past
ANSWERS simple and present perfect.
1 ’ve visited, was
2 ’ve seen, saw Further practice
3 had, Have you ever had Grammar: Past simple or present perfect?, Workbook p33
4 Have you ever been, was, didn’t go Grammar, Essential Workbook pE19
• Read out the first conversation and the example answers. Grammar, Puzzles and games, Essential Workbook pE43
As you read out each answer, ask Is this generally about the Grammar Practice: Active Learning Kit, Unit 5
past, or do we know when? Mixed-ability worksheets, tests and resources available on
• Ask students to copy the conversations and complete them. Oxford Premium
T59 Unit 5

Unit 5 S59

S60 Unit 5

Communication 4 Your turn
• Put students into pairs to discuss the questions.
Listening: A conversation • For feedback, ask some pairs to report back to the class.
Learning Objective  Listening extension interactive
Understand a conversation • An interactive activity to provide further listening practice
or discussion.
Warm-up Further practice
• Ask What do you usually have for breakfast? Ask individual Listening, Workbook p35
students to tell the class. Listening, Essential Workbook pE21
• Then ask What would be your ideal breakfast? Why? Ask
students to compare their ideas in pairs. Speaking: Talk about food
• Elicit some of their ideas and reasons for an ideal breakfast, Learning Objective
then ask What foods would you never eat for breakfast?
Talk about food
Why? Discuss as a class, and elicit the idea that different
foods are more suited to different times of day.
Warm-up
CONTINUOUS ASSESSMENT Learning intentions • Ask What dishes can you make? Ask students individually
Learning objectives Read out the learning objective and to make a list of dishes they can make, then put them into
remind students that focusing on the Listening strategy pairs to compare.
in each unit will gradually help them improve their overall
listening skills. Read out the Listening strategy (Identify 1 Speaking video script p133
unknown words) and explain that every time they listen, • Ask students to read the questions, then play part 1 of the
there will be words that they haven’t heard before. Explain video.
that learning to identify and understand these will help • Check answers with the class.
them understand better. Return to the learning objective
when students have completed all the listening tasks and ANSWER
ask if they think they have improved. He is with his friends (Ben, Clara and Danni), having a
cooking competition.
1  5.09 Audio script p132 2 Speaking video script p133
• Put students into pairs and ask them to read the list of • Read out the task, then read out the four dishes to model
foods and discuss the questions. pronunciation: crumble /ˈkrʌmbl/, curry /ˈkʌri/, pavlova
• Elicit a few ideas and reasons, then play the audio for /pævˈləʊvə/, ratatouille /ˌrætəˈtuːi/.
students to listen and check. • Ask students to copy the names of the people, places and
• Check answers with the class. countries into their notebooks, then play part 2 of the
ANSWERS video for them to watch and complete the matching task.
Burgers, crisps, pizza and pretzels can keep you awake. • Check answers with the class.
Bananas, cherries and nuts can make you feel sleepy. ANSWERS
Alex: curry, India
2 Listening strategy
Ben: pavlova, New Zealand
• Read out the Listening strategy and explain that being Clara: ratatouille, France
able to work out the meaning of words you don’t know is Danni: crumble, England
a useful listening skill.
• Ask students to read the extracts and choose the correct 3 Speaking video script p133
definitions of the bold words. • Read out the question, then play part 3 of the video.
• Check answers with the class, encouraging students to say • Check the answer with the class.
why they chose each answer.
ANSWER
ANSWERS Danni
1 b 2 a 3 a
3  5.09 Audio script p132 • Ask students to read the sentences and options, then play
• Allow students time to read the sentences and try to part 3 of the video again for them to choose the correct
answer from memory if they are true or false. options.
• Play the audio again for them to listen and complete the task. • Check answers with the class.
• Check answers as a class, playing the audio again if ANSWERS
necessary and pausing to confirm each answer. 1 curry 2 ratatouille 3 a pan 4 pavlova 5 crumble
ANSWERS 6 bought
1 true 2 false (She sleeps with her light off.) 3 false
(She says eating the wrong snacks makes you sleep badly.)
4 false (Eating burgers can affect your sleep.) 5 true
Unit 5 T60

strategy. Check that students understand all the CONTINUOUS ASSESSMENT Success criteria
vocabulary in the phrases, then give an example of Being natural Ask students to read the model task. Point
each phrase in a complete sentence to check that they out that the model seems quite rigid, because it is all
understand how each one is used, e.g. It’s got nuts in it. written down in a fixed order, and explain that it is written
It’s made with eggs, sugar and flour. in this way to help students who are less confident. But
explain that if they are confident enough, they should
also try to be natural and respond to what their partner is
the correct phrases. Check that they understand all of the
telling them with their own questions, reactions or ideas,
food vocabulary (e.g. lentils, garlic), and point out that if
while still using the phrases from the Speaking strategy.
they are not sure which cooking verb to use, they can look
Ask students to think about how confident they feel about
for clues in the language in the dialogue. Play the audio
responding in a more natural way, or how closely they
for students to check their answers.
want to stick to the model. When they have finished the
• Check answers with the class. activity, allow students a little time to reflect on how well
ANSWERS they did. If there is time, students could practise again
1 got with a different partner and try to include some more of
2 made their own responses.
3 boil
4 fry 8
5 come
• Students work in pairs to have conversations in which
6 served
they ask and answer questions about their dishes.
Optional activity • Monitor while they are working and note down any
Play the audio again, pausing after each of the phrases common mistakes that you hear. Correct these in a
in the Speaking strategy. Ask students to notice the feedback session at the end.
pronunciation. Students can then work in pairs to practise Further practice
the dialogue. Real Talk: Active Learning Kit, Unit 5
6 Global skills
answers individually, then put them into pairs to discuss.
• Ask pairs in turn to tell the class some of the foods they
have tried or would like to try. If some students have tried
unusual foods, encourage them to describe the foods. Ask
questions to revise some of the vocabulary from p55, e.g.
Is it spicy? Is it sweet?
7
• Read out the task, then ask students individually to
prepare their ideas. Monitor while they are working, and
encourage them to ask you if they need any vocabulary.
• Put students into pairs to describe their dishes to each
other. Explain that they will describe and discuss their dish
in more detail in the next task, so they should see this task
as practice.
T61 Unit 5

Unit 5 S61

S62 Unit 5

Writing 3 Writing strategy
• Read out the Writing strategy and explain that we use an
Learning Objective expression of contrast when we are giving ideas that are
Write a for and against essay about free time different from the ideas we gave earlier.
• Ask students to find the three expressions of contrast in
the essay.
A for and against essay • Check answers with the class and point out that we use
Warm-up On the one hand …, On the other hand … as a pair.
• Ask students if they can remember the podcast they ANSWERS
listened to about sleep earlier in the unit. Ask What ideas Paragraph 1: However, …
did it mention? Elicit that it was about teenagers and their Paragraph 2: On the one hand, …
sleep habits, and it said that some secondary schools now Paragraph 3: On the other hand, …
start later, to allow students more time to sleep. Paragraph 4: Although …
• Write on the board the headings For and Against. Ask
What arguments are there for starting schools later? What
4
arguments are there against? Elicit ideas and make notes • Ask students to read the essay and write the correct
on the board under the two headings. Encourage expressions of contrast 1–4 in their notebooks.
students to think of a range of different arguments that • Check answers with the class.
other people might make, not just their own opinions. ANSWERS
• Read out the learning objective and explain that in a for 1 However
and against essay you write about a topic and present 2 On the one hand
arguments both for and against it. 3 On the other hand
4 although
1
• Ask students to read the essay and answer the question. Let’s write!
 Language practice interactive
ANSWER
She agrees. • An interactive task to practise writing a for and against
essay.
2
5
• Ask students to copy the table into their notebooks, then
read the essay again and complete it. • Read out the task.
• Put students into pairs to compare their answers, then • Ask students to draw a table in their notebooks and
check with the class. complete it to plan their essay. If time is short, they could
add another column to the table they drew in exercise 2.
ANSWERS
• Encourage them to ask you for any vocabulary they need.
The cause of the problem: Teenagers’ body clocks mean
they need to sleep between about 12 a.m. and 9 a.m. ANSWERS
However, most schools start before 9 a.m. Students’ own answers.
The idea: Secondary school classes should start after 10 a.m.
For the idea: Teenagers won’t be as tired and will find it 6
easier to concentrate; could mean better grades and health. • Remind students that they should use their ideas from
Against the idea: School staff will need to start and finish exercise 5, and they can use Alicia’s essay and the text in
work later; parents may need to change their daily routines. exercise 4 as models.
• Refer them to the checklist in exercise 7 to remind them
Optional activity what language they should try to include in their essay.
Ask students to look at the essay again. Ask How many • Give them time to write their essays.
paragraphs are there? (four)
Go through the table in exercise 2 with the class, eliciting Early finishers
which information is in each paragraph. • Ask students to write a second, alternative conclusion,
Ask Where does Alicia give her own opinion? Elicit that she giving a different opinion.
only gives her own opinion in the conclusion (I think …).
7
Tell students they should use this same paragraph
• When students have finished their essays, tell them to use
structure for their own essay.
the checklist to check their writing.
ANSWERS
Paragraph 1: The problem, The cause of the problem,
Further practice
The idea
Paragraph 2: For the idea
Paragraph 3: Against the idea
Paragraph 4: Conclusion
Unit 5 T62

Watch 1
ANSWERS
psychologist
Learning Objective 2 200
3 4%
Understand a video about synaesthesia
4 a connection
Synaesthesia 5 food companies
Before you watch After you watch

Warm-up
• With books closed, tell students you are going to mime language into English. Point out that the information they
the five senses and they must guess them. Ask them to all
find online may be quite complex or technical, so they
shout out the answers at once.
will have to simplify it in order to express it in English.
• Mime each of the five senses in turn, e.g. eating Encourage them to make notes, and then use their notes
something (taste), looking at something (sight), listening to tell their partner what they learned.
(hearing), smelling a flower (smell), touching something
(touch).
6 Mediation
• Write the five senses on the board.
• If you have access to the internet in class, do this now.
1 If not, set it for homework.
• Read out the introductory sentences. Students could • Set a time limit for students to do their research, and
then work in pairs to look at the picture and answer the encourage them not to get too involved in the details
questions. they find.
• Check answers with the class. • Remind students they can do their research in their own
language.
ANSWERS
1 sight • Give students time to make notes in their own language,
2 taste then write three sentences in English. Help with
3 touch vocabulary where necessary.
4 hearing 7
2 • Put students into groups to share their sentences and
• Read out the question and the example answers in the discuss what they found interesting and surprising. Ask
speech bubbles. Put students into pairs to think of ideas, them to choose the most surprising fact to tell the class.
then ask pairs in turn to tell the class their ideas. • Ask groups in turn to tell the class the most surprising fact
that they found.
ANSWERS
Students’ own answers.  Video extension interactive
While you watch topic of the video.
• Ask students to read through the sentence beginning and
the three possible endings before you play the video.
• Play the video. Then check the answer with the class.
ANSWER
c

• Ask students to read the items and try to remember the
order they appear in.
• Play the video again so that students can complete the
task and check their answers.
ANSWERS
1 c 2 a 3 e 4 b 5 d

memory.
• Play the video again for students to check their answers.
T63 Unit 5

Unit 5 S63

ce
S64 Unit 6

ce
6 Creativity
• Put them into pairs to remember as many details from the
Unit Objectives
photo as they can.
Talk about creativity
• Elicit their ideas. As a class, see how many details students
Read about unusual art can remember from the photo.
Reach an agreement • Ask Who do you think the person is? Why is she dressed like
Write a biography of a creative person this? Elicit a few ideas, but don’t confirm them.
Unit summary • Tell students that they’re going to watch a video about
cosplay. Ask Do you know what cosplay is? Elicit a few ideas,
Vocabulary and confirm that it refers to the hobby of dressing up as
Creativity: adjectives: ancient, brand new, clever, characters from books, films or games.
delicate, enjoyable, enormous, old-fashioned, original, • Play the video for students to answer the question.
recycled, strange, successful, tiny • Check the answer as a class.
Creativity: verbs: compose, create, design, direct, discover, ANSWERS
invent, paint, set up, sew 3D printing, drawing, make-up, sewing
Grammar 2 Unit opener video script p134
Relative pronouns (who, that, which, whose): He’s • Ask students to copy the gapped sentences into their
an artist who lives in Scotland. He creates paintings that / notebooks before they watch again.
which show the natural world. She’s an artist whose work is • Ask them to complete the sentences with the answers
very popular. that they can remember.
be going to and will: We’re going to visit the art gallery. • Play the video for them to check and complete their
You’ll enjoy it. answers, then check answers with the class.
Key phrases ANSWERS

1 events 2 recycled 3 old-fashioned
Reach an agreement:
Agreeing with someone: That sounds like a good plan / 3
great idea. • Read out the questions, then allow students a few
That works for me. minutes to think about their answers. Read out the speech
I’m happy to do any of them. bubble, and point out to students that it gives an opinion
Yes, I’m up for … / that. and also a reason.
Politely disagreeing with someone: That’s not a bad • Put them into pairs and give them a few minutes to
idea, but … discuss their ideas.
It / That could be a bit difficult / expensive. How / What • For feedback, ask pairs to tell the class which of them
about doing … ? would like to go to a cosplay event, and why.
… might not work for everyone. MEDIATION Tell students they are going to practise the
That sounds interesting, but … skill of mediating information from English into their own
I just don’t think everyone will be up for … language. Ask Do you know the word for ‘cosplay’ in your
language? Point out that sometimes when we mediate we
Language point have to explain things that we don’t know the word for in
Check your work: subject-verb agreement, confusion of our own language, or where there is no word in our own
tenses, using the when it isn’t necessary, use of gerund or language. Tell students that in this case, they may have
infinitive forms, using the wrong preposition to explain some of the words and ideas using their own
words. Ask students to think about these things when
they do the mediation task.
On Track Video
4 Mediation
Warm-up • Tell students they need to write three things from the
• With books closed, tell students they are going to look video in their own language.
at a photo of a person for ten seconds, and they must • Allow them time to write their ideas, then put them into
remember as many details as they can. pairs to compare.
• Ask students to open their books at p64 and look at the • Ask students what they found difficult about the task. As a
photo for ten seconds, then close their books. class, discuss ways around the difficulties.
Unit 6 T64

Vocabulary ANSWERS
1 clever
Learning Objective 2 enjoyable
3 original
Talk about creativity
4 recycled
5 strange
Creativity: adjectives 6 old-fashioned
7 brand new
Warm-up 8 enormous
• Write on the board: People who are creative … Ask 9 successful
students in pairs to complete the sentence with their
own ideas, saying what qualities or habits creative people 3 Your turn
share. Elicit ideas from the class and make notes on the • Read out the questions and the speech bubbles.
board. Discuss as a class what it means when you say that • Allow students time to think about the questions and
someone is ‘creative’. prepare their ideas individually. Then put them into pairs
to discuss.
Optional activity • Discuss with the class which pieces of art they like and
Ask Which character would you dress up as to go to a cosplay why, then find out who in the class likes making things.
event? How would you make your costume? Put students Encourage them to tell the class what they enjoy making
into pairs to think of which characters they would choose and why.
and what they would need for their costumes. Monitor
and help while they are working, then ask some pairs to CONTINUOUS ASSESSMENT Feedback and intervention
tell the class their ideas. Learning vocabulary Point out that in this lesson they
have learned 12 new adjectives, which is quite a lot
 Vocabulary presentation interactive to learn. Ask What can you do to help you to learn new
words? Put students into pairs to discuss the question,
• An interactive task to present the vocabulary with audio. then discuss it as a class. Remind students that language
1  6.01 learning is individual, so students must find their own
ways of learning and remembering new vocabulary, but
• Read the task, then read out the first definition and the
they can use the vocabulary practice in the Workbook and
example answer.
other course resources to help.
1 brand new Vocabulary, Workbook p36
2 clever Vocabulary, Essential Workbook pE22
3 original Vocabulary, Puzzles and games, Essential Workbook pE44
4 enormous Vocabulary reference, Workbook p75
5 old-fashioned Vocabulary worksheets, TRB p38
6 strange
7 delicate
8 tiny
9 ancient
10 enjoyable
11 recycled
12 successful
2
• Read the task and elicit the first answer as an example.
T65 Unit 6

Unit 6 S65

S66 Unit 6

Reading 4
• Ask students to read the article again and choose the
Learning Objective correct answers. Stronger students could choose the
Understand an article about unusual art options from memory, then read the article again to
check.
An article
ANSWERS
Warm-up 1 on pavements
• Ask What famous artists can you name? Brainstorm ideas 2 vegetables and sauces
as a class and write the names on the board. As students 3 scientists
suggest artists, ask What do you know about this artist?
Encourage students to share information they know
Personal opinions Before students begin the Your turn
about each artist and their work.
discussion activity, read out the task. Ask Are you discussing
1  6.02 facts or opinions? (opinions) Point out that they should
• Read out the task, then play the audio for students to read discuss their own opinions, so there is no right and wrong
and listen. answer. Explain that some students might feel nervous
about expressing their own opinions because they might
• Elicit the answers to the matching task. appear different or foolish, but tell them they should
ANSWERS feel confident that their opinion is valid and important.
1 C 2 B 3 A Encourage students to be confident and not worry
about what other people think, and remind them that
2 Reading strategy they should always respect each other’s opinions, even
• Read out the Reading strategy and ask students if they if they are different from their own. When students have
have practised scanning before. Explain to students that completed the activity, ask them to reflect on how well
they probably scan texts naturally in their own language, they managed to express their own opinions.
for example, if they want to find their own name in a long
list of names. Point out that scanning English texts is a
5 Your turn
very useful skill because it means they can quickly find
information such as a name or a number, without reading • Allow time for students to think about their ideas, then
the whole text in detail. put them into pairs.
• Ask students to read the five questions in exercise 3 and • Monitor while they are working, then ask pairs to share
decide what kind of information they need for each one. some of their opinions with the class.
• Check the answers with the class. Optional activity
ANSWERS Research: Ask students to choose one of the artists and
1 a name look online to find more information about them. Ask
2 a place them to make notes on what they find. Put them into
3 a number groups to share the information they found. Ask groups in
4 a name turn to tell the class some of the facts they learned.
5 a place
3  Guided mediation interactive

• Tell students they are now going to practise scanning to • An interactive task to practise mediation.
find the missing information. Further practice
• You could make this activity a race, to encourage students Reading an article, Workbook p40
to scan rather than reading in detail. Reading, Essential Workbook pE24
• Stop the activity when all students have found the Reading worksheet, TRB p38
answers.
• Check the answers with the class, eliciting the part of the
article which confirms each answer.
ANSWERS
1 Jolanda Stokkermans
2 Belgium
3 24,000
4 Ai-Da
5 Oxford
Unit 6 T66

Grammar • Allow students to compare their answers in pairs, then
check with the class. Refer back to the table and the Stop
Learning Objective box to explain the answers.
Talk about people and things using relative pronouns ANSWERS
(who, that, which, whose) 1 who 2 that 3 which 4 whose 5 that
3
Relative pronouns (who, that, which, • Focus on the first sentence and read out the example
whose) answer.
• Ask students to write the sentences with relative clauses
in their notebooks.
Learning objectives Read out the learning objective
and write on the board the following two sentences: Ben • Check answers with the class.
Wilson is an artist. He paints pictures on chewing gum. Ask
Early finishers
students to copy the sentences into their notebooks,
then ask How can you join these sentences together using a • Ask students to write a similar sentence about an artist
relative pronoun? Elicit a few ideas, but don’t confirm them. that they know about.
Tell students to keep their sentences and look at them ANSWERS
again at the end of the lesson, to see if they can then 1 who draws portraits
complete the task. 2 which my mum loves
3 whose work uses bright colours and traditional African
Warm-up patterns
4 which I was telling you about
• With books closed, play a game to revise the adjectives
from p65. Write the adjectives on the board and put 4
students into teams. • Ask students in pairs to look at the sentences in exercise 3
• Read out each of the definitions from p65 in turn. The first again and decide which ones can use that.
team to say the correct adjective gets a point. • Check the answers with the class.
• Continue until you have read out all the definitions. See
which team has the most points. ANSWERS
1, 2, 4
5 Your turn
• Presentation of the form and use of relative pronouns
(who, that, which, whose). • Read out the task and the example dialogue.
• Give one or two more example clues about famous
1  6.03 people that students will know, e.g. He’s a famous tennis
• Tell students to read Grammar in context while you player who comes from Spain. (Rafael Nadal).
play the audio, then read out the question and elicit the • Allow students time to think about the people and things
answer. they are going to describe, then put them into pairs to do
ANSWER the activity.
a • For feedback, ask who managed to guess all their partner’s
people and things correctly, and ask which people and
Stop things were difficult to guess.
• Read out the information in the Stop box with the class.
Did you know?
• Draw students’ attention back to the Reading text on p66
and ask them to find examples where that could be used • Read out the information in the Did you know? box.
instead of which. Suggest to students that they can search online if they
want to see examples of Arushi’s art.
POSSIBLE ANSWERS
… ‘art’ meant a painting, a drawing or a sculpture that  Grammar practice PDF
people could see in a gallery … • Mixed-ability 1–3-star tasks to practise the use of relative
… Jolanda wanted to create recipes that were quick to pronouns (who, that, which, whose).
prepare …
Further practice
2 Grammar: Relative pronouns (who, that, which, whose), Workbook p38
• Go through the table as a class. Explain that when we join Grammar, Essential Workbook pE23
sentences using a relative pronoun, the second part of the Language summary, Student’s Book p103
sentence is called a relative clause. Grammar reference & practice, Workbook p64
• Point out that when we use a relative pronoun, we delete
the personal pronoun that it replaces, e.g. She’s an artist
who lives in England. NOT She’s an artist who she lives in
Oxford Premium
England.
• Ask students to read the sentences and write the correct
words to complete them.
T67 Unit 6

Unit 6 S67

S68 Unit 6

• Ask students to read the questions and possible answers
Learning Objective and try to remember which answers are correct.
Talk about creative activities • Play the audio again for them to check and complete their
answers.
Creativity: verbs • Check answers with the class, playing the audio again if
necessary and pausing to confirm the answers.
Warm-up ANSWERS
• With books closed, ask What creative jobs do you know? 1 a 2 c 3 c 4 a 5 b
Elicit a few ideas, e.g. fashion designer, singer, make-up
artist, and then put students into pairs to brainstorm jobs 5 Your turn
that are creative. • Read out the task, then read out the example in the
• Elicit ideas from pairs in turn, encouraging students to say speech bubble.
what aspects of each job are creative. • Put students into pairs to discuss their ideas.
• Ask pairs in turn to tell the class their ideas. Other class
 Vocabulary presentation interactive members could suggest other days out that might be
• An interactive task to present the vocabulary with audio. interesting to them.
1  6.04 Optional activity
• Focus on the first photo and read out the example answer. It is creative!: As a class, brainstorm some jobs
• Ask students to copy and complete the phrases that students think are not creative, e.g. postman /
individually, then put them into pairs to compare their postwoman, police officer. Write these on the board. Then
answers. put students into pairs and challenge them to think of
• Play the audio for students to listen and check their something creative that each of the people on the board
answers. has to do, e.g. a postman / postwoman has to find an
• Check answers with the class, and check that students address that isn’t written correctly; a police officer has to
understand all the words. Then play the audio again, think of new ideas to catch a clever criminal. Give students
pausing after each of the verbs for students to repeat. time to work in pairs, then read out each job in turn and
elicit students’ ideas.
ANSWERS
1 design
2 create  Vocabulary practice PDF
3 compose • Mixed-ability 1–3-star tasks to practise the vocabulary.
4 sew Further practice
5 invent Vocabulary, Workbook p37
6 set up Vocabulary, Essential Workbook pE22
7 discover Vocabulary, Puzzles and games, Essential Workbook pE44
8 paint Vocabulary reference, Workbook p75
9 direct
2 Your turn
• Read out the task, and tell students they should discuss all
the activities in exercise 1, saying if they would like to do
each one or not, and why.
• Ask about each activity in turn, e.g. Who would like to
design and make furniture? If students put up their hands,
ask them why they would like to do this.

• Read out the task and the question, then play the audio.
ANSWER
a science and media museum
Unit 6 T68

Learning Objective
Early finishers
Talk about future plans using be going to and will
• Ask students to write one more sentence that the teacher
says, using be going to.
be going to and will ANSWERS
1 ’m going to teach
Warm-up
2 ’re going to make
• With books closed, tell students some of your plans, using 3 aren’t going to have
be going to and will, e.g. I’m going to meet some of my friends. 4 ’re going to be
I think it will be fun.
• Then ask What are your plans for next weekend? Put 4
students into pairs to talk about their plans. • Read out the task and explain to students that in this
• Ask some students to tell the class some of their plans. exercise they are going to practise the use of will and won’t.
Notice how well they can use be going to and will. If they • Read out the first sentence and the example answer, and
don’t use them, repeat some of their plans back to them, point out that students need to choose the correct verb
using the correct verb forms. for the sentence, then decide between will or won’t.
and complete them with the correct forms.
• Presentation of the form and use of be going to and will.
• Put them into pairs to compare their answers, then check
1  6.06 with the class.
• Read out the question, then ask students to read ANSWERS
Grammar in context while you play the audio. 1 ’ll compose 2 won’t create 3 won’t discover
• Check the answer to the question. 4 ’ll set up
ANSWER CONTINUOUS ASSESSMENT Success criteria
She wants to be an architect. Use the target language Remind students that the Your
turn task is their opportunity to practise the language they
Stop have learned in the lesson. Point out that it is up to them
• Read out the information in the Stop box. how much practice of the target language they include
• Make sure students understand the difference between a in their conversation, and they need to plan before
plan or intention (= something you have thought about they speak if they want to include as many examples as
and have decided to do) and a prediction (= something possible, and use the different forms, e.g. negative and
that you believe is possible in the future). question forms, different persons, etc. Suggest to students
that when they read the task and plan their ideas, they
2 set some goals for how much target language they think
• Go through the table with the class. they can use, and perhaps note down some ideas for how
• Point out the negative form of will (won’t) and point out they can use the different forms. Suggest that at the end
that will and won’t are the same for all persons: I’ll enjoy it, of the activity, they check how many of their goals they
he’ll enjoy it, we’ll enjoy it, etc. managed to achieve.
• Point out that the only part of be going to that changes for
the different persons is the form of be: I’m going to, she’s 5 Your turn
going to, we’re going to, etc. • Read out the task, then read out the example answer.
• Ask students to read the sentences and decide if they are • Allow students time to prepare their ideas, then put them
intentions or predictions. into pairs to discuss.
• Put students into pairs to compare their answers, then • Monitor while they are working, and correct any errors in a
check with the class. feedback session at the end.
Early finishers  Grammar practice PDF
• Ask students to write one plan or intention they have for • Mixed-ability 1–3-star tasks to practise using be going to
the weekend, and one prediction about the weekend. and will.
ANSWERS
Further practice
1 a 2 a 3 b 4 a 5 b
Grammar: be going to and will, Workbook p39
3 Grammar, Essential Workbook pE23
• Read out the task and explain to students that in this
exercise they are going to practise the different forms of
be going to.
• Ask students to copy the text into their notebooks and Mixed-ability worksheets, tests and resources available on
complete it with the correct forms. Oxford Premium
T69 Unit 6

Unit 6 S69

S70 Unit 6

Communication 4  6.07 Audio script p134
• Play the audio for students to listen and write the missing
Listening: Radio items words for the sentences in their notebooks.
Learning Objective
ANSWERS
Understand radio items 1 Italy 2 Brazil 3 10.30 4 $20 for 5 nothing
Warm-up  Listening extension interactive

• Play a game to revise be going to. Ask a student at the • An interactive activity to provide further listening practice
front of the class what they are going to do in the summer or discussion.
holidays. Elicit an answer, e.g. I’m going to play tennis. Ask Further practice
the student next to them to say what their classmate is Listening, Workbook p41
going to do and add their own idea, e.g. (Ana) is going to Listening, Essential Workbook pE25
play tennis and I’m going to visit my grandparents.
• Continue around the class, with each student repeating Speaking: Reach an agreement
what their classmates are doing and adding their own
idea, which must be something different. Encourage Learning Objective
some students to say negative sentences, if they can’t Reach an agreement
think of a positive idea, e.g. I’m not going to visit New York.
• Continue for a few minutes, until the list becomes too Warm-up
long to remember.
• With books closed, play a game to revise the creativity
1  6.07 Audio script p134 verbs from p68.
• Focus on the photo and teach the word exhibition. • Write the nine verbs on the board: compose, create, design,
• Tell students that exhibitions are sometimes discussed direct, discover, invent, paint, set up, sew.
and promoted in radio programmes, and they are going • Put students into teams and ask them to write a correct
to listen to three radio items about exhibitions. sentence using each verb. Set a time limit of two or three
• Read out the task, then play the audio for students to minutes for this.
listen and choose the correct radio item. • Call out each verb in turn and ask groups to read their
• Check the answer with the class. sentences. Award a point for each correct sentence.
• See which team has the most points at the end.
ANSWER
c 1 Speaking video script p134

• Ask students to read the task and the activities, then play
part 1 of the video.
• Allow students time to read the headlines. Explain any
unfamiliar vocabulary.
• Read out the task, then play the audio again for them to ANSWERS
listen and complete the matching task. 1 Ben
• Check answers as a class, playing the audio again if 2 Danni
necessary and pausing to confirm each answer. 3 Alex

1 b 2 c 3 – 4 a 5 – • Ask students to read the task and the options, then play
part 2 of the video for students to watch and choose the
3 Listening strategy correct options.
• Read out the Listening strategy and explain that • Check answers with the class.
predicting the kind of information you are listening for
can help you to understand the listening and find the ANSWERS
correct answers. morning: canoeing
• Ask students to read the sentences in exercise 4 and afternoon: horse riding
decide what type of information they need to complete evening: music and arts and crafts
each one. 3 Speaking video script p134
• Check the answers with the class, and check that students • Ask students to complete the matching task, then play
understand all the sentences. the video again for students to watch and check their
ANSWERS answers.
1 a place • Check answers with the class, and elicit or explain that
2 a place we use these questions when we are trying to reach an
3 a time agreement in a group.
4 a price
ANSWERS
5 a price
1 c 2 a 3 d 4 b
Unit 6 T70

• Read out the information and phrases in the Speaking • Demonstrate the first part of the task with a confident
strategy. group. Take one of the roles yourself, and make a
• Remind students that when we disagree with someone, suggestion. Respond to what they say, and encourage the
we should always do it politely and show respect for the group members to join in.
other person’s ideas. • Students then work in groups to discuss their ideas and
• Ask students to copy the dialogue into their notebooks reach an agreement.
and complete it with the correct words. • Ask groups in turn to tell the class what they agreed on
• Play the audio for students to listen and check their and why. The class could vote for their favourite idea for
answers. the school trip.
• Check answers with the class. • Monitor while they are working in their groups, and note
down any common mistakes that you hear. Correct these
ANSWERS
in a feedback session at the end.
1 could 2 bad 3 everyone 4 up 5 any
Further practice
5 Real Talk: Active Learning Kit, Unit 6
• Before students practise the dialogue in pairs, you could
play track 6.08 again, pausing after tricky lines for students
to repeat.
• They then practise in pairs.
6 Global skills
• Put students into pairs to think of more suggestions for
reaching an agreement. You could elicit or suggest a few
ideas first, e.g. reaching a compromise between different
ideas, accepting the majority view, backing down if your
view is not popular, holding a vote, etc.
• Discuss ideas as a class.
7
• Read out the task and check that students understand
what they have to do. Check they understand all the
words in the box.
• Point out that at this stage students should work alone
and think about the things they would most like to do.
• Monitor while students are working, and help with ideas
and vocabulary if necessary.
8
• Put students into pairs to compare their ideas. Make sure
they understand that at this stage they should just tell
their partner their ideas, not try to reach an agreement.
• Ask some pairs how similar or different their ideas are.
Let’s speak!
Group work Ask students to read the speaking task
and point out that it is a group activity. Refer students
back to Global skill, and tell students they should all
take responsibility for making sure that everyone gets a
chance to speak, and everyone is listened to. Point out
that in a group activity, they should measure the success
of the task not just by how much they manage to speak
and use the target language, but also by how well they
work together as a group and achieve the aim of the task
(to reach an agreement). When they have finished the
activity, ask groups to reflect on how well they worked
together, and how they could improve next time.
T71 Unit 6

Unit 6 S71

S72 Unit 6

Writing ANSWERS
Who is the biography Roberta Washington

Learning Objective about?
Write a biography of a creative person
What is this person best setting up an architecture
known for? firm
A biography How did they first She interviewed an architect
become interested in for a school project.
what they do?
Checking your work Read out the title of the Writing
strategy (Checking your work). Point out to students How did they become She studied architecture, then
that they can improve their marks if they improve their successful? worked in Mozambique.
checking skills. Suggest to students that they focus on What are some examples hospitals, housing, schools
their typical mistakes throughout this lesson, e.g. when of their achievements? and the first green building
they complete the table in exercise 2. Tell them that in Harlem
being aware of the mistakes they typically make will make
them better at spotting and correcting them. At the end 3 Writing strategy
of the lesson, ask them to reflect on whether they have • Read out the Writing strategy.
improved at checking their work.
• Ask students to copy the first four sentences of the
biography and correct the mistakes.
Warm-up • Put students into pairs to compare their answers, then
• Tell students that they are going to do a quiz on creative check answers with the class.
people, and put them into teams. • Ask students what other kinds of mistakes they typically
• With weaker classes, you could tell students to look at the make. Elicit a few ideas.
box with names in exercise 4 to help them.
ANSWERS
• Read out the questions below. Roberta Washington is an American architect. She is best
1 Who invented the World Wide Web? known for setting up one of the first architecture firms in
2 Which singer was the lead singer of the group Destiny’s Child? America that is led by a Black woman.
3 Which Mexican painter is known for her many portraits Roberta grew up in Greensboro, North Carolina. She first
and self-portraits? became interested in the architecture when a teacher …
4 Which Italian artist painted the Mona Lisa?
5 Which Brazilian architect is known for designing many of
Let’s write!
the buildings in the capital Brasília?
• Check the answers, and see which team got the most  Language practice interactive
points. • An interactive task to practise checking your work.
ANSWERS
4
1 Tim Berners-Lee 2 Beyoncé Knowles 3 Frida Kahlo
4 Leonardo da Vinci 5 Oscar Niemeyer • Read out the task. Ask students to choose another creative
person and follow the steps to plan their biography.
1 • Encourage them to ask you for any vocabulary they need.
• Ask students to read the biography and answer the ANSWERS
question. Students’ own answers.
5
ANSWER
She worked on the first ‘green’ residential building in • Remind students that they should use their ideas from
Harlem, New York, and the first ‘green’ elementary school exercise 4, and they can use the Roberta Washington
in New Haven, Connecticut. biography as a model.
• Encourage them to use the creative verbs and adjectives
2 from the unit, and to use relative pronouns to join
• Ask students to copy the table into their notebooks, then sentences.
read the biography again and complete it. • Give students time to write their biographies.
check with the class. 6
• Elicit which questions are answered in each paragraph of • When students have finished their biographies, tell them
the biography (paragraph 1: questions 1 and 2; paragraph to use the checklist to check their writing for mistakes.
2: question 3; paragraph 3: questions 4 and 5). Further practice
• Tell students they should use a similar paragraph structure Writing, Workbook p41
when they write their own biography. Writing, Essential Workbook pE25
Unit 6 T72

Watch • Play the main video again for students to watch and
complete their answers.
Understand a video about graffiti ANSWERS
1 street art 2 art gallery 3 London 4 advertising
Graffiti Life 5 teamwork 6 warehouse 7 personality
Before you watch After you watch

