English Journey 5-TB

Teacher’s
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EnglishJourney5_DownloadA1_Teachers_pg1-7.indd 1 09/02/2022 15:44

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English Journey 5 Teacher’s Book

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Hamilton House Publishers Ltd

Oxford
England
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E-mail: enquiries@hamiltonhousepublishers.com
Website: www.hamiltonhousepublishers.com
Text, design, artwork and characters © Hamilton House Publishers, 2023
ISBN: 978-9925-31-789-9 Teacher’s Book
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of
the publishers. Any person who carries out any unauthorised act in relation to this publication may be liable to criminal
prosecution and civil claims for damages.
The publisher has no control over the Internet websites cited in this publication and, as such, is not responsible for the
availability of such sites or resources. The publisher does not endorse and is not responsible or liable for any content,
advertising, products or other materials on or available from such sites or resources. Any concerns regarding any of the
websites cited in the publication should be directed to the administrator or webmaster of that site.

Contents
Student’s Book Contents__________________________________ 4

Introduction to English Journey____________________________ 6
Unit 1____________________________________________________ 8
Unit 2___________________________________________________17
Progress Review 1 26
Unit 3___________________________________________________29
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Unit 4___________________________________________________38
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Unit 5___________________________________________________50
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Unit 6___________________________________________________59
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Unit 7___________________________________________________71
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Unit 8___________________________________________________79
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Unit 9___________________________________________________90
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Unit 10__________________________________________________99

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Student’s Book Recording Script_________________________110

Extra Tasks For Early Finishers_________________________ 114
Extra Tasks For Early Finishers Key_____________________ 124
Workbook Key_________________________________________ 126
Workbook Recording Script____________________________ 132
Test Book Key_________________________________________ 135
Test Book Recording Script_____________________________ 139

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Student’s Book Contents 5

Introduction to English Journey
Welcome to English Journey, an exciting new multi-level course. The course is suitable for
students working to achieve a C2 level of competence within the Common European Framework.
English Journey 5 Course Components
English Journey 5 Student’s Book
The student’s book is divided into ten theme-related units. Each unit starts with a unit opener linked to the
theme of the unit. This is designed to introduce the theme in a fun, light-hearted way. The opener includes
one or two activities as well as a short DVD task. Links to the DVDs can be found on the Interactive
Whiteboard Software (IWB), in the Student’s e-book and also in the Teacher’s Book. The unit then
continues with five two-page lessons covering reading, vocabulary & grammar, listening & speaking and
writing. The unit ends with a Reload section that reinforces the vocabulary and grammar presented in the
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unit. Each unit also contains:
• carefully designed tasks to develop students’ reading, listening, speaking and writing skills as well as to
build on their vocabulary and grammar.
• Download boxes that provide helpful advice on how to approach various aspects of a particular task and
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to develop students’ skills.
• Language Bank boxes in the speaking and writing sections that provide students with appropriate
language for doing communicative tasks.
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• plenty of opportunity for discussion of the theme of each unit.
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English Journey 5 Student’s Book also contains five progress reviews, one after every two units, which
consolidate the vocabulary and grammar taught within those units.
At the back of the student’s book, there is a wealth of reference material. The Grammar Reference
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and Irregular Verbs List support the grammar presented within each unit. The Writing Bank provides a
summary of the important points to remember for each genre of writing as well as a check list. There
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is also a Speaking Bank, bringing the content of the Language Banks presented throughout the course
together in one place, and Speaking Information needed for the speaking tasks in some of the units.
English Journey 5 Workbook

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The workbook accompanies English Journey 5 Student’s Book. Like the student’s book, it is divided into
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ten units and five reviews. Each unit consists of reading, vocabulary, grammar, listening and writing. There
are also two Use Your English sections in each unit that familiarise students with the way vocabulary and
grammar come together in exam-style tasks. The reviews include multiple-choice vocabulary and grammar
items. The recordings for use with the listening tasks in the units are found on the English Journey 5
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Workbook Audio. Alternatively, they can be accessed on the IWB or the audio files can be downloaded from
the website. The workbook’s clear and simple format means that it can be used at home as well as
in class.
English Journey 5 Test Book
English Journey 5 Test Book contains a comprehensive set of tests that assess the student’s progress at
various stages of the course. The multiple-choice Quizzes, one for each unit of English Journey 5
Student’s Book, focus on the key vocabulary and grammar items presented in the units. Progress Tests,
one for use after every two units of English Journey 5 Student’s Book, include a reading comprehension
task, a writing task as well as vocabulary and grammar tasks. There is also a Mid-Year Test (Units 1-4)
and an End-of-Year Test (Units 5-10) that provide a written test covering reading comprehension, Use Your
English and writing as well as a listening test.
The English Journey 5 Test Book also includes Student’s Score Sheets, where test results and comments
can be recorded.

English Journey 5 e-book
The e-book contains an interactive version of the student’s book as well as narration of the reading tasks,
recordings necessary for the listening tasks and links to the DVDs in the unit openers. The key is not
included in the e-book.
English Journey 5 Teacher’s Book
English Journey 5 Teacher’s Book provides clear lesson plans with detailed instructions and tips for teachers
on how to make the best of the material in the student’s book. The key to all tasks from the student’s book
is included as well as the recording scripts with justification underlined for the listening tasks included in
the student’s book. There is also a section of photocopiable vocabulary and grammar tasks which can be
used with students who finish early in class, as a way of revising prior to a test, or as extra practice of the
vocabulary and grammar in the student’s book.
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At the back of the teacher’s book, there are the keys to English Journey 5 Workbook and English Journey 5
Test Book as well as the recording scripts with justification underlined for the answers to the listening tasks.
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English Journey 5 Audio
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This component consists of Class Audio, Workbook Audio and Test Book Audio. The class audio contains the
narration of the reading passages as well as all audio required for the listening tasks found in the student’s
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book. The workbook audio contains the recordings required for the listening tasks in the workbook. The test
book audio includes the audio required for the Mid-Year Listening Test and the End-of-Year Listening Test.
The recordings can be accessed on the IWB and downloaded from the website. Professional actors are used
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in all recordings to ensure clarity and accurate intonation and pronunciation.

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English Journey 5 Interactive Whiteboard Software
English Journey 5 IWB contains the student’s book and the workbook in digital format. Most of the tasks
found in these books are interactive and have been developed to be easy to use by both students and
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teachers alike. The DVD links for the student’s book openers as well as the audio accompanying both the
student’s book and the workbook listening tasks can be easily accessed. The reading passages found in
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the student’s book are narrated on the IWB. Justification for all student’s book and workbook reading
comprehension and listening tasks is available at the touch of a button, as is the key to all tasks.
The audio required for the listening tests in English Journey 5 Test Book has also been included.
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Introduction 7

1 Teen Life
Unit plan
Reading: multiple choice, choosing the option that is closest to the answer in the text
Vocabulary: words related to family members and other people, word formation, prepositions,
collocations & expressions
Grammar: present simple & adverbs of frequency, present continuous & stative verbs
Listening: multiple choice, listening to complete sentences before choosing the answer
Speaking: speaking cards, talking about brothers and sisters and free-time activities, asking questions
Writing: information sheet, filling out forms, using the present simple and adverbs of frequency to
talk about your habits
Unit Opener (SB page 5) the IWB software, and students can access them from
• Ask students to look at the picture and tell you what their e-book. There is a DVD question in the Student’s
they can see (two teenage girls who are riding bicycles, Book at the bottom of the opening page in each
perhaps in the countryside). unit. Don’t worry if your students don’t understand
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• Ask students to read the title of the unit and say how everything they hear on the video. They will be able to
it relates to the picture (The title is ‘Teen Life’ and the grasp the gist of the content.
picture shows two teenage girls.). Summary of DVD 1: The video is titled ‘Leisure
• Ask them if they can ride a bike, and if they can, ask activities in Britain’. Many different activities are
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them where they usually ride their bikes and with who. shown including surfing, rally driving, white water
rafting, snowboarding, paragliding and rock climbing.
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• Ask students to read the instructions and check that
they understand what they have to do. Elicit that they
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Teenagers are asked what they do in their free time
and all of them mention sports that they play.
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need to think about two things – who they spend time DVD link: https://www.youtube.com/
with and what they do when they are together. watch?v=94kCN1CX1H8
• Ask students to read the activities and tell you what
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they mean. Explain any that they do not know.

• Students discuss in pairs before discussing as a class.
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• Monitor and help with vocabulary and grammar if

necessary.
• Make a note of any mistakes to go over with the class
afterwards.
Reading (SB pages 6-7)
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1
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they understand what they have to do. Elicit that the

‘simple things’ in life are the things that are more
important than money or possessions.
TOP TIP • Ask students to read the items in the list and tell you
what they are. Explain any that they do not know.
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Make the most of the material in the Opener • Students work individually to complete the task.
by using it to build on students’ vocabulary. For • They then check their answers in pairs before
example, here, ask students to expand on their checking as a class.
answers by saying what they talk about, which
cafés they go to, which video games they play,
what they watch on TV, which sports they play and
what they go shopping for.
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Let’s talk about it! • Ask students to read the instructions and check that
they understand what they have to do.
• Students work individually to complete the task.
• They then discuss their answers in pairs before
discussing as a class.
• Take a class survey to see what’s most important to
the students.
DVD 1
The DVD activity is optional and can be done if time
permits. The videos can be accessed by teachers from

3 6
• Ask students to read the instructions and check that they • Ask students to read the instructions and check that
understand what they have to do. Elicit that they must they understand what they have to do. Elicit that they
think about their answer before they read the article. must solve a puzzle.
• Ask students to skim read the text and look for the • Ask students to read the dialogue and explain
answer. Explain to students that they do not need anything they don’t understand.
to read in detail at this stage as they will have the • Students discuss the puzzle in pairs.
opportunity to do so later. • Monitor and help with vocabulary and grammar if
• Students work individually to complete the task. necessary.
• They then check their answer in pairs before checking • Make a note of any mistakes to go over with the class
as a class. afterwards.
• If students need help, refer them to pages 13 and 14
of their Student’s Book.
• When students are ready, ask them for their answer.
DOWNLOAD
• Point out the Download box next to the
comprehension questions to the students and tell them
that these boxes appear throughout the book to give
advice about how to approach the tasks.
• Ask students to read the information in Download.
• Choose a student to explain the tip in his/her own words.
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• Explain to students that when dealing with multiple-
choice questions, it’s a good idea to read the question
and look for the answer in the text before reading the Ask students if they know of any puzzles or brain
answer options. Explain that the answer options can teasers like the one in 6. Or ask students to solve
distract them and cause confusion. Once they think
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the following puzzle: Rearrange the following
they have the answer, they can then compare it to the letters so as to form one word: NEW DOOR.
options and choose the best one.
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• Ask students to read the questions and explain a-z Vocabulary 1 (SB page 8)
anything they don’t understand.
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• Remind students to read the question and look for 1

the answer in the text before reading the answer • Ask students to read the instructions and check that
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options, and then to compare it to the options and they understand what they have to do. Elicit that a
choose the best one. family tree is a drawing or a diagram that contains
• Students work individually to answer the questions. the names of everyone in a family and shows the
• They then check their answers in pairs before relationship between them. Explain that the sentences
checking as a class. in the letter are about Sam’s family members, and that
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in order to complete the sentences with the words in

the orange box, they need to look at the family tree.
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• Ask students to read the words in the orange box

and the sentences, and explain anything they don’t
understand.
• Tell students to read the whole text first to get a
general understanding before writing their answers.
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• They then check their answers in pairs before
checking as a class.
• Check pronunciation by saying each of the words in
the orange box to the students and asking them to
repeat after you. Correct where necessary.
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they understand what they have to do. Explain that the
words in bold on the left are verbs and that they go with
the nouns on the right. Elicit that the phrases are in the
article and that they should find them because seeing
them in context will help them to complete the task.
• Ask students to read the sentences and explain
• Students work individually to complete the task. 2
• They then check their answers in pairs before • Ask students to read the instructions and check that
checking as a class. they understand what they have to do. Elicit that they
need to look at the letter and the family tree in 1 in
order to circle the correct words.
UNIT 1 9

checking as a class. they understand what they have to do. Refer them to
the grammar theory to help them answer the question.
• Check answer as a class.
3 Read 1.1-1.2 of the Grammar Reference on page 135

• Ask students to read the instructions and check that with your students.
• Ask students to read the words in the orange box 3
and the dialogues, and explain anything they don’t • Ask students to read the instructions and check that
understand. they understand what they have to do.
• Students work individually to complete the task. • Ask students to read the sentences and explain
• They then check their answers in pairs before anything they don’t understand.
checking as a class. • Elicit that they will use all forms of the present simple
• Check pronunciation by saying each of the words in (affirmative, negative, question).
the orange box to the students and asking them to • Students work individually to complete the
repeat after you. Correct where necessary. sentences.
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Ask students to draw their own family tree and 4
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write the names of their family members. Tell • Ask students to read the instructions and check that
them also to label each member with the word they understand what they have to do. Elicit that they
that shows their relationship to the student. must use the present simple tense, as they did in 3,
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but they must also put the adverbs of frequency in

the correct place. Remind students that adverbs of
Extra Task (for early finishers) frequency come before the main verb, but after the
See photocopiable material on page 114. verb to be.
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• Ask students to read the prompts and explain

Grammar 1 (SB page 9) • Students work individually to write the sentences.
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Before you read the Grammar box checking as a class.
• Revise/Introduce the different forms of the present
simple (affirmative, negative, question) and short answers
with the class. Then elicit some adverbs of frequency and
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time expressions that are used with the tense.
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• Read through the grammar theory with the class.
• Ask students to look back at the text in Reading and
to identify the tense that is mainly used throughout
(present simple). Ask them why (because the text is
about facts and general truths).
• Ask individual students to give you sentences to show
the different uses of the tense. Elicit that adverbs of
frequency come before the main verb, but after the
verb to be.
Ask students to write their own sentences about
things they always, usually, often, sometimes,
hardly ever and never do. Refer them to the
grammar theory if they need help. When students
are ready, they may swap with a partner to read
each other’s sentences.
Extra Task (for early finishers)

See photocopiable material on page 114.
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two or three words that are used together, like ‘do your
a-z Vocabulary 2 (SB page 10) homework’. Elicit that they must cross out the word
that cannot be used with the verb to form collocations.
1 • Ask students to read the words and explain anything
• Ask students to read the instructions and check that they don’t understand.
they understand what they have to do. Ask students • Students work individually to complete the task.
to give you examples of verbs, nouns and adjectives. • They then check their answers in pairs before
Elicit that they must write nouns or adjectives to checking as a class.
complete the task.
• Ask students to read the words in the table and
explain anything they don’t understand.
• Explain that in item 3 there are two adjective forms
– one to explain how we feel about something else and
the other to explain how we feel personally. Explain
that in item 6 there are two noun forms – one for the
person and one for the thing.
• Students work individually to complete the table.
• They then check their answers in pairs before 5
checking as a class. • Ask students to read the instructions and check
• Check pronunciation by saying each of the words in that they understand what they have to do. Elicit
the table to the students and asking them to repeat that they must complete the sentences with some of
after you. Correct where necessary. the collocations from 4 and that they must be in the
correct form.
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• Ask students to read the instructions and check that O
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must complete the dialogues with some of the words
from the table in 1.
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• Ask students to read the dialogues and explain

• Tell them to look for clues in the sentences that will
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show them what kind of word they need in the gap (verb, Ask students to write a sentence with a word
noun or adjective) before they choose their answer. from the table in 1, a prepositional phrase from
• Students work individually to complete the task. 3 and a collocation from 4. For example: My
• They then check their answers in pairs before neighbour is friendly with everyone and she
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checking as a class. always makes me smile.