Warm-up 7
• Ask What kinds of art can you see in your town or city? • Ask students to read the question and think about their
• Elicit a few ideas from individual students. answers individually.
• Write the word graffiti on the board and check or teach • Put them into groups to discuss the question.
the meaning. Ask Is graffiti a kind of art? Why / Why not? Put • For feedback, ask each group in turn to tell the class their
students into pairs to discuss the question. ideas and reasons.
• Discuss their ideas as a class.
ANSWERS
• Students could work in pairs to look at the pictures and MEDIATION Tell students that in exercise 8 they will
match them with the descriptions. practise the skill of mediating information from their own
• Discuss the answers with the class and discuss the language into English. Point out that the information
difference between street art and graffiti. (They mean they find online may be quite detailed, so they will have
the same thing, but street art is normally used to describe to simplify it in order to express it in English. Encourage
graffiti which is creative and artistic. Graffiti is normally them to make notes, and then use their notes to tell their
used to describe vandalism.) partner what they learned.
ANSWERS
1 B 2 C 3 A 8 Mediation
• If you have access to the internet in class, do this now. If
While you watch not, set it for homework.
2 • Set a time limit for them to do their research, and
encourage them not to get too involved in the details
• Read out the task. Ask students to read through the list of they find.
things before you play the preview video.
• Play the preview video, then check the answers. language.
ANSWERS • Give students time to make notes in their own language,
1, 3, 5 and 6 then think about how to express the ideas in English. Help
3
• Put students into pairs to predict what the video will be learned.
about, then discuss their ideas as a class. Briefly review the
use of will for predictions if necessary. • Discuss with the class what students found challenging
about the task.
Optional activity
• Play the main video for students to watch and check if
their predictions were correct. Street art for my school: Put students into groups and
tell them they are going to design a piece of street art for
• Elicit correct predictions that students made.
their school.
5 Watch video script p135 Ask them to think about where on the school building
• Ask students to read the sentences and answer from the art would go, and what it would show. They can make
memory which options are correct. notes on their ideas, or they can do a rough sketch of their
design.
• Play the main video again so that students can complete
the exercise and check their answers. Ask groups in turn to present their ideas to the class. The
class could vote for their favourite.
ANSWERS
1 popular 2 makes 3 teaches painting
6 Watch video script p135 topic of the video.
• Ask students to copy the sentences and complete the
ones they can from memory.
T73 Unit 6

Unit 6 S73


Review | Units 5–6 Creativity: verbs (p67)
4
Vocabulary • Remind students of the creativity verbs they learned in
Unit 6.
The senses: verbs and adjectives (p55) • Students read the sentences and write the correct words
in their notebooks.
1
• Remind students of the senses verbs and adjectives they understand all the verbs.
learned in Unit 5.
ANSWERS
• Read out the example answer.
1 discovered
• Ask students to write the sentences in their notebooks. 2 composed
• Check answers with the class. 3 invented
ANSWERS 4 painted
1 The pineapple feels rough and it tastes sweet. 5 set up
2 The scarf looks colourful and it feels soft.
3 The lime smells fresh and it tastes sour.
4 The car feels hard and it looks shiny.
5 Chillies taste spicy. Chips taste salty.
Sleep (p58)
2
• Remind students of the sleep vocabulary they learned in
Unit 5.
• Point out the example answer, then ask students to copy
the sentences into their notebooks and complete them.
ANSWERS
1 have, had
2 fell
3 feel
4 lie
Creativity: adjectives (p65)

3
• Remind students of the creativity adjectives they learned
in Unit 6.
• Tell them to copy the two texts into their notebooks and
complete them with the correct adjectives.
understand all the adjectives.
ANSWERS
1 delicate
2 strange
3 successful
4 enormous
5 clever
6 tiny
7 brand new

ce
Grammar be going to and will (p69)
9
Present perfect: for and since (p57)
• Remind students of the use of be going to and will they
5 learned in Unit 6.
• Remind students of the uses of the present perfect with • Say I’m going to meet my friends on Saturday – plan
for and since that they learned in Unit 5. Say I’ve lived there or prediction? (plan) It will be fun – plan or prediction?
for four years – did I start living there in the past? (yes) Do I (prediction).
still live there? (yes) Say I’ve had this mobile phone for two • Read out the first sentence and the example answer.
years or since two years? (for). • Ask students to copy the dialogue into their notebooks
• Read out the first sentence and the example answer. and complete it with the correct verb forms.
• Ask students to copy the sentences into their notebooks • Check answers with the class.
and complete them.
ANSWERS
• Check answers as a class and check that students 1 ’ll like
remember the rules for using for and since. 2 won’t have to
ANSWERS 3 ’m going to take
1 ’s had, since 4 ’m going to be
2 haven’t heard, for
3 ’ve lived, since Get on track
4 hasn’t moved, for
10
Past simple or present perfect? (p59) • Point out that this exercise reviews all of the language
students have learned in Units 5 and 6.
6 • Tell them to read the conversation through once before
• Remind students of the difference between the past they do the task, to understand the general meaning. Ask
simple and present perfect they learned in Unit 5. Who made the banana chips? (Ali’s dad) Who can make
• Say I’ve seen that film – correct? (yes) I’ve seen that film last amazing popcorn? (Ali’s aunt).
week – correct? (no, I saw, because it mentions the specific • Tell students to read the conversation again and choose
time). the correct answers.
• Ask students to copy the sentences in their notebooks • Check answers with the class.
and complete them with the correct verb forms.
ANSWERS
• Check answers with the class. 1 haven’t
ANSWERS 2 ’ll
1 a Milo and I ate b I’ve never liked 3 that
2 a She’s visited b she went 4 sweet
5 whose
Relative pronouns (who, that, which, 6 spicy
whose) (p67) 7 for
8 ate
7 9 ’m going to
• Remind students of the relative pronouns they learned in 10 won’t
Unit 6. CONTINUOUS ASSESSMENT Feedback and intervention
• Ask students to complete the matching part of the task Self-assessment Review sections are a good
first. opportunity to see where students may need more
• Check these answers, then read out the example answer support and where they are doing well. They are also
with the relative clause. an opportunity for students to implement any feedback
• Check answers with the class. they have been given during the previous units. When
students have finished the exercises, put them into groups
ANSWERS
and ask them to discuss which exercises they found the
1 a, whose 2 e, which 3 c, who 4 d, which
most challenging and why. Try to spend a minute with
8 each group, listening to their discussions.
• Ask students to read the sentences in exercise 7 again and
answer the question. Further practice
ANSWER
2, 3 and 4

ce

ce
S76 Unit 7

ce
7 Making a difference
Talk about positive actions and helping people and • Tell students that they’re going to watch a video about
places making a difference.
Read about positive actions • Ask students to read the list of names and organizations,
then play the video for them to complete the
Talk about advantages and disadvantages
matching task.
Write a persuasive post for a website
ANSWERS
Unit summary 1 c 2 a 3 b

Vocabulary
Positive actions: donate, get involved (in something),
• Ask students to read the questions before they watch
again. Check they understand all the words.
give (someone) a hand, look after (someone or something),
pick up litter, raise money, start a project, volunteer (to do • Put them into pairs to try to answer from memory which
something) person or organization does each thing.
Helping: people and places: animal shelter, charity • Play the video for them to check their answers before
shop, classmate, environmental organization, food bank, checking answers as a class.
homeless shelter, neighbour, senior citizen, stranger, ANSWERS
teammate 1 Hubbub Foundation
2 Joshua Coombes
Grammar 3 Jadav Payeng
First conditional: If I volunteer, I’ll help other people.
I’ll have less time to relax if I volunteer. 3
Second conditional: If I had a lot of money, I’d buy a big • Read out the question, then allow students a few minutes
house. I’d travel all over the world if I was rich. If he were a to think about their answers and make notes. Read out
teacher, he’d earn more money. the speech bubble, and elicit a way to complete it. Point
out to students that they must give reasons for their
Key phrases opinions.
Talk about advantages and disadvantages: • Put them into pairs and give them a few minutes to
A / An / The advantage / benefit of that idea is … discuss their ideas.
Another advantage / benefit (of that) is … • For feedback, focus on each idea in turn and ask which
students chose this idea, and why.
It’s a great way to …
I think it’s a great idea! MEDIATION Tell students they are going to practise the
A / The problem with / disadvantage of that idea is … skill of mediating information from English into their own
Another problem with / disadvantage of … is that … language. Ask Is this easier or more difficult than mediating
Language point that mediating into their own language is a useful task for
checking how much they have understood in English.
Make your writing persuasive: use of pronouns,
ask questions, use positive phrases, add persuasive
information (In addition, … / Furthermore, … / … as well) 4 Mediation
• Tell students they need to explain the main points from
On Track Video • Allow them time to prepare their ideas individually, then
put them into pairs to take turns to explain.
Warm-up • Ask students what they found difficult about the task. As a
• Ask students to look at the photo. Ask questions to elicit class, discuss ways around the difficulties.
what it shows and what is happening, e.g. Where are the
people? What are they doing? Elicit that the photo shows a Optional activity
beach and people are cleaning it. Ask What other things can you do to make a difference? Elicit
• Ask Why do you think they are doing this? Are they getting a few ideas, e.g. clean up litter in a park, collect old clothes
money? Elicit answers, and introduce the idea that they and toys for charity, etc. Put students into groups to think
are doing it for free (their T-shirts say Volunteer) to help of three more ideas.
the environment. Teach the phrase make a difference (do Ask groups in turn to tell the class their ideas. Use this
something to improve the world). as an opportunity to notice what vocabulary students
already know for positive actions.
Unit 7 T76

Vocabulary 2
Learning Objective them into pairs to compare their answers.
Talk about positive actions • Check answers with the class.
ANSWERS
Positive actions 1 look after
2 raise money
CONTINUOUS ASSESSMENT Learning intentions 3 give … a hand, donate
Learning objectives Communicating the learning 4 pick up litter, get involved
objectives to students provides them with a context 5 start a project
for the upcoming lesson, and helps them to track their
progress. At the start of the lesson, write the learning 3 Your turn
objective on the board. Point out to students that the • Read out the questions and the example dialogue in the
video they watched in the last lesson was about positive speech bubbles.
actions. Ask students how well they think they can talk • Allow students a little time to prepare their answers
about positive actions, e.g. the things you can do, how individually, then put them into pairs to discuss the
it makes a difference, etc. Ask students in pairs to think questions.
about one positive action and talk about what it is, why • Ask one or two students to tell the class about their
people do it and how it makes a difference. Elicit ideas experiences.
from pairs in turn. At the end of the lesson, put students
into pairs again and ask them to repeat the task with a Optional activity
different positive action. Ask them if they think they A game to practise the vocabulary: Ask students to
have improved. close their books, and put them into teams.
Write one key word from each phrase on p77 on the
Warm-up board, e.g. donate, involved, hand, look, litter, raise, project,
• Tell students that making a difference is about helping volunteer.
other people. Give some examples of things that you Ask teams in turn to choose a word from the board and
have done recently that have helped other people, e.g. give a correct sentence. If their sentence is correct, give
I helped my neighbour carry her shopping into her them a point and cross the word off the board. If their
apartment. I walked my friend’s dog while she was away. sentence is not correct, don’t correct it, but move on to
• Put students into pairs to think about things they have the next team. Continue until all the words are crossed off
done recently that have helped other people. the board. See which team has the most points.
• Elicit ideas from pairs in turn.
• An interactive task to present the vocabulary with pictures
and audio. Further practice
1  7.01 Vocabulary, Essential Workbook pE26
• Read the task, then read out the first part of the leaflet and Vocabulary, Puzzles and games, Essential Workbook pE46
point out the example answer. Vocabulary reference, Workbook p76
• Ask students to complete the task individually and write Vocabulary worksheets, TRB p44
the missing words in their notebooks.
• Model and drill the pronunciation of the phrases if
necessary.
ANSWERS
1 Donate
2 Look after
3 Pick up litter
4 Volunteer, get involved
5 Raise money
6 Start a project
T77 Unit 7

Unit 7 S77

S78 Unit 7

Reading 3 For those who want to volunteer or want to get
involved, Scout and her colleagues have created a great
Learning Objective toolkit and they have posted it on their website.
Understand a factual webpage about positive actions CONTINUOUS ASSESSMENT Success criteria
Before you start the Your turn discussion activity, read
A factual webpage out the questions and the example answers. Point out
that the example answers use the word because to add a
Warm-up reason. Ask In what other ways can you add to your answers
• Ask What problems are there in your school? Elicit a few to make them longer? Elicit that students can talk about
ideas, e.g. litter on the ground outside, sports facilities are their own experiences, other projects they know, projects
not very good, classrooms need painting, etc. that family members volunteer for, their ideal project,
• Put students into groups and ask them to think about one etc. Elicit or point out that they can also ask their partner
problem in their school and what they could do to make a questions about their answers, e.g. What do you like about
difference to it. this project? What other projects would you be interested in?
Do you know anyone who volunteers for this kind of project?
• Ask groups in turn to tell the class their ideas. The class
Write a few questions on the board to give students ideas.
could choose their favourite.
When students have completed the activity, ask how
1  7.02 well they managed to extend their answers and ask their
partner questions.
• Ask students to read the three possible titles before you
play the audio.
• Tell students to read the text as you play the audio. 4 Your turn
• Elicit the best title and the reason. • Allow time for students to have their discussions.
• Monitor while they are working, and notice how well they
ANSWER
give reasons and extend their answers.
2 – Both projects are focused on making a difference. /
Book the Future uses second-hand books so it helps the • Ask some pairs to tell the class which projects they find
environment, too, but the aim is to help young people to interesting and why.
enjoy reading. • Give feedback on how well students gave reasons and
extended their answers.
2
• Ask students to read the webpage again and decide if the Did you know?
sentences are true or false. Remind them to correct the • Ask students if they are surprised that volunteering is
false sentences. good for your health. Ask Why do you think it is good for
• Allow students to compare their answers in pairs, then you? Elicit a few possible answers, e.g. you are more active,
check with the class. Elicit the part of the webpage which you are meeting people and making friends, helping
confirms each answer. other people makes you feel positive about yourself.
ANSWERS Optional activity

1 false (They love reading.) Start a project: Put students into groups. Ask them to
2 false (The group gives books away for free.) think of a project that they could start in their area to help
3 true people, animals or the environment. Ask them to:
4 true • think of a title for their project
5 false (It’s an environmental group.)
6 true
• prepare a short presentation on why they want to start
this project and who or what it will help
3 Reading strategy • say how people can help by volunteering
• Read out the Reading strategy and explain that Ask groups in turn to present their ideas to the class.
understanding sentences with missing words will help Students could vote for the project they would most like
you understand the details of a text, as it will help you to volunteer for.
identify which person something is about, even if they are
not clearly mentioned.  Guided mediation interactive
• Ask students to look at the underlined sentences and • An interactive task to practise mediation.
decide which words are missing.
• Allow students to compare their answers in pairs, then Further practice
check them with the class. Reading a webpage, Workbook p46
Reading, Essential workbook pE28
ANSWERS Reading worksheet, TRB p62
1 The girls collected old books and they gave them away
for free to young people who didn’t have anything to
read.
2 The girls have their own website where you can find out
more and you can enjoy the free online magazine that
Andrea and Sabine produce.
Unit 7 T78

Grammar 3
• Read out the first sentence and elicit the answer as an
Learning Objective example.
Talk about possible future actions using the first • Ask students to read the sentences and choose the
conditional correct options.
• Check answers as a class, referring back to the table if
necessary to explain the answers.
First conditional
Early finishers
Learning objectives Read out the learning objective • Ask students to change one of the sentences to make it
and write on the board: If we volunteer for Scout’s project, … true for them or someone they know.
If we give children books, … Ask students in pairs to write ANSWERS
a possible ending for each sentence. Elicit some possible 1 won’t mind
endings to the sentences, but don’t confirm if they are 2 ’ll go
correct or not. At the end of the lesson, refer students 3 passes
back to the learning objective, and ask them to look at 4 will you hang out
their sentences again and correct them if necessary. Ask 5 gets
them how confident they now feel about using the first
conditional. 4
• Ask students to copy the conversation into their notebook
Warm-up and complete it with the correct verb forms.
• Ask What do you usually do in the summer holidays? Elicit a • Check answers with the class.
few answers from individual students, then put students ANSWERS
into pairs to brainstorm a list of the things they usually do. 1 decide
• Elicit a few ideas and make notes on the board. Then ask 2 need
What are your favourite activities? Why? Elicit answers from 3 ’ll volunteer
individual students. 4 aren’t
5 ’ll ask
• Presentation of the use of the first conditional. 5 Your turn
• Read out the task and the two example answers.
1  7.03 • Ask students to write their sentences individually.
• Tell students to read Grammar in context while you • Put students into pairs to compare their sentences. Then
play the audio, then read out the question and elicit the ask some students to read their sentences to the class.
answers.
ANSWERS  Grammar practice PDF
Advantages: help other people, learn new skills, meet new • Mixed-ability 1–3-star tasks to practise the first conditional.
people Further practice
Disadvantages: won’t be able to go on holiday, less time Grammar: First conditional, Workbook p44
to relax Grammar, Essential Workbook pE27
2
• Go through the table as a class. Grammar, Puzzles and games, Essential Workbook pE47
• Point out that there are two clauses to a first conditional Grammar Practice: Active Learning Kit, Unit 7
sentence: a clause with if and a clause that talks about Mixed-ability worksheets, tests and resources available on
what will happen. Point out that the clause with if can Oxford Premium
come either first or second: If you volunteer, you’ll enjoy it. /
You’ll enjoy it if you volunteer.
• Point out that the verb after if is in the present simple:
If you volunteer, … NOT If you will volunteer, …
• Ask students to match the sentence halves.
Early finishers
• Ask students to write an alternative ending for one of the
sentences.
ANSWERS
1 b 2 d 3 c 4 a 5 e
T79 Unit 7

Unit 7 S79

S80 Unit 7

• Ask students to read the questions. Check they
Learning Objective understand them all.
Talk about helping people and places • Play the audio and ask students to listen and match the
questions with the speakers.
Helping: people and places • Check the answers with the class.
ANSWERS
Warm-up a 2 b 3 c 1
• Remind students that in the last lesson, they learned
the first conditional. Elicit one or two first conditional 5  7.06 Audio script p136
sentences and write them on the board, e.g. If it rains • Ask students to read the topics and try to answer from
tomorrow, we’ll stay at home. If we volunteer at the animal memory which people mentioned each one.
shelter, we’ll have a lot of fun. • Play the audio again for them to listen and check their
• Divide the class into pairs. Ask them to work together to answers.
write three first conditional sentences beginning with if. • Check answers with the class.
Ask students to each make a note of their sentences.
ANSWERS
• Put students into new pairs. They take turns to read out 1 Dipa 2 Huang / Dipa 3 Dipa / Huang 4 Beth / Huang
one of their sentence beginnings. Their partner looks at 5 Huang / Beth
their own sentences and chooses one to make a new
sentence. They work together to see how many new 6  7.06 Audio script p136
sentences they can make. • Ask students to read the sentences and try to answer from
• Ask pairs to read one of their new sentences to the class. memory if they are true or false.
• Play the audio again for them to listen and check their
answers.
• An interactive task to present the vocabulary with audio. • Check answers with the class, eliciting the correct form of
1  7.04 the false sentences.
• Students could work in pairs to match the people with the ANSWERS
definitions. 1 true 2 false (She says she doesn’t mind hard work.)
• Play the audio for students to listen and check their answers. 3 true 4 false (He says he would need someone to travel
• Check answers with the class, and check that students with.) 5 false (She says she sometimes has arguments
understand all the words and phrases. Model pronunciation with them.) 6 true
of the difficult words, e.g. neighbour /ˈneɪbə/. 7 Your turn
ANSWERS • Read out the task and the example in the speech bubble.
1 senior citizen 2 classmate 3 teammate 4 neighbour • Allow students one or two minutes individually to prepare
5 stranger their ideas.
2  7.05 • Put students into pairs to discuss their ideas.
• Students could work in pairs to match the words with the • Ask pairs in turn to tell the class their ideas, and discuss as
places. a class which ideas seem the most interesting or exciting.
• Play the audio for students to listen and check their answers. Optional activity
• Check answers with the class, and check that students Research: Ask students to look online and find examples
understand all the places and what happens in each one. of projects where young people can volunteer in other
• Model pronunciation of the difficult words, e.g. charity countries. Tell them that if they search for ‘gap year
/ˈtʃærɪti/. volunteer’, they will find lots of ideas. Ask them to find a
ANSWERS project that interests them, then read about it and make
1 food bank 2 charity shop 3 animal shelter notes. In the next lesson, students can work in groups
4 homeless shelter 5 environmental organization to compare what they found and discuss which projects
sound the most interesting or fun.
3
• Ask students to copy the questions into their notebook  Vocabulary practice PDF
and complete them with the correct words. • Mixed-ability 1–3-star tasks to practise the vocabulary.
• Check the answers with the class.
• Put students into pairs to ask and answer the questions.
Further practice
• Ask some students to tell the class their partner’s most Vocabulary, Essential Workbook pE26
surprising or interesting answer. Vocabulary, Puzzles and games, Essential Workbook pE46
ANSWERS Vocabulary reference, Workbook p76
1 neighbours 2 charity shop 3 environmental
organizations 4 classmates 5 senior citizen 6 animal
shelter 7 stranger 8 teammate
Unit 7 T80

Grammar 4
• Read out the first set of prompts and the example
Learning Objective question. Point out the word order of the question form:
Talk about imaginary future actions using the second what would they be?
conditional • Ask students to write the questions.
check answers with the class. Refer back to the table to
Second conditional explain the answers if necessary.
Warm-up
Early finishers
• Remind students of the question from the last lesson:
If you had no school for a year, what would you do?
• Ask students to write one more question to ask their
classmates, using a second conditional.
• Tell students what you would do if you had no school for
a year, e.g. If I had no school for a year, I’d travel around South ANSWERS
America with a friend. 1 If someone made a film about your life, which actor
would you want to play you?
• Ask What would you do if you had no school for a year? Put
2 If you had a time machine, which year would you travel to?
students into pairs to discuss the question.
3 Who would you call if the police arrested you for a
• Ask individual students to tell the class their ideas. Don’t crime?
correct any mistakes with the second conditional, but 4 If you were a singer, what kind of music would you sing?
notice how confident students are about using it.
5 Your turn
• Read out the task, then read out the example answer.
• Presentation of the use of the second conditional.
• Allow students time to prepare their answers and make
1  7.07 notes.
• Ask students to read Grammar in context while you play • Put them into pairs to ask and answer the questions.
the audio. • For feedback, read out each question in turn and elicit a
• Check the answers to the questions. range of possible answers from different students.
ANSWER CONTINUOUS ASSESSMENT Feedback and intervention
Yes. She says she would like to go with Beth. Comparing previous grammar Point out to students
that they will improve their understanding of grammar
2 if they look back and compare the new grammar they
• Go through the table as a class and check that students have just learned with structures they already know,
understand the second conditional sentences. Ask e.g. when they learn a new tense, they could compare
concept questions to check understanding if necessary, it with other tenses they already know. Ask What’s the
e.g. If she had a lot of money, she’d travel around the world difference between the first conditional and the second
– does she have a lot of money? (no) Is this an imaginary conditional? Elicit the two forms from the class and write
situation? (yes). a pair of contrasting sentences on the board, e.g. If I win
• Point out that we use the past simple in the if clause: the competition, I’ll be very happy. / If I won the competition,
If she had a lot of money … NOT If she would have a lot of I would be very happy. See if students can explain the
money … difference between the two forms, then refer them to the
• Read out the information in the Stop box. resources that are available in the Workbook Grammar
• Ask students to match the sentence halves. reference & practice. Encourage them to use these
• Put students into pairs to compare their answers, then resources to make sure they fully understand the two
check with the class. conditional forms.
ANSWERS
1 c 2 b 3 a 4 e 5 d
• Mixed-ability 1–3-star tasks to practise the second
3 conditional.
• Read out the first sentence and the example answers. Further practice
• Ask students to write the correct form of the verbs in their Grammar: Second conditional, Workbook p45
notebooks. Grammar, Essential Workbook pE27
• Put students into pairs to compare their answers, then Language summary, Student’s Book p104
check answers with the class. Grammar reference & practice, Workbook p66
Early finishers Grammar Practice: Active Learning Kit, Unit 7
• Ask students to write a similar sentence that is true for them. Mixed-ability worksheets, tests and resources available on
ANSWERS
Oxford Premium
1 would feel, failed 2 had, would … come
3 wouldn’t be, didn’t do 4 was, would play
5 Would … feel, didn’t drink
T81 Unit 7

Unit 7 S81

S82 Unit 7

Communication • Allow students to compare their answers in pairs, then
Listening: A podcast ANSWERS
1 paper notes 2 The phones
Learning Objective Sentence 1: b Sentence 2: a
Understand a podcast
Warm-up
• An interactive activity to provide further listening practice
or discussion.
• Ask How can people learn about the news? Elicit a range
of ideas, e.g. TV, radio, newspapers, online, social media. Further practice
If students don’t mention podcasts, suggest it as an Listening, Workbook p47
alternative and teach the meaning of podcast if necessary. Listening, Essential Workbook pE29
• Ask Are you interested in the news? How do you learn about
it? Put students into pairs to discuss the question, then Speaking: Talk about advantages and
discuss their ideas as a class. disadvantages
CONTINUOUS ASSESSMENT Learning intentions Learning Objective
Learning objectives Read out the learning objective Talk about advantages and disadvantages
and remind students that focusing on the Listening
strategy will help them improve their overall listening
Warm-up
skills. Ask How do you think a podcast is different from a
radio news show? Elicit that it is probably more informal • Remind students about the story of the pizza restaurant
than a radio news show, and may involve two people in Philadelphia. Ask What are the advantages of the idea?
chatting, rather than just one newsreader. Read out the Write the heading Advantages on the board and elicit a
Listening strategy (Infer ideas about the situation). Give an few ideas, e.g. it helps homeless people, lots of people can
example to explain the meaning of infer, e.g. if you hear, take part. Make notes on the board under the heading.
Everyone left the party early, you can infer that it wasn’t a • Write the heading Disadvantages on the board and ask Are
very good party. Explain that focusing on inferring ideas there any disadvantages? Elicit a few ideas and add them
will help them understand a podcast. Return to the to the board.
learning objective at the end and ask if students think • Tell students that in this lesson they are going to practise
they have improved. talking about advantages and disadvantages.

• Ask students to read the sentence halves, then play part 1 of
• Read out the question, then play the audio for students to the video for them to write the answers in their notebooks.
listen and answer the question.
• Check the answer with the class, then put students into
pairs to discuss what they can remember about each story. ANSWERS
1 c 2 a 3 b
ANSWER
two 2 Speaking video script p136

• Ask students to read the names of the people and the
volunteer programmes, then play part 2 of the video.
• Allow students time to read the questions and possible
answers.
• Play the audio again for them to listen and choose the ANSWERS
correct answers. 1 b 2 c 3 a
• Check answers as a class, playing the audio again if 3 Speaking video script p136
necessary and pausing to confirm each answer.
ANSWERS read the advantages and disadvantages. Check students
1 c 2 c 3 b understand they should tick () the project that mentions
each advantage or disadvantage.
3 Listening strategy  7.08 Audio script p136
• Play part 2 of the video again.
• Allow students time to copy the gapped sentences into
their notebooks.
• Play the audio again for students to listen and complete ANSWERS
the sentences. Advantages: It gives people exercise: Doggy Duos; It helps
• Read out the Listening strategy and explain that inferring with a child’s education: Read On; People can learn skills
ideas about the situation is important because it helps from each other: Fruitiful Gardens
you to understand details about the situation. Disadvantages: Some students might not feel confident: Read
On; Some people don’t have many tools or skills: Fruitiful
• Students read the ideas and decide which they can infer
Gardens; It doesn’t bring people together: Doggy Duos
about each sentence.
Unit 7 T82

strategy. Check that students understand how all the CONTINUOUS ASSESSMENT Success criteria
phrases are used in full sentences, e.g. It’s a great way to Make the most of the task Ask students to read the
meet new people. model task. Point out that in this lesson, they have learned
phrases for talking about advantages and disadvantages,
and have already practised different aspects of the task in
the correct phrases.
exercises 6, 7 and 8. Explain that the final speaking task is
• Play the audio for students to check their answers. their opportunity to bring everything together. Encourage
• Check answers with the class. them to try to have a conversation that is natural and
ANSWERS fluent, using as many of the phrases from the Speaking
1 A disadvantage of strategy as they can. Ask them to spend a few minutes
2 The advantage of that preparing for the task and set their own realistic goals, but
3 Another advantage encourage them to make their goals ambitious. When
4 I think that’s a great idea! they have finished the activity, allow students a little time
to reflect on how well they did. If there is time, students
Optional activity could practise again with a different partner and try to
Before students practise the dialogue in pairs, play the improve.
audio again, pausing after each of the phrases in the
Speaking strategy. Ask students to notice the intonation. 9
Point out how the speakers use rising intonation to • Students work in pairs to talk about the advantages and
sound more enthusiastic when they are talking about the disadvantages they discussed in exercise 8.
advantages, and they use falling intonation to talk about
the disadvantages. Encourage students to use suitable
intonation when they practise the dialogue.
5 Further practice
• Put students into groups of three to practise the dialogue.
If you think students may struggle with the pronunciation,
them to repeat.
6 Global skills
• Ask students if they already support any charities, or if
they know the names of any charities they would like to
support. Elicit a range of answers.
• Put students into pairs to discuss the charities and suggest
how they could get involved.
• Ask pairs in turn to tell the class about their discussions.
7
• Read out the two situations and check that students
understand them.
• Focus on the first situation and ask How could you help?
Elicit a few ideas, e.g. organize an event to raise money. As
students suggest ideas, ask What are the advantages of this
idea? What are the disadvantages? Elicit ideas, encouraging
students to use phrases from the Speaking strategy.
• Students then work in groups of three to suggest ideas
and discuss the advantages and disadvantages.
• Monitor while students are working, and give feedback at
the end.
8
• Students work in pairs to think about which ways to help
would be the best and why.
T83 Unit 7

Unit 7 S83

S84 Unit 7

Writing CONTINUOUS ASSESSMENT Success criteria
Show off your grammar Before students move on to
Learning Objective the writing task, point out to them that writing tasks are
Write a persuasive post for a website an opportunity for them to show that they can use a
wide range of grammar structures, including structures
they have learned in previous units. Ask them to look at
A persuasive post Ramona’s post again and find examples of the present
Warm-up perfect (I’ve just joined …, I’ve been a member … since …),
past simple (last year, I was …), second conditional
• Ask What is a student council? Does your school have one? (If I was class representative, I would …) and modal verbs
• If students already have a student council in their school, (I think we should …, They could …). Remind students of
elicit how it works and what it tries to achieve. If their other grammar they have studied in the book, e.g. relative
school does not have one, explain that it is a group pronouns, be going to and will. Suggest that they could
of students who work with the teachers to improve build into the planning stage some targets for grammar
the school. Explain that each class elects someone to they want to include in their post. When they have
represent them on the council. finished their posts, encourage them to add up how many
• Ask Do you think a school council is a good idea? Why? What different grammar structures they managed to use.
things could it achieve? Put students into pairs to discuss
the questions, then discuss them briefly as a class.
Let’s write!
1
• Read out the lesson title and explain the meaning of  Language practice interactive
persuasive. • An interactive task to practise writing persuasive posts.
• Ask students to read the post and choose the correct 4
answer.
• Read out the task.
• Ask students to add to their table from exercise 2 to plan
ANSWER their post.
c • Encourage them to ask you for any vocabulary they need.
2 ANSWERS
• Ask students to copy the table into their notebooks, Students’ own answers.
then read the post again and complete the table with
information about Ramona.
5
exercise 4, and they can use Ramona’s post as a model.
• Encourage them to make their writing persuasive, use first
ANSWERS and second conditionals and use the positive actions and
Ramona helping vocabulary they have learned in the unit.
What adjectives describe Friendly, hard-working
• Give them time to write their posts.
your personality? Early finishers
What would you do as Would start a campaign • Ask students to look at their post again and see if they can
class representative? for more after-school make it more persuasive.
clubs and would organize
more events such as 6
concerts or fashion shows • When students have finished their posts, tell them to use
for charity. the checklist to check their writing.
Further practice
3 Writing strategy Writing, Workbook p47
• Read out the Writing strategy and explain that the Writing, Essential Workbook pE29
language you use can help persuade people to vote Writing worksheet, TRB p70
for you.
• Ask students to find examples of the words and phrases in
Ramona’s post.
ANSWERS
In addition, Furthermore, excellent communication skills,
confident about speaking in public, Do you agree with my
ideas?
Unit 7 T84

Watch 5 Watch video script p137
• Read out the task, then ask students to read the different
Learning Objective stages of the process.
Understand a video about a product that helps the • Ask students to try to order the process from memory,
environment then play the video again for them to complete the task.
Boards with a difference check answers with the class.
ANSWERS
Before you watch
1 b 2 c 3 d 4 f 5 e 6 a
Warm-up
• Ask What new things have you bought recently? Put After you watch
students into pairs to discuss the question and make a list.
6
• Ask pairs in turn to tell the class their ideas, and build up a
list on the board.
• Focus on the list and ask When you buy these things, what
do you think about, to help you choose? Elicit ideas, e.g. the
• Put them into pairs to discuss the questions.
price, the appearance, whether you like it, etc. • For feedback, ask pairs in turn to tell the class their ideas.
• Ask Do you think about the environment? How might this • Discuss with the class which of the products they have
change your decision? already bought from recycled materials, and which they
would be happy to buy in the future.
• Put students into pairs to discuss the question, then
discuss their ideas as a class. MEDIATION Tell students that in exercise 7 they will
1
language into English. Point out that the information they
• Ask students to read the question. Check they understand find online may be quite detailed, so they will have to
the meaning of fishing and plastic. simplify it in order to express it in English. Encourage them
• Put students into pairs to discuss their answers. to make notes, and then use their notes to tell the class
• Elicit a range of ideas from students, but don’t confirm if what they learned.
they are correct.
7 Mediation
While you watch • If you have access to the internet in class, do this now. If
2 Watch video script p137 not, set it for homework.
• Play the video, then check the answer to exercise 1. • Set a time limit for them to do their research, and
encourage them not to get too involved in the details
ANSWER they find.
Bureo makes skateboards from recycled fishing nets.
3 Watch video script p137 language.
• Ask students to read the sentences and try to answer the • Give students time to make notes in their own language,
questions from memory. then think about how to express the ideas in English. Help
• Play the video again so that students can complete the
exercise and check their answers. • Put students into pairs to tell each other what they
learned. Pairs present their ideas together to the class.
• Discuss with the class what students found challenging
ANSWERS about the task.
1 coastline 2 fishing boats 3 sea animals
4 fishing nets 5 plastic 6 skateboarders Optional activity
An advert: Put students into groups. Ask them to think
about one of the recycled products they have discussed
• Ask students to read the sentences and answer from in this lesson and plan a TV advert for it, explaining why
memory if they are true or false. it is good and why people should buy it. Point out that
• Play the video again so that students can complete the an advert should use persuasive language. Monitor while
exercise and check their answers. Remind them to correct they are working, and help with vocabulary and ideas if
the false sentences. necessary.
• Check answers with the class. Groups could act out their advert if they enjoy that kind of
ANSWERS activity, or they could explain their ideas to the class in a
1 false (Chile has got more than 4,000 km of coastline.) short presentation. The class could vote for their favourite.
2 true
3 false (Bureo means ‘waves’ in one of the languages of Chile.)  Video extension interactive
4 false (The fishermen did want to give their nets to Bureo.) • An interactive task for students to further practise the
5 true topic of the video.
T85 Unit 7

Unit 7 S85

ce
S86 Unit 8

ce
8 Tell the truth
Talk about truth and lies and use nouns ending in -ion • Divide the class into pairs and tell students that they’re
going to watch a video about fake news.
Read about facts and myths
• Read out the question, then play the video for them to
Ask for help and make helpful suggestions
answer it in their pairs.
Write an opinion essay about online information
• Check the answer as a class.
ANSWER
Unit summary Fake news is false or partly false information presented as
the truth and spread in articles, videos, posts or images.
Vocabulary
Truth and lies: admit, believe, keep (something) a secret,
lie, make up, pretend, promise, tell the truth, trust
• Ask students to read the statements before they watch
again. Check they understand all the words.
Nouns ending in -ion: action, collection, communication,
connection, decision, description, discussion, explanation,
• Ask students to answer from memory whether the
statements are true or false.
imagination, invention, invitation, preparation
• Play the video for them to check their answers before
Grammar checking answers as a class.
too and enough: This bag is too heavy. I’m not strong ANSWERS
enough to lift it. She eats too much chocolate. There are too 1 false (Fake news is more common on the internet.)
many people. It’s important to do enough exercise. 2 false (Sixty-five per cent of users say they have seen fake
may, might, must and can’t: She may be ill. He might news on social media.)
be in bed. It might rain tomorrow. She may get better quite 3 true
quickly. That must be his new car. That can’t be Jack’s phone. 4 false (Research showed that people find it difficult.)
3
Key phrases
• Read out the question, then allow students a few minutes
Ask for help, offer help and make helpful
to think about their answers and make notes.
suggestions: Could you help me to / with …, please?
• Read out the speech bubble, then give them a few
Would you mind helping me …
minutes to discuss their ideas with their partner.
Could you give me a hand?
• For feedback, read out the question and elicit a range of
I (may) need some help with … different ideas from students.
Shall I help you with that?
Would you like me to … ? MEDIATION Tell students they are going to practise the
skill of mediating information from English into their own
Here, let me try.
language. As this is the last unit in the book, suggest to
Have you tried (using these)? students that they don’t choose the easiest things from
Why don’t you … ? the video to explain, but challenge themselves to explain
some of the more difficult ideas.
Language point
Express your opinion: In my opinion …, The way I see it 4 Mediation
…, I feel …, Personally, I think …
• Tell students they need to explain the main points from
On Track Video put them into pairs to take turns to explain.
Warm-up • Ask students what they found difficult about the task. As a
• Ask students to look at the photo. Ask questions to elicit class, discuss ways around the difficulties.
what it shows and what is happening, e.g. Where is the
Optional activity
girl? What is she doing? How do you think she is feeling?
What do you think she can see on her phone? Elicit that the A fake news story: Put students into groups and ask
girl is looking at her phone and she seems shocked by them to think of an idea for an amusing fake news story.
something she has seen. Encourage students to speculate Ask them to prepare a short news report about their fake
on what she can see, but don’t confirm their ideas. news story.
Ask groups in turn to read out their fake news reports. The
class could vote for the most creative and amusing.
Unit 8 T86

Vocabulary Optional activity
Ask students in pairs to think of another situation in which
Learning Objective
some people might be tempted to lie, e.g. you forgot to
Talk about truth and lies do your homework and you think your teacher might be
angry with you.
Truth and lies Put pairs together into groups of four and ask them to
take turns to read their situation to each other. Their
Warm-up classmates must say whether they would be honest
• Read out the title of the lesson and explain the meaning or not.
of truth and lies if necessary.
• Say three or four sentences about yourself, some true CONTINUOUS ASSESSMENT Feedback and intervention
and some not true. After each one, ask The truth or a lie? Learning vocabulary Point out to students that they
Encourage students to guess, and ask for a show of hands have learned nine new words and phrases in this lesson.
to see what they think, then give the answer. Ask How can you make sure you don’t forget them? Put
• Invite students to say a sentence about themselves and students into pairs to discuss the question. Discuss their
challenge their classmates to guess if it is the truth or a ideas as a class, and point out that they can use the
lie. Hold a vote each time to see if the class thinks the resources in the Workbook to practise the vocabulary,
sentence is the truth or a lie. If the class is wrong, the which will help them to learn it. Point out also that they
student who said the sentence wins a point. should keep a vocabulary notebook for new vocabulary,
and tell them that they will find it easier to remember new
 Vocabulary presentation interactive words if they write their own example sentences which
• An interactive task to present the vocabulary with audio. are memorable to them, e.g. My brother once pretended to
be ill, to get a day off school.
1
• Ask students to read the quiz, then focus on the words in
bold and decide how to say them in their own language.  Vocabulary practice PDF
• Put students into pairs to compare their answers. Then • Mixed-ability 1–3-star tasks to practise the vocabulary.
check answers with the class. Further practice
• Model and drill the pronunciation of the words if Vocabulary, Workbook p48
necessary. Vocabulary, Essential Workbook pE30
ANSWERS
Vocabulary, Puzzles and games, Essential Workbook pE48
Students’ own answers. Vocabulary reference, Workbook p77
Vocabulary worksheets, TRB p50
2
• Ask students to read the quiz again and choose the
answers that are true for them.
3
• Point out the number of points in brackets after each
answer.
• Ask students to add up their points and read the key.
• Put them into pairs to compare their results and discuss
whether they agree or not.
• Ask some pairs to tell the class about their discussions.
4 Your turn
• Read out the questions and the example answer in the
speech bubble.
• Allow students a little time to prepare their answers
individually, then put them into pairs to discuss the
questions.
• Ask one or two students to tell the class their ideas and
opinions.
T87 Unit 8

Unit 8 S87

S88 Unit 8

Reading 4
• Ask students to read the quiz again and complete the
Learning Objective sentences. Stronger students could try to complete them
Understand a quiz about facts and myths from memory, then read the quiz again to check.
check with the class. Elicit the part of the quiz which
A quiz confirms each answer.
Warm-up ANSWERS
• Give an example of a myth, e.g. Some people say that 1 vitamins
lightning never strikes twice in the same place. Ask Do you 2 coldest, windiest, driest
think this is true? 3 joints
• Elicit answers from individual students, then tell the class 3 marks, maths
that it isn’t true. Many places have been struck twice by 5 Your turn
lightning, and there are even some people who have
been struck more than once.
• Allow time for students to think of their ideas individually
and make notes, then put them into pairs to share their
• Teach the word myth, and tell students that this lesson is ideas.
all about facts and myths.
• Ask some pairs to tell the class what myths they
1 Reading strategy thought of.
• Read out the Reading strategy and explain that cognates Optional activity
can make understanding a text much easier, as, even
though you have not learned the words, you can guess Critical thinking: Tell students this fact: If you drop a
the meaning by thinking about your own language. penny from the top of the Empire State Building, it will be
travelling so fast when it reaches the bottom that it can kill
• Ask students to read the text quickly and find five
a person. Ask Is this a fact or is it a myth? Elicit a few ideas,
cognates.
then put students into groups. Ask them to think about
• Put students into pairs to compare their answers, then how they would find out if it is a fact or a myth. Remind
check answers with the class. them that there are a lot of ‘fake’ facts online, so ask What
• Warn students that some words are ‘false friends’, which would you search for? Which websites would you trust?
means they look like cognates, but have a different Allow students time to discuss the question in their
meaning in English. groups. If they have access to the internet in class, they
ANSWERS could search online and find the answer. Alternatively,
Students’ own answers. they could do this for homework. Ask them where they
found the answer, and why they trust that website.
2
ANSWER
• Draw students’ attention to joints and the third photo and It is a myth.
elicit the meaning of the word.
• Ask students to read the quiz again and decide if the five
items are facts or myths.
 Guided mediation interactive
• An interactive task to practise mediation.
check the answers with the class. Further practice
ANSWERS Reading a quiz, Workbook p52
1 myth Reading, Essential Workbook pE32
2 fact Reading worksheet, TRB p63
3 fact
4 myth
3  8.01
• Point out the gaps a–d in the quiz and explain that each
gap represents a missing sentence.
• Ask students to read the four possible options before you
play the audio.
• Tell students to match the missing lines with the gaps. Tell
them they will need to read the sentence before and after
each gap carefully to choose the correct answer.
play the audio for them to listen and check.
ANSWERS
a 3 b 1 c 4 d 2
Unit 8 T88

Grammar 3
• Read out the first set of prompts and the example
Learning Objective sentence.
Talk about health using too and enough. • Ask students to write the sentences in their notebooks.
• Check answers as a class, referring back to the table if
necessary to explain the answers.
too and enough
Early finishers
Learning objectives Read out the learning objective and • Ask students to write a similar sentence about themselves
write on the board: I eat too much meat. I don’t eat enough or someone they know.
meat. Ask students in pairs to discuss the differences in ANSWERS
meaning between the two sentences. Elicit some possible 1 Ester eats too many sweets.
ideas, but don’t confirm if they are correct or not. At the 2 Shanice doesn’t get enough sleep.
end of the lesson, refer students back to the learning 3 Juan isn’t strong enough to lift weights yet.
objective, and ask them to look at the sentences again. 4 Maha is too tired to go for a run.
Ask them how confident they now feel about explaining
the difference in meaning between the two sentences, 4
and using too and enough. • Ask students to copy the sentences into their notebook
and complete them with the correct words.
Warm-up • Check answers with the class.
• Ask What do you need to do to stay healthy? Elicit a few Early finishers
answers from individual students, then put them into
pairs and ask them to write three things you should do
• Ask students to write a sentence that is true for them,
using too, too much or too many.
and three things you shouldn’t do in order to stay healthy.
• Elicit ideas from pairs in turn. ANSWERS
1 hot / warm 2 many 3 much 4 late
• Presentation of the use of too and enough. 5
• Read out the example sentence and answer, and point
1  8.02 out that the second sentence has a similar meaning to
• Tell students to read Grammar in context while you play the first.
the audio, then read out the questions and discuss the • Ask students to write the sentences in their notebooks.
answers. • Put them into pairs to compare their answers, then check
ANSWERS answers with the class.
Students’ own answers. ANSWERS
1 Silvio’s tea is too cold.
2
2 Tito’s trousers are not long enough.
• Go through the table as a class. 3 The English test was too easy.
• Point out that we use too much and too many with nouns: 4 Vincent is not tall enough to pick the apples.
There’s too much noise. There are too many people. But we
use just too with adjectives: I’m too tired. NOT I’m too much 6 Your turn
tired. • Read out the task and the example answers.
• Point out that we use enough before a noun: I don’t do • Ask students to write their sentences individually.
enough exercise. But we use it after an adjective: I’m not • Put students into pairs to compare their sentences and
active enough. NOT I’m not enough active. discuss if they agree or not.
• Write a set of simple contrasting sentences on the board • Ask some students to read their sentences to the class.
to confirm the meanings if necessary:
The box is too big. (= bigger than we need)  Grammar practice PDF
The box is big enough. (= the right size) • Mixed-ability 1–3-star tasks to practise too and enough.
The box is not big enough. (= too small)
Further practice
Grammar: too and enough, Workbook p50
correct words to complete them.
• Allow students to compare their answers in pairs, then Language summary, Student’s Book p105
check with the class. Grammar reference & practice, Workbook p68
ANSWERS Grammar, Puzzles and games, Essential Workbook pE49
1 too difficult 2 enough, too many 3 warm enough Grammar Practice: Active Learning Kit, Unit 8
4 enough 5 too much Mixed-ability worksheets, tests and resources available on
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T89 Unit 8

Unit 8 S89

S90 Unit 8

Vocabulary Early finishers
• Ask students to rewrite one or two of the sentences so
Learning Objective they are true for them.
Use verbs and their noun forms ANSWERS
1 explained 2 preparation 3 collection
4 connection 5 decided 6 invite 7 communication
Nouns ending in -ion
8 described
Warm-up
4 Your turn
• Ask students if they already know any verbs that have
noun forms. If they can’t think of any examples, write on
• Read out the task and the example answers.
the board the verbs teach, argue, compete. • Students work in pairs to write the sentences.
• Say Someone who teaches is a … (teacher). When you • Monitor and help while they are working, then ask some
argue with someone, you have an … (argument). When you students to read some of their sentences to the class.
compete in something, you are entering a … (competition).
• Write the nouns on the board and point out to students
• Ask students to read the question and the possible
that they already know some noun forms of verbs.
answers.
 Vocabulary presentation interactive • Use the picture to teach the word doughnut. Also teach
• An interactive task to present the vocabulary with audio. the meaning of bacteria.
• Play the audio and ask students to listen and choose the
CONTINUOUS ASSESSMENT Learning intentions correct answer.
Adding to what you already know Read out the • Check the answer with the class.
vocabulary heading (Nouns ending in -ion) and point out
that students already know the noun competition from the ANSWER
warm-up. Ask if they know any other nouns ending in -ion. b
Put them into pairs to think of ideas and make a list. Elicit a
few ideas, then ask them to keep their list safe. At the end,
students can add all the new nouns ending in -ion that • Ask students to read the questions. Check they
they have learned. understand them all.
• Ask them to try to answer the questions from memory,
then play the audio again for them to listen and check
1  8.03
their answers.
• Ask students to copy the table into their notebooks and • Check answers with the class.
complete it with the verbs and nouns.
• Allow students to compare their answers in pairs, then ANSWERS
play the audio for them to listen and check their answers. 1 Emma 2 Emma 3 Kwame 4 Emma 5 Kwame,
Emma’s mother 6 Kwame, Emma’s mother
understand all the verbs and nouns. Point out that the 7  8.05
nouns ending in -tion have the main stress on the syllable
• Ask students to copy the paragraph into their notebooks
before the -ion ending, e.g. connection, discussion.
and complete it with the correct words.
ANSWERS • Play the audio for them to listen and check their answers.
Verbs: act, collect, communicate, connect, decide, • Check answers with the class.
describe, discuss, explain, imagine, invent, invite, prepare
Nouns: action, collection, communication, connection, ANSWERS
decision, description, discussion, explanation, 1 seconds 2 ground 3 eat
imagination, invention, invitation, preparation
8 Your turn
2 • Read out the task and the example dialogue in the speech
• Read the information in the Stop box with the class. bubbles.
• Students then find the nouns ending with -ion and -ation. • Allow students one or two minutes individually to prepare
• Check answers with the class. their rules, then put them into pairs to discuss.
• Ask pairs in turn to tell the class their rules, and discuss as
ANSWERS
a class which are the most important.
-ion: action, collection, connection, decision, description,
discussion, invention  Vocabulary practice PDF
-ation: communication, explanation, imagination, • Mixed-ability 1–3-star tasks to practise the vocabulary.
invitation, preparation
Further practice
3 Vocabulary, Workbook p49
• Ask students to copy the sentences into their notebooks Vocabulary, Essential Workbook pE30
and complete them with the correct verbs and nouns. Vocabulary, Puzzles and games, Essential Workbook pE48
• Check the answers with the class. Vocabulary reference, Workbook p77
Unit 8 T90

Grammar • Check answers with the class, referring back to the table
to explain the answers if necessary.
Learning Objective
Early finishers
Talk about possibility and certainty using may, might,
must and can’t
• Ask students to write a similar situation and sentence
using may, might, must or can’t.
ANSWERS
may, might, must and can’t 1 can’t be 2 can’t be 3 must feel 4 must enjoy
Warm-up 4
• Play a game to practise the nouns ending in -ion that • Focus on the photo and ask Where do you think the girls
students learned in the last lesson. Put students into are? Do you think they are sisters or friends? What are they
teams and ask each team to choose a ‘runner’. doing? Elicit some possible answers and encourage
• Tell students you are going to say some verbs. As you say students to speculate. Point to what the girl in the middle
each verb, teams must race to write the correct noun form is holding and elicit or teach the word popcorn.
and bring it to you. The first team to bring you the correct • Ask students to write the sentences in their notebooks.
noun gets a point. Warn students that the noun must be
spelled correctly or they will lose a point.
• Call out the verbs from p90 one at a time and play the
game. See which team has the most points at the end. Early finishers
• Ask students to write one more sentence about the girls
 Grammar animation using may, might, must and can’t.
• Presentation of the use of may, might, must and can’t.
ANSWERS
1  8.06 1 They may / might be at the cinema.
• Ask students to read Grammar in context while you play 2 They can’t be at the beach.
the audio. 3 They must / may / might be friends.
4 They must be watching something funny.
• Check the answer to the question.
5 They can’t feel cold.
ANSWER 6 They must like popcorn.
No
5 Your turn
Stop • Read out the task, then read out the example answer
• Read out the information in the Stop box and check that in the speech bubble. Give a few more examples by
students understand. Point out that in the negative forms, saying what you might and might not do tonight or next
we don’t usually use contractions with may and might, weekend.
e.g. I might not go out tonight, NOT I mightn’t go out • Put students into pairs to take turns to say sentences.
tonight.
• For feedback, read out each time expression in turn and
2 elicit a range of possible answers from different students.
• Go through the table as a class and check that students Optional activity
understand all the sentences. Point out that we use the
Put students into pairs. Ask them to find another photo
negative forms of might (might not) and may (may not)
of people in their coursebook. They can then take turns
and point out that both the positive and negative forms
to say sentences about the people, using may, etc. Ask
refer to possibility: It might be clean. (= it’s possible that
students in pairs to think of five imaginary situations using
it is clean) It might not be clean. (= it’s possible that it isn’t
may, might, must and can’t. For feedback, ask some pairs
clean).
to tell the class which unit of the book their photo is in,
• Point out that to express certainty, we use must in positive but not which page. They then say their sentences, and
sentences, and can’t in negative sentences: It must be other students try to identify the photo.
clean. (= I’m sure it’s clean) It can’t be clean. (= I’m sure it
isn’t clean). NOT It mustn’t be clean.
and complete them with the correct words. • Mixed-ability 1–3-star tasks to practise may, might, must
and can’t.
check with the class. Further practice
ANSWERS Grammar: may, might, must and can’t, Workbook p51
1 might not have 2 may be 3 might see, might not do Grammar, Essential Workbook pE31
• Read out the first sentence and the two possible answers. Grammar, Puzzles and games, Essential Workbook pE49
Elicit the correct answer as an example. Grammar Practice: Active Learning Kit, Unit 8
• Ask students to read the remaining sentences and choose
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the correct answers.
T91 Unit 8

Unit 8 S91

S92 Unit 8

Communication 4 Your turn
• Put students into pairs to discuss the question. Elicit
Listening: A conversation answers from the class and ask if students watched any of
the events they mention.
Learning Objective
Did you know?
Understand a conversation
• Ask students if they are surprised that it took so many
people to help. Discuss all the different things people had
Warm-up to do, e.g. design and build the rocket, spacesuits, etc.,
• Focus on the photos of the moon landing. Ask What’s develop special food for eating in space, etc.
happening? What do you know about this event? Put students
into pairs to discuss the questions. Elicit what they know  Listening extension interactive
about the moon landing, e.g. When did it happen? (1969) • An interactive activity to provide further listening practice
Who was the first astronaut on the moon? (Neil Armstrong). or discussion.
CONTINUOUS ASSESSMENT Learning intentions Further practice
Learning objectives Read out the learning objective, Listening, Workbook p53
then read out the Listening strategy (Guess the speaker’s Listening, Essential Workbook pE33
opinion). Remind students that focusing on each
Listening strategy will help them improve their overall Speaking: Ask for help, offer help and
listening skills. Ask How do you think you can guess the make helpful suggestions
speaker’s opinion? Ask students in pairs to discuss and
make notes. Elicit a few ideas from pairs in turn, but don’t Learning Objective
confirm their ideas. Ask students to look at their notes Ask for help, offer help and make helpful suggestions
again at the end and update them. Ask if they think they
understand better now how to guess a speaker’s opinion. Warm-up
• Say Imagine you want to cook a meal for some friends, but
1  8.07 Audio script p138 you don’t know what to cook or how to cook it. What can you
• Read out the task, then play the audio for students to do? Elicit the idea of asking for help.
listen and order the pictures. • Ask Who would you ask for help? What would you say? What
• Check the answers with the class. might they say in return? Elicit some ideas, and see what
ANSWERS phrases students already know.
1 a 2 c 3 b
2  8.07 Audio script p138 • Ask students to read the question and possible answers,
• Allow students time to read the sentences. They could see then play the video.
if they can remember who said any of them. • Check the answer with the class.
• Play the audio again for them to listen and complete the task. ANSWER
• Check answers as a class, playing the audio again if a
necessary and pausing to confirm each answer.
2
ANSWERS
• Give students time to copy out the instructions in their
1 Henry 2 Kayla 3 Henry 4 Kayla
notebooks. They could work in pairs.
3 Listening strategy • Elicit ideas from students, but don’t confirm at this stage.
• Read out the Listening strategy and explain that 3 Speaking video script p138
understanding the speaker’s opinion is important because
it helps you understand the listening better. • Play the video for students to order the tasks in exercise 2
in the order that Alex and Danni do them.
• Read out the three possible opinions, then ask students to
think about what each speaker’s opinion is, and how they • Check answers with the class, and ask students if they
can guess. think the order they chose was better than the one Alex
and Danni used.
check with the class. Play the audio again if necessary and ANSWERS
pause after each person speaks, to discuss their opinion 1 D 2 B 3 A 4 E 5 C
and how we can guess.
ANSWERS • Ask students to complete the matching task, then play the
Kayla: Yes, they landed on the moon. (She says the photos video again for them to check their answers,
can’t all be fake, and it would be too difficult to make so
many fake photos. She also answers all Henry’s questions.)
understand all the sentences.
Henry: Maybe they landed on the moon. (He asks, ‘What if
it was fake news?’ And he says it might be fake news.) ANSWERS
1 b 2 c 3 d 4 a
Unit 8 T92

strategy. Check that students understand how all the CONTINUOUS ASSESSMENT Success criteria
phrases are used in full sentences, e.g. Could you help me Make it realistic Ask students to read the model task.
to build this desk, please? Would you mind helping me move Point out that role plays can be difficult because they can
these boxes, please? feel unnatural. Encourage students to get into the role
they are playing and try to ‘believe’ what they are saying.
• Ask students to copy the dialogues and complete them
Suggest that adding some acting to the role play can
with the correct phrases from the boxes.
help, e.g. pretending to show their partner their phone, or
• Play the audio for students to check their answers. pretending to open the lid on the jar. Encourage students
• Check answers with the class. to overcome their shyness and ‘believe’ the role play,
ANSWERS which will make their practice more realistic and natural.
1 Would When they have finished the activity, allow students a little
2 Shall time to reflect on how well they did. They can then try to
3 may improve when they repeat the activity in exercise 10.
4 Could
5 tried 9
6 let • Students work in pairs to follow the model and role play
the situation. Encourage them to use a range of different
Optional activity phrases from the Speaking strategy.
Before students practise the dialogue in pairs, play the
audio again, pausing after each of the phrases in the
Speaking strategy. Ask students to notice the intonation.
Point out how the speakers use rising intonation in most
of the phrases. Explain that in English, rising intonation 10
is often used to sound more polite and helpful, whereas • Students swap roles and practise again. They should think
falling intonation can sound less polite, like an order. of a new problem, or choose one of the examples from
Encourage students to use suitable intonation when they exercise 8 that they didn’t practise in exercise 9.
practise the dialogue.
• If students need more practice, they could work with a
new partner and choose a different situation to role play.
6
• Put students into pairs to practise the dialogue. If you Further practice
think students may struggle with the pronunciation,
students to repeat.
7 Global skills
• Ask students if they can remember a time recently when
they helped someone, or someone helped them. Elicit a
range of answers.
• Ask pairs in turn to tell the class about their discussions.
8
• Explain to students that they are going to practise asking
for and offering help.
• Put them into pairs and ask them to read the three
situations and choose one to role play.
• They could think of some more ideas for the situation they
have chosen, to add to the ones in the box.
T93 Unit 8

Unit 8 S93

S94 Unit 8

Writing Let’s write!
Learning Objective  Language practice interactive
Write an opinion essay about online information • An interactive task to practise writing opinion essays.
4
An opinion essay • Read out the task.
Warm-up complete it to plan their essay.
• Read out the learning objective for the lesson (Write an • With weaker classes, copy the table onto the board and
opinion essay). Ask Do you write opinion essays in your elicit some possible opinions from the class to add to it.
own language? Discuss students’ experiences of writing Students can then use this to help with their own plan.
opinion essays, and ask more questions to get them
thinking about what is involved and the difficulties, e.g. ANSWERS
What do you need to include? How should you support your Students’ own answers.
opinions? What do you find difficult about writing an opinion
5
essay?
• Discuss the questions with the class and encourage as
exercise 4, and they can use Carla’s essay as a model.
many students as possible to join in and express their
opinions. • Remind them to use phrases from the Writing strategy,
and read out the checklist in exercise 6 of language they
1 should try to use.
• Ask students to read the two questions, then read Carla’s • Give them time to write their essays.
essay and decide which question it is answering.
Early finishers
• Ask students to look at their essay again and see if
ANSWER they can add more phrases to express their opinion.
b Alternatively, they could try planning an essay expressing
the opposite opinion.
2
• Ask students to copy the sentences into their notebooks, 6
then read the essay again and complete the sentences • When students have finished their essays, tell them to use
with the correct paragraph numbers. the checklist to check their writing.
check with the class. CONTINUOUS ASSESSMENT Feedback and intervention
• Point out that students should use a similar paragraph Follow up on mistakes When students have checked
structure when they write their own essay. their essays, ask them to make a note of spelling and
grammar mistakes that they made. Point out that making
ANSWERS mistakes is an important part of the learning process, and
In paragraphs 2, 3 and 4, Carla gives her opinions. it is important to follow up on them to avoid making the
In paragraph 1, Carla describes the issue in the question. same mistakes next time. Ask students to look at the list of
In paragraph 5, Carla summarizes her opinions. mistakes they have made and think about which grammar
points they need to study more, and which words they
3 Writing strategy
need to practise spelling. Suggest that they choose a
• Read out the Writing strategy and explain that it is realistic number of points to follow up on after each
important to use phrases for expressing your opinion, writing task that they complete. Explain that this aspect
to make it clear to your reader that what you are saying of their learning is in their hands, and it is up to them to
is your personal opinion and not a fact, e.g. The moon follow up and improve their writing skills.
landings didn’t take place. (= sounds like a fact) Personally,
I think the moon landings didn’t take place. (= clearly an
Further practice
opinion).
• Ask students to order the words and write them in their Writing, Essential Workbook pE33
notebooks. Writing worksheet, TRB p71
• Check answers with the class, then put students into
pairs to discuss which of the opinions they agree with.
Encourage them to use some of the opinion phrases in
their discussions.
ANSWERS
1 Personally, I think there should
2 The way I see it,
3 In my opinion,
Unit 8 T94

Watch • Play the video again so that students can complete the
exercise and check their answers.
Understand a video about truth and lies POSSIBLE ANSWERS
1 It’s OK when it doesn’t hurt anyone.
Truth and lies 2 She enjoyed the time she spent with her friend and
their family.
Before you watch 3 She was upset that Piper lied – she wasn’t as bothered
about the phone.
Warm-up 4 She says, ‘I can’t go out tonight because I’ve got too
• With books closed, say In my opinion, it is never OK to lie. much homework.’
People should be completely honest all the time, even if it
means upsetting other people. Then ask Can you persuade After you watch
me that I’m wrong?
• Put students into pairs to think of situations when it is OK 5
to lie, to prevent upsetting other people. • Ask students to read the questions and think about their
• Ask students to tell you their ideas and try to persuade answers individually.
you that you are wrong. Answer their arguments and • Put them in groups to discuss the questions.
encourage them to put forward more arguments to • For feedback, ask groups in turn to tell the class their ideas.
persuade you.
• End by saying OK, you’re right. Sometimes it’s OK to lie. MEDIATION Tell students that in exercise 6 they will
1 language into English. Point out that the information
• Ask students to read the situations. they find online may be quite detailed, so they will have
• Put them into pairs to discuss the questions. to simplify it in order to express it in English. Encourage
• Discuss their ideas as a class. them to make notes, and then use their notes to tell their
partner what they learned.
ANSWERS
6 Mediation
While you watch • If you have access to the internet in class, do this now. If
not, set it for homework.
2 Watch video script p138 • Set a time limit for students to do their research, and
• Ask students to read through the list of topics. encourage them not to get too involved in the details
• Focus on the words in the International English box. Give they find.
examples of the words in sentences, e.g. I hope I get a good • Remind students they can do their research in their own
grade / good marks in my English test. Shall we watch a language.
movie / film? • Give students time to make notes in their own language,
• Play the video, then check answers with the class. then think about how to express the ideas in English. Help
ANSWERS
1, 3, 5 and 6 • Put students into pairs to tell each other what they
learned.
International English • Discuss with the class what students found challenging
Read out the information in the box and point out that about the task.
some of the speakers use American English. Ask students
if they can remember the American English words they Optional activity
learned in Unit 3. Truth or lie?: Put students into pairs. Ask them to look at
the topics in exercise 2 again and choose one. Ask them
to plan and prepare two dialogues, one in which the
people are completely honest, and one in which they tell
• Ask students to read the questions and try to answer a lie. Ask them to think about the different consequences
them with the correct names from memory. of each choice.
• Play the video again so that students can complete the Monitor while they are working, and help with vocabulary
exercise and check their answers. and ideas if necessary.
• Check answers with the class. Groups could act out their dialogues for the class.
ANSWERS
1 Piper 2 Naomi 3 Jack 4 Ollie  Video extension interactive
4 Watch video script p138 • An interactive task for students to further practise the
topic of the video.
• Ask students to read the questions and try to answer
them from memory.
T95 Unit 8

Unit 8 S95


Review | Units 7–8 Nouns ending in -ion (p90)
4
Vocabulary • Remind students of the related verbs and nouns they
learned in Unit 8.
Positive actions (p77) • Read out the first sentence and the example answer.
1
• Students write the sentences in their notebooks.
• Remind students of the vocabulary for positive actions • Check answers as a class, and check that students
understand all the nouns.
they learned in Unit 7.
• Read out the first sentence and the example answer. ANSWERS
1 description
• Ask students to write the sentences in their notebooks.
2 discussion
• Check answers with the class. 3 explanation
ANSWERS 4 invitation
1 raise, donate 5 imagination
2 pick up 6 decision
3 look after 7 communication
4 volunteer, get involved 8 invention
5 start a project
Helping: people and places (p80) Grammar

2 First conditional (p79)
• Remind students of the vocabulary for helping: people
5
and places they learned in Unit 7.
• Read out the first sentence and the example answer.
• Remind students of the first conditional that they learned
in Unit 7 to talk about possible future events. Say If we
• Ask students to write the sentences in their notebooks. raise money for the charity, … Elicit some possible endings,
• Check answers with the class. e.g. … it will help more animals.
ANSWERS • Write one complete first conditional sentence on the
1 neighbours board and point out the form (present simple in the if
2 teammates clause and will in the result clause).
3 stranger • Read out the first set of prompts and the example answer.
4 charity shops • Ask students to write the sentences in their notebooks.
5 animal shelters
• Check answers as a class and check that students
6 food bank
remember the rules for using the first conditional.
7 senior citizen
ANSWERS
Truth and lies (p87) 1 If Becca volunteers at the animal shelter, she’ll look after
the cats.
3 2 If you don’t tell the truth, you’ll get into trouble.
• Remind students of the vocabulary for truth and lies they 3 He’ll donate some money to charity if he wins the
learned in Unit 8. lottery.
• Tell them to copy the two dialogues into their notebooks 4 My piano teacher won’t be pleased if I fail my exam.
and complete them with the correct words. 5 Marco will gossip about you if you tell him a secret.
ANSWERS
1 make up
2 promise
3 lie
4 Tell
5 truth
6 keep
7 admit
8 pretend
9 trust

ce
Second conditional (p81) • Ask students to read the sentences and choose the
correct answers.
6 • Check answers with the class.
• Remind students of the second conditional for talking ANSWERS
about imaginary situations that they learned in Unit 7.
1 may
• Say If I had lots of money, … Elicit some possible endings, 2 must
e.g. … I wouldn’t work. 3 might not
• Write one complete second conditional sentence on the 4 may
board and point out the form (past simple in the if clause 5 can’t
and would in the result clause).
• Read out the first gapped sentence and the example Get on track
answer.
• Ask students to copy the sentences and complete them 10
with the correct verb forms. • Point out that this exercise reviews all of the language
• Check answers with the class. students have learned in Units 7 and 8.
• Tell them to read the conversation through once before
ANSWERS
they do the task, to understand the general meaning. Ask
1 wouldn’t like, laughed
What jobs do the two people want to do? (design games
2 had, would … ignore
and help people, e.g. in a homeless shelter).
3 would cry, fell out
4 wouldn’t play, weren’t • Tell students to read the conversation again and choose
5 had, would … be the correct answers.
too and enough (p89) ANSWERS
1 a 2 c 3 a 4 c 5 b 6 b 7 a 8 b 9 c 10 a
7
• Remind students of the uses of too and enough they CONTINUOUS ASSESSMENT Feedback and intervention
learned in Unit 8. Self-assessment Review sections are a good
• Read out the first sentence and the example answer. opportunity to see where students may need more
support and where they are doing well. They are also
• Ask students to copy and complete the sentences.
an opportunity for students to implement any feedback
• Check answers as a class, and check that students they have been given during the previous units. When
understand all the sentences. students have finished the exercises, put them into groups
ANSWERS and ask them to discuss which exercises they found the
1 not good enough most challenging and why. Try to spend a minute with
2 too expensive each group, listening to their discussions.
3 not strong enough
4 too far Further practice
8
• Read out the task, then read out the first sentence and the
example answer.
and complete them.
understand all the sentences.
ANSWER
1 many
2 much
3 early
4 much
may, might, must and can’t (p91)

9
• Remind students of the use of may, might, must and can’t
they learned in Unit 8.
• Say This might be Ana’s phone – is it possible or certain?
(possible) It must be Ana’s phone – possible or certain?
(certain). Then ask What can I say if I’m certain it isn’t Ana’s
phone? (It can’t be Ana’s phone.).

ce

T98 Language summary

Language summary T99







S106 Culture

Culture 1 | Art: the history of • If you have access to the internet in class, go through
the list of information to include and ask students to find
animation this information online. If you don’t have access to the
internet, ask students to do this research for homework.
Learning Objective
• Students use the information they have found to prepare
Understand a text about animation a short presentation about their film.
• Monitor and help while students are working, then allow
Warm-up time in class for the students to give their presentations.
• Explain the term animated film if it is unfamiliar to • After each presentation, allow time for other students to
students (a film made by photographing a series of ask questions.
gradually changing pictures or objects, which gives the
ANSWERS
illusion of movement when projected rapidly).
• Elicit students’ favourite animated films and encourage
them to say why they like them. CONTINUOUS ASSESSMENT Feedback and intervention
Focus on the task Students often find feedback more
1 useful when it focuses on their performance in a task,
• Ask students to check the meaning of the words in a rather than their general ability. To help keep the feedback
dictionary. Check they understand the words, then ask focused on the task, tell students what you will give
students to match the words in the box with the pictures. feedback on before they do a task. Before asking students
• Check answers with the class. to prepare their presentations, tell them what you will be
ANSWERS giving feedback on, e.g., being well organized, taking turns
A cel during the presentation, giving reasons and examples, etc.
B character Make notes on these areas while you are monitoring, then
C background give the feedback you have promised.
D frame
E stick figure Optional activity
2  C.01 A new animated character: Ask students in groups to
• Go through the instructions and the headings with the design a new animated character and plan a story for a
class so they know what information to look for. film about them. Tell them they can write a description of
their character or do a drawing.
• Play the audio. Students read and listen.
Ask groups in turn to present their new character to the
• Ask them to match the headings with the paragraphs. class. The class could vote for their favourite.
ANSWERS
1 B 2 D 3 A 4 C
3
• Ask students to read the text again and complete the
exercise individually.
• Put students into pairs to compare their answers.
Encourage them to refer to the text to justify their
responses.
ANSWERS
1 The zoopraxiscope was a machine which made
photographs seem to move.
2 1895
3 It’s an extremely slow process.
4 Steamboat Willie was the first cartoon with sound.
5 in the 1990s
4
• Put students into pairs and ask them to choose an
animated film to write about. You could brainstorm a few
ideas with the class first.
• Discuss as a class what kinds of websites they might find
useful to research information about their chosen film, e.g.
online encyclopaedias such as Wikipedia, film information
sites such as IMDb or sites specifically devoted to
animated films.
Culture T106

Culture 2 | Literature: Charles ANSWERS
1 true
Dickens 2 false (It was a terrible period for him.)
3 false (Many events in his stories are autobiographical.)
Learning Objective 4 true
Understand a biographical text about an author 5 false (He learned how to rob people in the city.)
6 false (Dickens’s novels often have happy endings.)
Warm-up
4
• Ask students if they have heard of Charles Dickens. • Focus on the picture of Oliver Twist and explain that an
• Elicit any information they know about him, including orphanage is a home for orphans.
the titles of any books he wrote. Even if students have
• Ask students to read the quote.
not read any of his books, they may know some of his
characters from films, e.g. Scrooge. • Put them into pairs to discuss the questions.
• Explain that he is one of the best-known and most • Discuss their ideas as a class.
popular authors in English. ANSWERS
Background
The period in Britain from 1837 to 1901 is known as the Optional activity
Victorian era, as it was the time when Queen Victoria was Act the scene: If your students enjoy acting, put them
on the throne. It was a time of rapid industrialization, with into groups and ask them to prepare and act out the
large numbers of people moving from rural areas into scene in which Oliver Twist asks for more. Encourage them
cities to work in the new factories. Conditions were often to use their imagination to think about what the different
harsh, and people were poorly paid and lived in crowded people might say and do.
and poor-quality housing, while the factory owners Ask groups in turn to act out the scene for the class. The
became wealthy. It was inequalities such as these that class could vote for their favourite. Students might then
Dickens wrote about in his novels. like to search on a video site such as YouTube to find film
clips of the scene.
1  C.02
• Read out the questions, then play the audio for students 5
to read and listen to the text and answer the question in • Put students into pairs and read out the task.
their notebooks. • You could elicit or give the names of some other popular
• Allow students time to compare their answers in pairs, Dickens novels, e.g. A Christmas Carol, Great Expectations.
then check the answer with the class. • Discuss as a class what kinds of websites they might find
• Give any additional help with vocabulary that students useful to research information about the novel, e.g. online
need to understand the text. encyclopaedias or sites specifically devoted to Dickens
ANSWER and his work.
His novels are about the hard lives of working people in • If you have access to the internet in class, ask students to
Victorian England. do the research in class. If you don’t have access to the
internet, ask students to do the research for homework.
2 • Students use the information they have found to prepare
• Ask students to find the bold words in the text, then a short presentation.
match them with the definitions. • Monitor and help while students are working, then allow
• Allow students time to compare their answers in pairs, time in class for the presentations.
then check answers with the class.
ANSWERS
1 orphans 2 pickpocket 3 childhood Think about how to improve When students have
4 autobiographical 5 merchants 6 debts given their presentations, encourage them to work in
their pairs and talk about the things they did well, and
3 the things they could improve. Explain that being able to
• Students read the text again to decide if the sentences are assess your own performance is a very important skill, and
true or false, according to the text, and then correct the one they should try to develop. Suggest that they choose
false sentences in their notebooks. one aspect that they could try to improve the next time
they do a similar activity.
• Allow students time to compare their answers in pairs,
then check answers with the class, eliciting the part of the
text which confirms each answer.   Culture video: Charles Dickens and Arthur
Conan Doyle Culture video script p139
• Topic: Two famous British authors
• Video worksheets are available in the iPack Resources tab.
T107 Culture