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Grammar 2 (SB page 11)

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3 Before you read the Grammar box

• Ask students to read the instructions and check that • Revise/Introduce the different forms of the present
they understand what they have to do. continuous (affirmative, negative, question) and
• Ask students to read the sentences and explain short answers with the class. Then elicit some time
anything they don’t understand. expressions that are used with the tense.
• Tell them to look carefully at the words before the • Revise/Introduce stative verbs. Write the following
preposition in order to make the correct choice. sentences on the board and ask students if they are
• Students work individually to complete the task. grammatically correct (no). Then explain that the verbs
• They then check their answers in pairs before in the sentences are stative and cannot usually be used
checking as a class. in continuous tenses.
I’m knowing the answer.
She’s having two sisters.
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4 to find an example of the present continuous (Are you
• Ask students to read the instructions and check that eating something bad for you now?).
they understand what they have to do. Explain/Elicit • Ask individual students to give you sentences to show
that ‘sb’ means ‘somebody’. Explain that a collocation is the different uses of the present continuous.
UNIT 1 11

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• Ask students to read the instructions and check
that they understand what they have to do. Elicit that
they have to use the present simple or the present
continuous to complete the sentences.
• Remind them to look for clues in the sentences, such
• Point out that many common verbs we use are as time expressions.
stative. • Encourage students to look back at the grammar
• Ask students to look back at the text in Reading and theory in order to decide which tense to use.
to find an example of a stative verb (… they don’t have • Students work individually to complete the
time for other activities … / Children who have their sentences.
own bedroom are happier. / Boys don’t usually have • They then check their answers in pairs before
this pressure.). checking as a class.
• Ask individual students to give you sentences with
stative verbs.
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they understand what they have to do. Elicit that there
are three parts to the task. First, they must decide if
both sentences are about something that is happening
now. Then they must say which tense is used in each
sentence and also explain why. OAsk students to choose a stative verb and an
active verb, and to use them in two gapped
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• Refer them to the grammar theory to help them sentences. They then swap with a partner and
answer the questions. complete each other’s sentences.
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checking as a class. Extra Task (for early finishers)
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Listening (SB page 12)

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• Ask students to read the words and the descriptions,

and explain anything they don’t understand.
• Explain to them that the descriptions are ways of
expressing the four words without actually using them.
Read 1.3-1.4 of the Grammar Reference on pages 135-
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136 with your students. • They then check their answers in pairs before
3
• Ask students to look at the first sentence and elicit
that Look! and are playing show that the action is 2
happening now. • Ask students to read the instructions and check that
• Ask students to read the rest of the sentences they understand what they have to do.
carefully before they choose the answers. • Play the recording and ask students to write their
• Encourage students to look back at the grammar answer. Then ask students to discuss their answer with
theory in order to help them. a partner and to justify their answer if it is different.
• Students work individually to complete the task. • They then check their answer as a class.
See the recording script on page 110.
12

3
they will now listen to a longer extract from the same
recording as in 2. Point out that they need to answer
question 1 in 4.
• Play the recording and ask students to choose their
TOP TIP
answer. Then ask students to discuss their answer with Exploit material that you have already seen in the
a partner and to justify their answer if it is different. unit. In this lesson, for example, after students
• They then check their answer as a class. have discussed the questions in 1, ask them to
• Ask students as a class if they changed their mind describe themselves using the adjectives they
after listening to the longer extract. have learnt so far.
2
See the recording script on page 110. are two parts to the task. First, they need to decide
which questions can be answered with Yes or No. Then
DOWNLOAD they need to match the questions to the answers.
• Ask students to read the information in Download. • Ask students to read the questions and answers, and
• Choose a student to explain the tip in his/her own explain anything they don’t understand.
words. • Students work individually to complete the task.
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• Explain the importance of listening to whole • They then check their answers in pairs before
sentences and paragraphs before choosing an answer. checking as a class.
Remind them how the answer in 2 changed once they
heard the longer extract in 3.
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• Ask students to read the answer choices and explain
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DOWNLOAD
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• Encourage students to listen to the whole sentence or
• Choose a student to explain the tip in his/her own
paragraph before choosing their answer.
words.
• Play the recording and ask students to choose their
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• Explain to students that they need to be able to

answers. Then ask students to discuss their answers with
form questions correctly, and that they should practise
a partner and to justify any answers that are different.
asking and answering questions.
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• Play the recording again if necessary, and check

• Tell them also that they need to be able to form Wh-
answers as a class.
questions and Yes / No questions with the present
simple.
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• As this will probably be the first time students have
attempted this particular exam task, allow plenty of
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time to explain the mechanics of it.

• Explain that the task involves asking and answering
questions. Tell them that Student A will have a card
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with information about something (free-time activities

and clubs) and that Student B will have a different card
See the recording script on page 110. with questions to ask about it. Remind students that
the questions may just be a few words and that they
will need to use them to form complete questions, as
Speaking (SB page 13) in 2.
• Go through the Language Bank with the students
1 and make sure they understand the question forms.
• Ask students to read the three questions and answer Ask them to look back at 2 to see how questions were
any queries they may have about them. formed there.
• Students work in pairs to ask and answer the • Explain to students that the person answering the
questions. questions should give complete answers, and not just
• Monitor and help with vocabulary, but do not repeat the words on their card.
interrupt fluency. Make a note of any mistakes to go • Students work in pairs to ask and answer the
over with the class afterwards. questions.
• Ask each pair to ask and answer one of the questions • Monitor and help with vocabulary, but do not
and continue around the class until each pair has had interrupt fluency. Make a note of any mistakes to go
a turn. over with the class afterwards.
• Deal with any language mistakes and pronunciation • Ask one pair to demonstrate the task in front of the
problems that come up. class.
• Time permitting, repeat until all pairs have had a turn.
UNIT 1 13

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are categories and information for them to match.
• Ask students to read items 1-10 and a-j, and explain
2
4 • Ask students to read the instructions and check that
• Ask students to read the instructions and check they understand what they have to do. Elicit what a
that they understand what they have to do. Elicit that capital letter is. Ask them what words have capital
they will now swap roles and that Student A will ask letters in their own language and why.
questions about cooking classes while Student B will • Students discuss in pairs before checking answers as
give answers. a class.
• Remind students that the questions may just be a
few words and that they will need to use them to form
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complete questions, as in 2. Remind them also to give
complete answers.
• Remind them to use the Language Bank to help them
form their questions.
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• Students work in pairs to ask and answer the questions.
• Monitor and help with vocabulary, but do not
interrupt fluency. Make a note of any mistakes to go
over with the class afterwards.
• Ask one pair to demonstrate the task in front of the
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class. have to answer the questions with the information in
• Time permitting, repeat until all pairs have had a turn. a-j in 1.
• Ask students to read the questions and explain
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• Ask students to read the questions and explain 4
anything they don’t understand. • Ask students to read the instructions and check that
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• Students work in pairs to ask and answer the questions. they understand what they have to do. Elicit that they
• Monitor and help with vocabulary, but do not have to read the task and answer the questions about it.
interrupt fluency. Make a note of any mistakes to go • Ask students to read the writing task and answer any
over with the class afterwards. queries they might have about it.
• Time permitting, you may want to discuss the • Point out that the questions they need to answer will
questions more extensively as a class. help them to analyse the task.
Writing (SB pages 14-15)

Information sheet: Filling out forms
• Ask students to read the information on information 5
sheets and filling out forms. • Ask students to read the instructions and check that
• Explain to students that when they fill out a form they understand what they have to do. Elicit that they
they need to give personal information and that they need to compare their answers in 4 with those in 5.
need to understand what kind of information they need • Elicit that the form in 5 was filled out in answer to the
and how to write it. question in 4.
14

• Ask students to read the information and explain information they need to give, and also to use capital
anything they don’t understand. letters where necessary. Tell them to use the present
• They then compare their answers with the writer’s simple tense with adverbs of frequency to talk about
before checking as a class. their free-time activities and how often they do them.
• Remind them to look back at 5 for an example of a
completed form.
Time permitting, students can make brief notes

for Part 2 of their form. Monitor and help with
6
vocabulary if necessary. Make a note of any
mistakes to go over with the class afterwards.
must find the five examples of the present simple in
the model form.
• They then check their answers in pairs before Reload 1 (SB page 16)
Objectives
• To revise vocabulary and grammar from Unit 1.
Revision
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• Explain to students that there will be a review at the
end of each unit in English Download. Tell them that
Reload 1 revises the material they saw in Unit 1.
• Explain to students that they can ask you for help
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7 with the questions or refer back to the relevant
• Ask students to read the instructions and check that sections of the unit if they’re not sure about an answer.
they understand what they have to do. Elicit that they Stress that the Reload section is not a test.
must find two adverbs of frequency in the form in 5.
• Students work individually to complete the task. O
• Decide how the review will be carried out. Students
could do the vocabulary items first and then correct
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• They then check their answers in pairs before them immediately, or they could do all the items
checking as a class. together and correct them at the end.
• Give students about 20 minutes to complete the
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review. Reduce this progressively as you work through

the book.
• Tell students to answer every question. When
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checking their answers, make a note of any problem

areas in vocabulary and grammar they still have.
LANGUAGE BANK
Assign some time to deal with these areas.
• Quickly go through the words and phrases in the
Language Bank.
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Vocabulary Revision
• Explain that students can use words and phrases
from the Language Bank as well as their own phrases
Vocabulary 1
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in their forms.
• 1 and 2: Revise the words for family relationships
• Remind them to use words and phrases from all of
and family members by writing each word on the board
the sections in the Language Bank.
and asking individual students to tell you what the
word means.
8
• 3: Read out the words, one by one. Ask individual
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• Read the task out to students and explain anything

students to come to the board, write the word and tell
they don’t understand. Elicit that they must fill out a
you what it means.
form.
• Go over the Plan with the students. Remind them to
Vocabulary 2
provide all the information they need to give on the
• 1 and 2: Practise word formation. Write the nouns
form. Remind them also to use the present simple
on the board and ask students to write the verb and
tense with adverbs of frequency when they answer the
adjective forms, where they exist.
questions in Part 2.
• 3: Practise prepositions. Write these words and
• Assign the writing task for homework.
prepositions on the board: afraid, friendly, good,
interested, ready, worried, about, for, for, in, of, with.
Then ask individual students to come to the board and
match the words with the prepositions they are used
with. Ask students to give you example sentences
using the phrases. (afraid of, friendly with, good for,
DOWNLOAD interested in, ready for, worried about)
• Read out the information in the Download box. • 4 and 5: Practise collocations and expressions. Write
• Choose a student to explain the tips in his/her own make somebody and make on the board. Then read
words. out the following words, one by one, and ask students
• Tell students this box acts as a reminder for what which one they go with or if they go with neither:
they have to do when they complete their forms. a friend, a laugh, a joke, angry, cry, fun of, happy,
• Remind them to check that they understand what laugh, joke, sad, smile, surprised. (make somebody
UNIT 1 15

angry, cry, happy, laugh, sad, smile; make a friend, a
joke, fun of)
Write have on the board. Then read out the following
words, one by one, and ask students if they go with
have to form a collocation: a chat, a fun, a fight, a
laugh, coffee, fun, party, time. (have a chat, a fight, a
laugh, coffee, fun, time)
Grammar Revision
Grammar 1
Practise the present simple and adverbs of frequency.
• Read out, one by one, the uses of the present simple
(present simple – habits and things that happen
regularly; things and situations that are always
or usually true; facts and general truths) and ask
students to give you example sentences for each.
• Write the adverbs of frequency on the board (in
mixed up order). Ask students to tell you the correct
order for frequency, starting with always (always,
usually, often, sometimes, hardly ever, never).
• Ask students to tell you some time expressions
we use with the present simple. Write them on the
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board. Then ask students to give you sentences using
the present simple, adverbs of frequency and time
expressions.
Grammar 2
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Practise the present continuous.
• Read out, one by one, the uses of the present
continuous (something that is happening now, at this
moment; temporary situations) and ask students to O
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give you example sentences for each.
• Ask students to tell you some time expressions we
use with the present continuous. Write them on the
board. Then ask students to give you sentences using
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the present continuous and time expressions.

Practise stative verbs.
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• Remind students that stative verbs are used to talk

about states and not actions, and that we do not
usually use them in continuous tenses.
• Ask students to name some stative verbs. Write them
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on the board.
• Ask students for example sentences using the verbs.
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• Students are now ready to do Reload 1.

• Set a time limit and let students know every so
often how much time they have left to complete the
questions.
• Check answers as a class.
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16

2 My Space
Unit plan
Reading: multiple choice (right, wrong), reading enough of the text to make sure that the
statements say the same thing as the text or something different
Vocabulary: words related to homes, phrasal verbs, collocations & expressions, prepositions
Grammar: past simple, used to, relative pronouns
Listening: multiple matching, realising the speakers will mention the same things more than once
Speaking: choosing the best option, talking about your room, comparing the options and talking
about the option you didn’t use
Writing: note, using correct punctuation and spelling, using prepositions of place
Unit Opener (SB page 17)

• Ask students to read the title of the unit and tell you Let’s talk about it!
what they think it means (The title is ‘My Space’ which
means ‘my room’, ‘my place’, ‘the place where I spend
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my time’, etc.).
1
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DVD 2
are four questions they need to think about.
Summary of DVD 2: The video is titled ‘What is
• Read the questions and explain anything they don’t
understand.
• Students discuss the questions in pairs before
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important to you’. In it, a girl named Olivia, talks
about the important things in her life. She believes
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that family, friends and teachers play an important
discussing answers as a class.
role in shaping an individual’s life. Along with this,
she also treasures her personal space. Her room is
very important to her, as it allows her to collect her
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thoughts and spend some quality time with friends.

She is very particular about the colour scheme in her
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room and loves shades of blue, green, pink and purple.

Some of the essential decor elements in Olivia’s room
include: picture frames, posters, a comfortable sofa
and a bedside desk.
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DVD link: https://www.youtube.com/

watch?v=34f5B9rApPc
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2
need to describe their room and to say what their room
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shows about them in terms of their style and what they

enjoy doing.
• Explain anything they don’t understand.
1
must answer the questions and then do a class survey
based on their answers.
TOP TIP • Ask students to read the questions and explain
Expand the discussion about personal spaces by • Students discuss in pairs before comparing answers
bringing in pictures of different teen bedrooms as a class.
and asking students to discuss them. They can say
which they like best and also make suggestions
about how they would change some of the rooms.
UNIT 2 17

2
must choose one of the questions from 1 and expand Role play. Ask students to work in pairs and
on their answer. imagine they are in a furniture and homeware
• Students discuss in pairs before discussing as a class. shop. One student works in the shop and the other
• Monitor and help with vocabulary and grammar if is a teenager who wants to redecorate his/her
necessary. room. The teenager tells the shop assistant what
• Make a note of any mistakes to go over with the class he/she is thinking of buying; the shop assistant
afterwards. must ask questions about the teenager’s style and
interests, and then make some suggestions. Time
permitting, ask students to perform their dialogues
for the rest of the class.
5
3
they understand what they have to do. Elicit that they words are from the text and that they should find
must think about their answer before they read the them because seeing them in context will help them to
article. complete the task.
• Ask students to skim read the text and look for the • Ask students to read the words in the orange box
answer. Explain to students that they do not need and the sentences, and explain anything they don’t
to read in detail at this stage as they will have the
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understand.
opportunity to do so later. • Students work individually to complete the task.
• Students work individually to complete the task. • They then check their answers in pairs before
• They then check their answer in pairs before checking checking as a class.
as a class. • Check pronunciation by saying each of the words in
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words.
• Explain to students that in order to understand if a
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statement is right or wrong, they need to decide if the 6

sentences say the same thing as the text or something
different. Tell them they should read to the end of a
can only ask yes/no questions.
sentence before choosing their answer because the
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extra information they get could mean they have to

change their answer.
• Point out that they can ask questions using the
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present simple and the present continuous.

4
• Ask students to read the instructions and check that necessary.
they understand what they have to do. • Make a note of any mistakes to go over with the class
• Ask students to read the statements and explain afterwards.
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• Encourage students to use the tips from the

Download box when doing the task and to read enough
of the text before choosing their answers.
• Students work individually to choose the answers.
checking as a class. a-z Vocabulary 1 (SB page 20)
1
• Check pronunciation by saying each of the words
to the students and asking them to repeat after you.
Correct where necessary.
18

2
• Ask students to read the instructions and check that Grammar 1 (SB page 21)
need to ask and answer questions. Before you read the Grammar box
• Ask students to read the words in the orange box, • Revise/Introduce the different forms of the past
the example questions and answers, and explain simple (affirmative, negative, question) and short
anything they don’t understand. Elicit that the answers answers with the class. Remind them that some verbs
are the rooms from 1. are irregular in the past simple. Then elicit some time
• Students work in pairs to complete the task before expressions that are used with the tense.
checking answers as a class. • Ask students to give you some examples of the past
• Check pronunciation by saying each of the words in simple by telling you what they did yesterday.
the orange box to the students and asking them to • Revise/Introduce used to. Write the following
repeat after you. Correct where necessary. sentence on the board: I used to watch TV a lot, but
now I don’t.
• Ask a student to explain what it means (I did this in
the past, but I don’t do it now.).
1
to find and underline an example of the past simple.
Then ask them to rewrite the sentence using used to.
3 For example, They were usually small. / They used to
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• Ask students to read the instructions and check that be small.
they understand what they have to do. • Ask individual students to read out their sentences.
• Ask students to read the words in the orange box and Ask the rest of the class if the sentences with used to
the text, and explain anything they don’t understand. are correct. If not, point out the mistake and continue
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• Students work individually to complete the task. with the next student until all students have read out
• They then check their answers in pairs before their examples.
2
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repeat after you. Correct where necessary. they understand what they have to do.
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• Refer them to the grammar theory to help them

answer the question.
• Check answer as a class.
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4
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there are pairs of words which are commonly confused Read 2.1-2.2 of the Grammar Reference on pages 136-
because they have similar meanings. 137 with your students.
• Ask students to read the words and the sentences,
and explain anything they don’t understand. 3
• Students work individually to complete the task. • Ask students to read the instructions and check that
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• They then check their answers in pairs before they understand what they have to do. Remind them
checking as a class. to use the past simple and also that some verbs are
irregular in the past.
• Remind them to look for clues in the sentences, such
as time expressions.
• Encourage students to look back at the grammar
theory in order to complete the sentences.
• Students work individually to complete the
sentences.
Ask students to work in pairs. They choose one of
the rooms from 1 and describe it as fully as they
can to their partner.

UNIT 2 19

4 3
• Ask students to read the instructions and check that • Ask students to read the instructions and check that
they understand what they have to do. Elicit that they they understand what they have to do.
must use the correct form of used to and also choose • Ask students to read the dialogues and explain
a suitable verb for each sentence. Remind them to anything they don’t understand.
pay attention to the forms of used to in questions and • Tell them to look carefully at the words after the
negative sentences. preposition in order to make the correct choice.
• Ask students to read the sentences and explain • Students work individually to choose the prepositions.
anything they don’t understand. • They then check their answers in pairs before
• Students work individually to complete the task. checking as a class.
Ask students to write three gapped sentences

using the past simple and a phrasal verb from 1, a
collocation from 2 and a prepositional phrase from
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3. They then swap with a partner and complete
Ask students to write two gapped sentences
requiring the past simple and used to. Refer them
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to the grammar theory if they need help. They
then swap with a partner and complete each See photocopiable material on page 115.
other’s sentences.
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Before you read the Grammar box
• Revise/Introduce relative pronouns. Write these
sentences on the board, with the underlining, and ask
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a-z Vocabulary 2 (SB page 22) students who or what the underlined words refer to.
1 That’s the girl who/that lives next door. (the girl)
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2 Here is the bean bag which/that I bought. (the bean

1
bag)
• Tell/Remind students what a phrasal verb is (a phrase
3 The boy whose phone I found is in my class. (the boy)
that consists of a verb with a preposition or adverb
or both, the meaning of which is different from the 1
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meaning of its separate parts). • Ask individual students to come to the board. Give
• Ask students to read the instructions and check that them a relative pronoun and ask them to write a
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sentence with a relative clause. Cover all of the relative

• Ask students to read the sentences and explain pronouns in the grammar theory.
• Students work individually to circle the words. 2
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checking as a class. they understand what they have to do.

answer the question.
• Students work individually to do the task.
• They then check their answer in pairs before checking
as a class.
2
Read 2.3 of the Grammar Reference on page 137 with
your students.
checking as a class. • Ask students to read the instructions and check that
• Encourage students to look back at the examples in
the grammar theory to help them.
20

• Students work individually to complete the task. will listen to the rest of the conversation between Joe
• They then check their answers in pairs before and Helen from 1.
checking as a class. • Ask students to read the words and explain anything
they don’t understand.
• Play the recording and ask students to circle the
correct names. Then ask students to discuss their
answers with a partner and to justify any answers that
are different.
answers as a class.
4
must match the sentence parts.
• Encourage students to look back at the examples in See the recording script on page 110.
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must decide what they think Joe will buy, based on the
conversation they listened to in 2.
as a class.
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Ask students to write three sentences about their O
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home and family members. Tell them they must use
relative pronouns. Monitor and help with vocabulary
and grammar if necessary. When students are ready,
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ask them to read out their sentences.

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Extra Task (for early finishers) words.
See photocopiable material on page 115. • Explain that in the multiple-matching task, the
speakers will talk about lots of items, and that they
Listening (SB page 24) must listen carefully to all of the dialogue before they
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try to match the items with the speakers.
1
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4
• Ask students to read the instructions and check that • As this may be the first time students have
they understand what they have to do. attempted this particular exam task, allow plenty of
• Ask students to read the questions and explain time to explain the mechanics of it.
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• Play the recording and ask students to answer the they understand what they have to do.
questions. Then ask students to discuss their answers • Explain that the task involves matching different
with a partner and to justify any answers that are pieces of information.
different. • Remind them to listen to the whole dialogue before
• Play the recording again if necessary, and check they try to match the items with the speakers.
answers as a class. • Play the recording and ask students to match the
items with the speakers.
• Then ask students to discuss their answers with a
partner and to justify any answers that are different.
answers as a class.
2
they understand what they have to do. Elicit that they See the recording script on page 110.
UNIT 2 21

information from Student A, he/she must give Student
Speaking (SB page 25) A their opinion on the best option and also say why it
is the best option. In addition, Student B must explain
1 why he/she rejected the other option.) Make sure
• Ask students to read the three questions and answer students understand the mechanics of the task as it
any queries they may have about them. is quite difficult to grasp. If necessary, ask a strong
• Students work in pairs to ask and answer the questions. student to explain in L1.
• Monitor and help with vocabulary, but do not • Stress the importance of listening carefully to
interrupt fluency. Make a note of any mistakes to go Student A because the information Student B requires
over with the class afterwards. in order to do the task is provided by Student A.
• Ask each pair to ask and answer one of the questions • Remind students to use words and expressions from
and continue around the class until each pair has had the Language Bank.
a turn. • Students work in pairs to complete the task.
• Deal with any language mistakes and pronunciation • Monitor and help with vocabulary, but do not
problems that come up. interrupt fluency. Make a note of any mistakes to go
class.
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Involve students more closely in the lesson by
asking them to bring in their own materials for 4
discussion. For example, in this unit, they could • Ask students to read the instructions and check
bring photos of their rooms or pictures of rooms that they understand what they have to do. Elicit that
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they like from magazines. Student A will now play the role of Student B and vice
versa. The pictures for the task are on page 155 and the
2
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information about the options is on page 159. (Student
B needs an opinion and will use the information on
page 159 to explain the two options to Student A.
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they understand what they have to do. Student A will find out what the options are by asking
• Ask students to read the words and explain anything the questions on page 155. Student B must tell Student
they don’t understand. A four things: what the options are, how much each
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• Students work individually to complete the task. option costs, the advantages and disadvantages of
• They then compare their answers in pairs before each option. Once Student A has received all of the
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information from Student B, he/she must give Student

B their opinion on the best option and also say why it is
the best option. In addition, Student A must explain why
he/she rejected the other option.)
• Stress the importance of listening carefully to
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Student B because the information Student A requires

in order to do the task is provided by Student B.
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• Remind students to use words and expressions from
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the Language Bank.
• Students work in pairs to complete the task.
words.
• Explain to students that they have to choose between
two options and that they should use comparison to
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talk about the advantages and disadvantages of each
option before choosing one. Tell them also that they
class.
must ask their partner why they didn’t choose the
other option.
3
• As this may be the first time students have
attempted this particular exam task, allow plenty of
time to explain the mechanics of it.
• Go through the Language Bank with the students 5
and make sure they understand the phrases and how • Ask students to read the questions and explain
to use them. Ask them to look back at 2 to see how anything they don’t understand.
comparison was used. • Students work in pairs to ask and answer the questions.
• Ask students to read the instructions and check that • Monitor and help with vocabulary, but do not
they understand what they have to do. (Student A interrupt fluency. Make a note of any mistakes to go
needs an opinion and will use the information on page over with the class afterwards.
155 to explain the two options to Student B. Student • Time permitting, you may want to discuss the
B will find out what the options are by asking the questions more extensively as a class.
questions on page 25. Student A must tell Student
B four things: what the options are, how much each
option costs, the advantages and disadvantages of
each option. Once Student B has received all of the
22

Note: Using correct punctuation and spelling
• Ask students to read the information on notes and
using correct punctuation and spelling.
• Explain to students the importance of using correct
punctuation and spelling when they write. Tell them
they must remember to use a capital letter at the 4
beginning of a sentence and a full stop at the end • Ask students to read the instructions and check that
of it. Tell them also to use commas when they need they understand what they have to do. Elicit that they
to separate a list of things and before the word but. will read a note and answer questions about it.
Finally, tell them to check their work for correct • Elicit that the note in 4 has been written in answer to
spelling. the writing task in 3.
• Ask students to read the note and explain anything
1 they don’t understand.
• Ask students to read the instructions and check that • Students work individually to complete the task.
they understand what they have to do. Elicit that some • They then check their answers in pairs before
full stops and commas are missing from the note. checking as a class.
• Encourage them to look back at the writing tip if they
need help.
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5
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• Encourage them to look back at Grammar 2 on
page 23 of their Student’s Book if they need help with
2
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relative pronouns. Elicit that we use but to show a

• Ask students to read the instructions and check that contrasting idea and we use because to give the reason
they understand what they have to do. Elicit that there for something.
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are two parts to the task. First, they must find and • Students work individually to complete the task.
correct four spelling mistakes. Then they must change • They then check their answers in pairs before
lower-case letters to capital letters where necessary. checking as a class.
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• Encourage them to look back at the writing tip if they

need help.
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6
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must look at the notes in 4 and 2 in order to find the
prepositions of place.
• Go through the prepositions and make sure students
understand what each one means by showing you the
spatial relationships with items on their desks.
3
that they understand what they have to do. Elicit
that they have to read the task and answer the
questions about it.
• Ask students to read the writing task and answer any
queries they might have about it.
• Point out that the questions they need to answer will 7
help them to analyse the task. • Ask students to read the instructions and check that
• Students work individually to complete the task. they understand what they have to do. Elicit that they
• They then check their answers in pairs before must use the prepositions of place from 6 to complete
checking as a class. the text.
UNIT 2 23

• Ask students to read the text and explain anything • Decide how the review will be carried out. Students
they don’t understand. could do the vocabulary items first and then correct
• Students work individually to complete the task. them immediately, or they could do all the items
• They then check their answers in pairs before together and correct them at the end.
checking as a class. • Give students about 20 minutes to complete the
the book.
Vocabulary Revision
LANGUAGE BANK
Vocabulary 1
• Quickly go through the words and phrases in the
• 1 and 2: Revise the rooms of the house and
Language Bank.
the items by writing the four rooms on the board
(bathroom, bedroom, kitchen, living room). Then read
out the items that are normally found in these rooms,
in their notes.
one by one, and ask students to tell you which room
they belong in.
• 3: Revise the items in the bedroom by reading them
out, one by one, and asking individual students to
8
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come to the board, write the word and say what it is.
• 4: Write the pairs of words on the board (live/stay,
they don’t understand. Elicit that they must write a
house/home, ceiling/roof). Then ask individual students
note.
to tell you how they differ (live is a permanent
• Go over the Plan with the students.
situation whereas stay is temporary; a house is a
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• Remind them to begin and end their note
separate building whereas a home can be any place
appropriately, and to answer the two questions in the
where someone lives, eg a flat; a ceiling is inside a
main paragraph.
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house whereas a roof is outside, on the top).
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Vocabulary 2
• 1: Practise phrasal verbs. Ask individual students the
following questions.
1 When do you get up? (at 7 o’clock, etc)
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2 When do you sleep in? (on Saturday/Sunday, during

DOWNLOAD the holidays)
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• Read out the information in the Download box. 3 Who tidies up your room? (me, my mum, etc)
• Choose a student to explain the tips in his/her own 4 Where did your parents grow up? (in this town, etc)
words. 5 When do you turn on the lights? (when it’s dark, etc)
• Remind students to use prepositions of place to say 6 What do you do when you stay in? (watch TV, etc)
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where things are. 7 When do you call someone back – before or after
• Remind them also to use linking words and relative they call you? (after)
pronouns to make their sentences longer. 8 What do you do when your friends drop by? (play
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• Remind them to use correct punctuation and to check video games, watch TV, etc)
their spelling. • 2: Practise collocations and expressions. Write two
lists of words on the board and ask students to match
them to form the collocations: your bed, a call, the
dishes, the laundry, a call, a photo / charge, do, do,
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make, make, take. (make your bed, make a call, do

Time permitting, students can write down the dishes, do the laundry, charge a phone, take a
some ideas about their fictional new house and photo)
bedroom. Monitor and help with vocabulary if • 3: Practise prepositions. Write these words and
necessary. Make a note of any mistakes to go over prepositions on the board: accident, control, home,
with the class afterwards. a hurry, the phone, sale / at, by, for, in, on, under.
Then ask individual students to come to the board and
match the words with the prepositions they are used
with. Ask students to give you example sentences
Reload 2 (SB page 28) using the phrases. (by accident, under control, at
home, in a hurry, on the phone, for sale)
Objectives
Grammar Revision
Grammar 1
Revision
Practise the past simple.
• Tell students that Reload 2 revises the material they
• Write the following prompts on the board and ask
saw in Unit 2.
individual students to come to the board and write
them as sentences using the past simple.
with the questions or refer back to the relevant
1 Kathy / buy / a bean bag / yesterday (Kathy bought
sections of the unit if they’re not sure about an answer.
a bean bag yesterday.)
Stress that the Reload section is not a test.
24

2 Stan / not find / his phone / last week (Stan didn’t
find his phone last week.)
3 you / go / to school / today / ? (Did you go to
school today?)
Practise used to.

• Write the following prompts on the board and ask
individual students to come to the board and write
them as sentences using the correct form of used to.
1 Mary / not have / her own room (Mary didn’t use to
have her own room.)
2 I / live / in London (I used to live in London.)
3 Ben / watch TV / a lot / ? (Did Ben use to watch TV
a lot?)
Grammar 2
Practise relative clauses.
• Write these gapped sentences on the board and ask
students to complete them with the correct relative
pronoun.
1 This is the chair ____ I want to buy. (that/which)
2 Gina is the girl ____ lives in my street. (who/that)
3 Marcus is the boy ____ father builds houses.
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(whose)
• Students are now ready to do Reload 2.