Culture S107

S108 Culture

Culture 3 | Extreme sports CONTINUOUS ASSESSMENT Success criteria
Brainstorm a class model Having a clear example of
Learning Objective what they are expected to do and the language they are
Understand a text about extreme sports expected to produce is motivating for students and gives
them something concrete to aim for. Before students
Warm-up make their poster in exercise 5, brainstorm ideas from the
• Make sure students understand the term extreme sport class for a poster. Work through the instructions, choose a
(an activity with a high level of danger or risk). sport and a place, then elicit ideas for a paragraph about
the place and the sport. Make notes on the board.
• Ask the students to give some examples of popular
Discuss ideas for the kinds of photos that could go with
extreme sports (e.g. snowboarding, parachuting, rock
the poster.
climbing).
• Find out if anyone in the class is keen on extreme sports
and which ones they do.
5
• Students could work individually or in pairs to make their
1  C.03 poster.
• Ask students to work in pairs to check the meaning of the • Tell them to look online to find photos, and encourage
words in bold in the text. them to make their sport and place sound fun and
• Play the audio. Ask students to read and listen to the text exciting.
and find the name of the sport in the photo. • Monitor while students are working and help with ideas
• Check the answer with the class. and vocabulary as necessary.
• You might like to find out if anyone in the class has ever • Collect the posters and pin them around the class, then
done a bungee jump. If so, get them to talk about it. If not, allow students time to walk around and look at all the
ask if anyone would like to do one and why. posters.
ANSWER
• Hold a class vote to find the class favourite.
bungee jumping
Optional activity
2 Students could imagine they tried one of the extreme
• Ask students to read the text again and match the bold sports in the posters their classmates have made. Ask
words with definitions 1–6. them to write a text message to a friend saying which
extreme sport they tried, what it was like and how they
felt. Students can compare their messages in pairs. Ask
ANSWERS some students to read their messages to the class.
1 combine
2 scenery
  Culture video:
3 ancestors
Queenstown Culture video script p139
4 daredevils
5 attract • Topic: Extreme sports in New Zealand
6 inhabitants • Video worksheets are available in the iPack Resources tab.
3
• Ask students to read the text again and choose the
correct options.
ANSWERS
1 European
2 1800s
3 South
4 but safe
5 summer
4
• Put students into pairs to ask and answer the questions.
• Discuss their ideas as a class.
ANSWERS
Culture T108

Culture 4 | English troll: someone who makes unpleasant comments and
deliberately tries to upset others online
Learning Objective photobomb: to spoil a photo that someone is taking by
Understand a text about the English language intentionally appearing in it
4
Warm-up • Put students into pairs and read out the questions.
• Put students into small groups and give them two • Allow students time to prepare their ideas individually,
minutes to write as many country names as they can. before they discuss in pairs.
• Bring their ideas together on the board. • Discuss ideas as a class.
• See which group wrote the most countries correctly.
ANSWERS
1  C.04 Students’ own answers.
• Students work in pairs to answer the questions about the CONTINUOUS ASSESSMENT Diagnostics
countries in the box. Classroom monitoring Although difficult with large
• Play the audio for students to read and listen to the text classes, listening attentively to your students during
and check their answers. speaking activities can give you a very good idea of what
• Check answers with the class and ensure that students they find easy and what they may be struggling with.
understand the difference between speaking English as During the discussion in exercise 4, monitor and make
a first language (it is the language you learned from your notes of any common errors you hear. After the exercise,
parents), and an official language (it is not necessarily the praise what the students did well, then encourage a class
first language of the citizens of your country, but it is a discussion to correct the common errors that occurred.
common language which is used in official documents,
the law, etc.). 5
ANSWERS • Ask students to choose two of the countries from the
1 Australia, Canada, New Zealand, the UK, the USA box in exercise 1, then use the answers they wrote to the
2 India, Jamaica, Nigeria, South Africa questions in exercise 1 to help them write a paragraph
Canada, China and New Zealand aren’t mentioned in about the use of English and other official languages in
the text. each country.
• With weaker classes, students could work in pairs.
Background
• Monitor and help while students are working.
Countries that have English as an official language are
ones which were governed by Britain in the past. Parts
• Give an opportunity in class for students to read and
discuss each other’s paragraphs.
of Canada were also controlled by France in the past, so
Canada has two official languages: English and French.   Culture video: Languages in
Over 500 different languages are spoken by people in the UK Culture video script p140
Nigeria, but English is the only official language.
• Topic: Languages spoken in different parts of the UK
• Video worksheets are available in the iPack Resources tab.
2
• Ask students to read the text again and choose the correct
options. Encourage them to refer to the text to support
their responses.
ANSWERS
1 b 2 a 3 b 4 a
3
• Put students into pairs to find the eight internet words in
the text and write their meanings.
ANSWERS
hashtag: the symbol # which is used to identify the topic
of a post or tweet
tweet: a post on the social media platform Twitter
post: a message or photo that someone uploads to the
internet for others to see
meme: an image, video or piece of text, often humorous,
that users on social media copy and share
tag: to add someone’s name to a photo of them on social
media
selfie: a photo that you take of yourself
T109 Culture

Culture S109

S110 Culture

Culture 5 | Sounds of Britain • Weaker students could work in pairs to write their
paragraph.
Learning Objective ANSWERS
Understand a text about a sound map Students’ own answers.

Warm-up
Peer proofreading Students are often good at
• Ask What are the five senses? Elicit the five senses: sight, identifying mistakes in other people’s work, and feedback
hearing, smell, taste and touch. from a peer can be less formal and therefore less stressful.
• Give an example of a smell that reminds you of a place, When students finish their writing for exercise 5, ask them
e.g. I love the smell of freshly cut grass. It always reminds me to swap their paragraphs with a partner. They should
of the park in summer. proofread each other’s work and identify and underline
• Ask What smells remind you of places? Put students into up to five mistakes. They then discuss together what they
pairs to discuss the questions, then elicit ideas from think the errors are and make corrections accordingly.
individual students.
1 Optional activity
• Ask students to think about a place they know well. Tell For homework, ask students to find a photo of a place that
them it could be anywhere – their home, a sports centre they know well, e.g. a park, a shopping centre, a sports
or a place they visit on holiday. centre, a holiday resort, etc. In the next lesson, students
• Ask What kind of sounds can you usually hear there? Elicit a can look at the photos and discuss the sounds and smells
few answers. they might experience there.
Ask groups in turn to tell the class about one of the places
ANSWERS
they discussed.
2  C.05   Culture video: Guide Dogs for the

• Play the audio. Students read and listen and note down Blind Culture video script p140
how a sound map is different from other maps. • Topic: Guide dog training in the UK
• Allow students time to compare their answers in pairs, • Video worksheets are available in the iPack Resources tab.
then check the answer with the class.
POSSIBLE ANSWER
A sound map is different because it records a location and
the sounds and images which have been recorded at that
particular location.
3
• Students read the article again and answer the questions.
• Encourage students to use their own words in their
answers where possible.
ANSWERS
1 It started in 2015.
2 Members of the public made the recordings.
3 You can hear rain falling, children laughing, people on
fairground rides and the sound of wind hitting boats.
4 hearing and smell
5 The writer suggests a map that includes all the senses.
4
• Allow students time to read the questions and prepare
their ideas individually, then put them into pairs to discuss.
• Ask pairs in turn to tell the class their ideas.
ANSWERS
5
• Read out the task and check that students understand
what they have to do.
• Tell them to use their answers to exercise 4 to help them.
Culture T110

Culture 6 | Book days • Allow students time to compare their answers in pairs,
then check the answer with the class.
Learning Objective ANSWER
Understand a text about book festivals the Edinburgh International Book Festival
3
Warm-up
• Students read the article again and answer the questions,
• Focus on the photos of the Agatha Christie books. Ask Have using their own words in their answers where possible.
you heard of Agatha Christie? What kind of books did she
write? Have you read any of her books or seen films of them? • Allow students time to compare their answers in pairs,
• Read out the names of the two book festivals in the article
and elicit or explain that a book festival is a festival all ANSWERS
about literature and storytelling, where people can go to 1 September
learn about new books, listen to authors speaking and 2 The International Agatha Christie Festival because there
learn about writing books. are theatre groups that perform her plays, writing and
• Ask What sort of books do you enjoy reading? Elicit a range drama workshops and murder mystery parties.
of answers. Ask further questions to encourage students 3 The Edinburgh International Book Festival because
to say more, e.g. Do you like reading fiction or non-fiction? there are thousands of titles in the festival bookshop.
Do you prefer watching films to reading books? Why? Do you 4 The Cape Clear Storytelling Festival because the main
ever watch a film and then read the book? Are books ever part is listening to stories.
better than films? Why?
Optional activity
CONTINUOUS ASSESSMENT Learning intentions Write the following questions on the board or dictate
Learning objectives Read out the learning objective and them to the class: At which festival can you … ?
ask What book festivals do you know about in your country? 1 buy books
If students don’t know the names of any book festivals in 2 listen to music
their country, tell them the names of some, then ask What 3 listen to well-known writers talking about their books
do you think you can do there? Put students into pairs to Check answers with the class.
discuss the question and guess the kinds of activities you
ANSWERS
can do at a book festival. Discuss their ideas as a class, but
1 Edinburgh 2 Cape Clear 3 Edinburgh
don’t confirm them. At the end of the lesson, read out
the learning objective again and ask students to look at
their notes again. Ask In what ways do you think you have 4
improved? Discuss the question as a class. • Elicit some names of book and film festivals in the students’
own country. If they can’t think of any, allow students a few
1 minutes to search online for the names of some festivals.
• Read out the first paragraph of the article and focus • Ask students to copy the table into their notebooks.
on the word bookworm. Point out that it is formed by • Students work individually to choose a festival and
combining book and worm. Elicit the meaning (someone complete the table with the correct information.
who loves reading). • Monitor and help while students are working.
• Put students into pairs to combine the remaining words, ANSWERS
find them in the article and work out the meanings. They Students’ own answers.
can use a dictionary to help if necessary. Point out that
some words in the boxes can be used more than once. 5
• Check answers with the class and make sure that students • Students work in pairs to discuss the festival they researched
understand all the compound nouns. Booksellers (people and choose the best one to present to the class.
whose job is to sell books) is a possible answer, but it • Ask pairs in turn to present their festival to the class.
doesn’t appear in the text. • Ask Which festival would you most like to go to? Why?
ANSWERS ANSWERS
bestsellers – books that sell a lot of copies Students’ own answers.
bookworm – someone who loves reading
bookshop – a place where you can buy books   Culture video: York Literature
storytelling – the skill of telling stories Festival Culture video script p140
workshop – a meeting at which someone teaches a skill to • Topic: Literary events in the UK
other people • Video worksheets are available in the iPack Resources tab.
2  C.06
• Focus on the text and elicit or explain that it mentions
three different book festivals.
• Play the audio. Students read and listen and decide which
festival is the biggest.
T111 Culture

Culture S111

S112 Culture

Culture 7 | Adventure 3
• Read out the task and, as a class, brainstorm some places
Learning Objective in the students’ own country where they could plan an
Understand a text about the Duke of Edinburgh’s Award adventurous journey.
• Read through 1–4 with the class and elicit some examples
Warm-up for each one.
• Focus on the photo and elicit that it shows people • Put students into pairs to plan their journey.
walking in the mountains. • Ask some pairs to tell the class about their plans.
• Ask What mountains in Europe can you name? Elicit one Encourage other students to suggest other things they
or two ideas and point out that the names can be for could take or things they need to think about.
individual mountains or for mountain ranges.
• Put students into pairs and give them two minutes to Setting your own success criteria Read out the writing
write down as many mountains or mountain ranges as task in exercise 4 and point out that their answers in
they can. exercise 3 will give them the basic information they
• Elicit answers from students and see which pair wrote the need for their description. Ask How can you improve your
most correct answers. description? Elicit a few ideas, e.g. add more details, add
descriptive words to make it more interesting, check it
Background carefully for spelling and grammar mistakes, organize it
The Duke of Edinburgh’s Award is very popular with well into different paragraphs. Ask students to think about
young people in the UK, and many schools help their own personal target for the task. When they have
students to organize the events and activities they need finished, allow them time to reflect on how well they
to complete in order to gain each level of the award. achieved their aims.
Many young people feel that the award helps them to
develop life skills such as social awareness, independence,
4
teamwork and resourcefulness, which they cannot gain
through school alone. • Write some prompts on the board to help students with
their description, e.g. Destination, Transport, Things we took,
Focus of project.
1
• Students work in their pairs to write their descriptions.
• Read out the questions, then ask students to read the text • Ask pairs in turn to read their descriptions to the class.
quickly to find the answers.
Ask Which adventurous journey would you most like to go
• Check the answers with the class. on? Why?
ANSWERS
1 between 14 and 24 Optional activity
2 six months Phone call: Ask students to imagine one of them is on
their journey. The other calls them to see how the trip is
2  C.07 going. Ask them to plan and practise a short conversation,
• Allow students time to read through the questions, then saying what they are doing, how they are feeling, etc. They
play the audio. can swap roles and practise again.
• Students read and listen to the text, then answer the
questions in their notebooks.
ANSWERS
1 four
2 Possible answers: helping at a local charity shop, food
bank or homeless shelter; helping at an animal shelter;
picking up litter
3 individual or team sports, water or extreme sports,
dance or gym classes and martial arts
4 gardening and helping at an environmental
organization
Culture T112

Culture 8 | Non-verbal language 5
• Go through the list of messages with the class and make
Learning Objective sure everyone understands them.
Understand a text about non-verbal language • Allow students time to prepare their ideas for non-verbal
language individually, then put them into pairs to take
Warm-up turns communicating and interpreting the messages.
• Demonstrate the idea of non-verbal communication • In a feedback session with the class, discuss how easy
by gesturing to the class to stand up. Point out that you or difficult it was to communicate and interpret the
communicated with them without speaking. messages.
• Ask How can you communicate with someone without CULTURE NOTE While many facial expressions and
speaking? As a class, brainstorm a list of different ways, e.g. gestures are common in countries around the world,
writing (including notes, messages, letters, texts), facial it is important to remember that not all gestures have
expressions, gesture, pictures, miming. the same meaning in different countries, e.g. nodding
your head up and down means ‘yes’ in the UK, but ‘no’ in
1
India. In some cases, a gesture or action that is done very
• Ask students to check the meaning of the words in a innocently in one culture can be seen as very offensive in
dictionary and to write them in their notebooks. another.
• Students match the words in the box to the people.
• Check answers with the class. CONTINUOUS ASSESSMENT Feedback and intervention
ANSWERS
Reflect on what you have learned Read out the learning
1 frightened objective from the lesson and ask What have you learned?
2 disappointed Put students into pairs to think about everything they
3 annoyed have learned in this lesson and make a list. Encourage
4 shocked them to think about information and ideas as well as
5 delighted vocabulary. Ask pairs in turn to tell the class their ideas,
and point out to students that taking a few moments to
2  C.08 reflect on what they have learned in a lesson will help
• Focus on the two photos with the text and read out the them to remember it better.
question.
• Play the audio. Students read and listen.
• If students find it difficult to interpret the pictures, you
could ask them what the gestures look like as a way of
helping them find the right answer. (In the first picture,
the man is making the shape of his ear with his hand.
In the second picture, the girl is making the shape of a
telephone with her hand.)
ANSWERS
The man is saying ‘I can’t hear you’.
The woman is saying ’Call me’.
3
• Point out the bold words in the text. Ask students to
read them in context and try to guess the meaning, then
match them with the definitions.
• Check answers as a class and model pronunciation of the
words posture /ˈpɔstʃə/, expression /ɪksˈpreʃn/, gesture
/ˈdʒestʃə/.
ANSWERS
1 posture 2 facial expression 3 gesture
4
• Ask students to read the text again and choose the
correct answers.
check with the class. Elicit the part of the text which
confirms each answer.
ANSWERS
1 b 2 a 3 b 4 c
T113 Culture

Culture S113

S114 Cross-curricular

Cross-curricular 1 | Computer languages, they can write out the steps in plain language
(e.g. Go to the fridge. Open the door. Take out the milk.).
programming Programmers often use instructions like this called
pseudocode when they want to explain programs to
Learning Objective someone.
Understand a text about computer programming • Students then work in their groups to create their
algorithm instructions.
Warm-up • Monitor and help while they are working.
• Give these clues, and ask students to guess what or who • Ask groups in turn to present their flowchart to the class
you are talking about: by drawing it on the board. Encourage other students
I follow your instructions, but I can’t think for myself. to ask questions and suggest improvements for each
I will follow the rules, even if they are wrong. flowchart.
I can give you information, but I don’t have a brain.
ANSWERS
You can play games against me, but I will never enjoy them.
• Elicit the answer (a computer).
Optional activity
CONTINUOUS ASSESSMENT Diagnostics
Dealing with wrong answers If students struggle with Put students into groups. Ask them to look back at the
any aspect of the text or task in this lesson, try to find out questions in exercise 2 and see if they can now answer
if they struggle in their first language, too. Understanding them themselves. Tell them to try to answer them
why students struggle with certain texts and topics will without looking back at the text, but they can look at it if
help you to teach more effectively. necessary.
Ask each question in turn and invite a group to explain it
to the class in their own words.
1
• Discuss their ideas as a class and find out who in the
class knows about computer programming or has some
experience of it. When you put students into groups in
exercise 3, try to include one student in each group who
feels confident with the topic.
ANSWERS
2  C.09
• Read out the questions, then play the audio for students
to read and listen to the text and match the questions
with the paragraphs.
ANSWERS
1 A 2 C 3 D 4 B
3
• Ask students to read the text again and then match the
sentence halves.
ANSWERS
1 e 2 c 3 d 4 a 5 f 6 b
4
• Explain to students that they’re going to create a set of
algorithm instructions for a computer.
• Go through the flow chart with the class and make sure
students understand that the algorithm is based on a
series of yes/no questions, and the answers should lead to
different outcomes.
• Put students into groups, trying to include one student
who is confident with the idea of computer programming
in each group. If students don’t know any programming
Cross-curricular T114

Cross-curricular 2 | Multiculturalism ANSWERS
1 Yes, it does. African-Caribbean people, people from
Learning Objective India, Pakistan and Poland.
2 14%
Understand a text about multiculturalism
3 MLE (Multicultural London English). Young people of all
ethnic groups speak it.
Warm-up 4 It can help people of all backgrounds to understand
• Focus on the photo and ask What does this photo show? and learn from each other so they can live together
Where do you think it was taken? Explain that it was taken peacefully.
in Britain and shows the multicultural nature of British
society. CONTINUOUS ASSESSMENT Success criteria
• Ask What do you think are the advantages of Agree the criteria Read out the task and make sure
multiculturalism? Brainstorm some ideas as a class. If students understand what they have to do. Ask What
students are struggling for ideas, ask more questions to should you aim for in your presentation? What will make it
help them, e.g. What about different foods they introduce? good? Brainstorm ideas as a class and make notes on the
What about celebrations, like the one in the photo, that board, e.g. It’s interesting, It isn’t too long, It’s well organized,
everyone can enjoy? It’s presented in an lively way, It includes some pictures.
Discuss with the class which of the criteria are the most
Background important, and ask students to aim towards these as
From the 1940s onwards, large numbers of people have they prepare their presentation. When you give feedback
moved to the UK from former British colonies, especially on the presentations, refer to the criteria that the class
Jamaica and other Caribbean countries, India, Pakistan agreed on.
and Bangladesh. Many of these communities are now well
established in Britain, with two generations having been 4
born in the country, and many would no longer consider • Read through the task with the class and check that
themselves to be ‘immigrants’, but rather to be ‘Black students understand what they have to do, then put them
British’ or ‘British Asian’. More recently, large numbers of into groups.
people have moved to the UK from EU countries such as • You could work as a class to make a list of aspects of other
Poland and Romania. cultures that are popular in their own country.
• If you have access to the internet in the classroom,
1  C.10 students could do the research in class. Alternatively, they
• Read the question and make sure students understand it. can do it for homework.
• Play the audio. Students read and listen to the text and • Monitor and help while students are working, then ask
answer the question. each group in turn to give their presentation.
• Check the answer with the class. • At the end, ask which presentations students enjoyed
ANSWERS
listening to and why.
food, clothing and festivals ANSWERS
2
• Students could work in pairs to find the bold words in the Optional activity
text and match them with the definitions. Ask students to imagine that they attended the
• Check answers with the class, and check that students celebration shown in the photo, or a similar one.
understand all the words. Put them into pairs and ask them to write a short email
• Model pronunciation of words your students might find to a friend, describing what the celebration was like. As
• difficult, e.g. ethnic /ˈeθnɪk/, heritage /ˈherɪtɪdʒ/. a class, brainstorm some ideas of what they could write
about first, e.g. the music, colourful decorations, dancing,
ANSWERS people from lots of different backgrounds, tasty and
1 ethnic 2 heritage 3 emigrated 4 multicultural unusual foods to try.
5 dialect
Put pairs into groups of four to compare their emails and
3 decide which one makes the event sound most exciting.
• Check that students understand African-Caribbean
(relating to people from African and Caribbean countries).   Cross-curricular video:
• Students read the article again and answer the questions. Diwali Cross-curricular video script p141
• Encourage students to use their own words in their • Topic: Diwali celebrations in Leicester
answers where possible. • Video worksheets are available in the iPack Resources tab.
T115 Cross-curricular

Cross-curricular S115

S116 Cross-curricular

Cross-curricular 3 | Vaccines 5 Antibodies attack and kill a virus or bacteria, and they
stay in your body to prevent you catching the disease
Learning Objective again.
Understand a text about vaccines 6 Because we need to have some vaccines more than
once for complete protection and because some
vaccines only work for a short time.
Warm-up
• Ask What can you do to stay healthy? Elicit a few ideas from 5
the class, e.g. eat healthy food, do enough exercise, get • Put students into pairs to discuss the questions. They
enough sleep. can use a dictionary to look up the names of diseases in
• Write the word vaccine on the board and elicit the English.
meaning in the students’ own language. Tell students that • Monitor while they are working, and correct any errors
vaccines are an important way to stay healthy, and in this you notice in a feedback session at the end.
lesson, they are going to learn about them. • Ask pairs in turn to tell the class their ideas. Make a list
of diseases in English that students have had vaccines
1
against. Check they understand the words, and model
• Put students into pairs to discuss the questions. pronunciation.
• Elicit what students know from the class. Encourage
as many students as possible to join in and share their CONTINUOUS ASSESSMENT Feedback and intervention
knowledge or experience of vaccines. Fluency tasks You will almost certainly notice errors
when you monitor your students during speaking tasks.
ANSWERS
Make notes of common errors you notice, and conduct a
short feedback session at the end to correct them. Focus
2  C.11 on errors involving vocabulary and grammar that they
• Read out the question and the three options and make have learned in the unit. Read out the errors or write them
sure students understand them. on the board, without identifying individual students
who made the errors. Encourage students to explain and
• Play the audio. Students listen and read and decide where
correct the errors.
the text is from.
• Check the answer with the class, encouraging students to Optional activity
refer to the text to justify their answers.
Argue for vaccines: Explain to students that some
ANSWER people are scared to have vaccines, or believe they may
b harm them in some way. Ask students to imagine and
work in pairs to think about how they would persuade
3 people to have a vaccine if they are hesitant about it.
• Students could work in pairs to read the bold words in Ask some pairs to tell the class their arguments, then play
their context and then match them with the definitions. devil’s advocate yourself and express reservations about
• Check answers with the class, and check that students the vaccine – it may not be safe, it may make you ill, you
understand all the words. don’t know what’s in it, etc. Encourage more students to
• Model and drill the pronunciation of cells /selz/ and join in and respond to you, arguing in favour of vaccines.
protein /ˈprəʊtiːn/.
ANSWERS   Cross-curricular video:
1 immune system Joseph Lister Cross-curricular video script p141
2 smallpox • Topic: Hygiene and the discovery of antiseptics
3 cells • Video worksheets are available in the iPack Resources tab.
4 antibodies
5 pandemic
4
• Students read the text again and answer the questions.
then check answers as a class, eliciting the part of the text
that confirms each answer.
ANSWERS
1 They have saved millions of lives, and some serious
diseases such as smallpox no longer exist.
2 Scientists need to develop new vaccines much more
quickly.
3 Because it uses a dead or weak version of a virus.
4 They don’t contain any of the virus, but just ingredients
that help your body to recognize a protein in the virus.
Cross-curricular T116

Cross-curricular 4 | Colour theory ANSWERS
1 yellow – primary
Learning Objective 2 orange – secondary
3 red – primary
Understand a text about colours
4 purple – secondary
5 blue – primary
Warm-up 6 green – secondary
• As a class, brainstorm words for colours and write them
on the board. Make sure the list includes red, blue, green, 3
yellow, orange and purple. • Read out the first gapped sentence and ask students to
• Ask What are your favourite colours? What colours do look at yellow and purple on the colour wheel and decide
you dislike? Why? Put students into pairs to discuss the which word from exercise 1 completes the sentence.
questions. If students are struggling, suggest that they re-read
• Ask some pairs to tell the class whether their answers paragraph 4 of the text to find the answer.
were similar or different. • Put students into pairs to complete the remaining
sentences.
CONTINUOUS ASSESSMENT Learning intentions • Check answers with the class.
Learning objectives Think about what you already
know. Communicating the learning objectives to students ANSWERS
and getting them to think about it before they start the 1 complementary
lesson helps them activate knowledge and vocabulary 2 primary
that they already have. Read out the learning objective, 3 harmonious
then focus on the colour wheel. Ask students in pairs 4 secondary
to look at the wheel and think about how the different 5 calming
colours relate to each other – which ones look nice 6 contrast
together, which ones don’t go well together, and why. 4
Discuss their ideas as a class.
• Focus on the picture and ask Do you like it? Why? /
Why not?
1 • Put students into groups to look at the painting and
• Read through the words in the box with the class and discuss the questions.
explain that they can all be used in the context of colours. • Ask groups in turn to tell the class their ideas. Encourage
• Point out that contrast in this context is a verb. them to use words from exercise 1 if possible.
• Put students into pairs to check the meaning of the words.
ANSWERS
Point out that some of the words may have more than
one meaning, but they should look for a meaning that can
relate to colours. Optional activity
• Discuss the meanings with the class and check that Writing: For homework, ask students to search online and
students understand all the words. Model pronunciation find another painting that they like. Ask them to print out
of words your students might find difficult, e.g. a copy of the painting and write a short paragraph about
harmonious /hɑːˈməʊniəs/. the colours in it, using words from exercise 1.
ANSWERS In the next class, put students into small groups to present
calming: makes you feel more relaxed and quiet their paintings to each other. Groups can discuss which
complementary: colours that are the most different from painting they like best and why. Ask groups in turn to tell
each other the class about the paintings they discussed and the ones
contrast: showing a clear difference when they are close they liked best.
together
harmonious: when each colour goes well with the others
primary: three colours (red, yellow and blue) that can be
mixed together to make all other colours
secondary: colours which are made by mixing two
primary colours together
2  C.12
• Read out the task, and point out the numbers in the
colour wheel.
• Play the audio for students to read and listen, then ask
them to name the colours and say if they are primary or
secondary.
T117 Cross-curricular

Cross-curricular S117

S118 Literature

Literature | Sherlock Holmes and During reading
the Duke’s Son CONTINUOUS ASSESSMENT Diagnostics
Encouraging learners to ask questions Explain to the
Warm-up class that asking questions is very important in helping
• Ask students what they know about Sherlock Holmes. them understand new language. Tell them that you know
They may have seen film versions of some of the it can be embarrassing, but that asking questions helps
stories or the BBC TV series Sherlock, starring Benedict everybody. After students have looked at the glossary
Cumberbatch, which has been shown in many countries. and read the text, ask if they have any questions and
encourage them to come forward with any queries
Background they have.
• Sir Arthur Conan Doyle (1859–1930) was a Scottish
writer and doctor who is most famous for his creation
Enjoy reading!
Sherlock Holmes, the great detective. Conan Doyle’s
other writing includes science fiction and romance • Tell students they’re going to read and listen to an extract
stories, plays and poetry. from the story.
• The character of Sherlock Holmes, famous for his • Read out the information in the Enjoy reading! box. Point
powers of observation and deduction, was partially out that in a third-person narrative, the narrator uses
based on Conan Doyle’s university tutor, Joseph Bell. the pronouns he and she to refer to the main characters.
Holmes featured in 56 short stories and four novels, Explain that in a first-person narrative, you experience
with his friend and colleague Dr Watson. At one point, the story through the main character’s eyes, using the
Conan Doyle got tired of Holmes and decided to kill pronoun I.
him off by having him apparently fall to his death over 3  L.01
the Reichenbach Falls with his archenemy Professor
Moriarty, but a public outcry forced him to bring him
• Point out the glossary and allow time for students to read
it quietly. Encourage them to ask questions if they would
back. Many people believed that Sherlock Holmes
like any further explanations.
was real, and they tried to visit his house at 221b Baker
Street (an address that did not exist when the stories • Read out the question and possible answers, then play the
were written). audio as students read the text.
• Many films and TV series have been made of the • Elicit the answer to the question and ask students to find
Sherlock Holmes stories. One BBC television series evidence in the text to support the answer (the narrator
Sherlock, starring Benedict Cumberbatch as Holmes, uses we as he is present with Holmes, and Holmes
brings the stories into the modern age with the great addresses him as ‘Watson’.)
detective using a mobile phone and consulting the ANSWER
internet. b
Before reading
1
• Ask students to check the meaning of the words in
a dictionary. If they don’t have access to dictionaries, go
through the words as a class.
• Discuss the meanings with the class and elicit some
example sentences to check that students understand the
words.
• Ask students to write the words and their meanings in
their notebooks.
ANSWERS
2
• Put students into pairs to read the Background to the
story, then match the sentence halves in their notebooks.
ANSWERS
1 c 2 a 3 b
Literature T118

4 After reading
• Ask students to read the extract again to decide if the
sentences are true or false and correct the false sentences. 7 Your turn
• Allow students time to compare their answers in pairs and • Read through the questions with the class and make sure
encourage them to refer to the text to show where they students understand everything.
got their information. • Allow students time to prepare their ideas individually,
• Check answers with the class. then put them into pairs to ask and answer the questions.
ANSWERS
1 true Did you know?
2 true • Read out the fact about Sir Arthur Conan Doyle.
3 false (The doctor didn’t come until the morning.)
4 true
• Ask How do you think his work as a surgeon helped him
when he wrote the Sherlock Holmes stories? Put students
5 false (He thinks it is difficult, but possible.)
into pairs to discuss the question, then discuss their ideas
Optional activity as a class.
Predicting the story: Before moving on to the next part
of the story, you could focus on the picture on p119. Elicit
a basic description of what is happening in the picture
from the class.
As a class, or in pairs or small groups, discuss who might
be riding the bicycle and where they might be going.
Encourage students to predict what will happen next in
the story.
5  L.02 Audio script p141

• Allow students time to read through the questions.
• Play the audio for students to listen and answer the
questions.
then play the audio again if necessary for students to
check and complete their answers.
ANSWERS
1 Heidegger
2 He was dead.

• Go through the gapped sentences with the class so they
know what information to listen out for.
• Play the audio. Students complete the sentences in their
notebooks with words from the box.
• Check answers with the class and play the audio again if
necessary.
ANSWERS
1 run 2 hit 3 man 4 footprints 5 difficult
T119 Literature

Literature S119

S120 Literature

Literature | Dracula 4
• Ask students to read through the list of events. Check they
Warm-up understand everything.
• Read out the information below about Bram Stoker. • Students read the extract again and put the events in
• Focus on the black-and-white picture on p121 and elicit order.
that it shows a poster from a film version of Dracula. Ask • Allow students time to compare their answers in pairs,
students if they have seen any films about Dracula. then check answers with the class.
• Put students into pairs to discuss what they know about ANSWERS
the story of Dracula and make a list. 1 a 2 h 3 e 4 g 5 c 6 d 7 b 8 f
• Ask pairs in turn to share what they know with the class.
Don’t confirm too much of the story at this stage, as Enjoy reading!
students will discover more during the course of the • Read out the Enjoy reading! box, then ask students to look
lesson, but teach the word vampire. at the text and photos again. Elicit what is happening in
each of the paragraphs and photos, and which features
Background are Gothic, e.g. the castle in the mountains, the mysterious
• Bram Stoker (1847–1912) was an Irish writer best known Count, etc.
for his novel Dracula (1897). Stoker was very ill as a
young child and spent a lot of time in bed. He later said 5
that this allowed him a lot of time to think and develop • Check that students understand fiancée / fiancé.
his imagination. • Ask students to read the text and answer the question.
• People in 19th-century Britain were fascinated by • Check the answer with the class, and ask more questions
the idea of continuing to live after death. The novel to check that students have understood everything, e.g.
Frankenstein by Mary Shelley, about a scientist who Who is Mina? Where does Jonathan see the Count again?
brings a body back to life, was published in 1818 and Who is Lucy? What happened to Lucy? What did she die of?
was extremely popular. Seances (meetings where Who is Professor Van Helsing?
people try to contact the spirits of dead people) also
ANSWER
became very popular around this time.
He didn’t understand why Lucy was losing blood and
perhaps he suspected that a vampire was involved.
Before reading
1
• Ask students to read the Background to the story.
• Read out the question and encourage students to
speculate about what will happen to Jonathan.
ANSWERS
2
• Ask students to read the definitions and find the words in
the extract. They could work in pairs for this.
ANSWERS
1 Count
2 locked
3 cloak
4 wild
5 stay away
During reading
3  L.03
• Read out the question and check that students
understand the word castle. You could point out that the
photo on p121 shows Bran Castle in Transylvania.
• Play the audio as students read the text.
• Check the answer to the question.
ANSWER
The Count leaves the castle from a window. He climbs
down the castle wall, head first.
Literature T120

• Tell students they’re going to listen to the next part of the
story.
• Ask students to read the task and the things the different
people say.
• Play the audio for students to listen and complete
the task.
ANSWERS
1 VH 2 L 3 L 4 VH 5 JS

Encourage imagination Students often worry about
giving ‘incorrect’ answers and need reminding that
sometimes there are no ‘correct’ or ‘incorrect’ answers,
especially for a discussion task. Before students do
exercise 7, read out the task and point out that the
questions require them to use their imagination and think
about different possibilities, rather than giving answers
that are ‘true’. When you discuss their ideas in feedback,
give praise for imaginative ideas, even if they are far-
fetched and unlikely.
After reading
7 Your turn
• Read through the questions with the class and make sure
students understand everything.
• Allow students time to prepare their ideas individually,
then put them into pairs to ask and answer the questions.
Did you know?