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questions.
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UNIT 2 25

1 Progress Review (SB pages 29-30)
Objectives (bathroom: bathtub, shower, towels / bedroom:

• To revise vocabulary and grammar from Units 1 blankets, pillows, sheets, wardrobe / living room:
and 2. coffee table, sofa, TV / kitchen: glasses, plates, sink)
Revision Revise words for bedroom items.

• Tell students that Progress Review 1 revises the • Unit 2, Vocabulary 1, Exercise 3: Write the first letter
material they saw in Units 1 and 2. and then dashes for each of the words on the board (b
• Explain to students that they can ask you for help _ _, b _ _ _ _ _ _ _, c _ _ _ _, d _ _ _ _ _, f _ _ _ _ _
with the questions or refer back to the relevant _ _ _, g _ _ _ _ _, l _ _ _ _ _, r _ _ _). Then read out
sections of the units if they’re not sure about an the following sentences, one by one, and ask students
answer. Stress that the Progress Review section is not to complete the words.
a test. 1 You can make music with this. (guitar)
• Decide how the Progress Review will be carried out. 2 You sit on this when you study. (chair)
Students could do the vocabulary items first and then 3 You sleep in this. (bed)
correct them immediately, or they could do all the 4 You open this and put things in it. (drawer)
items together and correct them at the end. 5 You can take this computer with you. (laptop)
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• Give students about 40 minutes to complete the 6 You can put lots of books in this. (bookcase)
review. Reduce this progressively as you work through 7 The chairs and beds, etc that you put in a house.
the book. (furniture)
• Tell students to answer every question. 8 The place in the house that is yours. (room)
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• When checking their answers, make a note of any
problem areas in vocabulary and grammar they still Revise easily confused words.
have. Assign some time to deal with these areas. • Unit 2, Vocabulary 1, Exercise 4: Write the words on
Vocabulary Revision O
the board (live, stay, house, home, ceiling, roof). Then
read out the following questions, one by one, and ask
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individual students to answer them.
Revise family words. 1 Which is a separate building? (house)
• Unit 1, Vocabulary 1, Exercises 1 and 2: Write the 2 Which means to be somewhere for a short time?
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following words on the board and ask students to (stay)

tell you what they mean: mother, father, parents, 3 Which is on top of a building? (roof)
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child, son, daughter, brother, sister, grandmother, 4 Which is a flat an example of? (home)
grandfather, grandma, grandpa, grandparents, 5 Which is inside a building? (ceiling)
grandson, granddaughter, grandchild, aunt, uncle, 6 Which means to be somewhere permanently? (live)
cousin, husband, wife, Mr, Mrs, surname, married.
Revise word formation.
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Revise people words. • Unit 1, Vocabulary 2, Exercises 1 and 2: Copy Table

• Unit 1, Vocabulary 1, Exercise 3: Write the words on A below onto the board, without the words in brackets,
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the board (group, guest, guy, neighbour, pen friend, and ask students to fill in the word forms. Then ask
teenager) and then read out the following sentences, students to give you sentences using the words from
one by one, and have students match them to the the table.
words.
1 You write to this person because he/she lives far TABLE A
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away. (pen friend) Verb Noun Adjective

2 These are more than two people together. (group)
3 This is a person between the ages of 13 and 19. - friend (friendly)
(teenager) - (happiness) happy
4 This person lives in your street, very close to your
interest (interest) (interesting) /
house. (neighbour) interested
5 This is another word for ‘boy’ or ‘young man’. (guy)
6 This person visits or stays at your house for a short - (activity) active
time. (guest) - health (healthy)
- neighbour / -
Revise rooms and things in your house. (neighbourhood)
• Unit 2, Vocabulary 1, Exercises 1 and 2: Write the
names of the rooms on the board in four columns marry (marriage) (married)
(bathroom, bedroom, living room, kitchen). Ask live (life) -
individual students to come to the board. Then read
out the following words, one by one, and have the Revise prepositions.
students write them in the correct column (bathtub, • Unit 1, Vocabulary 2, Exercise 3: Write these
blankets, coffee table, glasses, pillows, plates, sheets, prepositions and sentence stems on the board. Ask
shower, sink, sofa, towels, TV, wardrobe). students to complete the prepositional phrases and
26

then to complete the sentences in their own words. 1 Ben / often / be / late (Ben is often late.)
(about, for, for, in, of, with) 2 it / rain / always / in winter (It always rains in
1 I’m afraid ____ … (of) winter.)
2 Friends are good ____ you because … (for) 3 you / live / in / big house / ? (Do you live in a big
3 I’m worried ____ … (about) house?)
4 I’m friendly ____ … (with) 4 they / not work / in London (They don’t work in
5 I’m interested ____ … (in) London.)
6 I’m ready ____ … (for) 5 Mary / usually / watch TV / in the evening (Mary
• Unit 2, Vocabulary 2, Exercise 3: Write the following usually watches TV in the evening.)
gapped sentences on the board and ask students to
complete them with the correct prepositions. Only Revise present continuous and stative verbs.
write the prepositions on the board if students struggle • Write these sentences on the board. Ask individual
to complete the sentences on their own. students to come to the board and complete them
1 Max is ____ the phone. (on) with the present simple or the present continuous
2 I’m not ____ home at the moment. (at) depending on whether the verb is stative or active.
3 I dropped the glass ____ accident. (by) 1 You ____ (look) very happy today. (look)
4 Is your house ____ sale? (for) 2 What ____ (Tom/look) at outside? (is Tom looking)
5 Be quick! I’m ____ a hurry. (in) 3 He ____ (know) the answer. (knows)
6 I have everything ____ control. (under) 4 Wendy ____ (have) red hair and blue eyes. (has)
5 We ____ (have) dinner right now. (are having)
Revise collocations and expressions. 6 She ____ (not have) a car. (doesn’t have)
• Unit 1, Vocabulary 2, Exercises 4 and 5: Write these 7 Yes, of course. I ____ (see) what you mean. (see)
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words on the board in two columns and ask students to 8 Harry ____ (see) the dentist at the moment. (is
match them. seeing)
1 make somebody
2 make Revise past simple.
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3 have • Write these gapped sentences on the board. Ask
A a chat, a fight, a laugh, coffee, fun, time individual students to complete them with the verbs
B angry, happy, sad, cry, laugh, smile given in the past simple.
C fun of, a friend, a joke
(1B, 2C, 3A) O 1 I ____ (ride) my bike yesterday. (rode)
2 Tina ____ (not know) the answer. (didn't know)
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• Unit 2, Vocabulary 2, Exercise 2: Write these 3 When the teacher ____ (come) in, we all ____
sentences on the board and ask students to choose the (stand) up and ____ (say) ‘hello’. (came, stood, said)
correct words. 4 Lucy ____ (not take) the photo. (didn’t take)
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1 When do you do / make your bed? (make) 5 ____ (you/find) your phone? (Did you find)
2 Oh, no! I forgot to charge / fill my phone! (charge) 6 Mum ____ (go) to the shops every morning. (went)
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3 Who made / took this photo? (took)

4 Can you please do / make the dishes? (do) Revise used to.
5 Excuse me. I have to do / make a call. (make) • Write these prompts on the board. Ask individual
6 I never do / make the laundry! (do) students to come to the board and write sentences
using used to.
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Revise phrasal verbs. 1 we / go / to France / every year (We used to go to

• Unit 2, Vocabulary 2, Exercise 1: Write these phrasal France every year.)
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verbs on the board. Then write these gapped sentences 2 I / not walk / to school (I didn’t use to walk to
and ask students to complete them with the correct school.)
form of the phrasal verb. 3 your room / have / pink walls / ? (Did your room
call you back, drop by, get up, grow up, sleep in, stay use to have pink walls?)
in, tidy up, turn on 4 Sandy / not play / video games (Sandy didn’t use to
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1 My grandparents ____ in Italy. (grew up) play video games.)

2 It’s dark. Can you ____ the lamp? (turn on) 5 my father / live / on a farm (My father used to live
3 I can’t talk now, but I can ____ later. (call you on a farm.)
back) 6 you / like / Justin Bieber / ? (Did you use to like
4 They had no money, so they decided to ____ last Justin Bieber?)
night. (stay in)
5 Tim ____ my house yesterday. (dropped by) Revise relative pronouns.
6 What time do you ____ in the morning? (get up) • Write these gapped sentences on the board and ask
7 Let’s ____ the living room before Mum comes students to complete them with the correct relative
home. (tidy up) pronoun who, that, which or whose. Remind them that
8 I ____ every Sunday morning – and it’s great! sometimes more than one answer is possible.
(sleep in) 1 The house ____ he bought is very nice. (which/that)
2 That’s the girl ____ I met at the beach. (who/that)
Grammar Revision 3 Gary is the boy ____ sister is in my class. (whose)
Revise present simple and adverbs of frequency. • Students are now ready to do Progress Review 1.
• Write these prompts on the board. Ask individual • Set a time limit and let students know every so
students to come to the board and write sentences often how much time they have left to complete the
using the present simple. questions.

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3 Sporty Stuff
Unit plan
Reading: missing sentences, identifying the answer choice which is the best reply to each question
Vocabulary: words related to sports, word formation, phrasal verbs, collocations & expressions
Grammar: past continuous, countable & uncountable nouns, articles
Listening: note taking, knowing your numbers and writing them correctly
Speaking: comparing photos, talking about sports, describing objects and actions
Writing: email, beginnings and endings, using the correct verbs to talk about sports and writing
times correctly

• Ask students to read the title of the unit and tell you
what they think it means (The title is ‘Sporty Stuff’
which means ‘things to do with sport’, ‘things about
sport’, etc.).
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1
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are three questions they need to think about.
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• Students discuss the question in pairs before

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3
• Students discuss the questions in pairs before TOP TIP
• Once answers have been checked, check Make the most of topics that students are familiar
pronunciation by saying each of the words in the with. In this unit, the topic is sport. Students could
orange box to the students and asking them to repeat be asked to do a project on their favourite team
after you. Correct where necessary. or athlete. It could include pictures and a fact
file with information about the team or athlete’s
history and successes.
Let’s talk about it!
UNIT 3 29

DVD 3 • Ask students to read the information in Download.
Summary of DVD 3: The video is titled ‘Snookball’. • Choose a student to explain the tip in his/her own
It introduces students to the new sport of snookball, words.
which is played like snooker, but with the legs instead • Explain to students that in this task, the missing
of the hands, which hold a cue in snooker. sentence is often a reply to a question. Tell them
they should try to think of a logical reply on their own
DVD link: https://www.youtube.com/ and then to look at the options and choose the best
watch?v=sMGVYsgpOlI answers.
4
must choose between two answer options for each
question.
Reading (SB pages 32-33) • Remind students to think about logical replies and
then to look at the options.
1 • Students work individually to fit the sentences to the
• Ask students to read the instructions and check that gaps.
they understand what they have to do. • They then check their answers in pairs before
• Ask students to read about the sports and explain checking as a class.
• Students work in pairs before checking answer as a
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class.
• Once the answer has been checked, ask students if
they would like to try the real sport or either of the
fictional sports.
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• Ask students to read the names of the sports and

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• Students work in pairs before checking answers as a

class.
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• Ask students to read the sentences and the

meanings, and explain anything they don’t
understand.
3 • They then check their answers in pairs before
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• Ask students to read the instructions and check that checking as a class.
must think about their answer and work with a partner
to write a short description of the sport before they
read the article.
• Ask students to skim read the text and look for the
answer. Explain to students that they do not need
to read in detail at this stage as they will have the 6
opportunity to do so later. • Ask students to read the instructions and check that
• Students work individually to complete the task. they understand what they have to do. Elicit that the
• They then check their answer in pairs before checking names of the sports must be in English.
as a class. • Students work in pairs to complete the task.
• When the time is up, ask students to swap papers
with another pair. Each pair then reads out the
answers and the class tallies the results to find the
winner.
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• Explain to students what a missing-sentence task
involves.
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Ask students to work in pairs and come up with
a new sport. They must give it a name, describe
where and how it is played, and say how many
players are needed to play the game. Take a class 4
vote at the end to see which fictional sport is the • Ask students to read the instructions and check that
most popular. they understand what they have to do. Explain that the
pairs of verbs could be confused because they have
similar meanings.
a-z Vocabulary 1 (SB page 34) • Ask students to read the sentences and explain
• Ask students to read the instructions and check that checking as a class.
equipment refers to the balls and that they must match
them to the sports in the orange box.
• Ask students to read the sports and explain anything
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• Once answers have been checked, check
pronunciation by saying each of the words in the
orange box to the students and asking them to repeat
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after you. Correct where necessary.
OAsk students to use the verbs from 4 to write a

few sentences about a sport they play or a match
they’ve watched recently.
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2 See photocopiable material on page 116.

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• Ask students to read the words in the orange box and Grammar 1 (SB page 35)
the text, and explain anything they don’t understand.
• Students work individually to complete the task. Before you read the Grammar box
• They then check their answers in pairs before • Revise/Introduce the different forms (affirmative,
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checking as a class. negative, question) and short answers of the past

• Once answers have been checked, check continuous.
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pronunciation by saying each of the words in the • Explain that we form it in a similar way to the
orange box to the students and asking them to repeat present continuous, but in the case of the past
after you. Correct where necessary. continuous we use the past tense of to be, ie was and
were.
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1
• Ask students to look back at the task in 4 in Reading
and to find and underline the example of the past
continuous (I was watching TV and there was a
programme about it.).
• Ask individual students the following questions.
3 1 What were you doing at 8 o’clock last night?
• Ask students to read the instructions and check that 2 Were you doing your homework at 8 o’clock this
they understand what they have to do. Elicit that they morning?
must decide if the words in the orange box are sports, 3 What were you doing at 3 o’clock in the afternoon
equipment or people and then write them in the correct last Saturday?
column. 4 Were you sleeping at midnight last night?
• Ask students to read the words in the orange box and
explain anything they don’t understand. 2
• Students work individually to complete the task. • Ask students to read the instructions and check that
• They then check their answers in pairs before they understand what they have to do. Refer them to
checking as a class. the grammar theory (especially the third bullet point)
• Once answers have been checked, check to help them answer the questions.
pronunciation by saying each of the words in the • Check answers as a class.
UNIT 3 31

the table to the students and asking them to repeat

your students.
3
anything they don’t understand. 2
• Remind them to be careful with spelling when they • Ask students to read the instructions and check that
write the –ing forms of the verbs. they understand what they have to do. Elicit that they
• Students work individually to complete the sentences. must complete the sentences with some of the words
• They then check their answers in pairs before from the table in 1.
checking as a class. • Ask students to read the sentences and explain
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• Tell them to look for clues in the sentences that will
show them what kind of word they need in the gap (verb,
noun or adjective) before they choose their answer.
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decide which of the two words to use.
• Students work individually to complete the sentences.
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they understand what they have to do (match the

phrasal verbs in bold with their meanings).
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or both, the meaning of which is different from the
meaning of its separate parts).
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• Before students do the task, ask them to cover
column a-f and see if they can work out the meanings
of the phrasal verbs by looking at them.
Ask students to write a gapped sentence requiring • Ask students to read the meanings and explain
the past simple and past continuous. Refer them anything they don’t understand.
to the grammar theory if they need help. When • Students work individually to complete the task.
students are ready, they may swap with a partner • They then check their answers in pairs before
to complete their sentences. checking as a class. Ask if any of the meanings they
came up with were correct.

a-z Vocabulary 2 (SB page 36)