• Read out the fact and ask why students think vampire
stories are still popular today.
T121 Literature

Literature S121

S122 Learning situation

Learning situation 1 | Social Create
Warm-up 4
• Write on the board: How much time do you spend online? • Read out step 1 and tell students they should discuss all
What kinds of activities do you do online? the advice they have found and try to agree as a group on
• Put students into pairs to discuss the questions, then ask which to include.
some pairs to share their answers with the class. • Read out step 2 and elicit possible formats for the
• Ask the class if they think they spend too much time campaign (e.g., text messages, pop-up ads on social
online. media platforms, online posters, etc.). Write them on the
board. Point out to students that they will plan their work
on paper, but they must imagine what it will look like on
Learning situation social media and how and when young people will see it.
• Ask students to read the text individually, then discuss the
questions as a class.
• Read out step 3 and tell the groups to try and divide the
work equally and to make sure everyone is clear about the
ANSWER sections they are responsible for.
You are worried that young people don’t know enough • Give the groups time to plan their campaigns.
about online safety. You can help to solve the problem by
creating a social media campaign to encourage young 5
people to stay safe online. • Ask students why it’s necessary to do more than one draft.
Ask why it’s better to have someone else check your work
Decide and research for you.
Team up!
• Tell groups to work individually on their part of the
campaign.
Read out the Team up! box. You could ask each group to
choose a chairperson for the discussion tasks, explaining that
• Ask students to share their work with the group for
feedback. Remind them that feedback should always be
their job will be to make sure everyone takes part.
positive and respectful.
1 • Allow time for students to make any necessary
• Put students into groups and explain that the first step corrections.
in this task is to identify the problems that young people
face online. Compile
• Read through the ideas with the class and check that
6
students understand them all.
• Tell students to put their sections together to make a
• Students discuss the ideas in their groups.
complete social media campaign.
• Ask groups in turn to tell the class their ideas.
Key phrases Share

Read out the phrases and model and drill the intonation. Ask 7
students to try and use the phrases during their discussions • Groups take turns to present their social media campaigns
in exercise 2. to the class.
2 • Once students have seen all the campaigns, ask them to
• Read out the task, then ask students to discuss possible discuss the questions in their groups.
advice for young people in their groups. Remind them to • Ask the class if they’re happy with their finished
make sure that everyone takes part. campaigns and why or why not.
• When they have discussed their own ideas, allow them
time to look online for more advice. Reflect
• Ask groups in turn to tell the class what new advice they 8
found online.
• Give students time to reflect individually on their project.
Analyse CONTINUOUS ASSESSMENT Feedback and intervention
Reflecting on tasks Students are often tempted to
3 rush through the reflection stage at the end of a project.
• Point out that the groups should use the questions to Point out to them that if they take a bit more time and
help them organize their ideas. think carefully and honestly about what they are good at
• Give them time to think about the information they found and what they can improve at, they will notice that they
and make their notes. gradually improve in subsequent tasks.
Learning situation T122

Learning situation 2 | Personal Analyse
Warm-up 3
• Ask What do you like most about school? Elicit ideas from • Ask students to share their research with their groups.
individual students, then ask What do you dislike most? • Give them time to discuss the ideas and answer the
Elicit ideas. questions.
• Ask What do you think is difficult about starting a new
school? Ask students in pairs to discuss the question. Create
• Ask pairs in turn to tell the class their ideas.
4
Learning situation • Tell students what they will have available to them to
create their posters or leaflets before they discuss the
• Ask students to read the text and answer the questions. different roles.
ANSWER • Allow time for them to discuss and choose their roles.
It wants to help new students at the school because • Encourage students to be respectful and listen to others’
students sometimes have problems when they start a new opinions.
school.
• Tell groups to work together to choose which information
they should include, then have students work on their
Decide and research own sections.
Team up! 5
Read out the Team up! box and ask Why is it important to • Ask students why it’s necessary to do more than one draft.
take notes? Why shouldn’t you write full sentences? Discuss the Ask why it’s better to have someone else check your work
questions as a class, then suggest that groups choose one for you.
person to be their note-taker for the group discussions.
• Ask students to share their work with the group and give
CONTINUOUS ASSESSMENT Feedback and intervention feedback. Remind them that feedback should always be
Focus on the task rather than the learner Feedback is positive and respectful.
more effective when it focuses on students’ performance • Allow time for students to make any necessary
in a task, rather than students’ general ability. To help corrections.
keep the feedback focused on the task, and to make sure
students understand that everyone will be assessed in Compile
the same way, tell students what you will give feedback
on before they do a task. Before asking students to do 6
exercise 1, tell them what you will be giving feedback • Students work together to compile their poster or leaflet.
on, e.g., taking turns, listening to others’ opinions, making
decisions as a group. Make notes on these areas while Share
you are monitoring, then give the feedback you have
promised. 7
• Groups take turns to share their posters or leaflets with
1 the class.
• Put students into groups to discuss the questions. • Once students have seen all the posters and leaflets, ask
them to discuss the questions in their groups.
• Point out to students that some of them may feel
more comfortable than others talking about their own • Ask the class if they’re happy with their finished poster or
experiences, so they should never put pressure on leaflet and why or why not.
classmates to talk about their own experiences if they find
it difficult. Reflect
Key phrases 8
Explain that these phrases will help students talk about • Give students time to reflect individually on their project.
information they have found online. Go through the phrases
and model and drill the intonation.
2
• Tell students that they’re going to do their research
individually, so it’s important to divide the task equally and
fairly.
• Ask Where do you think you can look for information?
Discuss some possible types of websites, e.g. schools,
teenage advice websites, etc.
• Allow time for them to plan their searches, then set a time
limit for them to do their research and make notes.
T123 Learning situation

Learning situation S123

S124 Learning situation

Learning situation 3 | Educational Team up!
Ask a confident student to read out the Team up! box and
Warm-up point out that it is important to use each person’s strengths
• Ask students to close their eyes, then ask What things are in a group task, but also to take account of their preferences.
there in your classroom? Elicit students’ ideas from memory,
and make notes on the board. Create
• Ask students to open their eyes and look around them. Elicit
which things in the classroom they hadn’t remembered. 4
• Elicit possible formats for the presentation, e.g. a group
Learning situation presentation, an electronic presentation if this is possible,
• Ask students to read the text, then answer the questions using diagrams or graphs to present the information, etc.
as a class. • Make sure students are aware of the equipment available
to them.
ANSWERS
They want to improve the learning environment, to help • Point out that, once they have their assigned sections,
students learn more effectively. they will do the writing individually.
• Allow time for the groups to go through the steps and
Decide and research plan their presentations.
1 5
• Put students into groups and ask each group to nominate • Ask students to share their work in their groups and give
a student to take notes during their discussion. feedback.
• Read out the task and discuss with the class the realistic • Allow time for them to make any necessary corrections.
options for doing their survey (on paper, online, etc.).
• Read through the different questions they could ask in Compile
their survey. Check they understand all the vocabulary.
6
• Students work in their groups to discuss how they can do
their survey, and the questions they need to ask. • Ask the groups to bring their information together and
add any extra parts to make their presentation flow well
Key phrases together.
Read out the phrases and explain that these will be useful • Remind them to read it through completely to make sure
when they are creating their survey questions. Model and it’s correct.
drill the intonation.
Share
2
• Ask groups to create their survey. You might want to set a 7
target number of questions, to make sure all the surveys • Groups take turns to share their presentations with the
are of roughly equal length. Ask all group members to class in their chosen formats.
write their group’s survey questions so they can help carry • Once students have seen all the presentations, ask them
out the survey. to discuss the questions in their groups.
• Explain to students that they are now going to split up • Ask the class if they’re happy with their finished
and move around the class to do their survey. Tell them presentations and why or why not.
that individuals should each aim to interview three or four
classmates, and they should write down the names of Reflect
people they interview and their answers. Point out that if
two group members interview the same classmate, they 8
should only count these results once. • Give students time to reflect individually on their project.
• Allow time for students to mingle and conduct their
surveys and make notes. CONTINUOUS ASSESSMENT Feedback and intervention
Self-assessment Point out to students that the criteria
Analyse in exercise 8 are quite broad, e.g. ‘work well in a team’, but
they should aim to reflect in more detail on the specific
3 things they can do well, e.g. accept group decisions,
• Explain to groups that they are going to use their findings and things they find more challenging, e.g. accept tasks
from their survey to make some suggestions to change that would not be their first choice. Encourage them to
the classroom, and present their ideas to the class. reflect in detail on things they did well and things they
• Ask the groups to discuss their findings. Remind students found challenging with the task, and set themselves some
that the interviews should have all come from different targets for the next project task.
classmates.
• They then follow the suggestions to plan their ideas for
their presentations.
Learning situation T124

Learning situation 4 | Social Create
Warm-up 4
• Ask Where do you learn about the news? Elicit ideas from • Discuss the different format options, and discuss which
the class, e.g. online, on TV, in newspapers, etc. are realistically possible in your classroom situation.
• Ask What stories have you heard about in the news recently? • Make sure students are aware of the materials and
Elicit some ideas from individual students, then ask Is most equipment available to them.
of the news good news or bad news? (bad news). • Give students time to work through the steps. They
should choose which stories should go into their news
Learning situation item and agree how to allocate tasks.
• Ask students to read the text, then answer the questions 5
as a class.
• Ask students why it’s necessary to do more than one draft.
• Ask students if they think they will enjoy learning about
Ask why it’s better to have someone else check your work
some good news.
for you.
ANSWERS • Explain that groups will now create their digital news item,
They are going to report some good news to show other then have students work on their own sections.
students that positive things are happening. • Ask students to share their work in their groups and give
feedback.
Decide and research • Allow time for students to make any necessary
Team up! corrections.
Read out the Team up! box and explain that it can be difficult CONTINUOUS ASSESSMENT Diagnostics
to find websites again if you don’t keep a note of the link or Peer proofreading Students are often good at
bookmark the page. identifying mistakes in other people’s work and feedback
from a peer can be less formal and therefore less stressful.
1
Encourage them to explain the errors to each other as
• Read out the task and the ideas in the mind map. well as correcting them. Remind them that all feedback
• Put students into groups to have their discussions and ask should be respectful and polite.
them to choose someone to take notes.
Key phrases Compile

Read out the phrases and point out that they are all useful
phrases for discussing information you have found online. 6
Model and drill intonation of the phrases. • Groups show each other their sections and put them
together to make the complete digital news item.
2 • Allow time for them to practise their news items, with
• Tell students to divide the activities equally between different group members presenting different stories.
them. You could discuss as a class what kinds of websites
they could look at, e.g. volunteer organizations, local Share
sports clubs, their local town or city council website, etc.
• Give students time to do their research and remind them 7
to use the headings in the mind map to organize their • Students give their presentations to the class, then discuss
notes. the questions in their groups.
• Ask students to present their findings to their groups. • Ask the groups to share their ideas on the most interesting
news items. You could have a class vote to find their
Analyse favourite story.
3 Reflect
• Read out the questions and tell students to list the stories
they found in order of most to least favourite. Students 8
show each other their lists and discuss and compare • Give students time to reflect individually on their project.
them. They should discuss possible formats for their news
item, but they will make a final decision about this in
exercise 4.
• Ask groups to choose their final stories. Remind them
to explain their reasons when they’re having their
discussions.
• If groups struggle to make a decision, consider setting a
time limit or asking them to vote.
T125 Learning situation

Learning situation S125

ce
Audio and video scripts
Student’s Book audio and video scripts millions of pounds. It does not belong to Sheku, but he
borrows it from a foundation.
Unit 1, page 10, exercises 1 and 2  Unit opener This amazing young musician has got six talented brothers
Extras in film and TV and sisters. They all play either violin, piano or cello. They
Would you like to get work in TV or film? Why not try to get perform together as The Kanneh-Masons. The Kanneh-
some experience as an extra? Masons appeared on the popular reality show Britain’s Got
Extras are the people you see in the background of films and Talent in 2015. The host called them ‘the most talented family
TV programmes. Most of them are just ordinary people and in the world’. In 2021, the family received the Global Award
not professional actors. for Best Classical Artist.
Extras help make scenes look real. The way they look Sheku went to school in Nottingham, in the UK. He had
depends on the type of film or show. to balance his schoolwork with his musical career, but the
For science fiction or fantasy films, extras often have school helped him succeed with both. To say thank you, he
costumes and wear make-up. donated several thousand pounds to help other students at
For other types of films, like comedies, extras often wear the school learn to play the cello.
their own clothes, so they look like ordinary people. Sheku is now one of the most famous and successful
Extras are not usually paid a lot of money, and they often classical musicians in the world. He also represents several
have to wait hours until it’s time for them to do a scene. charities.
A few famous actors started as extras. Brad Pitt, Kristen
Stewart, Renée Zellweger and Bruce Willis were all extras Unit 1, page 16, exercises 1, 2 and 3  Speaking
before they became famous. Talk about preferences
Most extras don’t become famous, though! However, seeing Part 1
all the different jobs in film and TV is a great way to learn Danni Hey. I love going to the cinema – the atmosphere,
about the industry and get some experience. seeing the special effects on the big screen, the popcorn.
Do you want to get a job as an extra? If you do, look for I think it’s the best way to enjoy a film! But apparently most
opportunities online. Read the information carefully and apply teenagers disagree. We’re doing a project for our media
for jobs that are a good match for your age and appearance. studies class about how people watch films. And, while
If you get work as an extra, listen carefully and do exactly I was doing the research, I found this surprising article. It
what you are told. says that only 10% of teenagers would rather go to the
And take a good book. You will spend most of your time waiting! cinema than watch films at home. Ten per cent! Another
thing I’m interested in is foreign-language films. Studies say
Unit 1, page 14, exercises 4 and 5  1.05 that watching foreign films is a great way to learn a new
Lewis Welcome to my How was your weekend? podcast. language. But, according to this article, only 5% of teenagers
Today, I’m interviewing my friend Mia. Last weekend, Mia who study foreign languages watch films in the languages
and her friends went to Leeds Festival. Mia, how was your they’re studying. With more and more films from all over
weekend? the world available to buy and online, why don’t we watch
Mia Hi, Lewis. It was brilliant, thanks! The bands and singers them? I want to check this out and do my own research.
were amazing, the food was delicious and … it didn’t rain! Part 2
Lewis Haha. Which bands did you see? Danni I think the article is wrong … but let’s find out. Do you
Mia Oh, there were so many. I saw Biffy Clyro, a Scottish rock prefer watching films at home or in the cinema?
band. There was Stormzy, he’s a UK rapper, so that’s … Clara Hmmm … I think I prefer watching films at home.
hip-hop, I think? Anyway, he was great. Oh, and Disclosure I can’t stand people talking through a good film. And at the
were fantastic! They are two English brothers who make cinema there are sometimes people talking – or eating their
dance music. There was even some reggae. We danced and popcorn loudly. I find it really annoying.
sang all weekend. Danni Do you like watching films on your phone or on the
Lewis And was the weather good? TV?
Mia Yes, it was! It was sunny all the time. I wasn’t cold, even in Clara Umm … I suppose it depends on what I’m watching.
the evenings, and we didn’t get wet. Very unusual for the UK. If it’s just a short thing – you know, funny videos – then my
Lewis It sounds brilliant. Can I come with you next year? phone is good enough. But if it’s a long film, I prefer a bigger
Mia Yes, of course! screen.
Danni Do you watch any films in foreign languages?
Unit 1, page 16, exercises 1, 2 and 3  1.07 Clara Yes, sometimes. As you know, I’m learning French, and
Focus on Music there are loads of cool French films.
Today, one of Britain’s most talented young musicians. Danni Would you rather watch foreign-language films with
Sheku Kanneh-Mason is a British musician who won the the subtitles on or off?
2016 BBC Young Musician award when he was 17 years old. Clara Well, my French isn’t very good, but I’d rather watch
Sheku plays the cello, and was the first Black musician to win without the subtitles. I find it quite hard to watch the action
the competition since it began in 1978. He played at the and read the bottom of the screen at the same time. I don’t
wedding of Prince Harry and Meghan Markle in 2018. The mind not understanding everything. Danni, why are you
cello he plays is very old. It’s from the year 1610 and is worth asking me so many questions? Is this a homework thing?
T126 Audio and video scripts

Danni Er … Do you prefer watching films at home or in the computer generates a character that copies the movement
cinema? of the person. When the person in the suit turns, so does the
Extra 1 The cinema – I love seeing films on a big screen. character. When the person moves their arms, the character
Extra 2 I prefer to watch at home, because it’s cheaper. does exactly the same thing.
Extra 3 I’d rather be at home. It’s more comfortable. That’s so cool! Next, let’s talk to someone who works for
Alex Oh, in the cinema. I love going with my friends. Why do Vicon. So, Tim, how did you start working with motion
you ask? capture?
Ben I don’t mind. It depends on the film. Tim So, I studied animation, and that got me into the
Danni Do you like watching films and videos on your phone performance capture industry. I studied animation at
or on the TV? Bournemouth University and that was a way, to basically,
Extra 2 Ah, the TV. at the time the technology was just improving, so as new
Extra 1 I’d rather see them on a big TV screen. films and games were coming out, it was something that
Extra 3 I like watching films and videos on my phone. really interested me. It was something I wanted to get into.
Ben Yeah, I prefer films on a big TV screen. What are all these So, performance capture was a natural way to get into the
questions for? industry.
Alex Oh, I love watching films on my phone – with my Maira Interesting! Thanks to the hard work of people like Tim,
headphones in, so my little sister can’t interrupt! Why are you computer-generated characters can walk, run, dance and
filming this? Is this something we have to do for homework? talk just like a real person. Lots of major blockbuster movies
Danni Do you watch films in foreign languages? and video games have already used motion capture.
Extra 3 Yes, I love watching films from any country. But it isn’t just about entertainment. The first people to use
Extra 1 Yes, there are so many cool films online from all motion-capture technology were doctors. They used it to
different countries. do medical analysis. Now, scientists and athletes are also
Extra 2 Yes, I really enjoy watching Japanese anime. interested in this technology. There are plans to use it to train
Ben Our French teacher makes us, so yes … but I don’t enjoy it. soldiers, police officers and firefighters.
Alex Yes. Computer-generated characters don’t really feel emotions
Danni Would you rather watch foreign-language films with the way we do. But with motion capture, it’s difficult to
the subtitles on or off? know! As it becomes cheaper, motion-capture technology
Extra 1 Subtitles on. Definitely. will become a part of our everyday lives in a lot of different
Extra 2 Yeah, no subtitles. I find them really distracting. ways. We might even see it in schools!
Extra 3 I can’t stand not understanding, so subtitles on!
Ben I don’t watch many – only if we have to for school, so Unit 2, page 20, exercises 1 and 2  Unit opener
with the subtitles. Police dogs
Alex Subtitles off. I’d rather enjoy the film – you know: the Dogs are known as people’s best friend, but a well-trained
actors, the special effects. I don’t care if I don’t understand it police dog is a criminal’s worst enemy.
all. Danni, what is with all these questions? The work of a police dog is difficult and dangerous. Very few
Ben I’ve got a question for you now, Danni. What are you dogs have got the right mix of abilities and personality that
doing this evening? Clara and I want to watch a classic film are needed for the job.
tonight – Jurassic Park. Would you like to watch it with us? Police dogs begin their basic training when they are about
Danni Well, that depends. Are you watching at home or at one year old.
the cinema? I prefer the cinema. Most police dogs live, train and work with the same police
officer, known as a ‘handler’, for all of their working lives.
Unit 1, page 19, exercises 3 and 4  Watch Police dogs do different types of work according to the
Almost human animal’s natural abilities. For example, dogs with a very good
Maira I’ve always loved watching movies because they sense of smell use their noses to help the police to find
make me feel all the emotions. Films can make me happy, drugs or explosives.
sad, excited, frightened. Feeling these emotions is one of Some police dogs also use their noses to find missing
the things that makes us human. But the funny thing is, a people, or search for a criminal who is hiding from the
lot of the characters in blockbuster movies these days aren’t police.
actually human! More and more often, we see computer- Police dogs can even tell the difference between identical
generated robots, aliens or superheroes on the big screen. twins. The twins look the same, but they smell different.
Nowadays, these characters look really realistic. This is Bigger, stronger dogs protect police officers and help them
because of something called motion capture. Have you ever stop and catch dangerous criminals.
heard of this? This technology has already changed jobs in They learn how to chase, bite and hold a criminal until an
the entertainment industry. But it might change all kinds of officer can arrest them safely.
different jobs in the future. Let’s have a look! Like their human handlers, police dogs sometimes wear
This is Vicon. It’s a motion capture company in the UK. special jackets to protect them from dangerous weapons.
People use their technology all over the world in lots of Many of these brave animals earn awards for their work.
different industries. It’s especially common in movies and Police dogs usually finish working when they are eight or
video games. So, how does it work? nine years old. They often live the rest of their lives with their
The first thing you have to do is make a circle of cameras. handlers.
Then, you need a person who wears a special suit with
reflective sensors. The cameras record how the person
moves and send information to a computer. Then, the

Unit 2, page 24, exercises 4, 5 and 6  2.05 Unit 2, page 26, exercises 1, 2 and 3  Speaking
Omar Hey, Carla! I need help with my password. Describe photographs
Carla Why, what’s up? Part 1
Omar My laptop says, ‘Wrong password’. But it’s correct. I only Clara We had an awesome day out in Oxford and took so
changed it yesterday. many photos. It was the perfect day and we had sooo much
Carla What’s your password? fun!
Omar It’s my name, my sister’s name, then 999. Alex Well, perfect except for Danni’s jacket.
Carla OK. O-M-A-R-A-M-A-L-9-9-9. OK … Oh. Clara Oh yeah! Poor Danni. Do you think somebody stole it?
Omar See? Wrong password! So, Danni was wearing her new jacket; she’s wearing it in all
Carla Hmm. Why did you change it? the photos we took in the morning. But then it disappeared.
Omar I was using the laptop when I got an email. It said She’s so upset.
there was a security problem and I had to change my Alex We can use the photos to help us find the jacket! We
password. So, I clicked on the link and I put in my old present: the Mystery of the Missing Jacket!
password. And then I put in a new password. Part 2
Carla Omar! That was probably a ‘phishing’ email! Ben Here we are investigating—
Omar What’s that? Is it a virus? Ben / Danni / Alex The Mystery of the Missing Jacket!
Carla No, phishing emails look like real emails from Alex Well, she’s wearing her jacket in this photo, when we
your school or your internet company, but they aren’t got to the park.
real. Criminals use phishing emails to try and steal your Clara Wait, Ben, go to that other photo when we’re all on
passwords and other personal information. You thought you that bench. Look! Danni’s taken her jacket off there.
were changing your password. But you gave the criminals Ben Look, her jacket’s on the bench next to her.
your password. Clara It could still be there!
Omar But I use the same password on every website! So, Alex The mystery continues!
now they can see my messages easily? My pictures? Clara Wait. Go back to the first photo. Look at that woman in
Carla If they use your password to log into those websites, the background.
then yes, they’ll be able to see all that stuff. You need to be Ben She’s taking a photo of something up there at the top of
more careful, Omar! Always use different passwords on each the photo.
website. And always think before you click on links! Alex Maybe a bird? But why’s she got on a hat and scarf on a
Omar What now? sunny day? She must be hot!
Carla We’re going to look up the problem online … And Clara So in this picture, I can see Danni’s taken her jacket off.
then you’re going to change your other passwords. Carefully! There it is on the bench. And the lady’s behind the bench
and she’s taken her jacket off, too!
Unit 2, page 26, exercises 1, 3 and 4  2.07 Ben Where was the bench?
1 Alex Look, over there. That’s where we were.
Presenter And now for some crime news – with a difference! Clara Look, there’s the lady again. She’s standing in front of
Reporter On the night of 15 February, it was raining heavily the tree. She’s taking her hat and scarf off now.
when Alan Godfrey broke into Jim Lee’s house. He stole Ben Yeah, look, Danni’s sitting there on the bench; that’s her
Lee’s watch and some credit cards, but then did some very jacket, in the middle of the picture. Look, and that woman’s
strange things. First, he changed out of his wet clothes into jacket is on the floor – there in the corner, the bottom right
dry clothes from his backpack. Then, while he was leaving, corner.
he saw Lee’s computer, checked his Facebook page, and Clara Yes, it can’t be Danni’s jacket. Hers is still on the bench.
didn’t log out! When Lee got home, he found a broken Ben Wait. I took loads of pictures there, too. Let’s see.
window, some wet clothes – and Godfrey’s Facebook page Clara Here, look at Danni with Alex on the bench. Look! This
on his computer! Lee sent Godfrey a message. ‘You left some photo might be the answer.
clothes at my house. Meet me and I can give them to you.’ Alex Look at the lady. She’s got her jacket on and she’s
Godfrey agreed immediately! But of course, when Godfrey leaving, there on the left.
went to meet Lee, the police were waiting. Ben Guys. Look at the two pictures together. That can’t be
2 her jacket, because it’s there on the floor, so the lady picked
You know my friend, Lucy Brown? Well, she was walking to up Danni’s jacket by mistake.
college when a woman robbed her and stole her phone! Clara So this is the lady’s jacket.
Can you believe it? She didn’t know about the ‘find my Alex It can’t be Danni’s. Hers was brand new.
phone’ setting, so she didn’t know what to do. But anyway, a Clara There must be something in the pockets to tell us who
week later, the police arrested the woman! Amazing, right? she is.
And you won’t believe this bit: after the woman stole the Alex That’s her!
phone, she started taking selfies. I know! And the phone Clara This must be her office phone number.
automatically shared the woman’s pictures with Lucy’s Alex Let’s call her. It’s not 5.30 yet. She might still be at work.
laptop! Lucy gave the selfies to the police and they shared Clara Great idea. Shall we phone Danni, too?
them on social media. And soon, someone phoned them to Ben No, let’s wait until we’re sure we’ve got her jacket back.
say the woman’s name was Alison Keane! Clara Hello, is that Mrs Sampson? I think there’s been a
mistake. We have got your jacket and we think you must
have our friend’s jacket.
Mrs Sampson Yes, I’m just in the park where I think I left it.
Who’s calling and where are you?
Alex Mystery solved!

Unit 2, page 29, exercises 2 and 3  Watch goats or cows to eat the grass, and you can’t take off or land
Sherlock Holmes in an aircraft.
Ava I love detective stories, and my favourite character is Some rules for public spaces seem very strange indeed. They
Sherlock Holmes! are often very old rules. One rule from Switzerland says you
Sherlock Holmes is probably the most famous English detective, can’t ski down a mountain while reading poetry.
the star of hundreds of stories, TV shows and movies. On the quiet island of Capri, in Italy, visitors can’t wear flip-
Today, detective stories are very popular, but Sherlock flops because they make too much noise.
Holmes was one of the first storybook detectives. And in France, you can’t kiss on railway station platforms
Sir Arthur Conan Doyle sold the first Sherlock Holmes book because it might delay the train.
in 1887, 130 years ago. Conan Doyle was born in Scotland in With rules like these, people might make mistakes, because
1859. At Edinburgh University, he studied to be a doctor and it’s not always easy to know when you’re doing something
a scientist. wrong!
Conan Doyle used ideas from science and medicine when
he wrote about Sherlock Holmes. Sherlock Holmes was a Unit 3, page 36, exercises 4 and 5  3.06
character in a book – he wasn’t real. But Conan Doyle used At my old school, bullies regularly threatened me and played
news stories about real crimes in his books. And sometimes, horrible jokes on me. The other kids mostly ignored me. It
real police officers used ideas from Sherlock Holmes stories was so bad that my parents allowed me to leave. I studied at
to catch real criminals! home with them for a while. Then I heard about Red Balloon
Dr Carolyn Morton teaches Forensic Science at the University Centres. I visited one, and decided I wanted to study there.
of the West of England in Bristol. Things are so much better at the centre. It’s in a big old
Dr Morton Forensic science is using science to help house, so it doesn’t even look like a school. Classes are
investigate crimes and then bring evidence to court. Mud on smaller and there are fewer people. Students don’t have
someone’s shoes, fibres from their clothing, a bit of broken to wear uniforms and we can call our teachers by their first
glass, all sorts of things can be a link between a person and names. They are like friends. They always have time to talk to
the scene of a crime. us and offer us support.
Ava A lot of ideas in forensic science come from Sherlock There are rules, of course. We mustn’t play jokes on each
Holmes. other, and we must remember to treat each other with
Dr Morton Sir Arthur Conan Doyle, who invented Sherlock respect. Many of us had similar experiences, so we know
Holmes, in many ways led the way. He was giving the police how horrible bullying can be. At my centre, I finally found
and the scientists ideas. He was trained as a doctor, he knew a place where I can trust people, and I don’t have to worry
about investigating crime, and in his stories, Sherlock Holmes about bullies.
was investigating using some science. So, he was coming Unit 3, page 38, exercises 1 and 2  3.08
up with ideas for linking people to places, following their Hi. My name’s Jordan Hunter. I’m a Year 10 student at
footprints, mud on trousers, that people weren’t doing; and Critchfield Academy and I’m here to talk about rules.
he made people think how to use science to solve crime. In most schools, the rules come from the head teacher or
Ava Some of Arthur Conan Doyle’s ideas about catching the class teacher down to us. And we must follow those
criminals are still used today. Sherlock Holmes was the rules. Students who like these rules don’t need to worry,
first detective to use fingerprints to catch a criminal. And and those who don’t – well, we still need to follow them,
detectives today still look for fingerprints when they because rules are rules, right?
investigate a crime. Detectives need to work very slowly and Critchfield Academy is a bit different. Our head teacher
carefully. Dr Morton uses this house. It isn’t a real house; it’s decided that the students could create our own rules. Why?
a classroom for detectives. The teachers watch the students Well, she said rules are all about respect and she wanted us
and help them learn the job. With a lot of practice, they learn to think about who we should respect and why. So, in the
to do it well. first class of the year, we created our own rules. And you
Today, they learn ways of working that Arthur Conan Doyle know what? I think the principal was right – most school
created more than 100 years ago for his storybook detective, rules are about respect. For example, one of our rules says
Sherlock Holmes. that all students need to arrive on time for class – that’s
Unit 3, page 32, exercises 1 and 2  Unit opener about respect for your teacher. Another rule, ‘You mustn’t
take classmates’ things without asking first’, is about
Rules in public spaces
respecting other people’s property. Of course, fighting with
In public spaces such as parks, beaches and city squares,
or teasing classmates is not allowed because everyone has
there are rules that everyone has to follow.
to respect their classmates’ feelings. And then there’s the rule
Authorities make the rules to keep people safe, to stop them
that says ‘You must hand in your homework on time’ – well,
making a mess or to protect the animals or plants that live in
teachers make us follow that rule, but really, I suppose it’s
these spaces.
about respecting yourself. You are the one who has to pass
The rules help everyone to enjoy their time in the space
your exams after all. If you think about it, all rules are about
safely, without feeling annoyed or uncomfortable.
respect for yourself, for classmates and for the school. We all
Many of these rules are sensible and necessary. For example,
want people to respect us, so we should respect others, too!
in a public park, don’t light fires, don’t drop litter and don’t
pick flowers.
Other rules may seem rather unnecessary. For example, one
rule for a park in London says that you can’t bring sheep,

Unit 3, page 38, exercises 1, 2, 3 and 4  Speaking Ava My parents are pretty strict. They never let me stay out
Talk about and react to news late. Well, on the weekends, I’m allowed to go to a friend’s
Part 1 house for a sleepover, but we aren’t allowed to go out.
Alex I’ve been ill all week, so I haven’t seen my mates since Jack We don’t have rules exactly. I do my chores and do my
last weekend. Then my phone charger broke, so my mobile homework – I don’t do anything wrong – so there aren’t any
died and I’ve only just got a new one. So now I’m finally back problems.
in contact with the outside world again! I’ve got no idea Cole So your parents aren’t too strict?
what’s happened this week! I need to know what’s going on Jack Not really. I’m allowed to do what I want to do. I go out
with the hockey team trials. I think they’re tomorrow – and I with my friends, but we don’t cause any problems. I don’t
really want to be the team captain, but I’ve felt so ill, I haven’t argue with my parents.
trained all week. And Clara just sent me this message. It’s Maira I love drumming, but my parents made a rule about
3.30 now. Ben’s out of school. I should call him. when I’m allowed to play. I can’t play too early in the
Part 2 morning or too late at night
Alex Hi, Ben. You all right? Cole What are the rules about chores at home? What jobs do
Ben Yeah. Yeah. And you? Are you feeling better? you have to do around the house?
Alex Yeah – much better, thanks. Ollie My parents make me clean my room once a week. And
Ben That’s great. So, when are you coming back to school? if I make a mess somewhere in the house, I have to clean it
Alex Hopefully tomorrow. I’m really bored. up. I also have to take out the trash.
Ben I bet you are. It’s been a whole week. Cole Anything else?
Alex Yeah, I know, and my phone died, so I couldn’t get any Ollie I have to wash the dishes sometimes, but we don’t have
messages. a rule about that – we take turns, and I don’t mind. It’s fair.
Ben We thought you were quiet! How annoying! Ava Every week, I do the vacuuming. I think that’s fair. If I
Alex Anyway – it’s the hockey trials tomorrow, isn’t it? don’t do the vacuuming, I can’t go out with my friends or
Ben No, they’ve changed it to next week. watch TV.
Alex Oh, wow, that’s really awesome. Why have they Jack I have to help out with laundry. Every weekend, I take
changed it? the towels from the bathroom and put them in the washing
Ben All three of the sports teachers are off sick. We haven’t machine, and then in the dryer. I put out clean towels for
had PE all week. everyone, too.
Alex That’s good. I mean. Oh no, that’s bad luck. Maira My mum really loves plants – we have a lot of them,
Ben Talking of bad luck – have you heard about Danni? and I always water them once a week. The problem is that
Alex No, what’s happened? plants all need different amounts of water, so it isn’t easy
Ben She’s broken her wrist. She was playing in the basketball to remember. And if you give a plant too much water … it
final yesterday, fell over and bang. dies! I don’t like this chore, but my mum won’t let me do a
Alex Oh no, that sounds awful! different one … I guess she wants me to learn about plants!
Ben Yeah, she didn’t realize at first. She just said it hurt, so I’m not really interested.
she carried on playing. Cole What about school rules? Is your school strict?
Alex How terrible! What happened next? Ollie My school is very strict. There’s a punishment for being
Ben It really started to hurt after she got home, so she went late. You have to stay after school for 15 minutes.
to the hospital. And today she came into school with one of Cole Even if you’re one minute late?
those great big white things on her arm. Ollie Yes! If I’m one minute late, I have to stay 15 minutes after
Alex A plaster? Oh dear. What a shame. She won’t be able to school. I don’t think it’s fair – but people are usually on time.
play for ages. Ava My school isn’t very strict. A few years ago, the students
Ben Yeah, she’s not happy. and teachers wrote the rules together – and they’re the
Alex I bet. Anyway, what about you? Clara said you had same for everyone.
some news. Cole Can you give us some examples?
Ben Me? Nothing much to say, really. Oh, guess what? Clara’s Ava The most important rule is to do your best. And if you
joined the student committee with you, Danni and me. make a mistake, you can’t make an excuse – you should
Alex Oh, that’s fantastic. But she said you had some news. try to fix it. With big problems, like bullying, the students
Oh, I didn’t know you had someone with you. with the problem talk with some teachers. They try to work
Ben Oh, no one. together.
Alex But I just heard— Jack The rules at my school are fair, I think. If you make noise
Ben It was the cat! in class, the teacher asks you to be quiet. If you aren’t quiet,
Alex I’ll see you tomorrow. You and the … cat have fun! See then the teacher sends you to the principal.
you tomorrow! Maira There’s one rule at my school I really don’t like. We
aren’t allowed to send text messages in school. In fact, if a
Unit 3, page 41, exercises 2, 3 and 4  Watch teacher sees your phone, they take it, and they keep it until
Rules at home and at school the end of the day.
Cole Hello, I’m Cole. Today, I’m talking with Ollie, Ava, Jack Cole But that’s fair, isn’t it?
and Maira about rules. We’ll start with rules at home. Are Maira No! Sometimes, I need to text my friends! Or my mum!
there a lot of rules at your house? Cole That’s all for today. Thanks Ollie, Ava, Jack and Maira!
Ollie We have a few rules. First, homework. If I don’t do my
homework, I can’t watch TV or go on the computer. And we
have some rules about cleaning.