4
• Ask students to read the instructions and check that they understand what they have to do.
they understand what they have to do. Explain that • Ask students to read the dialogues and explain
some of the sets do not have a verb form and that one anything they don’t understand.
does not have an adjective form. • Students work individually to complete the task.
32

checking as a class. • Read through the grammar theory with the class.
• Write the following sentences on the board.
• Ask individual students to come to the board and
tell you which nouns are countable and which are
uncountable.
1 I love basketball and I follow two NBA teams.
(uncountable – basketball; countable – teams)
2 The athlete drank a litre of milk. (countable –
athlete, litre; uncountable – milk)
• Ask students to write two gapped sentences that
require articles (or no article). They must swap with a
partner and try to complete their partner’s sentences
with the correct article.
• They may look at the sentences in the grammar
Ask students to write three gapped sentences, theory to help them. Check the students’ sentences to
one each requiring a word from the table in 1, make sure they understand fully before moving on to 2.
a phrasal verb from 3 and a collocation from 4.
Then students swap with a partner and complete 2
each other’s sentences. Monitor and help with • Ask students to read the instructions and check that
vocabulary and grammar. they understand what they have to do. Refer them
to the grammar theory to help them complete the
sentence.
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Extra Task (for early finishers) • Students work individually to do the task.
See photocopiable material on page 116. • They then check their answers in pairs before
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• Revise/Introduce countable and uncountable nouns.
Explain that we can count countable nouns (eg one
pen, two pens), but we can’t count uncountable nouns
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(eg love, enjoyment, etc). Draw a table on the board 138 with your students.
with two headings, Countable and Uncountable. Ask
students to give you nouns and to say which heading 3
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they go under in the table. • Ask students to read the instructions and check that
• Revise/Introduce articles. Copy Table A below onto they understand what they have to do.
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the board, making sure the columns are wide enough • Ask students to read the words and explain anything
for full sentences. they don’t understand.
• Explain that a and an are indefinite articles and • Encourage students to look back at the grammar
they are used here because the writer talks about the theory for help.
documentary and the athlete for the first time. Then • Students work individually to complete the task.
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explain that the is a definite article and is used by the • They then check their answers in pairs before
writer when he talks about the athlete a second time. checking as a class.
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Explain, also, that we use a and an to describe someone

or something with the verb to be and an adjective
(was a fantastic footballer). Finally, explain that we use
no articles at all when we are speaking generally. Tell
students that we do not use articles with certain nouns,
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such as places, languages, days of the week, sports, 4

school subjects and meals, among others. • Ask students to read the instructions and check that
• Ask students to write four sentences like the ones in the they understand what they have to do. Make sure they
table. Help with vocabulary and grammar if necessary. understand that for some items, no article will be needed.
When they have finished, ask individual students to come • Ask students to read the sentences and explain
up and write their sentences on the board. anything they don’t understand.
TABLE A
a an the no article
I watched a documentary. It was about an athlete. The athlete was a Sport is great!
fantastic footballer.
UNIT 3 33

3
• Play the recording and ask students to write their
answers as a class.
Ask students to think of their own countable and
uncountable nouns, and to write them down, as in
3. They then swap with a partner and decide if the
nouns are countable or uncountable. Tell students to
look through the lessons they have already covered
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so far (including Units 1 and 2) if they need ideas.
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Listening (SB page 38) O

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1 • Choose a student to explain the tip in his/her own
• Ask students to read the instructions and check that words.
they understand what they have to do. • Explain that in note-taking listening tasks, they may
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• Ask students to read the words in the orange box have to write a number, and that they need to know
and the sentences, and explain anything they don’t how to write numbers correctly. Point out that they can
understand. write the numbers in words or in figures, but stress
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• Check pronunciation by saying each of the words in that figures take less time to write.
repeat after you. Correct where necessary. 4
• Students work individually to complete the sentences. • Ask students to read the instructions and check that
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• They then check their answers in pairs before they understand what they have to do.
checking as a class. • Take a bit of extra time to explain the task to
students. Tell them that in this task they will hear a
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single speaker (monologue) talking about something

and that they will have to complete the notes based
on what the speaker says. Tell them that each gap in
the note requires only one or two words, and that the
words are exactly as they hear them, ie they will not
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need to paraphrase in any way.

2 they don’t understand.
• Ask students to read the instructions and check that • Remind them to be careful when they write the
they understand what they have to do. Elicit that they numbers and that they can write them as words or
must write down the numbers in figures and then listen figures.
to check their answers and say the numbers. • Play the recording and ask students to complete the
• Ask students to read the numbers and explain questions. Then ask students to discuss their answers
anything they don’t understand. with a partner and to justify any answers that are
• Remind students what hundred, thousand and million different.
mean. • Play the recording again if necessary, and check
• Make sure students understand that we use ‘and’ answers as a class.
before the final number in numbers greater than one
hundred (eg 101 = one hundred and one; 23,505 =
twenty-three thousand, five hundred and five).
• Students work individually to write the numbers as
figures.
• Ask individual students to come to the board and
write the numbers as figures. Check answers.
• Play the recording for students.
• Students listen and repeat.
See the recording script on pages 110-111.
34

them to describe alternate photos, so Student A can
Speaking (SB page 39) describe photos A and C, while Student B can describe
photos B and D.
1 • Monitor and help with vocabulary, but do not
• Ask students to read the three questions and answer interrupt fluency. Make a note of any mistakes to go
any queries they may have about them. over with the class afterwards.
• Students work in pairs to ask and answer the questions. • Ask individual students to describe the photos.
• Monitor and help with vocabulary, but do not • Time permitting, repeat until all students have had a
interrupt fluency. Make a note of any mistakes to go turn.
• Ask each pair to ask and answer one of the questions
and continue around the class until each pair has had
a turn.
• Deal with any language mistakes and pronunciation
problems that come up.
4
• Students work in pairs to ask and answer the
questions.
TOP TIP over with the class afterwards.
• Time permitting, you may want to discuss the
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Make the most of the photographic material questions more extensively as a class.
available in the Student’s Book by using it for
Speaking practice. For example, in this unit,
students could be asked to compare the picture of
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the girl playing snooker on page 37 of the Student’s
Book, with the picture of Usain Bolt on page 38.
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they understand what they have to do. Elicit that we Email: Beginnings and endings
use There is to talk about singular nouns and There • Ask students to read the information on emails and
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are to talk about plural nouns. Explain that we use the beginnings and endings.
present continuous to describe actions because we see • Explain to students that an email to a friend should
them happening at the moment we are speaking. be friendly in tone and that they can use appropriate
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• Ask students to read the descriptions and explain expressions at the beginning of their emails and at the
anything they don’t understand. end, to sound friendly.
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• Ask students to read the expressions in the orange
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box and explain anything they don’t understand.

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words.
• Explain that they should use There is and There are
when they describe what they can see in a photo, and
that they should use the present continuous to describe
2
actions because it is as though they are watching the
action right now.
have to read the task and answer the questions about it.
3
• Point out that the questions they need to answer will
• Go through the Language Bank with the students and
help them to analyse the task.
make sure they understand the phrases and how to
use them. Ask them to look back at 2 to see how the
phrases were used.
• Students work in pairs to describe the photos. Tell
UNIT 3 35

LANGUAGE BANK
• Go through the words and phrases in the Language
Bank.
in their emails.
3
• Ask students to read the instructions and check that 6
they understand what they have to do. Elicit that they • Read the task out to students and explain anything
will read an email and answer questions about it. they don’t understand. Elicit that they must write an
• Elicit that the email in 3 has been written in answer email.
to the writing task in 2. • Go over the Plan with the students.
• Ask students to read the email and the questions, • Remind them to begin and end their email appropriately,
and explain anything they don’t understand. and to write about the three specific points.
• Students work individually to complete the task. • Assign the writing task for homework.
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• Read out the information in the Download box.
words.
• Remind students to begin and end their emails in a
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friendly way, and to use appropriate beginnings and
endings to do this. Remind them also to use the correct
verbs to talk about sports and to write times correctly.
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they understand what they have to do. Elicit that we
can use verbs other than play to talk about sports.
• Ask students to read the explanations and explain Time permitting, students can write down some
anything they don’t understand. ideas about the sports and activities at the
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• Go through the explanations again, one by one, with summer camp. Monitor and help with vocabulary if
the class and ask students to give you an example of necessary. Make a note of any mistakes to go over
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sports that go with the verbs play, go and do. with the class afterwards.
• Make sure they understand which sports to use with
the different verbs before they attempt the task.
Reload 3 (SB page 42)
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Objectives
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Revision
saw in Unit 3.
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5 with the questions or refer back to the relevant
• Ask students to read the instructions and check sections of the unit if they’re not sure about an answer.
that they understand what they have to do. Elicit that Stress that the Reload section is not a test.
they must look at the clock and then complete the • Decide how the review will be carried out. Students
sentences by writing the correct times. could do the vocabulary items first and then correct
• Go through the different times on the clock and make them immediately, or they could do all the items
sure students understand how to use past and to. Ask together and correct them at the end.
them what time it is at the moment. • Give students about 20 minutes to complete the
• Ask students to read the sentences and explain review. Reduce this progressively as you work through
anything they don’t understand. the book.
• Students work individually to complete the task. • Tell students to answer every question. When
• They then check their answers in pairs before checking their answers, make a note of any problem
checking as a class. areas in vocabulary and grammar they still have.
Vocabulary Revision
Vocabulary 1
• 1: Revise the sports by writing them on the board
(table tennis, handball, football, American football,
36

basketball, volleyball) and asking different pairs of Practise articles.
students to come to the front of the class and mimic • Write these sentences on the board and ask students
the actions of playing the sports. to complete them with a, an, the or -.
• 2: Revise the words by reading them out, one by 1 My favourite sport is ____ football. (-)
one, and asking individual students to come to the 2 I watched ____ match today. ____ match was
board, write the word and say what it is (sports centre, exciting! (a, The)
runner, coach, race, first place, gold medal, champion, 3 Max is skiing in ____ Alps. (the)
stadium). 4 Mike is ____ basketball player. He plays in ____
• 3: Revise the words by writing them on the board United Sates. (a, the)
and asking individual students to choose a word and 5 Can you meet me on ____ Monday for ____ lunch?
say what it is (badminton, bathing suit, bicycle, boat, (-, -)
captain, cricket, fan, gymnast, referee, rugby, sailing,
surfboard). • Students are now ready to do Reload 3.
• 4: Revise the verbs by writing two lists on the board • Set a time limit and let students know every so
and asking students to match them. Point out that one often how much time they have left to complete the
of the words in the list goes with two of the verbs: questions.
catch, give, race, score, throw, win / a red card, a car, • Check answers as a class.
a game, a goal, a ball (catch/throw a ball, give a red
card, race a car, score a goal, win a game)
Vocabulary 2
• 1 and 2: Practise word formation. Copy the table
from page 36 of the Student’s Book on the board and
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write all of the nouns. Ask students to write the verb
and adjective forms, where they exist.
• 3: Practise phrasal verbs. Ask students the following
questions.
1 What food should you give up to be healthy? (junk
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food, sweets, etc)
2 What can you fill up? (a bottle, a box, etc)
3 What time did you show up for your lesson? (half
past three, etc) O
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4 Can you catch up with Usain Bolt in a race? (no)
5 What can you take up to become fit? (a sport, etc)
6 Will you get up at the end of the lesson? (yes)
• 4: Practise collocations and expressions. Write two lists
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on the board and ask students to match the words to form

the collocations: do, get, have, pay, take / attention, a
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break, your best, a drink, upset (do your best, get upset,
have a drink, pay attention, take a break)
Grammar Revision
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Grammar 1
Practise the past continuous.
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1 I was eating my dinner at seven o’clock last night.
2 They were running while we were sitting on the
grass.
3 Tom was watching the match on TV when his friend
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rang him.
4 It was a terrible day! It was raining and the birds
weren’t singing.
Ask students to tell you which sentence sets the
scene in a story (4); talks about an action that
was in progress in the past that was interrupted by
another action (3); an action that was in progress at
a particular time in the past (1); two or more actions
happening at the same time in the past (2).
Grammar 2
Practise countable and uncountable nouns.
• Revise countable and uncountable nouns by
drawing two columns on the board titled Countable
and Uncountable. Ask students to copy it into their
notebooks. Read out these nouns, one by one, and
ask students to put them in the correct column: water
(U), helmet (C), bread (U), cycling (U), runner (C),
champion (C), milk (U), tennis (U), game (C).
• Ask students to give you sentences with countable
and uncountable nouns. Remind them to use singular
verbs with uncountable nouns.
UNIT 3 37

4 Entertain me!
Unit plan
Reading: related texts, eliminating answers which are definitely wrong
Vocabulary: words related to entertainment, word formation, phrasal verbs, prepositions
Grammar: present perfect simple: have been & have gone, time expressions
Listening: multiple choice (pictures), making sure you choose the picture that answers the question
correctly
Speaking: discussion and decision making, talking about different kinds of entertainment, giving your
opinion and agreeing or disagreeing with your partner’s opinion
Writing: note, saying thank you for a gift, saying why you liked the gift, using the present perfect
simple to give some news
Unit Opener (SB page 43) • Monitor and help with vocabulary and grammar if
• Write popcorn and 3D glasses on the board. Then necessary.
ask students to look at the picture and tell you what • Make a note of any mistakes to go over with the class
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they can see (popcorn and 3D glasses to suggest afterwards.
watching TV). • When students are ready, ask them for their answers.
• Ask students to read the title of the unit and say how • Time permitting, individual students can tell the class
it relates to the pictures (The title is ‘Entertain me!’ about their partner.
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and the picture suggests watching TV, which is a form
of entertainment.).
• Ask them if they have ever watched a film in 3D and
if they have, ask them if they enjoyed it.
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1
• Ask students to read the names of the TV
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programmes in the orange box and explain anything

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• Time permitting, individual students can tell the class

about their partner.
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2
must think of programmes on TV that are examples of
the different genres in 1.
necessary.
afterwards.
• When students are ready, ask them for their answers.
• Time permitting, ask all the pairs to tell the class the
examples they came up with. TOP TIP
Take full advantage of the picture on the opening
page. In this unit, ask students to use their
imagination and say what they think is on TV.
They can use the vocabulary for different kinds of
TV programmes from 1 and the programmes they
3 discussed in 2 and 3. Ask them to justify their
• Ask students to read the instructions and check that answers.
38

Let’s talk about it! • They then check their answer in pairs before checking
as a class.
DVD 4 DOWNLOAD
Summary of DVD 4: The video is titled ‘An Outlook to • Ask students to read the information in Download.
the Future of TV’. It’s a story about the history and • Choose a student to explain the tip in his/her own
development of TV – how it began in the 1930s in words.
black and white, then colour in the 1950s, and digital • Explain to students that one way to approach
in the 2000s. Digital allows TV to be viewed anywhere multiple-choice questions is to cross out the answer
and not only on TV sets. We are now able to watch TV options that they think are obviously wrong. Once they
on our computers and smartphones. do this, they can then focus on the remaining options
to find the correct answer.
DVD link: https://www.youtube.com/watch?v=zK__
oXA2tNA 4
questions are about both articles.
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• Encourage students to use the tips from the Download
box when doing the task and to cross out the answer
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options that they think are obviously wrong and focus
Reading (SB pages 44-45) on the remaining options to find the correct answer.
• Students work individually to answer the questions.
1
• Ask students to read the instructions and check O
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‘have in common’ means to share a similar quality or
characteristic.
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• Ask students to read the items and tell you what they
mean. Explain any that they do not know.
• Check pronunciation by saying each of the items
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to the students and asking them to repeat after you.