Unit 4, page 42, exercises 1 and 2  Unit opener Boy 1 Exactly! They’re so different. I don’t really understand
Technology and friendship why they’re so close.
Is technology an important part of your relationship with Girl 1 I know. It’s strange. But they always make up and hug
your friends? in the end! They’ll be best friends again tomorrow!
Do you do online activities with your friends? 2
A US survey found that teenagers think social media, mobile Boy 2 So, Danny, how are things with Simon? Are you two
phones and other technology are extremely important parts still not speaking?
of their friendships. Danny Oh, we’ve already made up. I feel more relaxed about
According to the survey, teenagers send messages more the situation now.
often than they hang out with friends. Boy 2 Really? I’m confused. I thought he was horrible to you
Most teenagers feel more connected to their friends’ lives online?
because of social media. Danny Well … he was only joking. He explained and
Two out of three teenagers say that they receive support apologized.
from their friends on social media during difficult times. Boy 2 OK.
What else do teenagers use technology for? Danny Yes, well, I accepted his apology. So, we’re getting
Well, gaming, for example. More than 70% of teenagers play along like we used to.
games with friends over the internet. Boy 2 That’s good.
Of course, technology causes problems, too. A quarter of 3
teenagers say they’ve had an argument or fallen out with a Girl 2 Hi, Alex. What’s wrong? Why are you frowning?
friend because of something that happened online. Alex Oh, I’m annoyed. It’s because of Giuliana. She’s so
Also, nearly 90% of teenagers think that people share too unreliable! I waited for her outside the cinema for nearly an
much information about themselves on social media. hour. She didn’t even answer her phone.
So, technology sometimes leads to problems, but it’s clearly Girl 2 Maybe something was going on.
an important part of young people’s friendships today. Alex Well, exactly. I was really worried about her … again!
But when I spoke to her later, she just said ‘Oh, I’m sorry, I
Unit 4, page 46, exercises 3 and 4  4.06 forgot’.
Ryan Girl 2 And her phone?
I’ve got one older brother. We’re pretty close in age – I’m 16 Alex She said that she forgot it was on silent.
and he’s 17. We’ve got similar interests, and I like his friends, Girl 2 Hmmm …
too. He usually lets me hang out with them. I’m always his Alex It’s not the first time something like this has happened,
‘little brother’, of course, and he sometimes teases me. But I and I’m bored of it all. I used to really like her, but I think I’ve
don’t care. had enough. I don’t think I want to be her friend anymore.
When we were young, we used to fight a lot. He used to get Girl 2 Yeah. You’ve got plenty of other friends.
so annoyed with me and then ignore me. I hated that, and I
used to stay in my room. But that doesn’t happen now. Unit 4, pages 48–49, exercises 1, 2 and 4  Speaking
Grace Apologize and accept apologies
Well, I can’t really answer this. I’m an only child, so I haven’t Part 1
got any brothers or sisters. But I live in the same apartment Ben I’ve just been reading this article about how people
building as my cousin, and we see each other every day. My from different countries say ‘sorry’ and it’s really interesting.
cousin is like a sister to me. I didn’t know there were so many different ways of saying
I don’t think we’ve ever had an argument. We used to spend a ‘sorry’ in the world. Apparently British people apologize a
lot of time together as young children. I’ve got a picture of us lot – eight times a day on average, according to this. That’s
on my bedroom wall. We’re six and we’re hugging each other! much more than a lot of other countries. Do we really say
Lucas ‘sorry’ this much? I’m going to watch and film my friends
My sisters are twins. I’m 16, and they’re 13. They’ve got a today and see how many times they say ‘sorry’. Sorry!
really close relationship. They share clothes and jewellery, Part 2
and they always hang out together. I’m pretty jealous of their Ben OK, here we go.
relationship, I guess. But I get along OK with them. Clara Have you got my science book?
In the past, it was different. My sisters used to shout and Danni Oh no! I’m so sorry. I’ve forgotten it again.
fall out with each other all the time. But I didn’t use to have Clara Never mind. Can you bring it tomorrow?
arguments with either of them. I used to help them with Danni Yes, of course. I’ll put it in my bag as soon as I get
stuff – school projects, computer problems … But now, I home today.
guess they don’t need me! Alex Sorry. Sorry. Excuse me. Sorry. I wasn’t looking. I need to
find my tennis kit.
Unit 4, page 48, exercises 1, 2 and 4  4.09 Alex / Teacher SORRY!
1 Alex I’m so sorry, sir. Are you all right?
Boy 1 Why is Ines crying? Teacher It’s OK. Don’t worry about it. It was my fault for
Girl 1 Well, she and Agata have just had a big argument. coming in without looking. Thank you. OK, sit down, please. I
I heard Agata shouting at her in the playground. apologize for being late. Let’s get started.
Boy 1 Again? But … but Ines is so nice! She’s so kind and Clara Have you found your tennis kit?
friendly. What did they argue about? Alex Sorry?
Girl 1 I’m not sure. To be honest, I find Agata a bit rude Clara I said, ‘have you found your tennis kit?’
sometimes.

Alex Oh, sorry, no, I haven’t. I’ve been looking for it all over Phyllis The letters were very important to me. I still have
school. I’m late for tennis. I’d better go. See you later. Sir! I’m them.
afraid I can’t do tennis today. I’ve forgotten my kit. Cole When the war ended, Milton called Phyllis and told her
Tennis coach Well, we’ve got a tournament in two weeks – to meet him at the train station.
what are you going to do? Milton I came into Pennsylvania Station, and I was walking
Alex It won’t happen again. I’ll bring it tomorrow. around looking for her, and suddenly, someone jumped on
Tennis coach Good. my back. And it was Phyllis.
Alex He wasn’t very happy, was he? Have you been filming Cole Their first child was born in 1951, and two others came
me? soon after. Phyllis was 49 when she went to college, and she
Ben Sorry. was 55 when she graduated.
Alex Have you seen my sports bag? Phyllis When he said he was going to marry me, I thought
Danni No, sorry, I haven’t. Where did you leave it? he was a little crazy. But … ah … he was right. We’ve had a
Alex I don’t know. I’m sure I had it this morning. I told Mr very, very good marriage.
Harris I’d forgotten it, but I think I’ve lost it. Ben, what is going Cole They have six grandchildren and eight great-
on? You’ve been filming us all day. grandchildren – including me!
Ben I’m actually doing some research. I’m finding out how Phyllis We’re still very happy now, and our marriage keeps
many times British people say— getting better and better.
Clara Sorry! Milton I think we’re much happier now than we’ve ever been.
Ben No worries. What’s up? Cole My great-grandparents get along so well.
Clara Nothing. I’m sorry, but I’ve got to go. I’m meeting Mum
to get some new basketball shoes and I’m late. I’m so sorry. Unit 5, page 54, exercises 1 and 2  Unit opener
I wasn’t looking. Oh, hi, Mum. The ‘5-4-3-2-1’ technique
Clara’s mum Hi. Do you ever feel like your mind is going at a thousand
Clara I thought we were meeting at the shop. kilometres an hour? Do you sometimes find it hard to
Clara’s mum Yes, but I found this in the car. It’s yours, isn’t it, concentrate on what is happening around you? If the
Alex? You left it in the car after athletics last night. answer is yes, then something called the 5-4-3-2-1 technique
Alex Thank you. I’m so sorry. could help to calm you down.
Clara’s mum No problem. Is Ben filming us again? This simple relaxation exercise is all about focusing on your
Ben Sorry. senses, and thinking only about here and now.
So, if you are feeling anxious, try this.
Unit 4, page 51, exercises 4 and 5  Watch First, look around and identify five things you can see right
Milton and Phyllis now.
Cole What do you think makes a good relationship? And Perhaps your colourful trainers, the blue sky or the shiny keys
what makes a relationship last for a long time? Today, I want on your kitchen table.
you to meet a couple that have been together for a very Next, identify four things you can hear. Cars on the road
long time! This is my great-grandpa. His name’s Milton. And outside, birds singing or maybe the neighbour’s dog barking.
that’s my great-grandma – her name’s Phyllis. She grew up in After that, focus on three things you can feel. The smooth
New York City. What year were you born, Great-Grandma? screen on your phone, the hard chair you’re sitting on or the
Phyllis 1925. rough surface of the skateboard under your hands.
Cole Great-Grandma had two sisters. The three girls got Next, your nose. Identify two things you can smell. For
along well. Great-Grandpa had sisters, too. example, perhaps it has just rained and there’s that lovely
Milton I had three sisters. I was the only boy in the family. fresh smell in the air, or the smell of your clean clothes or
Milton I was a fairly good student, and I graduated from high coffee from breakfast.
school in 1939 and went to college. Finally, think of one thing you can taste. It could be the
Phyllis My teacher wanted me to go to college, but my sweet chocolate you ate a few minutes ago, that salty, spicy
mother said that was not possible – I had to go to work. stir-fry you had for lunch or simply the taste of your own
Cole Phyllis was 15 years old when she met my great- mouth.
grandpa, Milton. Great-Grandpa was very attracted to Great- So remember, it’s five things you can see, four things you can
Grandma. hear, three things you can feel, two things you can smell and
Milton She was interesting, intelligent and very beautiful. one thing you can taste.
Phyllis City College had a boat ride down the Hudson, and Try the 5-4-3-2-1 technique next time you need to calm
Milton called and asked me if I’d like to go. And I said ‘sure’, down.
and it was a very pretty night, and we were up on the deck,
and he says, ‘I’m gonna marry you’. And I looked at this guy, Unit 5, page 58, exercises 4 and 5  5.06
and I said, ‘What?!’ That was our first date. I fell in love with Welcome to today’s podcast. Do your parents complain
Milton as time continued. After we dated for two years, he about your sleep habits? If they do, you’re not alone. ‘You
had to go into the army. shouldn’t stay up so late!’ and ‘You need to get up earlier!’ are
Milton After training, I returned home for a week, and we common complaints at home. And because parents make
were married. the rules, it’s always the teenager’s fault. Well, guess what? It
Phyllis Shortly after we were married, Milton was sent to might not be your fault!
Europe to fight the war. I felt very frightened, very upset. It all comes down to your body clock – the message from
Cole Milton used to write letters to Phyllis from Europe. your brain that tells your body to feel sleepy or to be awake.
Until the age of about 13, your body clock tells you to go

to sleep at around nine o’clock. But when you become a Clara Ratatouille. It’s from France, I think. And what have you
teenager, the body clock changes, and your body isn’t ready made? A curry? Yum.
to fall asleep until eleven or twelve o’clock. Alex I made a madras curry. People say it’s from India.
Scientists say teenagers need between nine and nine and a Clara Is it spicy?
half hours’ sleep every night. So, if you go to sleep at twelve Alex It is a bit. It’s amazing!
o’clock, your body won’t be ready to wake up until 9.15. If Ben I’ve made a pavlova. Some people think it comes from
secondary school starts at half past eight, and you have to New Zealand.
get up at seven, for example, well, this is where the problems Danni Oh, wow! That looks delicious!
start! Your body needs much more than those seven hours’ Ben Thank you. And you? What’s that? Is it savoury or sweet?
sleep. And of course, if you don’t get enough sleep, you’ll Danni It’s sweet. It’s an apple crumble.
feel exhausted and stressed at school. This is why some Ben Crumble? Oh, right. That’s English, isn’t it?
secondary schools have changed classes to start at 9.30 or Danni Yes, it’s quite plain.
10 a.m. Ben So, can we start eating yet?
Part 3
Unit 5, page 60, exercises 1 and 3  5.09 Danni The curry smells delicious. I absolutely love curry. What
Ife How’s it going, Mayumi? does it come with?
Mayumi Not great, Ife. I’m tired all the time. I haven’t slept Alex There’s some rice here.
well for ages. I just lie awake at night, waiting until I fall Ben I’m not keen on spicy food, but I’ll try a bit.
asleep. Danni That tastes delicious.
Ife Hmm. What do you do before bedtime? Ben It’s OK. I mean I said spicy food isn’t my favourite.
Mayumi I have a snack, brush and floss my teeth, then I get Danni Where did you get the ingredients, Alex?
into bed and turn off my light. Alex Oh, you know … the market. Quick, Clara, come and try
Ife Aha! That might be why … some.
Mayumi What? Does brushing teeth make you sleep badly? Danni Now for something else savoury. Let’s try the …
Ife No! But eating the wrong snacks might do! Clara Ratatouille. It’s French.
Mayumi Really? It’s only a little snack, like some crisps or Alex Oh la la! What’s it got in it?
pretzels, for example, or maybe a slice of pizza … Clara All kinds of vegetables and loads of tomatoes. You like
Ife There you go, Mayumi! My sister’s had some problems vegetarian food, don’t you?
sleeping – she did some research and discovered that some Alex I don’t mind it. I used to be a really fussy eater. I didn’t
food makes you feel sleepy and some can keep you awake. use to like vegetables.
Take crisps and pretzels – they’re salty. Unfortunately, salty Danni I like the smell of it. How’s it cooked? In the oven?
and spicy foods aren’t good for sleep because they make Clara No, it’s cooked in a pan for 20 to 30 minutes.
you thirsty. High-fat foods like burgers or pizza are the Alex Right, I’m ready for dessert. I like the look of the pavlova.
enemy of sleep, too. They’re tough for your body to digest, What’s it made with?
so your system has to work hard, which can affect your sleep. Ben The bottom part is meringue, which is just eggs and
Mayumi Oh no! Maybe I should stop the evening snacks … sugar.
but I’ve been so hungry recently in the evenings. Danni It sounds really sweet. How’s it cooked?
Ife Don’t worry, Mayumi! There are things you can eat! Ben It’s baked in the oven. It’s really easy. Then you put
Bananas are good – they contain minerals that help you cream or natural yoghurt on it. I’ve used yoghurt.
relax. Cherries and nuts are really good – they contain fibre Alex Oh, great. I can’t stand cream.
and melatonin. Melatonin is what your body produces when Ben And any fruit you like – strawberries, kiwis, raspberries.
it’s time to go to sleep. So do I win?
Danni Mmmm! Delicious, Ben!
Unit 5, page 60, exercises 1, 2, 3 and 4  Speaking
Ben Thanks, Danni!
Talk about food Alex Well, it looks fabulous, but it’s a bit too sweet for me.
Part 1
Danni And now for my apple crumble!
Alex Welcome to—
Alex It looks quite plain. How do you make it?
Alex / Ben / Clara / Danni Number 1 Chef!
Danni Well, it’s just cooked apples, with a bit of sugar – and
Alex We’re having a cooking competition.
the cake bit on top.
Danni We love trying new foods, so today we’ve all made
Clara I like the sound of that! What’s it served with?
something that we’ve never cooked before.
Danni Vanilla ice cream, cream or custard.
Ben First, each one of us will tell you about a dish we’ve
Clara I can’t resist ice cream, so I’ll have that on mine. Yum!
made. Then we’ll taste them and then we’ll vote for the best
Alex So, we’ve all tried each other’s dishes. And now it’s time
dish.
to vote for the number 1 chef. Now, I can’t vote for my own
Clara Who will be the number 1 chef?
curry, so – I’ll vote for the pavlova.
Alex It’s obviously going to be me!
Danni Well, I’m going to choose your curry, Alex.
Ben / Clara / Danni Alex!
Ben It’s the crumble for me. It’s plain but really nice.
Part 2
Alex So, Clara, your vote decides.
Alex So, let’s get started! Clara, what have you got and
Clara For me, it’s the… It’s the crumble. And now I think we’d
where’s it from?
better eat it – with more ice cream.
Clara It’s ratatouille.
Clara Alex, did you really cook your curry?
Alex Rata-what? Where’s it from?
Ben / Clara / Danni Alex!

Unit 5, page 63, exercises 3, 4 and 5  Watch They often meet at events such as Comic Cons, where they
Synaesthesia show off their costumes and get to know other people who
Ava We use our senses every day. They help us to share their interest.
understand the world around us. In this video, we’re going to It can take weeks to design and build a costume, and hours
find out more about the connection between our five to get ready for an event.
senses – sight, hearing, taste, smell and touch. Let’s meet Cosplayers use a range of skills such as drawing, sewing,
Professor Charles Spence from Oxford University. He’s a make-up and even 3D printing to make their costumes.
psychologist – a scientist who studies the mind. He’s a Some costumes are enormous, some are very delicate and
specialist in the senses. others include lots of details.
Prof Spence I’m interested in the senses: in hearing, in Cosplayers sometimes use recycled materials, and many add
vision and touch, taste, pain and how those senses get put lights and moving parts to create complex and clever outfits.
together in people’s heads. Some cosplayers create original costumes by mixing
Ava We hear sounds and we see colour. But what would characters together or changing the gender of well-known
it be like to hear colour? Did you know that some people characters.
actually do see sound or hear colour? This is called Other cosplayers design old-fashioned versions of modern
synaesthesia. Their brains connect colours with sounds comic-book heroes.
or shapes, or even with different flavours! Scientists have Cosplay started in Japan. It’s still very popular there, but since
known about synaesthesia for more than 200 years, but they the 1980s, it has become an international phenomenon.
haven’t understood it very well until recently. In fact, about The annual World Cosplay Summit in Nagoya, Japan,
4% of people have synaesthesia, and experts like Professor includes a competition which attracts cosplayers from over
Spence are studying it. 30 countries. Some professional cosplayers and costume-
Prof Spence We try and understand the rules that connect makers even earn money from cosplay.
your eye to your ear, your ear to your nose, your nose to your Cosplayers share a love of fantasy characters and artistic
mouth. creativity.
Ava The sensory cortex is the part of the brain that processes It’s a great way to make friends, and some cosplayers feel
the senses. Each sense has its own separate area. For people more confident in their costumes.
with synaesthesia, there is a connection between two or
more areas. This allows people to ‘hear’ colour or ‘see’ sound, Unit 6, page 68, exercises 3 and 4  6.05
for example. Meera It’s only one week until you arrive, Kavita! I can’t wait
Prof Spence We have five senses or perhaps more: hearing, to see my lovely cousin again! I’ve missed you so much!
vision, touch, taste and smell. And most of the time, when Kavita Me too! I can’t wait to visit you in Leeds. I did some
we experience the world or products around us, they research online and it looks great.
stimulate most, if not all, of the senses. Meera Yeah, I think you’ll like it. I’ve planned a great day out
Ava This isn’t synaesthesia – this is what Professor Spence for us.
calls ‘multisensory perception’. We often use our senses at Kavita Really? What is it?
the same time – for example, when we eat a meal, we can Meera Well, you want to work in media when you’re older …
taste it, we can smell it, we can see it, we can feel it in our Kavita Yeah.
mouth, we can hear the sound as we eat it. Meera So, we’re going to visit a science and media museum.
Prof Spence So all the senses are involved in the perception There are some great exhibitions for us to see. There’s one about
of food, and that maybe is the most multisensory of our how programmers create new computer games, and another
experiences. about how musicians compose music for films. There’s also an
Ava Professor Spence is working hard to understand how the enormous cinema screen at the museum. I’m sure you’ll love it.
senses work together. His work is useful for the food business. Kavita Oh, cool. Are we going to see a film while we’re there?
Prof Spence If I think about some sort of packaging or Meera Yes, we are – there’s a 3D film about Australian wildlife,
something – say this bottle here – it’s got a certain weight; which will look amazing on the big screen.
it’s got a feel of roughness; it’s also got a sound I can hear; Kavita Awesome. I love watching films on a big screen. I’m
a colour; and it will have a smell. So, all the senses are again going to tell Arun. He wants to be a film director when he’s
being involved in my perception of this product and its older – he’ll be jealous!
packaging, and a lot of the work that we do with companies Meera We’ll have a great time while you’re here.
now is trying to help them enhance the multisensory appeal Kavita And the same when you visit me in London next
of what they’re offering. month. I’m going to plan a special day out for us, too.
Ava Today, they are testing how different music can affect Meera I can’t wait!
the taste of coffee. We experience the world through our Unit 6, page 70, exercises 1, 2 and 4  6.07
senses. Therefore, a better understanding of how the senses A
work – and how they work together – will lead to a better Welcome back to History Today on 101.5 FM. Listeners might
understanding of the world we live in. be interested in the online version of the British Museum’s
Unit 6, page 64, exercises 1 and 2  Unit opener brilliant exhibition, Life and Death in Pompeii and Herculaneum.
Cosplay Pompeii Live is now available for free on the museum’s
Cosplay is both a creative hobby and a performance art. website. Through a fascinating collection of paintings,
The word ‘cosplay’ is a mix of ‘costume’ and ‘play’. sculptures, pottery and furniture, the viewer can discover
Cosplayers dress up as their favourite characters from comic the ancient Italian cities of Pompeii and Herculaneum, and
books, video games, anime and films. the everyday lives of the people who lived there. Go to
britishmuseum.org and search for Pompeii Live.

B Danni So, do we all agree? So, a water activity on the
Reporter Now this is an interesting exhibition! Who creates first morning. What about exploring the local area in the
these little sculptures from pencils? afternoon? That would be cool, wouldn’t it?
Art critic Dalton Ghetti. He’s an artist who grew up in Brazil. Alex That works for me. Look, there’s horse riding, there’s
All his sculptures are tiny. mountain biking or a mountain walk. I’m happy to do any of
Reporter Where does he get his ideas from? them.
Art critic He searches on pavements, where he finds small Ben Mountain biking might not work for everyone after all
objects like these old pencils. the canoeing. What about horse riding?
Reporter I love them! So, what are the opening times for the Danni Yes. Why don’t we let the horses do the hard work? Is
exhibition? everyone happy with that idea?
Art critic 10.30 a.m. to 5 p.m. every day. Alex Yeah, I’m up for horse riding.
C Ben Yeah, me too. I think everyone would enjoy that,
And finally, a new exhibition of paintings by the French wouldn’t they? What about the evening?
Impressionist painter Claude Monet has opened at the Art Danni Look, we could try the local history walk and talk on
Institute of Chicago. Monet was an artist who was famous the first evening. What do you think?
for his use of colour and delicate light in his paintings. But Alex That sounds interesting, but we might want something
he developed problems with his eyes, which changed the a little bit more relaxing for the first evening. There’s a music
way he saw colour. Adult tickets cost $20 for local residents. class or arts and crafts. How does that sound?
Otherwise, full price tickets are $25. Entrance is free for Danni I just don’t think everyone will be up for arts and crafts.
children and teens. Perhaps we can book both and let people choose on the day?
Alex I suggest we call the activity centre and ask them if we
Unit 6, page 70, exercises 1, 2 and 3  Speaking can book both activities for the evening.
Reach an agreement Ben That’s a good idea.
Part 1 Danni Perfect!
Clara Hey! Today’s video is all about how to reach an Clara I can dream.
agreement. Or should I say how not to reach an agreement.
Ben How about spending one of the days at the beach? Unit 6, page 73, exercises 4, 5 and 6  Watch
Alex Boooring! Graffiti Life
Danni Alex, let Ben speak. I mean, Ben, I think the beach is Hey! What kind of art do you like? Who are your favourite
too far, but … artists? Personally, I really like art that’s strange … and
Alex I want to go to the theme park. interesting! I like modern art, and I love street art! But not
Danni But we could go to the lakes – maybe go kayaking? everyone thinks that street art is real art.
Alex That’s a rubbish idea. We have to go to the theme park. For a long time, most people didn’t like street art. They
Danni It’s something new and it would be warmer in June, thought graffiti was just vandalism, not art. But recently, that
too! opinion has changed. Now street art is selling for a lot of
Alex I want to go to the theme park! money, and works by successful street artists, like Banksy, are
Danni What do you think, Ben? popular tourist attractions.
Alex I want to go … The cities where great street artists live and work have
Ben Yeah, we know what you think, Alex. vibrant art communities. With strange and amazing
Alex Yeah, but I’m just saying … paintings, they turn boring city streets into art galleries that
Danni Alex, stop interrupting! Let everyone have a turn. Ben? everyone can enjoy.
Clara Year 10 students are trying to plan their end-of-year One city where you can see a lot of fantastic street art is
school trip together. They’re going away for two days. How London. Street artists have painted original work all over the
can they reach an agreement? city, and Londoners love it.
Part 2 Street art is now big business, too. This is Graffiti Life. It’s a
Danni So we know we’re staying in the Three Lakes National company that designs street art for big companies.
Park. And we’re doing all our activities at the activity centre, Artists who work for Graffiti Life decorate buildings, create
very close to the lake. Look here. advertisements and teach people how to paint. Some
Alex I suggest we discuss the activities first. How does that companies bring their employees to Graffiti Life for special
sound? workshops. People who take the class learn how to work
Danni Let’s look at the activity list. There’s something for together, and they have fun, too.
everyone. Graffiti Life works with other people, too. The artists teach
Ben Shall we start the first day with an activity on the water, all kinds of people how to create amazing street art. This is a
seeing as we’re going to the lakes? class for young adults who don’t have jobs at the moment.
Alex That sounds like a great idea! I’d like to try sailing. At the beginning of the day, the artists meet with the class.
Ben That’s not a bad idea, but there’s a lot to learn before They discuss ideas together. Then, they do research and
you get in a boat – if you’ve never sailed before. develop their ideas.
Danni It could be a bit difficult. How about doing something After that, they all get their equipment and go to the
easier, so we can go straight out on the water? warehouse. The warehouse is a big room where they create
Alex Why don’t we try canoeing? enormous paintings. Here, they create art. Everybody works
Ben That sounds like a good plan! It’s quite easy and you together to make huge, brightly coloured paintings. People
don’t have to get wet, do you? who paint together often discover a new, creative part of
their personality. They also learn how to work with other

people. And, of course, there’s also the art that they create, Unit 7, page 82, exercises 1, 2 and 3  7.08
which everyone can look at and enjoy for many years. Andy This is … the Positive News Podcast! If you like positive
news, you’ll love our podcast! First today, some positive news
Unit 7, page 76, exercises 1 and 2  Unit opener stories. Natalie?
Making a difference Natalie Hi! I found this story about a pizza restaurant in
Sometimes, a simple idea can help make the world a better Philadelphia that came up with a new way to help homeless
place. people.
Here are three examples. Andy Oh, cool! What did they do?
We all know that smoking is bad for our health, but it also Natalie Well, one day a customer bought some pizza, then
creates litter on our streets, which is toxic and difficult to asked if she could donate a slice to the next homeless
pick up, but Hubbub Foundation, a UK charity, have got a customer. She got the idea from a café in Italy. The restaurant
solution that makes putting litter in the bin fun! owner, Mason Wartman, loved the idea. He started putting
Their Ballot Bins encourage smokers to give their opinion paper notes on the wall …
about something when they throw away their cigarette Andy Like: ‘If you can’t pay, we’ll give you a free slice of pizza’?
ends. This can reduce local cigarette litter by 46%. It’s a great Natalie That’s right. If a customer paid for an extra slice of
example of a positive project. pizza, they put a note on the wall. Homeless people could
An English hairdresser called Joshua Coombes started the use the notes to get free pizza. Soon, there were paper notes
‘Do Something For Nothing’ movement. Instead of donating all over the restaurant’s wall. Mason gave away thousands of
money, he used his skills to give free haircuts for homeless slices of pizza to homeless people!
people. Joshua now visits different cities and countries, Andy That’s a really positive idea. If I had a pizza restaurant,
where he cuts homeless people’s hair for free. He wants to I’d do that, too … OK, here’s a story I found about an unusual
inspire other people to do something for nothing. bank in China.
When Jadav Payeng was 16 years old, he realized that Majuli Natalie A bank?
Island, the sandy island where he lived, needed more trees or Andy Yeah. It’s known as a ‘morality bank’. Customers get
it would disappear into the sea. Jadav decided to look after points by doing something good for the community. For
the island, and he began planting one new tree every day. example, if you picked up some litter, you’d get ten points.
Almost 40 years later, the forest that Jadav planted is home If you found someone’s wallet and handed it to the police,
to all kinds of wildlife including elephants, rhinos and tigers. you’d get 50 points.
Simple ideas can have amazing results. Have you got any Natalie And what can you do with the points?
simple ideas that could make the world a better place? Andy You get prizes. For example, haircuts, health checks
with a doctor or even extra classes. An employee at the bank
Unit 7, page 80, exercises 4, 5 and 6  7.06
said, ‘The phones have not stopped ringing’.
1 Beth
Natalie Extra classes?! That doesn’t sound like a prize!
I can’t imagine having the time to do anything like that.
Andy Well, it would be useful if you had lots of exams.
I’ve got three projects to finish at the moment for school.
Natalie Hmm.
This year, I’ve got important exams, too. I’m going away on
holiday with my dad and sister tomorrow and I’m taking my Unit 7, page 82, exercises 1, 2 and 3  Speaking
books! Talk about advantages and disadvantages
There’s a charity shop near my home. If I had the chance, I’d Part 1
volunteer there. They’re always looking for people. If I lived Ben At Woodley Secondary School, we want to make a
near an animal shelter, I’d love to volunteer there. I don’t difference to our local community. In this short film, I’ll be
mind a bit of hard work and the experience might be talking to Alex, Clara and Danni who want to tell you about
useful – I’d like to work with animals in the future. I want to three local volunteer programmes. Our school is going
be a vet when I’m older. to support one of these fantastic programmes next term.
2 Huang When you’ve finished watching, decide which volunteer
No exams, no classes, nothing? Really? Wow! Well, that will programme you want to support and go to the school
never happen. But, if it was possible, I’d love it. If I didn’t webpage to vote. And remember: the winning programme
have to study, I’d do a mix of interesting things and also will be the one that you support with your time and your
something positive for other people. Of course, I’d have to ideas here at Woodley Secondary. So choose carefully –
earn some money first. Maybe I could work in my uncle’s every vote counts.
shop. Then, when I had some savings, I’d go scuba diving Part 2
or hiking in … err … South America! If I did that, I’d need Ben Alex, what’s your idea and what are your reasons for
someone to travel with, and I’d try to learn a new language. choosing it?
Then, if there was time, I’d do something good for the Alex So, it’s an after-school reading club at the town library,
environment as well. Maybe volunteer, or something called Read On.
like that. Ben Can you explain a bit more about it?
3 Dipa Alex Of course. Basically, secondary school students read
Well, not a stranger, obviously! Maybe one of my teammates books with children from the local primary schools and play
from volleyball? Actually, I don’t know. I sometimes have reading games with them. The main advantage is that we’re
arguments with them. One of my neighbours is pretty cool helping them to learn to read while having fun, too. The
and easy-going. She volunteers at the same food bank as my council is going to close our library if people don’t use it, so
mum. I’m going to try it one weekend. But anyway, yeah, I it’s a great way to get publicity for the library and encourage
think, if she wanted to go with me, I’d like to travel with my more children and their parents to go there.
neighbour.

Ben That sounds excellent. Unit 7, page 85, exercises 2, 3, 4 and 5  Watch
Alex And one great benefit of the programme is that it helps Boards with a difference
parents, too, ones who want somewhere for their children Hi! Today, we’re looking at a young company that’s making a
to go after school. And for our students, another strength is big difference. Let’s go!
it’s really easy to do; you don’t need any preparation, special Welcome to Chile. These are fishing boats. Fishing is big
skills or equipment. So please vote for Read On! business in Chile. That’s not surprising, because Chile has
Ben Great! I imagine one disadvantage of the idea is more than 4,000 km of coastline.
that some of our students aren’t very confident readers Many fishermen use small boats, and every fisherman uses
themselves and won’t want to take part. What would you say nets. But there’s one problem. Often, fishermen throw old
to them? fishing nets into the sea. The nets are made of plastic, so they
Alex I would say that it’s for everyone. Even people who cause water pollution. The plastic stays in the ocean, and can
don’t like reading can still play games with children. They be dangerous for fish and other sea animals.
might start to feel more confident about reading, too. And old fishing nets aren’t the only plastic in the ocean.
Honestly, it’s good fun. Food packaging and other waste often ends up in the
Ben Thank you, Alex! Danni, can you tell us about your ocean, too.
volunteer programme? Ben Kneppers, David Stover and Kevin Ahearn wanted to
Danni Well, I’m promoting Doggy Duos, a dog-walking help. If there were a way to use the old nets, maybe they
programme organized by a local vet. So many dogs stay could help solve the pollution problem. Then, they had an
at home all day, because their owners are at work – or are idea: skateboards.
old or unwell and can’t walk them properly. More and more Ben, David, and Kevin started a company. They called it
dogs don’t get enough exercise and are having health Bureo – a local word that means ’waves’. Bureo started a
problems, so we want to help. campaign to get local fishermen to stop throwing away old
Ben Can you explain how Doggy Duos works? fishing nets and to donate their old nets to Bureo. Bureo
Danni Of course! The vet puts our students in contact with thought that if getting rid of old nets were easy, fishermen
someone who needs a dog walker. The students meet the would do the right thing. Bureo put collection points for
dog and take it for extra walks. One of the strengths is that the old nets in three fishing villages. In their first six months,
students can walk the dog at any time. It could be after Bureo collected three tonnes of plastic. This was enough to
school or at the weekends – or during the holidays. The dogs start making their first skateboards.
get exercise. And we humans get exercise, too. So that’s How do they do it? First, they clean the old nets. Then, they
another advantage. cut them into smaller pieces. Next, they send them to a
Ben Brilliant! Thank you, Danni. I guess one of the factory.
weaknesses of this programme is that it’s not very sociable. It This machine turns the old fishing nets into small pieces of
doesn’t bring the school together. plastic. With heat, they make tiny plastic beads. Then, they
Danni I disagree! You don’t have to walk the dog by yourself. put the beads in this machine. It melts the beads and makes
You can go with a friend. the top of the skateboard. Finally, they put on the wheels.
Ben Thanks again, Danni! Right, Clara, your turn. The business is a big success and people all over the world
Clara Well, I’ve chosen to tell you about Fruitiful Gardens. It’s love Bureo skateboards – which are shaped like fish!
a community garden project that I think you should vote for. Ben, David and Kevin love the ocean. They can’t clean up all
Ben Fruitiful? Like beautiful? of the plastic pollution, but every net they take, and every
Clara Yes, that’s right. There’s some old land between the skateboard they make, helps. People care about their world,
train station and the swimming pool that nobody uses. and they want to buy products that help the environment.
Recently some people from our town have turned it into a If more companies were like Bureo, the world would be a
garden and planted some fruit and vegetables there. I think better place.
it’s a fantastic idea.
Ben Why do you think that? Unit 8, page 86, exercises 1 and 2  Unit opener
Clara Well, it helps the local community and the Fake news
environment at the same time. That’s my main reason for We all love sharing things online, but how many of us check
suggesting this project. One of the advantages is that it that what we share is true, and not … fake news?
helps everyone, old and young, to meet and work together Fake news is false information that is presented as the truth.
and learn skills from each other. And of course, it’s a great It’s spread in articles, videos, posts or images. Fake news is
way to learn about growing your own food without more common on the internet than on TV or in newspapers.
chemicals, so that’s a huge advantage for our environment. Sixty-five per cent of internet users say they have seen fake
So please vote for Fruitiful Gardens! news on social media. But why do people create fake news?
Ben Great, thank you, Clara. I suppose that the main problem Some may lie to change people’s political views, or to spread
with this programme is that you need a lot of tools and skills negative ideas about groups of people. Others create fake
to do this. news because they aren’t careful. They don’t check facts
Clara Not really. There are lots of older people who already before they publish their blogs, articles or videos online. But
have gardening tools and you can learn from them. is it easy to tell which news is fake? No, it isn’t!
Ben Thanks, Clara! Well, there you have it – our three Researchers at Stanford University were shocked by the
fantastic volunteer programmes. Which one will you vote numbers of young people who believed what they saw
for? online without asking questions about where it came from.
More than 80% of 11- to 14-year-olds who took part in the

research looked at marketing content and thought it was Kayla Hmm. Let’s listen to the podcast …
real news. Presenter For many years, there were rumours that the
If you want to know if a piece of news is fake, ask yourself Apollo moon landings were fake news and that US
five important questions: astronauts never really landed on the moon. But now
One: Am I sure this is true? scientists agree the moon landings definitely happened. The
Two: Do I trust the website that published it? astronauts brought back rocks, and scientists can prove that
Three: Is the story on well-known news websites? these rocks come from the moon …
Four: Have I seen or heard the story somewhere else, for Kayla You see? Don’t believe everything you read online,
example, on TV or on the radio? Henry.
Five: Does this picture or video look completely real? Henry Oh. I see what you mean. Thanks for your help, Kayla.
If you answer ‘no’ to any of these questions, then be careful. Kayla You’re welcome.
You could be spreading fake news!
Unit 8, page 92, exercises 1, 3 and 4  Speaking
Unit 8, page 90, exercises 5 and 6  8.04 Ask for help and make suggestions
Emma Do you want some of my doughnut? Part 1
Kwame Yes, please. Alex Here we go again – with our latest ‘How to …’ vlog.
Emma Here … Oh no! … I dropped it. Never mind. Here. Recently, we’ve shown you how to replace the strings on a
Kwame Oh … I don’t think I want it now. It’s been on the guitar.
ground. Danni And how to make the best ever chocolate birthday
Emma So? It’s fine. Haven’t you heard of the five-second rule? cake.
Kwame The five-second what? Alex So now it’s time for something totally different – and
Emma The five-second rule. If you drop food on the floor, a little easier than cooking, if I’m totally honest. Welcome to
pick it up and blow on it. It’s OK to eat if it was on the ground my vlog on ‘How to build a flat-pack desk’! Now I find this
for less than five seconds. kind of thing really easy. I make bookcases and tables, so a
Kwame That can’t be true. I mean, you might be fine. Or you desk should be ‘easy peasy’! What do you think, Danni?
might not be fine. What if there’s bacteria on the ground? Danni Well, I’m pretty handy at fixing things around the house.
Imagine that. You might become really ill. I’ve never built any furniture, but I’m happy to help out.
Emma Fine. It’s your decision. You don’t get any doughnut. Alex Oh, don’t worry, I don’t need any help. Just watch and
Kwame I don’t want any. Hey, isn’t that your mum over there? learn from the master!
Emma Oh yeah. Hey, Mum, tell Kwame about the five-second Part 2
rule. Alex The first thing to do is to make sure you’ve got plenty of
Mum You mean, if you drop food, it’s OK to eat it if it’s on the room around you – and that you have all the tools you need
ground for less than five seconds? right next to you. Would you mind passing me that toolbox,
Emma Yeah. please, Danni?
Mum That’s a myth, Emma. It doesn’t matter if you leave food on Danni Of course not. Here you are.
the ground for one second or 30 seconds. If you drop food and Alex And of course, it is essential to find and read through
there’s bacteria on the ground, the bacteria will contaminate it. the instructions, before you take any of the pieces out of the
So, don’t eat it, or you may find yourself in hospital. box.
Danni Would you like me to get the instructions out of the
Unit 8, page 92, exercises 1 and 2  8.07 box for you?
Neil Armstrong ‘That’s one small step for man, one giant leap Alex Oh yes, that would be great. Thanks. So I always open
for mankind.’ the box the right way round, because then I can take the
Presenter These were the words of astronaut Neil Armstrong pieces out of the box in order as I need them. Why are the
when he walked onto the moon on July 21, 1969. instructions always down at the bottom of the box? Here, let
Henry Wait. Do you really believe Armstrong was on the me try. Ah, yes. I think the box is upside down.
moon? What if it was fake news? Danni Could you help me with the box, please? I don’t want
Kayla There are hundreds of pictures of it. The photos can’t any … parts to fall out. Ah, here we are – the instructions!
all be fake. Come on, Henry! It would be too difficult to make Alex Right. So I think we’re ready to go, I think. It’s a good
so many fake photos. idea to check that you have all the parts. So that is the back
Henry It was hard to put astronauts on the moon 50 years bit, that’s the front bit. Those are the sides. Um … where are
ago. It might be fake news. the screws? Oh, I don’t believe it. The screws are missing!
Kayla But Henry, look at this picture. Millions of people like Danni Wait. Have you tried looking under here? Ah. Here
them were watching the Apollo moon landings on live TV. they are!
Henry But do you trust the TV news?! Journalists sometimes Alex Oh, right. Yes. Thank you. Right. So let’s see, we need
make things up. I mean, look at this picture. There’s no air the back bits. That’s it. That attaches on the sides with these
or wind on the moon, but in this picture, the flag is moving. screws and wooden pegs.
How do you explain that? Danni Shall I help you with that?
Kayla That’s easy! Because there’s no air on the moon, the Alex No, I’m OK. I know what I’m doing. These screws are too
flag continued to move after the astronaut touched it. big for the holes.
Henry So, what about this? They say that Neil Armstrong Danni Wait. Have you tried using these? They’re smaller.
took this picture of Buzz Aldrin on the moon. But I read a Alex Ah yes. Right. Right. I may need some help with this last
blog that said this picture must be from a studio, because of bit. Could you hold this, please?
the light and shadows.