Correct where necessary.
• Students work in pairs to complete the task, but
check the answer as a class.
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2
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• Students discuss the items in pairs.
necessary.
afterwards.
• When students are ready, they can tell the class
about their partner. Students work in pairs. Ask them to imagine they
are taking part in Screen-Free Week and to tell
their partner how they feel about it, what activities
they are doing, what they like and dislike about it.
3 5
they understand what they have to do. Elicit that they they understand what they have to do. Elicit that the
must think about their answer before they read the words in bold belong in other sentences.
articles. • Explain that the words in bold form collocations with
• Ask students to skim read the texts and look for the words after them.
the answer. Explain to students that they do not need • Ask students to read the sentences and explain
to read in detail at this stage as they will have the anything they don’t understand.
opportunity to do so later. • Students work individually to complete the task.
UNIT 4 39

they understand what they have to do. Explain that
the words in each question are connected by the same
theme or topic.
• Ask students to read the words and the sentences,
6 • Check pronunciation by saying each of the words
• Ask students to read the instructions and check that to the students and asking them to repeat after you.
they understand what they have to do. Elicit that they Correct where necessary.
will play a guessing game in which they must describe
a TV programme to their partner without mentioning
its name.
• Refer them back to the Opener on page 43 for the
different types of TV programmes listed in 1.
necessary.
afterwards.
• When students have finished, ask them to describe
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their TV programme for the class to guess.
Books closed. Ask students to work in pairs. Read
out the first part of a compound noun from 1; the
students must write down the word you say and
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the second part of the compound noun. Continue
until all eight compound nouns have been covered.
O
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a compound noun is a noun formed from two other
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nouns or words.
• Give students an example, eg tennis court.
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• Revise/Introduce the different forms (affirmative,
negative, question) and short answers of the present
• Students work individually to complete the compound
nouns. perfect simple with the class.
• They then check their answers in pairs before • Write the following adapted sentence from the Reading
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checking as a class. text on the board: Scientists have discovered something

• Check pronunciation by saying each of the compound important about children and screens. Ask a student
to come to the board and underline the tense (have
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nouns to the students and asking them to repeat after

you. Correct where necessary. discovered), and ask students if it means this happened
in the past (yes), and if we know when it happened (no).
1
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• Write the following sentences on the board (in mixed

up order) in one column and the uses of the tenses in
another column. Ask students to match the sentences
with the uses of the tenses.
2
they must use all of the compound nouns from 1 to
complete the dialogues.
• Write the following sentences on the board and ask

students to tell you which one means Tom is at home
now, and which means he isn’t.
1 Tom has been to the music festival. (at home now)
40

2 Tom has gone to the music festival. (isn’t at home See photocopiable material on page 117.
now)
2 a-z Vocabulary 2 (SB page 48)

they understand what they have to do. 1
• Ask students to read the sentences and explain • Ask students to read the instructions and check that
anything they don’t understand. they understand what they have to do. Point out that
• Encourage students to look back at the examples in some nouns, like those in the table, have two forms –
the grammar theory to help them. one for a person and another for a thing, and also that
• Students work individually to complete the task. some nouns have more than one form for people.
• They then check their answers in pairs before • Students work individually to write the nouns for
checking as a class. people.

139 with your students.
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3
they understand what they have to do. Remind them
to use the present perfect simple and also that some
verbs are irregular.
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• Ask students to read the sentences and explain 2
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• Explain that all of the options are from the table in 1.
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sentences. anything they don’t understand.
• They then check their answers in pairs before • Students work individually to complete the task.
checking as a class. • They then check their answers in pairs before
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TO
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4
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they understand what they have to do. 3
• Ask students to read the sentences and explain • Ask students to read the instructions and check that
anything they don’t understand. they understand what they have to do (match the
• Remind them to look for clues in the sentences to phrasal verbs in bold with their meanings).
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help them complete the sentences. • Remind students what a phrasal verb is (a phrase
• Encourage students to look back at the examples in that consists of a verb with a preposition or adverb
the grammar theory to help them. or both, the meaning of which is different from the
• Students work individually to complete the meaning of its separate parts).
sentences. • Before students do the task, ask them to cover
• They then check their answers in pairs before column a-e and see if they can work out the meanings
checking as a class. of the phrasal verbs by looking at them.
• Ask students to read the meanings and explain
checking as a class. Ask if any of the meanings they
Ask students to work in pairs and to tell their

partner what they have or haven’t done today.
4
UNIT 4 41

• Ask students to read the instructions and check that anything they don’t understand.
they understand what they have to do. Elicit that they • Encourage students to look back at the examples in
must use all of the phrasal verbs from 3 to complete the grammar theory to help them.
the sentences. • Students work individually to complete the task.
• Ask students to read the sentences and explain • They then check their answers in pairs before
anything they don’t understand. checking as a class.

your students.
3
5 • Ask students to read the sentences and explain
they understand what they have to do. • Ask students to read the whole sentence before they
• Ask students to read the dialogues and explain choose the correct word.
anything they don’t understand. • Encourage students to look back at the examples in
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• Tell them to look carefully at the words after the the grammar theory to help them.
preposition in order to make the correct choice. • Students work individually to complete the task.
• Students work individually to choose the prepositions. • They then check their answers in pairs before
• They then check their answers in pairs before checking as a class.
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O
H
N
4
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Books closed. Students work in pairs to ask and • Ask students to read the instructions and check that
answer questions using the prepositional phrases they understand what they have to do. Elicit that more
from 5. Help them by writing question stems on than one answer is possible in some cases.
the board, eg Where is/did …? / What’s …? • Ask students to read the sentences and explain
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• Ask students to read the whole sentence before they

Extra Task (for early finishers) choose the correct word(s).
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See photocopiable material on page 117. • Encourage students to look back at the examples in
Grammar 2 (SB page 49) • They then check their answers in pairs before
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• Explain to students that we can use a number of time
expressions with the present perfect simple, just as
we do with other tenses, such as the present simple,
present continuous, past simple and past continuous.
1
• Explain the differences between indefinite past (we
don’t know or don’t say when), unfinished past (the
activity or state continues from the past to now, and
into the future), recent past (something that happened
in the past, but very close to now).
• Make sure students understand the differences and Ask students to write five sentences that are true
the time expressions that are used with each type of for them using already, yet, for, since and just.
past time. Ask them to give you examples using the
time expressions.
• Ask students to read the sentence and explain
42

• Ask students to read the questions and look at the
Listening (SB page 50) pictures, and explain anything they don’t understand.
• Encourage students to think about the question and
1 the pictures before they listen, and to be careful when
• Ask students to read the instructions and check that choosing their answers as they will hear information
they understand what they have to do. about both pictures.
• Ask students to read the task and the questions, and • Play the recording and ask students to choose their
explain anything they don’t understand. answers. Then ask students to discuss their answers with
• Explain that the questions will help them to a partner and to justify any answers that are different.
understand the task. • Play the recording again if necessary, and check
• Ask them to look at the pictures and to tell you what answers as a class.
they can see (a sun, a sunny day / a cloud and rain).
• They then discuss their answers in pairs before
2
they understand what they have to do. See the recording script on page 111.
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• Explain that they will hear a conversation about the
weather and that they should look at the questions in 1
as they listen.
• Play the recording and ask students if their answers
Speaking (SB page 51)
in 1 were correct.
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1
• Ask students to read the three questions and answer
any queries they may have about them.
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H
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a turn.
3 • Deal with any language mistakes and pronunciation
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• Ask students to read the instructions and check that problems that come up.
need to choose the picture that answers the question
in 1 (What was the weather like yesterday?).
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• Play the recording again and ask students to choose

their answer. Then ask students to discuss their answer
with a partner and to justify it if their answer is different.
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answer as a class. TOP TIP
Time permitting, these pair work tasks can be
turned into a class discussion, especially when the
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topic is one that appeals to all students. In this

unit, for example, the topic of free-time activities
can be discussed and a class survey taken to see
which activity or activities are the most popular
See the recording script on page 111. with the class.
DOWNLOAD
• Ask students to read the information in Download. 2
• Choose a student to explain the tip in his/her own • Ask students to read the instructions and check that
words. they understand what they have to do. Elicit that they
• Explain that in picture-based listening tasks, they must look at the task, read the dialogue and then
will listen to short conversations and then answer a answer questions about the dialogue.
question by choosing the correct picture. Tell them • Explain that the dialogue is about the three activities
they should read the question and look at the pictures in the pictures.
before the recording starts so that they have an idea • Ask students to tell you what the activities in the
what it will be about. Remind them that they will hear pictures are (A – a board game; B – a DVD or CD; C –
information about both pictures, but that only one bike riding/cycling)
answer is correct and that they must listen carefully to • Ask students to read the dialogue and explain
decide which answers the question correctly. anything they don’t understand.
4 anything they don’t understand.
• Ask students to read the instructions and check that • Students work in pairs, but check answers as a class.
UNIT 4 43

• Once answers have been checked, ask students if • Ask one pair to demonstrate the task in front of the
they think the dialogue is a good example of people class.
discussing options and making a decision (no). • Time permitting, repeat until all pairs have had a turn.
5
3
• Ask students if they know of any ways we can give
questions.
our opinion and ask someone for their opinion. Ask
them how we can show that we agree and disagree
with someone. Write students’ answers on the board.
questions more extensively as a class.
must rewrite the dialogue in 2 using different phrases
to do so.
and make sure they understand the phrases and how
to use them. Ask them if any were similar to the ones
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they came up with.
• Students work in pairs to rewrite the dialogue.
• Check answer as a class. Writing (SB pages 52-53)
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Note: Saying thank you
• Ask students to read the information on notes and
saying thank you.
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• Explain to students that when they receive a gift, it is
considered polite to write a note saying thank you. Tell
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them also that the note should also say what they liked
about the gift and to give some news to the recipient of
their note.
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1
TO

DOWNLOAD
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• Explain that they must discuss all of the options. Tell
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them also that they need to use a variety of phrases

when they give their opinion, and that they should
avoid repeating the same phrase.
• Remind them to ask their partner for his/her opinion, too.
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4
• Go through the Language Bank again with the
students and make sure they understand the phrases
and how to use them. Ask them to look back at 3 to
see which phrases they used. 2
• Ask students to read the instructions and check • Ask students to read the instructions and check that
that they understand what they have to do. Spend they understand what they have to do. Elicit that they
some time explaining that they must discuss all of need to complete the comments with words from 1.
the pictures within the context of the task (… which • Explain that the words from 1 complete comments in
programmes are suitable for young children) and that thank-you notes.
they are not being asked to describe the pictures. Elicit • Ask students to read the comments and explain
that there is a second part to the task which requires anything they don’t understand.
them to reach a decision about the programme they • Students work individually to complete the task.
will watch. • They then check their answers in pairs before
• Go through the different types of TV programmes and checking as a class.
explain anything students don’t understand. • Once answers have been checked, point out how the
• Point out that there are no right or wrong answers, comments add a more personal touch to the note.
and that they only need to justify what they say.
• Students work in pairs to do the exercise.
44

3 • Ask them to tell you which is an example of the
• Ask students to read the instructions and check that recent past and which is an example of the indefinite
they understand what they have to do. Elicit that they past (recent past: I’ve just put them on Facebook! /
have to write sentences to say thank you for gifts indefinite past: I’ve already taken lots of photos with
received, and to add comments about the gifts. my new phone.).
• Ask students to read the items and explain anything • Students then complete the second part of the task.
they don’t understand. • They then check their answers in pairs before
• Ask students to look back at the comments in 2 for checking as a class.
ideas on comments and how to write them.
• They then compare their answers in pairs before
4
have to read the task and answer the questions about
it.
• Ask students to read the writing task and answer any LANGUAGE BANK
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queries they might have about it. • Quickly go through the words and phrases in the
• Point out that the questions they need to answer will Language Bank.
help them to analyse the task. • Explain that students can use words and phrases
• Students work individually to complete the task. from the Language Bank as well as their own phrases
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• They then check their answers in pairs before in their notes.
checking as a class. • Remind them to use words and phrases from all of
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7
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thank-you note.
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• Go over the Plan with the students. Remind them

to begin and end their note in a suitable way. Remind
them also to write two short paragraphs in which they
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5
• Ask students to read the instructions and check that address all three points in the task.
they understand what they have to do. • Assign the writing task for homework.
• Elicit that the note in 5 has been written in answer to
the writing task in 4.
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• They then check their answers in pairs before DOWNLOAD
checking as a class. • Read out the information in the Download box.
words.
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• Remind them to use suitable phrases to thank their

reader, and also to say why they liked their gift.
• Remind them to use the present perfect simple and
time expressions to talk about the recent and indefinite
past.
6 Time permitting, students can make brief notes

• Ask students to read the instructions and check that about why they like their gift and the news they
they understand what they have to do. Elicit that there will give their reader. Monitor and help with
are two parts to the task. First, they must underline vocabulary if necessary. Make a note of any
the examples of the present perfect simple and circle mistakes to go over with the class afterwards.
the time expressions. Then they must use the prompts
to write sentences with the present perfect simple and
the time expressions in the correct place.
• Students work individually to complete the first part
of the task.
• They then check their answers in pairs before Objectives
checking as a class. • To revise vocabulary and grammar from Unit 4.
UNIT 4 45

Revision • Write the following sentences on the board and ask
• Tell them that Reload 4 revises the material they saw students the questions about them.
in Unit 4. 1 Dave has gone to the café. / Is he there now? (yes)
• Explain to students that they can ask you for help 2 She’s been to Disneyland. / Is she there now? (no)
with the questions or refer back to the relevant 3 The girls have gone to the party. / Are they there
sections of the unit if they’re not sure about an answer. now? (yes)
Stress that the Reload section is not a test. 4 My parents have been to the new gallery. / Are they
• Decide how the review will be carried out. Students there now? (no)
could do the vocabulary items first and then correct • Ask individual students to give you their own
them immediately, or they could do all the items examples using have been and have gone.
together and correct them at the end.
• Give students about 20 minutes to complete the Grammar 2
review. Reduce this progressively as you work through Practise time expressions used with the present perfect
the book. simple.
• Tell students to answer every question. When • Write the time expressions on the board: yet,
checking their answers, make a note of any problem already, for, since, just. Then write the following
areas in vocabulary and grammar they still have. gapped sentences on the board and ask students to
Assign some time to deal with these areas. complete them with the time expressions.
1 I haven’t finished the book ____. (yet)
Vocabulary Revision 2 He has ____ bought the DVDs. (already/just)
3 That shop has been here ____ twenty years. (for)
Vocabulary 1 4 I have known Maria ____ we were very young.
• 1 and 2: Revise the compound nouns by writing all (since)
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16 words on the board and asking individual students,
one by one, to come to the board and match them • Students are now ready to do Reload 4.
(article, board, concert, DVD, game, instrument, • Set a time limit and let students know every so
magazine, musical, newspaper, player, programme, often how much time they have left to complete the
radio, station, teen, television, ticket) (board game, questions.
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concert ticket, DVD player, musical instrument, • Check answers as a class.
newspaper article, radio station, teen magazine,
television programme).
• 3: Read out the words, one by one, and ask O
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individual students to come to the board, write the
word and say what it means (band, birthday party,
disco, DJ, music, music festival, rock music, song,
actor, cinema, costume, film, theatre, artist, gallery,
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picture, play).
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Vocabulary 2
• 1 and 2: Practise word formation. Write the nouns for
people on the board and ask students to write the verb
forms and the nouns for things.
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• 3 and 4: Practise phrasal verbs. Write the phrasal

verbs on the board and then read out the meanings,
one by one. Ask individual students to match the
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meanings with the phrasal verb (get out of, get away
from, log on/in, log off, turn off).
• 5: Practise prepositions. Write these words and
prepositions on the board: an article, the cinema,
a disco, a film, the radio, TV / at, in, on. Then ask
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individual students to come to the board and match

the words with the prepositions they are used with.
Ask students to give you example sentences using the
phrases.
Grammar Revision
Grammar 1
Practise the present perfect simple.
• Revise all forms of the tense. Then write the following
gapped sentences on the board and ask students to
complete them. Then ask individual students to give
you their own examples using have been and have
gone.
1 I ____ (see) that film. (have seen)
2 Danny ____ (not buy) the concert tickets. (hasn’t
bought)
3 ____ (Tim / call) you? (Has Tim called)
4 Sam ____ (lose) his ticket, so he can’t go to the
concert. (has lost)
5 I ____ (read) two books this week. (have read)
Practise have been and have gone.
46

Objectives three headings, Sports, Equipment, People. Then read

• To revise vocabulary and grammar from Units 3 out the words, one by one, and ask individual students
and 4. to come to the board and write the word in the correct
column.
Revision (Sports: badminton, cricket, rugby, sailing /
• Tell students that Progress Review 2 revises the Equipment: bathing suit, bicycle, boat, surfboard /
material they saw in Units 3 and 4. People: captain, fan, gymnast, referee)
with the questions or refer back to the relevant Revise sports verbs.
sections of the units if they’re not sure about an • Unit 3, Vocabulary 1, Exercise 4: Write the verbs on
answer. Stress that the Progress Review section is not the board (catch, give, race, score, throw, win) and
a test. then ask students the following questions.
• Decide how the Progress Review will be carried out. 1 What do players do with the ball in handball?
Students could do the vocabulary items first and then (throw it)
correct them immediately, or they could do all the 2 What do football players try to do? (score goals)
items together and correct them at the end. 3 What do Formula 1 cars do? (race)
• Give students about 40 minutes to complete the 4 What does a referee do with a red card? (gives it to
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review. Reduce this progressively as you work through players)
the book. 5 In basketball, what must you do when another
• Tell students to answer every question. player passes the ball to you? (catch it)
• When checking their answers, make a note of any 6 What do you want to do when you compete? (win)
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problem areas in vocabulary and grammar they still
have. Assign some time to deal with these areas. Revise compound nouns.
Vocabulary Revision
O• Unit 4, Vocabulary 1, Exercises 1 and 2: Write the
words on the board in two columns and ask students to
pair them to form the compound nouns. Then ask them
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Revise sports. to tell you what they mean.
• Unit 3, Vocabulary 1, Exercise 1: Write the sports (board, concert, DVD, musical, newspaper, radio,
on the board (American football, basketball, football, teen, television / article, game, instrument, magazine,
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handball, table tennis, volleyball) and then read out the player, programme, station, ticket) (board game,
following descriptions, one by one. Ask students to tell concert ticket, DVD player, musical instrument,
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you which sport you are describing. newspaper article, radio station, teen magazine,
1 You can run with the ball, but you must bounce it. television programme)
(basketball)
2 You throw the ball up high and hit it over a net with Revise words for entertainment.
your hand to start playing. (volleyball) • Unit 4, Vocabulary 1, Exercise 3: Write all of the
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3 You have to kick the ball or hit it with your head to words on the board. Then ask individual students to
move it. (football) pick a word, tell you what it means, and then use it in
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4 You have to hit a small white ball over a net with a a sentence. (band, music festival, rock music, song,
bat. (table tennis) disco, DJ, music, party, actor, cinema, film, costume,
5 You throw and catch the ball, and you must wear a play, theatre, artist, gallery, picture).
helmet to protect your head. (American football)
6 You must throw the ball into a net, past a Revise word formation.
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goalkeeper to score. (handball) • Unit 3, Vocabulary 2, Exercises 1 and 2: Copy Table

A below onto the board, without the words in brackets,
Revise sports words. and ask students to fill in the word forms. Then ask
• Unit 3, Vocabulary 1, Exercise 2: Write the words on students to give you sentences using the words from
the board (champion, coach, first place, gold medal, the table.
race, runner, sports centre, stadium) and then ask
students the following questions. TABLE A
1 Where do athletes compete in the Olympic Games? Verb Noun Adjective
(stadium)
2 What is a marathon? (a race) (cycling) /
cycle -
3 What do we call a winner? (a champion) (cyclist)
4 Which is the best prize? (a gold medal)
- sport (sporty)
5 Which kind of athlete is Usain Bolt? (a runner)
6 Where do you and your friends go to keep fit? (a possible /
sports centre) - (possibility)
(impossible)
7 Where do winners finish? (in first place)
8 Who teaches an athlete? (a coach) enjoy (enjoyment) (enjoyable)
- danger (dangerous)
Revise sports, equipment and people.
• Unit 3, Vocabulary 1, Exercise 3: copy the table from save (safety) (safe)
page 34 of the Student’s Book on the board, with the

• Unit 4, Vocabulary 2, Exercises 1 and 2: Ask underlining. Ask individual students to identify the
individual students to come to the board. Give them tense and say why it is used. Then ask students to
a verb and ask them to write the verb, the person come to the board and write their own sentences using
noun and the thing noun. Then ask them to give you a the past continuous. Remind them to use when and
sentence using one of the words. while where appropriate.
(act, actor, actress, acting / dance, dancer, dancing / 1 It was raining and people were hurrying home. (set
paint, painter, painting / photograph, photographer, the scene in a story)
photography / sing, singer, song, singing) 2 They were playing tennis at 6 o’clock yesterday. (an
action in progress at a particular time in the past)
Revise phrasal verbs. 3 Suzy was running when she fell. (an action in
• Unit 3, Vocabulary 2, Exercise 3: Write these phrasal progress in the past interrupted by another action)
verbs on the board. Then write these gapped sentences 4 I was watching the match while Bob was talking to
and ask students to complete them with the correct his friends. (two actions happening at the same time in
form of the phrasal verb. the past)
catch up with, fill up, get up, give up, show up, take up
1 You should ____ junk food. It’s really bad for you. Revise countable and uncountable nouns.
(give up) • Ask each student to give you an example of a
2 I couldn’t believe my eyes when Messi ____ at my countable noun and an uncountable noun. Write these
sports centre! (showed up) on the board in two columns. Then point to different
3 Why don’t you ____ a team sport like basketball to uncountable nouns on the board and ask students
make friends? (take up) how they can be made countable. Prompt them to use
4 Jack ____ the other runners, passed them, and won words like bottle, carton, piece, loaf, kilo, etc.
the race! (caught up with)
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5 Is there a tap in the park so I can ____ my water Revise articles.
bottle? (fill up) • Write the following gapped sentences on the board
6 Don’t sit on the sofa all day. ____ and go outside! and ask students to complete them with the, a, an or -.
(Get up) 1 He is from ____ USA and she is from ____ China.
• Unit 4, Vocabulary 2, Exercises 3 and 4: Write these (the, -)
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phrasal verbs on the board. Then write these gapped 2 I saw ____ good film last night. ____ film was a
sentences and ask students to complete them with the comedy. (a, The)
correct form of the phrasal verb.
get out of, get away from, log on/in, log off, turn off O
3 They went to ____ theatre on ____ Saturday night.
(the, -)
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1 I ____ to a sports site to check the football scores. 4 He plays ____ piano and he’s also got ____ electric
(log on/in) guitar. (the, an)
2 We need some fresh air. Let’s ____ the city this 5 In ____ afternoon, he helps ____ poor as a
weekend. (get away from) volunteer. (the, the)
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3 Don’t forget to ____ the radio when you go to 6 ____ Maria is ____ Greek and she lives in ____
school. (turn off) Athens. (-, -, -)
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4 Andy checked his Facebook page then ____ quickly.

(logged off) Revise present perfect simple and time expressions.
5 This room is too hot – let’s ____ here and go to the • Write these prompts on the board and ask individual
beach. (get out of) students to write complete sentences using the present
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perfect simple.
Revise collocations and expressions. 1 He / already / see / that film (He has already seen
• Unit 3, Vocabulary 2, Exercise 4: Ask individual that film.)
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students the following questions. 2 She / just / win / the race (She has just won the
1 What do you choose when you want to have a race.)
drink? 3 They / not buy / the costumes / yet (They haven’t
2 What do you do when you take a break? bought the costumes yet.)
3 When do you do your best? 4 I / live / here / five years (I have lived here for five
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4 When was the last time you got upset? years.)

5 When should you pay attention? 5 We / know / them / 2012 (We have known them
(Students’ own answers) since 2012.)
Revise prepositions. Revise have been and have gone.

• Unit 4, Vocabulary 2, Exercise 5: Write the following • Write have/has been and have/has gone on the
gapped sentences on the board and ask students to board. Read out the following situations, one by one,
complete them with the correct prepositions. Only and have students rephrase the situation with have
write the prepositions on the board if students struggle been or have gone in the correct form.
to complete the sentences on their own. 1 Mary is at the cinema. (Mary has gone to the
1 Tina is ____ the cinema. (at) cinema.)
2 It’s ____ this article. (in) 2 Mary was at the cinema, but she isn’t now. (Mary
3 Tom’s ____ a disco. (at) has been to the cinema.)
4 Dad’s talking ____ the radio! (on) 3 Tom isn’t at the match. (Tom hasn’t gone to the
5 I’ve been ____ a film! (in) match.)
6 Is there anything good ____ TV? (on)
• Students are now ready to do Progress Review 2.
Grammar Revision • Set a time limit and let students know every so
Revise past continuous. questions.
• Write these sentences on the board, with the • Check answers as a class.
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5 Student Life
Unit plan
Reading: multiple choice, being careful with extreme words
Vocabulary: words related to studying, phrasal verbs, prepositions, collocations & expressions
Grammar: future simple, be going to, present continuous for future, quantifiers
Listening: note taking, spelling words correctly
Speaking: choosing the best option, talking about exams and stressful situations, giving advice
Writing: letter, organising your writing, using the present simple after temporals to talk about the
future

• Ask students to look at the picture and tell you what
they can see (a girl in a library; she’s got a computer)
and what they think the person is doing (studying).
• Ask them if their school has a library and if they use
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it. If not, ask them where they look for information
when they do their homework.
1
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• Ask students to read the reasons and explain
• Remind them that they can use their own ideas, too.
• Students work in pairs to complete the task. O
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necessary.
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afterwards.
• Time permitting, individual students can tell the class TOP TIP
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about themselves.
Give students plenty of opportunities to discuss their
opinions. Not only does this help with fluency, but
it also allows them to better understand the theme
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of the Reading text and the unit. In addition, the

discussion questions in Let’s talk about it! provide
2 excellent practice. Even if you don’t have time for
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• Ask students to read the instructions and check that the DVD, it’s worthwhile having a discussion based
they understand what they have to do. Elicit that the on students’ opinions and these questions.
situation is imaginary.
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necessary.
afterwards.
• Time permitting, ask all the pairs to tell the class the
answers they came up with.
DVD 5
Summary of DVD 5: The video is titled ‘Is it easy
to make friends at university?’ In it, some students
explain how they made friends at university and they
give advice on what worked best for them. The first
speaker says she met her friends in halls (halls of
residence) in her first year and then they moved out
of halls and became housemates in their second year.
She also says that she joined societies, such as the
rowing club and a drama society. The second speaker
says he felt welcome when someone greeted him with
‘hello’ and that this made him and others feel welcome.
The third speaker, a Russian girl, made friends with
her housemates on the first day by sitting around and
talking about their lives. The final speaker says he
50

made friends through social networking rather than • Explain to students that they must be careful when
with people from his course or his building, but that they see an extreme word like never, ever or always in
towards the end of his first year, he wondered whether an option because the answer is usually more general.
he should have made more of an effort. They should look back at the text to see if the idea
expressed with an extreme word is, in fact, true or not
DVD link: https://www.youtube.com/ according to the text.
watch?v=w01ScQXHIqI
4
• Encourage students to use the tips from the
Reading (SB pages 58-59) Download box when doing the task and to be careful
with extreme words in the answer options.
• Students work individually to choose the best
1
answers.
• Students work in pairs to discuss before discussing as
a class.
NB: In American English, college and university
are generally used interchangeably, but college is
the generic term for higher education, as in ‘I’m
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going to college’. In the UK, Australia and Canada,
universities are institutions that award degrees, while
colleges prepare students to earn degrees, or award
certificates. British English speakers generally use
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university as the generic term for higher education.
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2 they understand what they have to do. Elicit that when
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• Ask students to read the instructions and check that matched, the words in bold form collocations (ie, words
they understand what they have to do. that are used together).
• Ask students to read the list and explain anything • Ask students to read the sentences and explain
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they don’t understand. anything they don’t understand.

• Students discuss in pairs. • Students work individually to complete the task.
• Monitor and help with vocabulary and grammar if • They then check their answers in pairs before
necessary. checking as a class.
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afterwards.
• When students are ready, discuss as a class.
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6
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3 • Ask students to read the words and explain anything
• Ask students to read the instructions and check that they don’t understand.
they understand what they have to do. Elicit that they • Students discuss the pictures in pairs.
must read the article to answer the question. • Monitor and help with vocabulary and grammar if
• Ask students to skim read the text and look for the necessary.
answer. Explain to students that they do not need • Make a note of any mistakes to go over with the class
to read in detail at this stage as they will have the afterwards.
opportunity to do so later. • When students are ready, ask them to tell you how
• Students work individually to complete the task. the students feel.
as a class.
DOWNLOAD Ask students to write a few sentences explaining

• Ask students to read the information in Download. how they feel before and after exams. Tell them to
• Choose a student to explain the tip in his/her own use the adjectives in 6 and their own ideas.
words.
UNIT 5 51

1 Ask students to work in pairs. One student
• Ask students to read the instructions and check that chooses a picture from 1 and the other must guess
they understand what they have to do. which it is by asking no more than 10 yes/no
• Students work individually to label the pictures. questions about it. Students then swap roles.
• Check pronunciation by saying each of the words in Extra Task (for early finishers)
the orange box to the students and asking them to See photocopiable material on page 118.
repeat after you.

• Revise/Introduce the different forms (affirmative,
negative, question) and short answers of the future
2 simple and be going to with the class. Then write down
• Ask students to read the instructions and check one or two time expressions that are used to talk about
that they understand what they have to do. Elicit that the future (eg tomorrow, next month, etc) and elicit
there are pairs of words which are commonly confused any others the students know.
because they have similar meanings. • Revise the different forms (affirmative, negative,
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• Ask students to read the words and the sentences, question) and short answers of the present continuous.
and explain anything they don’t understand. Then write the following sentence on the board and
• Students work individually to complete the task. ask students if it refers to the present or the future:
• They then check their answers in pairs before My sister is starting her university course next week.
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checking as a class. (future) Explain that we can also use the present
continuous to talk about the future.
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• Go back to the first use of the future simple and ask
students to give you example sentences. Continue until
all of the uses for the future simple, be going to and
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the present continuous have been covered, and every

student has had a turn.
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3 • Encourage students to look back at the grammar
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• Ask students to read the instructions and check that theory for help.
they understand what they have to do. Elicit that there • Then ask them to complete the task and check the
are two parts to the task. First, they must complete the answers as a class.
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dialogues using five of the words in the orange box and

then they must write dialogues of their own with the
remaining five words.
and the dialogues, and explain anything they don’t
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understand.
• Students work individually to complete the first part
of the task.
• They then check their answers in pairs before Read 5.1-5.3 of the Grammar Reference on pages 139-
checking as a class. 140 with your students.
the orange box to the students and asking them to 3
repeat after you. Correct where necessary. • Ask students to read the instructions and check that
• Allow students time to write their sentences with the they understand what they have to do.
remaining five words. • Ask students to read the sentences and explain
• Ask individual students to read their sentences to the anything they don’t understand.
class. • Ask students to look at the first sentence and elicit
which clues will help them to choose the correct tense
(using ‘probably’ to make a prediction) and elicit that
they will need the future simple here.
• Ask students to read the rest of the sentences again
carefully and to underline any time expressions or other
clues that will help them to choose the correct tense.
• Students work individually to complete the sentences.
52

4
they understand what they have to do. Elicit that for • Ask students to read the instructions and check that
some items, more than one answer is possible. they understand what they have to do. Elicit that in
• Ask students to read the sentences and explain addition to using some of the prepositions more than
anything they don’t understand. once, there is one item that can take two different
• Ask students to look at 1 and elicit which clues will prepositions.
help them to choose the correct tense (‘Look’ indicates • Ask students to read the text and explain anything
a prediction for the near future because of something they don’t understand.
we can see now) and elicit that they will need be going • Tell them to look carefully at the words before and
to here. after the preposition in order to make the correct
• Ask students to read the rest of the sentences again choice. Sometimes the preposition goes with the word
carefully and to underline any time expressions or other before it and at other times it depends on the word(s)
clues that will help them to choose the correct tense. after it.
• Students work individually to complete the task. • Students work individually to choose the prepositions.
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checking as a class. checking as a class.
• Elicit that in 4, be going to and present continuous
are both possible because it is about a planned event
(be going to) and it is sure to happen because they
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have the tickets (present continuous).
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• Ask students to read the expressions and the

meanings, and explain anything they don’t understand.
• Explain to students that they should be able to match
the items without any problems because there are
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words in the expressions that are clues.