Danni I’m sorry. Let me have a go. Why don’t you pass me Culture 2, page 107  Charles Dickens and Arthur
the screwdriver and you hold it? Conan Doyle
Alex Right. That’s great. I think we’re done! Charles Dickens and Sir Arthur Conan Doyle are two of
Danni Where are you going to put the desk, Alex? the most famous British authors in history. They were both
Alex It’s going in my bedroom. Could you give me a hand? born in the 19th century, but their books are still popular
Let’s get this upstairs. today. Arthur Conan Doyle’s most famous character was the
Danni These stairs are a bit narrow. brilliant detective, Sherlock Holmes. But who was Arthur
Alex It’ll be fine. Conan Doyle?
Danni Ow! Be careful! Conan Doyle was born in Edinburgh in 1859. His family were
Alex Sorry. The desk seems to be stuck. I’ll give it a push. quite rich, and he studied medicine at the city’s university.
Danni No, don’t do that. Oh, Alex. He worked as a doctor and wrote novels in his free time. He
wrote his first Sherlock Holmes novel in 1887. It was called
Unit 8, page 95, exercises 2, 3 and 4  Watch A Study in Scarlet. People loved the book and wanted more
Truth and lies stories about the great detective.
Ava Hello, I’m Ava. Today, I’m talking with Ollie, Piper, Jack In 1891, Conan Doyle became a full-time author. But by
and Naomi. We’re talking about the truth and lies. My first 1893, Conan Doyle was bored with Sherlock Holmes and in
question is: Is it ever OK to be dishonest? his story The Final Problem he killed the character. But people
Ollie Definitely. If a friend has a new haircut or a new wanted more stories, and lots of fans asked Conan Doyle to
hairstyle and I think it’s terrible, I don’t say, ‘I think it’s terrible.’ write another Sherlock book. Finally, 20 years later, he did. He
You can’t always tell the truth. wrote another two Sherlock Holmes novels and some more
Ava What do you say? short stories. Arthur Conan Doyle died in 1930 at the age of
Ollie Nothing. Or if my friend asks my opinion, I might say I 71, but Sherlock Holmes will live forever.
like it – even though that’s a lie. Charles Dickens wrote 15 novels and hundreds of short
Piper I don’t think we should ever be dishonest. The problem stories. Today, he is still one of the most famous authors in
with being dishonest – or with telling a lie – is that you have English literature.
to remember what you said. Charles Dickens was born in Portsmouth in 1812. He moved
Jack I think it’s OK to be dishonest sometimes – if it doesn’t to London when he was still a young boy. His family was
hurt anyone. If I buy a magazine and the salesperson gives quite poor, so Charles left school early and worked in a
me too much change, am I dishonest if I keep it? Maybe, but horrible factory for ten hours a day. Dickens eventually left
am I a bad person if I keep the extra money? the factory, studied and became a journalist. But he didn’t
Naomi We sometimes have to be dishonest, but I think that’s forget his early life. Many of his stories are about poor people
different from telling a lie. Sometimes, it’s polite not to be in difficult situations.
too honest. When I don’t like the food at a friend’s house, I In 1836, Dickens wrote his first novel – The Pickwick Papers.
can’t tell the truth. I can’t say, ‘I don’t like this food’. If I don’t It was a huge success. He married Catherine Hogarth and in
like the food, I’ll say nothing about it. And I’ll say, ‘thank you 1837 the couple moved to 48 Doughty Street and had ten
for the meal; I enjoyed it’. And that’s the truth. I enjoyed the children. He wrote his second novel here. It was called Oliver
meal, even if I didn’t like the food. Twist. Today, their house is the Dickens Museum.
Ava Have you lied about anything? Dickens’ stories, like A Christmas Carol, David Copperfield and
Ollie Sure. We all lie sometimes. My parents sometimes ask Great Expectations, were very popular, and Dickens became
me, ‘How was your day?’ and I say, ‘It was fine.’ But really, that’s one of the most famous authors in the world. Dickens died
a lie. Like, last month, I did badly on a test. I felt terrible. After in 1870. People still love his novels today because they’re
school, my mom asked, ‘How was your day?’ and I said, ‘Fine’. about ordinary people, like us. When he wrote about the
I didn’t want her to know about my bad grade. people in his books, he wrote about all of us.
Piper When I was five or six, I dropped my mother’s phone,
and it broke. She found it and asked me if I broke it, and I Culture 3, page 108  Queenstown
lied. I said my younger sister broke it. But my mum knew the Have you ever been to New Zealand? The islands of New
truth, and she was very upset – not about the phone, but Zealand are in the south-western Pacific Ocean. People who
about the lie. live in New Zealand are often called ‘Kiwis’.
Jack Have I lied? When I was 13, sometimes I pretended I Queenstown is a small town situated next to Lake Wakatipu
was 12 and bought a child’s ticket for the movies. The oldest and the Remarkables mountain range in the south-western
age for a child’s ticket is 12. corner of New Zealand’s South Island. Queenstown is most
Ava Do you feel bad about it? famous for being the adventure sport capital of the world.
Jack Not really. What’s the difference? A child or a teenager These tourists have come from many countries for fun
sits in the same seat, so why should a teenager pay more? and adventure. But the town hasn’t always been a popular
Naomi Sometimes, when people invite me to go out, I really tourist destination. Before the mid-19th century, this was a
don’t feel like it, and I just want to stay home and relax. So small farming area. In 1900, only 200 people were living in
I’ve lied to friends then – I’ve said, ‘I can’t go out tonight Queenstown.
because I have too much homework,’ but really, I didn’t have However, since then, tourists have come to the area to
any. enjoy the beautiful mountains and lakes. Today, one of the
Ava Bye for now! best ways to see the town is from the Skyline Gondola.
The gondola takes visitors from the town to the top of the
mountain called Bob’s Peak. The views from the top are

incredible! You can even take your bike with you. But you minority language – Cornish, or Kernowek. No one speaks
need to be brave to cycle back down the mountain! Cornish as a first language today. But the internet and social
For many years, visitors to Queenstown went hiking in the media are helping people learn the language again. About
summer, and skiing in the winter. And it’s still a great place 500 people can speak Cornish fluently now, and many
to go skiing or snowboarding. There’s always a lot of snow young children are learning Cornish at school.
and the scenery is spectacular. But some visitors weren’t All languages are an important part of our culture and
interested in hiking and skiing. They wanted more exciting identity. And Scottish Gaelic, Irish Gaelic, Welsh and Cornish
experiences. are all part of British culture.
This is the Shotover River, near Lake Wakatipu. It’s a great
place to experience the excitement of a trip on a jet boat. Culture 5, page 110  Guide Dogs for the Blind
Visitors have taken jet boat trips along this river since 1965. Which of the five senses do you value the most? Maybe you
The boats travel very fast, but the drivers are very careful. can imagine life without the sound of music, the smell of
Over two million people have enjoyed this scary trip and fresh bread or the taste of chocolate. But can you imagine
they’ve all got wet, but no one has got injured. The Shotover not being able to watch the latest YouTube video, or the
Jet was the first adventure activity in Queenstown, but it terrifying experience of crossing a road when you can’t see
wasn’t the last. And today, there are a lot more cool things to traffic?
do here. In the UK, there are over 350,000 blind or partially-sighted
But Queenstown’s most famous adventure sport is people. More than 30,000 young people are growing up
still bungee jumping. This is the Kawarau Bridge, near without seeing the world around them. But since 1931, the
Queenstown. The bridge over the Kawarau River is 43 m UK charity, Guide Dogs for the Blind, have been giving blind
high. People have travelled here from all over the world, people the chance to become more independent with the
because this was the world’s first bungee jump. This girl help of a guide dog.
hasn’t jumped yet. She’s excited. Her heart is beating very Today, the charity gives 1,000 trained dogs to blind people
fast! every year. It takes 20 months of training to turn a puppy
Bungee jumping looks dangerous, but really it’s very safe. into a confident guide dog that changes a blind person’s life.
Over 300,000 people have already jumped here. And they’ve Each dog works for around six or seven years before they
very rarely been injured, or even got a bruise. But most retire.
people still haven’t done a bungee jump yet, because they’re The training is expensive, and the charity needs money from
not brave enough. They just enjoy watching their friends. the public and help from volunteers to do this work. Emily
loves dogs and has given money to the Guide Dogs charity
Culture 4, page 109  Languages in the UK for years. Today, she has come to the training centre in
English is a global language. Around 375 million people Leamington Spa to learn more about their amazing work.
around the world speak it as a first language and around 1.5 Alfie has just begun his guide dog training. He is very young,
billion people learn it as a second, third or fourth language. and he will live with a volunteer for a year before he comes
But, in the United Kingdom, English isn’t the only language to live at the centre to start his training.
people speak. People from all over the world live in the Nero has been at the centre for four months. He’s nearly
UK. People living in London speak more than 100 different finished his early training and it will soon be time for him
languages. Some of the most common languages are Polish to leave. He will then spend another three months with
and Bengali. an instructor to improve his skills before he meets his new
And, more surprisingly, different parts of the UK have got owner.
their own languages, too. Thousands of people born in It’s important that guide dogs are calm and comfortable in
Scotland, Northern Ireland, Wales and in Cornwall in the all situations. So, at the centre, the puppies spend a lot of
south-west of England don’t speak English as their first or time around people, and other animals, too. Playing is just as
preferred language. They speak one of the UK’s four minority important as working.
languages. Simon is an instructor and today he is working with Viking.
In Scotland, around 60,000 people can speak Scottish Viking is going to guide Emily through an obstacle course.
Gaelic. Scottish Gaelic is most common in the north-west of Simon shows Emily how to hold the dog’s harness and
Scotland. The language is quite different to English. You can explains she needs to let Viking guide her. He gives Emily
see it in the area’s names and signs. a covering for her eyes so she can’t see anything. It’s a very
In Northern Ireland, around 10% of the population can speak strange and scary experience. At first, Emily is nervous. But
Irish Gaelic, or Gaeilge. Irish Gaelic is the official first language soon she relaxes as Viking safely guides her through all the
of the Irish Republic, and it’s an official language of the obstacles.
European Union, too. At the end of the day, Emily meets Penny. Penny works at
In Wales, around 20% of the population can speak Welsh. the centre. She has been blind since birth and got her first
Welsh is a very different language to Scottish Gaelic and Irish. guide dog at 18. Penny has had Clover for three years. Penny
Today, nearly half of all school students in Wales can speak tells Emily how important the work of the charity is for
some Welsh. And there are many schools where students people like her. With Clover’s help, Penny is confident and
have all their lessons yn Gymraeg, in Welsh, and learn English independent, and has a full and happy life.
as a second language. Today, there are more than 4,800 guide dog owners in the
Welsh isn’t an easy language, and some Welsh place names UK and with the help of people like Emily, the Guide Dogs
are very long. This village’s name has got 58 letters! In for the Blind can help even more people in the future.
Cornwall, in the south-west of England, there’s another

Culture 6, page 111  York Literature Festival The word ‘Diwali’ comes from Deepavali, an ancient Sanskrit
Reading is usually something you do on your own. It’s a word which means ‘row of lights’. It’s a Hindu festival, but in
quiet and relaxing activity. It isn’t a very social hobby, but Leicester it isn’t just about religion. During Diwali, Leicester’s
if you want to share your love of books with other people, Indian community can celebrate their culture and their
there are lots of ways you can do this. heritage.
Today, it’s easy to discuss your favourite authors and stories This is Leicester’s Golden Mile, a stretch of Belgrave Road
with other readers online. You can write reviews and share famous for Indian restaurants, jewellers and clothes shops.
your opinions with people around the world. And there are A lot of Leicester’s Asian community live here and during
museums and beautiful libraries across the UK that you can Diwali the entire area lights up.
visit to meet other book fans and to learn more about your In the evening, thousands gather to meet friends and family
favourite authors. and eat traditional Indian food like bhajis and samosas. This
If you like mystery stories, you can meet other fans of the is when the party really begins.
great fictional detective, Sherlock Holmes, at 221b Baker During the day, people decorate the area and paint
Street in London. For younger readers, there’s the Roald Dahl rangoli – traditional Indian patterns with bright colours. In
Museum in the village of Great Missenden that celebrates the evening, thousands of people come to Belgrave Road to
the life of the famous children’s author. Dahl’s funny stories see a ceremony where they turn on the lights.
have been made into many films and musicals and are And it isn’t just the Indian community, either. Leicester is
enjoyed by people of all ages. an integrated and tolerant city, and last year more than
You can explore the childhood home of the three Brontë 30,000 people from many different countries and cultural
sisters in Haworth in Yorkshire. Their dramatic novels, like backgrounds attended the event.
Jane Eyre and Wuthering Heights, were inspired by the While they wait for the lights, they enjoy various
landscape around this area. Or you can visit the Jane Austen performances, some demonstrating traditional Indian
Museum in the beautiful city of Bath. customs – like this solo classical dance – and others
And if you want to meet contemporary authors, and to celebrating the local area’s diversity, like this modern fusion
discuss more recent books, you can take part in one of the of Bollywood and street dance.
300 literature festivals that are held every year in the UK. After the ceremony, they watch a spectacular fireworks
The York Literature Festival began in 2007 and has quickly display – a wonderful ending to the festival of lights.
become one of the most exciting literary events in the Leicester’s Diwali celebrations are an important part of the
country. The two-week festival takes place in March, and it city’s cultural identity. While in the past only the Indian
attracts national and international authors. There are events community had enjoyed the festival, today it has become
across the city celebrating fiction and non-fiction books, a huge celebration of the city’s respect for diversity and its
poetry and even music. You can explore the literary history shared cultural values, and everyone is welcome at the party.
of York on a walking tour around the city, and stop to buy
some of the books from one of the many booksellers on the Cross-curricular 3, page 116  Joseph Lister
route. Before the 19th century, many patients died after operations.
You might prefer to listen to the readings from a wide variety Surgeons did not wash their hands between operations
of writers, from novelists to poets. Or you could choose to and hospitals were not hygienic places. Joseph Lister was
attend talks by successful authors and experts in literature a famous British surgeon. In the second half of the 19th
where the audience can ask questions. century, he developed antiseptic surgery and changed the
Visitors can also take part in writing workshops where they way doctors did operations.
can learn more about plot and character development from Lister was born in Upton, near London, in 1827. He studied
other authors. medicine at University College London and moved to
There are events throughout the day and into the evening, Scotland to work as a surgeon. At Glasgow Royal Infirmary,
across York. And there is definitely something for all he read about Louis Pasteur’s work in microbiology. Later, he
bookworms. moved to Edinburgh and continued his medical
work there as Professor of Surgery at the University of
Cross-curricular 2, page 115  Diwali Edinburgh.
The UK is home to people from all over the world. London This is St Thomas’s Church in London. It was part of an old
is one of the most ethnically diverse cities on Earth, with hospital and still has an original operating theatre. If you
residents from all kinds of cultural backgrounds and ethnic saw an operation then, you wouldn’t see any of the clean
groups. Today, over 300 languages are spoken in the city by and sterile procedures we know today. There were no
people from across the globe. anaesthetics, so the patient lay – conscious – on an old,
But London isn’t the only diverse city in the UK. There are wooden operating table like this!
many multicultural British cities, like Leicester, for example. The surgeon used a variety of instruments. Most of these
This city in the East Midlands of England has a population of weren’t clean because doctors and surgeons didn’t
around 330,000. Over a quarter of people say they are Indian understand hygiene. If their clothes were still dirty with
or British Indian. other patients’ blood, this could transmit diseases to the
Some are immigrants and some are the grandchildren of next patient. It isn’t a surprise that operations were terrifying,
immigrants who had left their homes long ago, but Indian painful and often fatal.
culture is still an enormous part of their lives. Lister wanted to improve the situation, but he didn’t find the
So, when the Indian community has a festival, the whole city answer in a book or even in a hospital – he found it in the
celebrates. And the biggest party of the year is Diwali, a five- countryside. At that time, farmers used carbolic acid to cure
day festival that happens every autumn. a common disease in cows. Lister combined the carbolic

acid with water and created the first antiseptic. He used it in Workbook audio scripts
his surgery to sterilize the instruments and the patient. The
results were amazing! Before he started using antiseptics, Unit 1, page 11, exercises 1, 2 and 3, and Essential
around 45% of Lister’s surgical patients died. After he page 5, exercises 1, 2 and 3  1.1
introduced antiseptics, only 15% of his patients died. Soon, Dom Welcome to the programme. Our guest today is Amira
all surgeons used antiseptics in surgery. Bentham. Now, Amira has a different kind of career. She’s a
Today, we know that germs are dangerous and good bodyguard to the stars! That means she looks after famous
hygiene is very important. Unless surgeons wash their hands people from acting and music. Amira, welcome. Tell us about
with antiseptic liquid and wear clean clothes and face masks, your job and how you started.
they carry germs into the operating theatre. The theatre itself Amira Hello, Dom. Well, I protect famous people. They need
would have a lot of germs if staff didn’t clean the equipment security when they’re out, so I protect them from criminals,
with antiseptics before and after each operation. and also from fans who try to get too close.
Lister’s work changed surgery forever, and today – over a Dom Interesting! So, when and why did you start?
century after his death – his antiseptics are still saving lives. Amira It all started in 2012 … I was born in 2000 in a little
village, but when I was 12, my family moved to a big city.
Literature, Sherlock Holmes and the Duke’s Son, My parents sent me and my three brothers to karate classes.
page 118, exercises 5 and 6  L.02 Then, in 2019, I won a big karate competition. There were 85
And why did the German teacher Heidegger go? Because, people in the competition. When I won, I knew I was good!
from his bedroom window, he saw the boy. Because he I started applying for jobs where I could use my skills. It took
wanted to follow him and bring him back. So far, so good. a year to get my first job – a lot of agents thought I was too
But why doesn’t Heidegger just run after the boy? A man young – but in 2020, I finally got it! I was still only 20.
can easily run faster than a boy – but Heidegger doesn’t do Dom What was your first job?
this. He gets his bicycle. He knows that he needs his bicycle. Amira My first client was an American film star. She was in
Why?’ the UK making a film. As a bodyguard, you spend a long
‘Ah,’ I said, ‘because the boy has a bicycle.’ time with the actors or musicians. We had a lot to talk about.
‘Not so fast, Watson. Think about it. Heidegger dies eight We were both about the same age – she was 22. We both
kilometres from the school. So, the boy is moving very fast, loved the same music – hip-hop. We went to 15 hip-hop
because it is eight kilometres before a man on a bicycle concerts together!
can get near him. And Heidegger dies because someone Dom Do you still work for her now?
hits him very hard on the head. A boy can’t do that, so Amira No, I don’t. In 2022, she went back to America and I
there was someone with the boy – a man, let’s say. But we got a new client … a rock star!
looked very carefully at the mud all round poor Heidegger’s
body, Watson, and what did we find? Some cow tracks, but Unit 2, page 17, exercises 1, 2 and 3, and Essential
nothing more. No footprints from people, no bicycle tracks.’ page 9, exercises 1, 2 and 3  2.1
‘Holmes, ’ I cried. ‘This is not possible.’ Presenter So, today we have Mimi Perez, from New York City
‘Very good, Watson,’ he said. ‘It’s not possible, so something is on the show. She has quite a story! Hi, Mimi.
wrong with my thinking. What can it be?’ Mimi Hi, it’s great to be here.
Presenter So, tell us about what happened.
Literature, Dracula, page 120, exercise 6, Dr Jack Mimi Sure. Well, it was last summer. I was working in a late-
Seward’s story  L.04 night grocery store – we stayed open for 24 hours a day. We
Professor Van Helsing went over to Lucy and looked at her. have all kinds of people coming in at night. So, one night I
‘The wounds on her neck have gone,’ he said. ‘She will soon started work at nine, and then at about one in the morning a
be dead. Bring Arthur.’ When Arthur and I came back, Lucy guy came in and put 20 dollars on the desk. Oh, and he was
opened her lovely eyes. ‘Oh, Arthur,’ she said softly. ‘Kiss carrying a bag. He picked up some chocolate …
me, my love.’ Arthur moved his head nearer to her, but Van Presenter What did he say?
Helsing pulled him back. ‘No!’ he cried. For a minute, Lucy’s Mimi He said, ‘I’ll take this, please’. So, I opened the cash
face was hard and angry. She opened her mouth, and her drawer, and that’s when he said, ‘give me the money from
teeth looked very long and sharp. Then her eyes closed and the cash drawer’! Well, he was a big guy and I was scared, so I
she slept. Soon she woke again, took Van Helsing’s hand took out all the money and gave it to him. And he put it into
and said softly, ‘My true friend.’ And then quietly, Lucy died. the bag and ran out into the street.
‘She’s gone,’ said Van Helsing, and Arthur put his head in his Presenter So how much did he take?
hands and cried. Later, I went back into Lucy’s room, and Van Mimi Well, that’s the funny thing! There was only about 15
Helsing and I looked down together at her beautiful face. dollars in the drawer, and when he went, I found the 20
‘Poor girl,’ I said. ‘It is the end.’ ‘No,’ he replied. ‘This is only the dollars was still on the desk! So, we made five dollars!
beginning.’ Presenter That’s so funny!
Some days later there were strange stories in the Mimi Right? And the police caught him a week later and
newspapers, stories about young children who went out arrested him – he was on our store camera!
at night and did not go home until the next morning. And
when they did go home, they talked about a ‘beautiful lady’. Unit 3, page 23, exercises 1, 2 and 3, and Essential
All these children had drops of blood and two little wounds page 13, exercises 1, 2 and 3  3.1
on their necks. Van Helsing read these stories, and he So, as you know, my speech is about school rules. After
brought the paper round to me. ‘What do you think of that?’ discussing the question with my classmates, I found three
he asked. ‘I don’t know,’ I said. ‘These two little wounds sound rules that everyone agrees are the most useful. I am very
like poor Lucy’s wounds, but how can that be?’

grateful for the chance to let you know which rules we think Presenter Sounds good, Eli. And now let’s hear from Kim.
are important. Which sense do you use to help you relax?
To start with, we think there must be a rule about noise Kim My sense of smell. It’s such a powerful thing! My
in class. If students make a lot of noise, it’s really hard to favourite smell is bread baking – we used to live above a
concentrate. We think that teachers sometimes let students bakery … How lucky is that! Waking up to the smell of bread
talk too much. every day. We’ve moved since then, but I’ve learned how
Next, we think there should be rules about the environment. to make bread myself, so I can recreate that special smell. It
Everyone knows that it is really important to cut down on turns out that making bread is really relaxing, and then you
pollution to help the planet. The school needs to provide get the extra benefit of that lovely smell!
recycling bins and have rules about what we do with our Presenter You’re making me hungry! OK, there’s time for one
rubbish. Teachers can help us reduce our use of plastic – for more. Jaz, what helps you to relax?
example, there could be a rule about not bringing in plastic Jaz My thing is the colour green. I feel so relaxed when
water bottles. I’m surrounded by it. I love it so much that I painted my
Finally, there need to be rules about what we can eat at bedroom green – it’s the first thing I see when I wake up! I’m
school. If students are allowed to eat chips and fast food, it is also lucky enough to live near a lovely park with lots of green
bad for our health, and it also makes us feel tired and slow. grass, shrubs and trees, so I can also go for a walk there and
A healthy lunch makes us feel good, so we can work hard relax … I think everyone feels good when they’re close to
and enjoy our lessons in the afternoon. nature.
So, we think some school rules are really important, for the Presenter Green indoors and out! Thanks, everyone. That was
reasons I have given. Our school needs these rules to help us so …
learn and be happy and healthy. Thank you for listening.
Unit 6, page 41, exercises 1, 2 and 3, and Essential
Unit 4, page 29, exercises 1, 3 and 4, and Essential page 25, exercises 1, 2 and 3  6.1
page 17, exercises 1, 2, 3 and 4  4.1 A
Presenter Welcome to this week’s podcast! Today, we’re Do you want to learn how to draw your own superhero?
talking about friends. What makes a good friend? How many This week at the Camley Arts Centre we have the artist
good friends do we need? We asked three young people to Leroy Peters, an expert in inventing and drawing new
answer these questions. Their answers were very different. characters. Learn how to bring your superhero ideas to
Asia Hi, I’m Asia. For me, knowing that friends are always on life. Only ten places available. Classes run from six o’clock
my side is the most important thing. My best friend Katia is to eight, Monday to Thursday evening. Go on our website,
the only person I can depend on completely. I can tell her artatcamley.co.uk now to book yours!
anything and she never teases me. She’s totally reliable – I B
can call her anytime. I only really want one close friend. To Interviewer So here I am in the middle of the city on this
me, one real friend is better than ten friends who don’t really lovely September morning, talking to Jia Lang. Can you tell
care about you. And I’m the kind of person that is unhappy our listeners what you’re doing?
in a big group. Jia Hi. Yes, I’m a musician. I play the violin outside in public
Benjamin My name’s Benjamin – Benj, my friends call me. spaces.
I guess I’m sociable – I’ve got lots of friends! I’ve got different Interviewer Yes, and you are very popular! Everyone is
friends for different things … my school friends, who I hang stopping to listen. But how do you get money? You don’t
out with at break times, and then I’ve got my best friends have a collection box.
who live near me, Mohamed and Kim – I’ve known them all Jia No, I’m paid by the city. My job is to make it enjoyable for
my life. And I hang out with people from my art club. So I’ve people to visit the city centre.
got a lot of friends – about ten. Sometimes, it can get a bit C
stressful! But I like it. So finally for tonight, a film festival is going to take place
Zadie I’m Zadie … Well, I used to have lots of friends, but starting on 23 January in the capital. It’s the third year of the
I moved to a new school. Now I’ve only got three good New Directors festival, and it’s going to be held at cinemas
friends. But we get along really well and enjoy the same all over the city. There will be over 70 films, many of them
things – sports, running, going camping, which I think is the never seen before, and the directors will be at the showings.
most important thing. I like friends who have got the same Prices start at five dollars a film, so it’s a great opportunity for
hobbies as me. I’ve got interesting friends, so I guess I’m all of us to see what’s happening right now in the film world.
pretty lucky! Earlier, we spoke to Kelly Hoy, one of the organizers of the
event.
Unit 5, page 35, exercises 1 and 2, and Essential
page 21, exercises 1 and 2  5.1 Unit 7, page 47, exercises 1, 2 and 3, and Essential
Presenter Feeling the need to relax? Wanting a bit of a boost? page 29, exercises 1, 2 and 3  7.1
Well, today, we’re sharing tips on how to use your senses to Woman This is our weekly community podcast. Welcome.
give you a lift. Here’s our first caller, Eli. So, Eli, which sense is We’ve got two great stories of positive actions that are being
most important for you when you want to relax? taken by people who really care about our community!
Eli Well, for me, what I hear affects me the most – so to relax, Man Yeah, that’s right. The first story is about a group of
I turn to music. I like the gentle sound of ambient music, not students from the local school who are providing day care
too loud. I just put on my headphones, breathe deeply and for small children. Don’t worry, they’re in their last couple of
relax. years of school!
Woman Who are the children they look after?

Man They’re children of parents who are both working but
who haven’t got family living nearby. The older students
use their free time to help out. It makes a big difference to
parents who don’t get long holidays like their children, and
parents who work at the weekend.
Woman That’s amazing! Well done, guys, if you’re listening!
And I hear they don’t charge money for the service – they’re
all volunteers, right?
Man That’s right. And the same with the other story we
have – it’s great how so many people just want to help the
community! So, there are these professional dog trainers
who are giving their time to help people who don’t know
how to train their new dogs. You can take your dog along to
a free class and soon your neighbours will be able to sleep
at night!
Woman That’s so cool! But do they only train dogs? My
little Domenica could do with a bit of training – to stop her
attacking every bird she sees, or stealing fish from the table!
Unit 8, page 53, exercises 1, 2 and 3, and Essential

page 33, exercises 1, 2 and 3  8.1
Girl My teacher was saying today that because we’re only 16,
it’s very likely that people will land on another planet while
we are alive! It’ll be amazing!
Boy Are you sure about that? Why do humans want to go to
another planet? It would cost so much money, and what’s
the point?
Girl Of course they’ll want to! Going to another planet will
solve the problems we have on this planet. There must
be so many things we need on other planets – metals, for
example. And we’ve got enough money.
Boy Do you really believe that? And if we found them, how
would we get them back to Earth? It would cost billions –
well, OK, not billions, but it would cost millions!
Girl They’ll find a way – technology! And the best thing is,
I’m certain we’ll find other forms of life, more intelligent than
us, who will be able to help us solve problems like global
warming and pollution. We could make our planet colder
again … and clean!
Boy But what makes you think that? We already know a
lot about the other eight planets that are quite close to us.
There can’t be life on most of them because they don’t have
water. And they’re too close to the sun, so they’re too hot, or
they’re too far away and too cold. None of them are like our
planet.
Girl What about Mars? They’ve found water on Mars. It’s
mostly ice, though.

ce
Workbook answer key
Starter Comparative and superlative adjectives
13*
Sports 1 fastest 2 bigger 3 better
1*
1 a 2 c 3 b 4 b 5 c Less, the least, not as … as …
14**
Sports verbs 1 c 2 b 3 d 4 a
2*
1 play 2 score 3 kick 4 lose
Main Units
Fitness and health
3** Unit 1
1 go 2 get 3 does 4 play
Present simple vs present continuous

Vocabulary
4* Films and TV
1 ’m not enjoying 1*
2 goes to 1 a 2 c 3 b 4 a 5 b
3 ’re playing
2*
How often …? and adverbs of frequency 1 a 2 f 3 e 4 c 5 b
5** 3*
1 often 2 usually 1 comedy
2 reality
Weekend activities 3 Science fiction
6** 4 horror
1 c 2 b 3 a 5 animation
4**
Personality: adjectives 1 c 2 a 3 a 4 c
7**
1 helpful 2 lazy 3 honest Music styles
1*
Present continuous for future 1 classical
8* 2 jazz
1 doing, I’m visiting 3 pop
2 are having, not doing 4 reggae
5 dance
Future time expressions
2**
9* 1 c 2 b 3 e 4 a
a 2 b 1 c 3
3*
Habitats 1 b 2 b 3 a 4 b
10* 4**
1 a 2 c 3 b 4 d 5 c 1 pop 2 rock 3 jazz 4 hip-hop
Weather Grammar
11*
1 snowing 2 cloudy 3 raining Verbs + gerund or infinitive?
1*
Travel: adjectives 1 a 2 a 3 b 4 a 5 b
12** 2**
1 clean 1 C 2 I (to be) 3 C 4 I (not to join) 5 C
2 unusual
3 modern 3*
4 historic 1 acting 2 to watch 3 to learn 4 listening
5 crowded

4** 4***
1 to go Students’ own answers.
2 acting
3 to learn
4 study Unit 2
5 working
Vocabulary
Past simple: affirmative, negative and questions
Crime: verbs
1*
1 a 2 b 3 a 4 b 1*
1 P 2 C 3 P 4 C
2**
1 didn’t played didn’t play 2**
2 were was 1 a 2 c 3 a 4 b 5 c
3 eat ate 3**
4 was were / are 1 F 2 F 3 F 4 T 5 F
5 didn’t danced didn’t dance
4**
3** 1 steal
didn’t 2 was investigating
1 played, did they play, Was 3 chased
2 didn’t enjoy, loved 4 caught
3 finish, didn’t 5 arrested
4**
1 No, they weren’t.
Safety online
2 She studied dance. 1*
3 She made her first film when she was 18. 1 b 2 b 3 a 4 b
4 Yes, she did. 2*
5 She played Donatella Versace. 1 install 2 click 3 use 4 share
3**
Reading
1 She used the same password on all her devices.
1* 2 Don’t forget to log out when you finish.
b 3 I never share personal information in messages.
2* 4 He clicked on a link online.
1 the Foo Fighters 4**
2 Hal Blaine, Nico Segal, Stephen Bruner 1 use the same password
3 Kendrick Lamar, Chance the Rapper 2 click on links
4 The Catalonia College of Music, New York University 3 share personal information
3** 4 log out of websites
1 b 2 c 3 a 4 b 5 b
4***
Grammar
1 famous 2 songs 3 playing 4 styles 5 hear Past continuous and past simple
1*
Listening
1 L 2 L 3 S 4 L 5 S
1*
2**
b
1 stole, was swimming
2** 2 were watching, ate
1 d 2 b 3 c 3 was carrying, arrested
3*** 3**
1 3 2 85 3 20 4 22 5 15 1 The thief was breaking into the building when the
police caught her.
Writing 2 He was installing antivirus software when we arrived.
1* 3 She was talking to a friend when she heard the news.
b 4 She stole my wallet when I wasn’t looking.
2* 4**
1 c 2 b 3 a 1 posted 2 was spending 3 arrested 4 was showing
5 stole 6 started 7 was following
3**
T146 Workbook answer key

Adverbs of manner 3**
1  2 do make 3  4  5 make do 6 
1*
1 b 2 a 3 b 4 a 5 a 4***
1 do, favour
2*
2 made, mess
1 b 2 a 3 b 4 a
3 make, excuses
3** 4 done, wrong
1 correctly 2 easily 3 fast 4 slowly 5 carefully 5 do, chores
6 well
Bullying
4***
1 eats noisily 1**
2 drives carelessly 1 a 2 b 3 a 4 c 5 a
3 told me the news anxiously 2*
4 sing badly 1 fight 2 ignore 3 gossip 4 play a joke 5 threaten
5 learn quickly
3**
1 c 2 b 3 e 4 a 5 d
Reading
4***
1*
1 ignore 2 threatening 3 gossip 4 play 5 fight
a
3* Grammar
1 d 2 c 3 e 4 a
4**
1 He was 24 years old. 1*
2 They didn’t look in his home. 1 can 2 can’t 3 can’t 4 can 5 not allowed to
3 Some of his social media followers. 2**
4 They went to his house twice. 1 a 2 b 3 a 4 c 5 a
5 He was hiding in a cupboard.
3**
Listening 1 Can 2 could 3 can 4 could 5 can’t
1* 4***
a 1 aren’t allowed to
2 Are you allowed to
2** 3 aren’t allowed to
1 a 2 c 3 a 4 are allowed to
3***
Students’ own answers. Modal verbs for obligation, prohibition and
necessity
Writing 1*
1 mustn’t 2 mustn’t 3 can 4 don’t need to
1*
5 mustn’t 6 don’t have to
surprisingly, normally, stupidly, unfortunately, thankfully
2**
2**
1 must do 2 You can watch 3 must be 4 must get
a 3 b 1 c 4 d 5 e 6 f 2
up 5 Can, play
3**
3**
1 Thankfully 2 Normally 3 surprisingly
1 You mustn’t talk too much.
4*** 2 We don’t need to buy any food.
Students’ own answers. 3 Everyone has to choose an activity.
4 Tomas can’t play outside at night.
5 You don’t have to come tomorrow.
Unit 3
4**
Vocabulary 1 have to 2 doesn’t have to 3 don’t have to 4 don’t
have to 5 has to
Phrases with do or make
1* Reading
1 b 2 b 3 a 4 a 5 b 1*
2** b
1 Do 2 make 3 do 4 make 5 make 2*
b

3** Grammar
1 T 2 T 3 F (There are no rules.) 4 T 5 F (The
school puts the students’ needs first.) 6 T Present perfect: just, already and yet
4** 1*
1 There are eight students in a class. 1 a 2 a 3 b 4 a 5 b
2 There are no rules. 2**
3 They can call them by their first names. 1 ’ve just watched
4 They say ‘come with a past, leave with a future’. 2 ’s just stolen
5 Many go to college or train for a job. 3 ’s just run
4 ’s just taken off
Listening 5 ’ve just got married
1* 3**
c 1 He’s already started a blog.
2** 2 He hasn’t painted his bedroom yet.
1 noise 2 pollution 3 food 4 health 3 He hasn’t tried surfing yet.
4 He hasn’t made up with his friend Hannah yet.
3***
5 He’s already been to Liverpool.
1 recycling 2 plastic 3 fast food 4 healthy 5 learn
4**
Writing 1 I’ve just arrived.
2 We’ve already done it.
1*
3 I haven’t read it yet.
a 4 Has Mya called yet?
2*
I’m writing to tell you about the rules so that you know used to
what to bring. 1**
Second, you need to bring warm clothes, in order to stay 1 use 2 use 3 used 4 use 5 used
warm at night.
2**
3** 1 Did your brother use to tease, Yes, he did.
1 to 2 so that 3 in order to 2 Did you parents use to let, No, they didn’t.
4*** 3 Did your mother use to go, No, she didn’t.
Students’ own answers. 4 Did you use to have, Yes, I did.
3***
1 Did
Unit 4 2 use to play
3 didn’t use to enjoy
Vocabulary 4 music did
Friendship: verbs 5 use to listen
6 used to love
1* 7 Did
1 b 2 b 3 a 4 b 5 b 8 use to have
2** 9 didn’t use to be
1 c 2 b 3 g 4 a 4***
3** 1 Did you use to drink a lot of milk when you were
1 get along young?
2 get to know 2 My friends didn’t use to enjoy swimming.
3 have an argument 3 The girls in her class used to tease her.
4 hang out 4 People didn’t use to play computer games.
5 miss 5 We used to watch a lot of films.
Showing emotion: verbs Reading

1* 1*
1 staring 2 crying 3 hugging 4 blushing b
5 laughing
2*
2** a 2 b 1 c 3 d 4
1 a 2 b 3 a 4 c 5 a
3***
3** 1 b 2 c 3 c 4 a 5 d
1 frowned 2 scream 3 blushing 4 laugh
4***
a 2 b 7 c 3 d 1 e 5 f 4 g 6 h 8

Listening 3**
1 Has Kai worked
1* 2 have Kai and Eva been
1 c 2 b 3 a 3 have they had
2* 4 have they written
1 d 2 c 3 a 4 b 5 have they presented
3** 4***
important, unhappy, stressful, same, interesting 1 has worked, for
2 have been married since
4**
3 have had, for
1 F (She only really wants one good friend.) 2 T
4 have written, since
3 F (Two friends live near him.) 4 F (She used to have
5 have presented, for
lots of friends.) 5 T
Past simple or present perfect?
Writing
1*
1** 1 a 2 b 3 a 4 c 5 c
1 F (Oli and Lavinia) 2 F (They have got different
2**
personalities.) 3 T 4 F (Lavinia is good at sport.)
1 didn’t 2 had 3 woke up 4 Have you ever had
2** 5 have 6 dreamed 7 Have you ever fallen 8 have
1 unlike 2 not 3 similar 4 completely performed
3*** 3**
Students’ own answers. 1 Have you ever had a nightmare?
2 Bobby didn’t go to school yesterday.
Unit 5 3
4

I’ve never tried avocado ice cream.
5 
Vocabulary
4***
Sense verbs and adjectives 1 Amelie woke up
1* 2 Have you had a nightmare
1 fresh 2 shiny 3 salty 4 smooth 5 sour 6 spicy 3 I’m glad that nobody yawned during the talk
7 colourful 4 Chia has been awake
5 The dogs have been asleep since
2*
1 looks 2 look 3 feels 4 feels 5 tastes Reading
3** 1*
1 disgusting 2 taste 3 smell 4 feel 5 fresh 1 Hearing 2 Touch 3 Taste 4 Smell
6 feel 7 rough
2**
Sleep Students’ own answers.
1* 3**
1 f 2 c 3 a 4 e 5 b 1 T 2 F (They contain the smallest bones in our bodies.)
2*
3 F (It has over 4 million.) 4 F (We lose the ability to
1 e 2 d 3 f 4 c 5 b taste.)
4**
3**
1 c 2 a 3 c 4 a 1 We blink over 15,000 times a day.
2 More than 5,000 years old.
4** 3 We develop the sense of touch first.
1 feel, sleepy 4 Soy sauce and parmesan cheese.
2 fall asleep 5 Most people can notice one trillion smells.
3 wake up
4 lying in bed Listening
1*
Grammar
1 Jaz 2 Eli 3 Kim
Present perfect: for and since 2**
1* 1 F (He puts on his headphones.) 2 T 3 F (She used
Period of time: ten days, two million years to live above a bakery.) 4 T 5 F (She goes for walks
Point in time: I was four, lunchtime, they got married there.)
2**
1 since 2 for 3 for 4 since 5 since

Writing 3 Billie Eilish is a singer from the U.S. whose first album
went to number one.
1**
4 J.K. Rowling is the author who created Harry Potter.
a 5 Graceland is the house which / that Elvis Presley lived
2** in.
1 Although
2 On the one hand be going to and will
3 On the other hand 1*
4 However 1 going to cook
3*** 2 going to watch
Students’ own answers. 3 going to buy
4 going to eat
4*** 5 going to have
2**
1 won’t 2 won’t 3 will 4 won’t 5 Will 6 won’t
Unit 6 3**
1 Will, be 2 ’ll call 3 ’ll teach
Vocabulary
4***
Creativity: adjectives 1 ‘m not going to arrive
1*
2 won’t wear
1 a 2 c 3 b 4 a 5 c 3 ’ll live
4 ’s going to score
2** 5 is going to get
1 c 2 a 3 a
3** Reading
1 b 2 a 3 c 1*
4** a 1 b 3 c 2
1 ancient 2 original 3 delicate 4 enormous 2**
Creativity: verbs 1 b 2 c 3 b 4 b
3**
1*
1 paint 2 sew 3 compose 4 direct 5 invent 1 artist 2 century 3 anime 4 television
4**
2*
1 sew 2 discover 3 paint 4 direct 5 invent 6 set 1 buildings flowers 2 mistake wish 3 drawing
up arranging 4 film director cartoonist
3** Listening
1 a 2 b 3 a 4 a 5 a
1*
4** 1 a 2 c 3 b
1 created 2 designed 3 composed 4 painted
5 invented 2**
1 a 2 b 3 c 4 b 5 a
Grammar 3**
1 F 2 F 3 T 4 F 5 T
Relative pronouns (who, that, which, those)
1* Writing
1 b 2 a 3 b 4 b 5 a 1**
2* 1 loves working / to work 2 in 3 puts them 4 was
1 C 2 I 3 C 4 I 5 C 2**
3** 1 streets 2 minutes 3 design
1 who / that loves 3***
2 which / that moves Students’ own answers.
3 who / that hate
4 whose, is
5 which / that, can
4***
1 The Louvre is the museum that has the Mona Lisa.
2 Apple is a company which / that makes computers.

Unit 7 4 had, wouldn’t be
5 I’d eat, lived
Vocabulary 4***
Positive actions
1* Reading
2 e 3 d 4 f 5 c 6 b 1**
2* 1 B 2 A 3 C 4 D
1 donate 2 litter 3 project 4 volunteer 5 look 2**
after 6 raise 1 skill 2 learn 3 he
3** 3***
1 b 2 b 3 c 4 a 1 b 2 c 3 d
4**
1 involved 2 Donate 3 Volunteer 4 hand 5 raise Listening
Helping: people and places 1**
a, b
1*
1 a 2 f 3 e 4 c 5 b 6 g 2**
1 children 2 working 3 volunteers 4 dogs
2* 5 neighbours
1 Senior citizens 2 animal shelter 3 teammates
4 charity shops 5 food bank 3**
1 b 2 a 3 a
3*
People: neighbour, stranger Writing
Places: food bank, homeless shelter, environmental
organization 1*
b
4**
1 Senior citizens 2*
2 charity shop 1 Besides 2 as well 3 In addition,
3 animal shelter 3***
4 Teammates Students’ own answers.
5 environmental organization
Grammar Unit 8
First conditional Vocabulary
1*
Truth and lies
1 get fit 2 be safe 3 be clean 4 feel sick 5 be tired
1*
2*
1 e 2 f 3 c 4 a 5 b
1 a 2 a 3 b 4 a
2*
3**
1 believe 2 admit 3 pretend 4 lie
1 b 2 g 3 c 4 a
3**
4**
a 1, 5, 3, 4, 6, 2 b 1, 5, 3, 2, 4, 6
1 I’ll visit on Tuesday if I haven’t got homework.
2 If he passes the test, we’ll have a party. 4**
3 I won’t have a barbecue if it rains. 1 a 2 b 3 b 4 a
4 If I feel better, I’ll play.
5 If he finds a job, he’ll start work.
1*
Second conditional 1 a 2 f 3 e 4 c 5 b
1* 2*
2, 5 1 invitation 2 invention 3 decision
2** 4 communication 5 collection
1 a 2 b 3 a 4 c 5 a 3**
3** 1 action 2 invitation 3 imagination 4 discussion
1 I’d help, was / were 5 preparation
2 was / were, he’d win
3 didn’t spend, you’d finish

4** 3**
1 collect 2 explain 3 description 4 communicate Students’ own answers.
5 invention 4***
Grammar
too and enough Grammar practice
1**
1
2
C
I (If you tell too many lies, people won’t trust you.)
Unit 1
3 C 1*
4 C 1 to watch 2 singing 3 watching 4 to make 5 to
5 I (He isn’t tall enough to join the police.) sing
6 I (I think there is too much rain in this country.) 2**
2** 1 watching 2 being 3 seeing 4 to meet
1 a 2 b 3 a 4 c 5 a 3**
3* 1 to become 2 running 3 Watching 4 to text 5 to
1 much 2 enough 3 enough 4 enough 5 too be
4** 4*
1 many 2 many 3 enough 4 many 5 enough 1 wasn’t 2 didn’t watch 3 ate 4 didn’t play
5 drank
may, might, must and can’t
5**
1* 1 There weren’t any good action films.
1 F 2 T 3 T 4 F 5 T 2 The band didn’t play any reggae songs.
2** 3 We had fun at the concert.
1 a 2 b 3 a 4 c 5 a 4 Did you enjoy the reality show last night?
5 The film we saw wasn’t good.
3**
1 b 2 b 3 b 4 b
4*** Unit 2
1 You might know me. 1*
2 It must be a hot country. 1 a 2 a 3 a 4 b 5 b
3 He can’t be rich.
2*
4 You must be Amy’s father.
1 was stealing
5 You can’t be 18.
2 asked
3 was doing
Reading 4 were chasing
1** 5 didn’t call
1 myth 2 myth 3 myth 4 fact 5 myth 3*
2** 1 anxiously 2 noisily 3 helpfully 4 quietly 5 fast
Students’ own answers. 4**
3** 1 c 2 b 3 d 4 a
1 a 2 b 3 c 4 a
Listening Unit 3
1*
1*
1 a 2 a 3 b 4 a 5 b 6 b 7 a 8 a
b
2**
2**
1 aren’t allowed 2 can 3 can’t 4 couldn’t 5 aren’t
1 a 2 b 3 a 4 c
allowed
3**
3*
1 T 2 F 3 F 4 T 5 T
1 b 2 b 3 a 4 b 5 b 6 a
Writing 4*
1 must 2 need 3 Can 4 have to 5 can’t 6 must
1*
7 must 8 can
b
2*
1 think 2 see 3 Personally

Unit 4 2**
1 b 2 a 3 a 4 b 5 a
1*
3**
1 I 2 C 3 I 4 C 5 C 6 I
1 needed 2 would 3 had 4 wouldn’t 5 would
2** 6 would 7 would 8 had
1 yet 2 already 3 just 4 yet 5 just
4**
3** 1 If you were a stranger, I wouldn’t talk to you.
1 yet 2 already 3 just 4 already 5 yet 2 If it rained, I’d stay at home.
4* 3 Would she help me if I asked her?
1 used to 2 use to 3 used to 4 didn’t use to 4 They would be happy if they passed their exam.
5 If they cleaned the beach, it would be nice.
5** 6 If I knew where to go, I wouldn’t ask for directions.
1 go 2 used to 3 use to 4 used to
6**
1 used to watch Unit 8
2 used to / didn’t use to visit 1**
3 used to / didn’t use to play 1 b 2 a 3 b 4 b 5 a
4 used to be
2*
5 used to enjoy
1 too 2 enough 3 too many 4 too 5 enough
3*
Unit 5 1 must 2 can’t 3 can’t 4 might 5 must 6 might
1* 4**
1 b 2 b 3 a 4 b 5 b 6 a 7 a 8 a 1 can’t 2 might 3 must 4 can’t 5 may 6 might
2**
1 for 2 since 3 for 4 since
Puzzles and Games
3*
1 a 2 a 3 b 4 a 5 b 6 a
4**
Unit 1
1 did the class start, started Films and TV
2 Have you had, I’ve had
1
3 I finished, I haven’t started
A animation 4 B comedy 1 C documentary 6
4 Have you seen, I saw
D horror 2 E quiz show 5 F chat show 3
Unit 6 Music styles

2
1**
2 reggae 3 jazz 4 rock 5 dance 6 hip-hop
1 that 2 which 3 who 4 that 5 whose
7 classical 8 pop
2*
1 which 2 who 3 who 4 which 5 whose Verbs + gerund or infinitive?
3* 3
1 a 2 a 3 a 4 a My family and I hope to see you soon.
Alex and Jo don’t enjoy playing video games.
4**
My sister’s good at listening to her friends.
1 d 2 b 3 e 4 c
5** Past simple: affirmative, negative and questions
1 would / will 2 am going to 3 will 4 is going to 4
5 are going to 1 She went to a great concert.
6* 2 He didn’t dance at the party.
1 ’re going to 3 She ate pizza with friends.
2 aren’t going to 4 He sang a song in a show.
3 are going to
4 won’t
5 ’re going to
Unit 2
Crime: verbs
Unit 7 1
1*
1 Wednesday 2 Monday 3 Thursday 4 Tuesday
1 b 2 b 3 a 4 b 5 a 6 b 7 a 8 a

Safety online 5 They’ve already gone home.
6 We’ve just ordered a pizza.
2
1 always log out used to
2 don’t click on an unknown link
3 don’t share personal information 4
4 use different passwords Mia used to live in Mallorca. She used to play football, but
she didn’t use to play comics.
Past continuous and past simple Flora didn’t use to ride a bike. She used to skateboard
everywhere, but she didn’t know how to cook.
3
Alex used to live in an apartment. He didn’t use to speak
She was driving.; Today, he ate lunch.; They were playing.
English and he didn’t use to play video games.
Adverbs of manner
4 Unit 5
anxiously, carefully, easily, fast, happily, noisily, quietly,
sadly, slowly, suddenly, well Sense verbs and adjectives
1
Unit 3 N P D I S G U S T I N G Q H Z A P H
Phrases with do or make X R I L H B M W C C Z Y F R E S H S
1 T Q A G I O F E Q L S K P O E O T A
1 research 2 favour 3 noise 4 wrong 5 rules I U B Q N S K E Y C O L O U R F U L
Bullying S P I C Y U K T F C U N B G O T L T
2 P F W O T Z F F H A R D U H I W H Y
1 ignore 2 tease 3 threaten 4 play a joke on
E C S M O O T H G H F J S M K L U G
Sleep
3
1 couldn’t bring her phone 2
2 could have fizzy drinks 1 have dreams 2 yawn 3 wake up 4 have a
3 is allowed to bring her phone nightmare 5 feel sleepy 6 lie in bed 7 fall asleep
4 isn’t allowed to listen to music
5 can’t have fizzy drinks Present perfect: for and since
3
Modal verbs for obligation, prohibition and 1 Luke has lived in London for three years.
necessity 2 Harley hasn’t been online for two days.
4 3 Luna hasn’t has coffee since 2020.
1 You can use a study room.
2 You mustn’t eat or drink. Past simple or present perfect?
3 You have to have a library card. 4
4 You can’t listen to music. He has lived here all his life.
They didn’t go to school yesterday.
She hasn’t called me.
Unit 4 Did you go on holiday last year?
Friendship: verbs Have you ever been to the USA?
1
2 I never fell out with her. Unit 6
3 I miss them so I call them.
4 I hang out with them at school break. Creativity: adjectives
1
Showing emotion: verbs 1 enormous 2 brand new 3 strange 4 delicate
2 5 tiny 6 ancient 7 clever 8 enjoyable 9 recycled
A cry 3 B laugh 5 C stare 2 D shout 8 E frown 6
F hug 4 G scream 7 H blush 1 Creativity: verbs
2
Present perfect: just, already and yet 1 design 2 discover 3 compose 4 invent 5 sew
3
2 I’ve already seen that film.
3 Have you called your friends yet?
4 He hasn’t finished the game yet.

Relative pronouns (who, that, which, whose) 3 People with heart problems shouldn’t eat too many
eggs. (second photo)
3
1 Surrealism is a style of art that I really like. may, might, must and can’t
2 She creates art which explores human emotions.
3 Tracey Emin is a British artist whose work examines 4
society. 1 It might be raining.
4 There are lots of artists who I follow on social media. 2 It can’t be very expensive.
3 They may not be here yet.
be going to and will
4 Essential Units
1 Dan 2 Olivia and Sam 3 Kai 4 Connor 5 Suki
and Dom
Unit 1
Unit 7 Vocabulary
Positive actions Films and TV
1 1
1 donate old clothes 1 a 2 a 3 b 4 b 5 a
2 give me a hand with these bags
3 look after your little brother 2
4 raise money for a charity 1 comedy 2 reality 3 Science fiction 4 horror
5 volunteer at a food bank 5 animation
Helping: people and places Music styles

2 3
1 Lucas, neighbor, food bank 1 classical 2 jazz 3 pop 4 reggae 5 dance
2 Lucas, teammate, environmental organization 4
3 Lucas, senior citizen, charity shop 1 a 2 a 3 a 4 b
First conditional
Grammar
3
1 If I don’t work, I won’t learn any new skills. Verbs + gerund or infinitive?
2 I’ll be very bored if I do nothing for two months. 1
3 I’ll raise lots of money if I do the charity run. 1 watching 2 to learn 3 to see 4 to play 5 playing
Second conditional 2
1 acting 2 to watch 3 to learn 4 listening
4
1 lived in the mountains, do extreme sports Past simple: affirmative, negative and questions
2 cooked very well, open a restaurant
3 had more time, volunteer for an environmental 3
organization 1 was 2 arrived 3 was 4 like
4
1 play 2 started 3 watch 4 played 5 start
Unit 8
Truth and lies Reading
1 1
1 admit 2 pretend 3 make up 4 tell 5 promise b
6 lie 7 keep 2
3
2 1 a 2 a 3 a 4 b
1 invention 2 explanation 3 imagination
4 invitation 5 description 4
1 Hal Blaine
too and enough 2 the Catalonia College of Music
3
1 Lifting weights can be too much effort for people who
are not fit. (first photo)
2 Eat lots of fruit and vegetables and don’t eat too many
sweet things. (fourth photo)

Listening Listening
1 1
b b
2 2
1 a 2 b 3 b 1 a 2 a 3 b
3 3
1 3 2 85 3 20 4 22 5 15 1 c 2 a
Writing Writing
1 1
b 1 sent 2 told 3 will
2 2
1 describe 2 like 3 final 1 Surprisingly, 2 Sadly, 3 Luckily,
3 3
Sentence 1 4 Sentence 2 3 Sentence 3 1 Sentence 4 2 1 Normally 2 Suddenly 3 Thankfully
Unit 2 Unit 3
Vocabulary Vocabulary
Crime: verbs Phrases with do or make
1 1
1 police 2 criminals 3 police 4 criminals 1 b 2 b 3 a 4 a 5 b
2 2
1 caught 2 chasing 3 arrested 4 stealing 1 make 2 do 3 make 4 do 5 make
5 investigating
Bullying
Safety online 3
3 1 threaten 2 ignore 3 tease 4 gossip
1 Use 2 Click 3 Log out of 4 Share 4
4 1 a 2 b 3 a 4 b 5 a
1 install 2 click 3 use 4 share
Grammar
Grammar
Past continuous and past simple 1
1 1 T 2 F 3 T 4 F 5 F
1 stole 2 were watching 3 arrested 4 wasn’t 2
looking 1 a 2 b 3 b 4 b 5 b
2
1 c 2 d 3 b 4 a Modal verbs for obligation, prohibition and
necessity
Adverbs of manner 3
3 1 must 2 can 3 must 4 must 5 Can
1 slowly 2 fast 3 easily 4 careful
4
4 1 b 2 a 3 b 4 a 5 b 6 a
1 b 2 a 3 b 4 a
Reading
Reading 1
1 a
a
2
3
4 1 small 2 haven’t got to 3 can 4 have got 5 listen
1 a 2 b 3 b 4 a 5 b

Listening Reading
1 1
b b
2 2
1 class 2 recycling bins 3 plastic 4 tired 5 happy Students’ own answers.
3 3
1 noise 2 environment 3 food 1 a 2 a 3 b 4 a 5 a 6 b 7 b 8 b
Writing Listening
1 1
a 1 a 2 c 3 b
2 2
I’m writing to tell you about the rules so that you know 1 always 2 same 3 unlucky
what to bring. 3
… bring a small speaker so that we can play music … different, never, always, same, lucky
You need to bring warm clothes, in order to stay warm at
night. 4
1 F (She only really wants one good friend.) 2 T 3 F
3
(Two friends live near him.) 4 F (She used to have lots of
1 to 2 in order to 3 so that friends.) 5 T
Unit 4 Writing
1
Vocabulary 1 a 2 a 3 b 4 a
Friendship: verbs 2
1
1 a 2 b 3 a 4 b 3
1 a 2 d 3 b 4 e
2
1 get 2 get 3 have 4 hang
Unit 5
Showing emotion: verbs
3 Vocabulary
1 staring 2 crying 3 hugging 4 blushing
5 laughing Sense verbs and adjectives
4 1
1 laugh 2 staring 3 hugs 4 shouting 5 crying 1 fresh 2 shiny 3 salty 4 smooth 5 sour 6 spicy
7 colourful
Grammar 2
1 spicy 2 hard 3 shiny 4 salty 5 soft
Present perfect: just, already and yet
1 Sleep
1 watched 2 stolen 3 run 4 taken off 5 got 1
married 1 f 2 c 3 a 4 e 5 b
2 2
1 a 2 a 3 b 4 b 1 e 2 d 3 f 4 c 5 b
used to Grammar
3
1 use 2 use 3 used 4 use 5 used Present perfect: for or since
4 1
1 use to hug 2 Yes, they did 3 No, they didn’t Period of time: ten days, two million years
Point in time: I was four, lunchtime, they got married
2
1 for 2 for 3 for 4 since 5 since 6 since
7 since 8 for 9 since 10 since

Past simple or present perfect? be going to and will
1 3
3, 5 1 going to cook
2
2 going to watch
1 a 2 b 3 a 4 b 5 b 3 going to buy
4 going to eat
3 5 going to have
1 went 2 went 3 ’ve never been
4
1 won’t 2 will 3 won’t 4 will 5 won’t
Reading
1 Reading
1 Hearing 2 Touch 3 Taste 4 Smell
1
2 a 1 b 3 c 2
1 T 2 F 3 F 4 F 5 T
2
1 a 2 b 3 a 4 a 5 a
3
1 a 2 b 3 b 4 a
Listening
4
1
1 artist 2 bird 3 flowers 4 anime 5 television
1 Jaz 2 Eli 3 Kim
2 Listening
1 quiet 2 bread 3 bakery 4 green 5 park
1
1 b 2 b 3 a
Writing
2
1
1 6 2 Thursday 3 outside 4 23rd 5 5
a
3
2
1 F 2 F 3 T 4 F 5 T
1 Although (paragraph 1) 2 On the one hand
(paragraph 2) 3 On the other hand (paragraph 3)
4 However (paragraph 4) Writing
1
3
1 teenagers 2 social media 3 Some 4 near 1 lived 2 uses 3 in 4 seeing
2
1 artist 2 minutes 3 university 4 design
Unit 6
3
Vocabulary 1 in 2 paints 3 making 4 art
Creativity: adjectives
Unit 7
1
1 a 2 b 3 b 4 a 5 b Vocabulary
2
1 b 2 a 3 b 4 a 5 b Positive actions
1
Creativity: verbs 1 a 2 e 3 d 4 f 5 c 6 b
3 2
1 paint 2 sew 3 compose 4 direct 5 invent 1 involved 2 litter 3 project 4 volunteer 5 look
4 after 6 raise
1 sew 2 discover 3 paint 4 direct 5 invent 6 set
up Helping: people and places
3
Grammar 1 senior citizen 2 strangers 3 neighbours 4 animal
shelter 5 classmates
Relative pronouns: who, that, which, whose
4
1 1 Senior citizens
1 that 2 who 3 whose 4 which 5 who 2 animal shelter
2 3 teammates
1 b 2 b 3 a 4 b 4 charity shops
5 environmental organization

Grammar Nouns ending in -ion
3
First conditional
1 a 2 f 3 e 4 c 5 b
1
4
1 get fit 2 be safe 3 be clean 4 feel sick 5 be tired
1 invitation 2 invention 3 decision
2 4 communication 5 collection
1 a 2 a 3 b 4 a 5 b
Second conditional
Grammar
3 too and enough
1 b 2 b 3 a 4 b 5 b 1
4 1 b 2 b 3 a 4 b
1 watched 2 helped 3 went 4 would 5 would 2
1 students 2 enough 3 enough 4 too 5 much
Reading
may, might, mustn’t and can’t
1
B 1 C 3 3
1 must 2 might 3 can’t 4 may 5 can’t
2
Students’ own answers. 4
1 F 2 T 3 T 4 F 5 T
3
1 a 2 a 3 a 4 b
Reading
4
1
1 a 2 b
1 myth 2 myth 3 myth 4 fact 5 myth
Listening 2
1
a, b 3
1 a 2 b 3 b 4 a
2
1 children 2 working 3 volunteers 4 dogs
5 neighbours Listening
1
3
1 happy 2 quiet 3 cat b
2
Writing 1 a 2 b 3 a 4 b
1 3
b 1 T 2 F 3 F 4 T 5 T
2
1 b 2 b 3 a Writing
1
3
1 Besides 2 In addition a
2
1 Personally, I think 2 I feel 3 In my opinion
Unit 8
3
Vocabulary 1 Personally, think 2 feel
Truth and lies

1
1 a 2 a 3 b 4 a 5 b
2
1 believe 2 keep a secret 3 admit 4 pretend 5 lie
6 tell the truth 7 promise

Irregular verbs list
Infinitive Past simple Past participle
be /biː/ was / were /wɒz /, /wɜː(r)/ been /biːn/
beat /biːt/ beat /biːt/ beaten /biːtn/
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/
begin /bɪˈɡɪn/ began /bɪˈɡæn/ begun /bɪˈɡʌn/
bite /baɪt/ bit /bɪt/ bitten /bɪtn/
blow /bləʊ/ blew /bluː/ blown /bləʊn/
break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/
bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/
burn /bɜːn/ burnt / burned /bɜːnt/, /bɜːnd/ burnt / burned /bɜːnt/, /bɜːnd/
build /bɪld/ built /bɪlt/ built /bɪlt/
buy /baɪ/ bought /bɔːt/ bought /bɔːt/
can /kæn/ could /kəd/
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/
choose /tʃuːz/ chose /tʃəʊz/ chosen /tʃəʊzn/
come /kʌm/ came /keɪm/ come /kʌm/
cost /kɒst/ cost /kɒst/ cost /kɒst/
cut /kʌt/ cut /kʌt/ cut /kʌt/
do /duː/ did /dɪd/ done /dʌn/
draw /drɔː/ drew /druː/ drawn /drɔːn/
dream /driːm/ dreamt / dreamed /dremt/, /dri:md/ dreamt / dreamed /dremt/, /driːmd/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/
drive /draɪv/ drove /drəʊv/ driven /ˈdrɪvn/
eat /iːt/ ate /eɪt/, /et/ eaten /ˈiːtn/
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/
feed /fiːd/ fed /fed/ fed /fed/
feel /fiːl/ felt /felt/ felt /felt/
fight /faɪt/ fought /fɔːt/ fought /fɔːt/
find /faɪnd/ found /faʊnd/ found /faʊnd/
fly /flaɪ/ flew /fluː/ flown /fləʊn/
forget /fəˈɡet/ forgot /fəˈɡɒt/ forgotten /fəˈɡɒtn/
forgive /fəˈɡɪv/ forgave /fəˈɡeɪv/ forgiven /fəˈɡɪvn/
freeze /friːz/ froze /frəʊz/ frozen /ˈfrəʊzn/
get /ɡet/ got /ɡɒt/ got /ɡɒt/
give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪvn/
go /ɡəʊ/ went /went/ gone / been /ɡɒn/, /biːn/
grow /ɡrəʊ/ grew /ɡruː/ grown /ɡrəʊn/
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/
have /hæv/ had /hæd/ had /hæd/
hear /hɪə(r)/ heard /hɜːd/ heard /hɜːd/
hide /haɪd/ hid /hɪd/ hidden /ˈhɪdn/
hit /hɪt/ hit /hɪt/ hit /hɪt/
hold /həʊld/ held /held/ held /held/
hurt /hɜːt/ hurt /hɜːt/ hurt /hɜːt/
keep /kiːp/ kept /kept/ kept /kept/
T160 Irregular verbs list

Infinitive Past simple Past participle
know /nəʊ/ knew /njuː/ known /nəʊn/
lead /liːd/ led /led/ led /led/
learn /lɜːn/ learnt / learned /lɜːnt /, /lɜːnd/ learnt / learned /lɜːnt/, /lɜːnd/
leave /liːv/ left /left/ left /left/
lend /lend/ lent /lent/ lent /lent/
let /let/ let /let/ let /let/
lie /laɪ/ lay /leɪ/ lain /leɪn/
lose /luːz/ lost /lɒst/ lost /lɒst/
make /meɪk/ made /meɪd/ made /meɪd/
meet /miːt/ met /met/ met /met/
pay /peɪ/ paid /peɪd/ paid /peɪd/
put /pʊt/ put /pʊt/ put /pʊt/
read /riːd/ read /red/ read /red/
ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdn/
ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/
run /rʌn/ ran /ræn/ run /rʌn/
say /seɪ/ said /sed/ said /sed/
see /siː/ saw /sɔː/ seen /siːn/
sell /sel/ sold /səʊld/ sold /səʊld/
send /send/ sent /sent/ sent /sent/
set /set/ set /set/ set /set/
shake /ʃeɪk/ shook /ʃʊk/ shaken /ʃeɪkən/
shine /ʃaɪn/ shone /ʃɒn/ shone /ʃɒn/
show /ʃəʊ/ showed /ʃəʊd/ shown /ʃəʊn/
shut /ʃʌt/ shut /ʃʌt/ shut /ʃʌt/
sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/
sit /sɪt/ sat /sæt/ sat /sæt/
sleep /sliːp/ slept /slept/ slept /slept/
speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/
spell /spel/ spelt / spelled /spelt/, /speld/ spelt / spelled /spelt/, /speld/
spend /spend/ spent /spent/ spent /spent/
stand /stænd/ stood /stʊd/ stood /stʊd/
steal /stiːl/ stole /stəʊl/ stolen /ˈstəʊlən/
swim /swɪm/ swam /swæm/ swum /swʌm/
take /teɪk/ took /tʊk/ taken /ˈteɪkən/
teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/
tell /tel/ told /təʊld/ told /təʊld/
think /θɪŋk/ thought /θɔːt/ thought /θɔːt/
throw /θrəʊ/ threw /θruː/ thrown /θrəʊn/
understand /ˌʌndəˈstænd/ understood /ˌʌndəˈstʊd/ understood /ˌʌndəˈstʊd/
wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/
wear /weə(r)/ wore /wɔː(r)/ worn /wɔːn/
win /wɪn/ won /wʌn/ won /wʌn/
write /raɪt/ wrote /rəʊt/ written /ˈrɪtn/
Irregular verbs list T161

On Track Text TG3

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On Track

4860468 On Track TG3 Prelims.indb 1 30/06/2022 12:51

4860468 On Track TG3 Prelims.indb 2 30/06/2022 12:51

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Vocabulary Grammar Reading

4 • Showing emotion: and yet friendship

00_4860437 On Track SB3_001-003.indd 2 25/02/2022 09:32 00_48

iv Student’s Book contents

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Listening Speaking Writing Watch

Crime stories: Two crimes Describe photographs A story Sherlock

Radio items: Exhibitions Reach an agreement A biography Graffiti Life

Language summaries p98–105 Irregular verbs list p126–127

2 09:32 00_4860437 On Track SB3_001-003.indd 3 25/02/2022 09:32

Student’s Book contents v

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Student’s Book Pack with Digital

vi Course overview: student components

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Integrated audio and video

Access your iPack via Oxford Premium.

Course overview: teacher components vii

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Student’s Book Pack

In On Track, each unit establishes an authentic and engaging topic. New

Styring Tims de la Mare Thacker

• Engaging content anchored to everyday life that reflects the experiences

• Support for students at all levels, with a comprehensive mixed-ability offer

documentary at the end, with Speaking videos and Grammar animations

students’ needs and interests, and also cover STEM competences.

viii Introducing On Track

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James Styring • Nicholas Tims

Student’s Book Pack

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Grammar Skills development

4860468 On Track TG3 Prelims.indb 10 30/06/2022 12:51

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The unit objectives

The unit opener

Mediation activities Activities that develop

xii Guide to Student’s Book

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The Did you know?

At the end of each

On the iPack, Each unit contains The iPack contains

Guide to Student’s Book xiii

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All lessons begin with

Each reading lesson

On the iPack, the guided The iProgress Check on the

xiv Guide to Student’s Book

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Guide to Student’s Book xv

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The Vocabulary Gym on the Active The iPack contains another

xvi Guide to Student’s Book

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The second grammar

The Your Turn

The 2-in-1 Workbook

On the Active Learning

The Language summary section of the