Ask students to write true sentences about
themselves using the future simple, be going to
and the present continuous. For example, they can
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make a promise or a request, and they can write
about any plans or intentions they may have.
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4
a-z Vocabulary 2 (SB page 62) that they understand what they have to do. Elicit that
they will use the expressions in 3 to complete the
1 sentences.
• Ask students to read the instructions and check that • Ask students to read the sentences and explain
they understand what they have to do (match the anything they don’t understand.
phrasal verbs in bold with their meanings). • Students work individually to complete the task.
• Tell/Remind students what a phrasal verb is (a phrase • They then check their answers in pairs before
that consists of a verb with a preposition or adverb checking as a class.
UNIT 5 53

theory for help.
Ask students to imagine they are a teacher. Tell • They then check their answers in pairs before
them to write a short paragraph about their checking as a class.
students. They must use at least one phrasal verb,
one prepositional phrase and one expression in
their texts. When students are ready, ask them to
read out their texts to the class.

Students work in pairs. They ask and answer questions
about things in the classroom using quantifiers. For
Grammar 2 (SB page 63) example, ‘Are there any students in the classroom?’
‘Yes, there are a lot of students in the classroom.’
• Revise countable and uncountable nouns. Refer
students back to page 137 of the Grammar Reference Extra Task (for early finishers)
in their Student’s Book and go through the information See photocopiable material on page 118.
on countable and uncountable nouns.
• Introduce quantifiers. Write the following quantifiers
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on the board and tell students that we use them to
express quantity: some, any, a lot of, many, a few,
much, a little. 1
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will spell out words to practise saying and listening to
• Write the following sentences on the board, without
the letters of the English alphabet.
the underlining.
• Ask individual students to come to the board,
underline the quantifiers and tell you which nouns are
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• Explain to students that when words are spelt out
in the recording, they must write them correctly
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countable and which are uncountable. otherwise they will lose marks.
1 Have you got any homework? (homework, • After repeating the letters after you, students work in
uncountable) pairs to spell out the things out loud.
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2 There are a lot of after-school activities. (activities,

countable)
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3 I’ve got a few exercises to do. (exercises, countable)

4 We have a little time left. (time, uncountable)
5 Are there many students in your class? (students,
countable) 2
6 Here are some books you can use. (books, countable) • Ask students to read the instructions and check that
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7 There isn’t much information. (information, they understand what they have to do. Elicit that there
uncountable) are two parts to the task. First, they must work with
8 We’re under a lot of stress! (stress, uncountable) a partner to spell the words out and then they must
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• Ask students to come up with their own sentences listen to check their answers. Tell them they should
using quantifiers, countable and uncountable nouns. also try and guess what the words mean or where they
come from.
2 • Students work in pairs to spell the words.
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• Once students have all had a turn at spelling the

words, play the recording.
• Students check their answers.
• Play the recording again and ask students to listen
and repeat.
theory for help.
• Ask students what they think the words mean.

your students.
3
anything they don’t understand. See the recording script on page 111.
54

3 • Monitor and help with vocabulary, but do not
• Ask students to read the instructions and check that interrupt fluency. Make a note of any mistakes to go
they understand what they have to do. over with the class afterwards.
• Ask students to read the sentences and explain • Ask each pair to ask and answer one of the questions
anything they don’t understand. and continue around the class until each pair has had
• Play the recording and ask students to complete the a turn.
sentences. Then ask students to discuss their answers • Deal with any language mistakes and pronunciation
with a partner and to justify any answers that are problems that come up.
different.
answers as a class.
TOP TIP
Help students to improve fluency by getting them
to listen to and repeat natural English. For such
a task, comprehension is not the objective. They
should focus on rhythm, intonation, speed and
See the recording script on page 111. pronunciation, and they should repeat the same
item a number of times. Look for suitable items
DOWNLOAD online and use the videos in the Unit Openers. Also,
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• Ask students to read the information in Download. have students read out dialogues from the Student’s
• Choose a student to explain the tip in his/her own Book, such as those in 2 from this lesson. Ask them
words. to read out the dialogues with feeling and to become
• Explain that in note-taking listening tasks, they will progressively faster as they practise them.
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be expected to write easy words and words that are
spelt out to them, correctly. If they do not, they will
lose marks. 2
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• Ask students to read the instructions and check that • Go through the set phrases for giving advice in
they understand what they have to do. the Language Bank with the students. Point out that
• Remind them that they did the note-taking task in different words and structures are followed by different
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Unit 3 where they listened to a monologue, but that verb patterns. They can be followed by the bare
this time they will hear a dialogue. Remind them that infinitive (do), the full infinitive (to do), or the gerund
the words in their answers are exactly as they hear (-ing form).
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them, ie they will not need to paraphrase in any way. • Ask students to read the dialogues and explain
• Ask students to read the note and explain anything anything they don’t understand.
they don’t understand. • Students work individually to complete the task.
• Remind them to be careful when they write easy • They then compare their answers in pairs before
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words or words that are spelt out to them because they checking as a class.
must write them correctly.
• Play the recording and ask students to answer the
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questions. Then ask students to discuss their answers

with a partner and to justify any answers that are
different.
answers as a class.
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have to give their own advice for the situations in 2.
• Remind them to use the set phrases in the Language
Bank and to be careful with the different verb patterns
that follow them.
Speaking (SB page 65) DOWNLOAD

1 • Choose a student to explain the tip in his/her own words.
• Ask students to read the three questions and answer • Explain to students that in this task they have to give
any queries they may have about them. advice about a problem. Tell them that they should use
• Students work in pairs to ask and answer the set phrases to give advice and that they must use the
questions. correct verb pattern with each phrase.
UNIT 5 55

4 6
• Remind students that they did this task in Unit 2. • Ask students to read the questions and explain
• Go through the Language Bank again with the anything they don’t understand.
students and make sure they understand how to use • Students work in pairs to ask and answer the questions.
the phrases for giving advice. Ask them to look back at • Monitor and help with vocabulary, but do not
2 to see how they were used. interrupt fluency. Make a note of any mistakes to go
• Ask students to read the instructions and check that over with the class afterwards.
they understand what they have to do. (Student A • Time permitting, you may want to discuss the
needs an opinion and will use the information on page questions more extensively as a class.
157 to explain the two options to Student B. Student
B will find out what the options are by asking the
questions on page 65. Student A must tell Student B
three things: what the problem is, what the options
are, and the advantages of each option. Once Student
B has received all of the information from Student
A, he/she must give Student A their opinion on the
best option and also say why it is the best option. In Writing (SB pages 66-67)
addition, Student B must explain why he/she rejected
the other option.) Make sure students understand the Letter: Organising your writing
mechanics of the task as it is quite difficult to grasp. If • Ask students to read the information on letters and
necessary, ask a strong student to explain in L1. organising their writing.
• Stress the importance of listening carefully to • Explain to students the importance of organising
Student A because the information Student B requires their ideas when they write a letter. Tell them that they
in order to do the task is provided by Student A. should start their letter with a friendly beginning and
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• Remind students to use phrases from the Language Bank finish with a friendly ending. In between, the main
and to use the correct verb patterns with each phrase. ideas should be organised into paragraphs which make
• Students work in pairs to complete the task. the letter easy to read.
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interrupt fluency. Make a note of any mistakes to go 1
over with the class afterwards. • Ask students to read the instructions and check that
class.
• Time permitting, repeat until all pairs have had a turn. O
• Ask students to read the ideas in the orange box and
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that they understand what they have to do. Elicit
that Student A will now play the role of Student B
and vice versa. The pictures for the task are on page
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157 and the information about the options is on page

159. (Student B needs an opinion and will use the 2
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information on page 159 to explain the two options to • Ask students to read the instructions and check that
Student A. Student A will find out what the options are they understand what they have to do. Elicit that they
by asking the questions on page 157. Student B must have to read the task and come up with three ideas for
tell Student A three things: what the problem is, what two main paragraphs.
the options are, and the advantages of each option. • Ask students to read the writing task and answer any
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Once Student A has received all of the information

from Student B, he/she must give Student B their
• Point out that there are no right or wrong answers,
opinion on the best option and also say why it is the
but their ideas must be suitable for the two headings
best option. In addition, Student A must explain why
‘My new home’ and ‘My studies’.
he/she rejected the other option.)
• Stress the importance of listening carefully to
• They then compare their answers in pairs before
Student B because the information Student A requires
in order to do the task is provided by Student B.
• Remind students to use words and expressions
from the Language Bank and to use the correct verb
patterns with each phrase.
• Ask one pair to demonstrate the task in front of the they understand what they have to do.
class. • Elicit that the letter in 3 has been written in answer
• Time permitting, repeat until all pairs have had a turn. to the writing task in 2.
• Ask students to read the letter and explain anything
56

LANGUAGE BANK
Bank.
4 • Explain that students can use words and phrases
• Ask students to read the instructions and check that from the Language Bank as well as their own phrases
they understand what they have to do. Elicit that they in their letters.
must find one example of the future simple and one of • Remind them to use words and phrases from all of
be going to in the model letter, and explain why they the sections in the Language Bank.
are used.
• Encourage them to look back at Grammar 1 on page 7
61 of their Student’s Book if they need help with the • Read the task out to students and explain anything
future forms. they don’t understand. Elicit that they must write a
• Students work individually to complete the task. letter.
• They then check their answers in pairs before • Go over the Plan with the students.
checking as a class. • Remind them to begin and end their letter in a
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suitable way, and to respond to their friend in two main
paragraphs.
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• Choose a student to explain the tips in his/her own
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words.
• Remind students to organise their ideas into
paragraphs.
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• Remind them to use the future simple and be going

to correctly to talk about the future, and to use the
5 present simple to talk about the future after temporals.
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• Go through the grammar for future time again and Time permitting, students can write down some
make sure students understand when we use the ideas for their paragraphs. Monitor and help
future simple and when we use be going to. Ask for with vocabulary if necessary. Make a note of any
example sentences. mistakes to go over with the class afterwards.
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Objectives
Revision
saw in Unit 5.
6 • Explain to students that they can ask you for help
• Ask students to read the instructions and check that with the questions or refer back to the relevant
they understand what they have to do. sections of the unit if they’re not sure about an answer.
• Explain that we can use the present simple to talk Stress that the Reload section is not a test.
about the future after certain words called temporals, but • Decide how the review will be carried out. Students
that we cannot use the future simple after these words. could do the vocabulary items first and then correct
• Explain the meaning of each temporal. them immediately, or they could do all the items
• Ask students to read the sentences and explain together and correct them at the end.
anything they don’t understand. • Give students about 20 minutes to complete the
• Students work individually to complete the task. review. Reduce this progressively as you work through
• They then check their answers in pairs before the book.
UNIT 5 57

• Tell students to answer every question. When ____ the board, talk ____, ____ the end of, complain
checking their answers, make a note of any problem ____, the best part ____ / about, at, for, in, of, on,
areas in vocabulary and grammar they still have. to. Then ask individual students to come to the board
Assign some time to deal with these areas. and match the words with the prepositions they are
used with. Ask students to give you example sentences
Vocabulary Revision using the phrases. (at university, in/at secondary
school, for a long time, in a class, listen to, on the
Vocabulary 1 board, talk to, at the end of, complain about, the best
• 1: Revise the places in a school by writing the four part of)
words on the board (cafeteria, classroom, laboratory, • 3: Practise collocations and expressions. Write the
library) and asking individual students to tell you what expressions on the board and then ask students the
happens in each place (cafeteria – eat and drink; following questions.
classroom – have a lesson; laboratory – do science 1 Who copies someone’s work? (a copycat)
experiments/lessons; library – study and borrow 2 Who is very clever? (a brain)
books). 3 Who thinks they know everything? (a know-it-all)
• 2: Revise the words by reading them out one pair at 4 Who is the teacher’s favourite student? (the
a time and asking individual students to come to the teacher’s pet)
board, write the words and say what they are and how 5 Who reads a lot? (a bookworm)
they differ.
1 advanced – beginner: a beginner is just starting to Grammar Revision
learn something, but someone who is advanced knows
more about a subject Grammar 1
2 classmates – students: a classmate is in your class Practise the future simple, be going to and present
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and is also a student, whereas a student is anyone who continuous.
studies something • Revise all forms of the tenses. Then write these
3 lesson – subject: a lesson is the time you spend gapped sentences on the board and ask students which
with a teacher learning something, but a subject is the verb tense or structure is required.
topic of what you study 1 Don’t be so lazy! You ____ (fail) your exams! (will
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4 homework – project: homework is given regularly fail)
whereas a project is more involved and takes longer to 2 I’ve decided I ____ (go) to university. (am going to
complete
5 term – year: a school year is broken up into terms O
go)
3 Maybe I ____ (pass) the maths test. (will pass)
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6 practice – practise: practice is a noun while practise 4 Don’t worry. I ____ (help) you with history. (will
is a verb help)
7 course – studies: a course is a series of lessons in 5 Jim failed all of his exams. He ____ (be) very upset.
a subject that leads to an exam or qualification, but (is going to be)
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studies are the time you spend to gain knowledge of a 6 We ____ (visit) the museum next week; look, here
subject are the tickets. (are visiting/are going to visit)
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8 information – instructions: information is knowledge

about something, but instructions tell you how to do Grammar 2
something Practise quantifiers.
• 3: Revise the words by reading them out, one by • Revise the quantifiers by asking students which kind
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one, and asking individual students to tell you what of nouns they can be used with.
they are (book – something you read; chemistry – a 1 many, a few (countable)
science subject; class – a group of students who are 2 some, any, a lot of (both)
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taught together; coach – (n) someone who trains you 3 much, a little (uncountable)
in sport, (v) to train someone in sport; desk – where Ask students to give you sentences using the
you sit at school; dictionary – a book that explains quantifiers.
the meanings of words; history – a subject that looks
at past people and events; level – the stage you are • Students are now ready to do Reload 5.
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at in terms of your learning; teacher – the person • Set a time limit and let students know every so
who teaches in a classroom; whiteboard – where the often how much time they have left to complete the
teacher writes for the class). questions.
Vocabulary 2
• 1: Practise phrasal verbs. Ask individual students the
following questions.
1 What do you rub out? (a mistake)
2 When do you put down your pen? (after writing
something, at the end of an exam, etc)
3 Who do you ask for help in the classroom? (the
teacher)
4 What belongs to you in this classroom? (my bag,
book, pen, etc)
5 What do you do when you can’t work out the
answer to something? (ask for help, etc)
6 Who do you hand in your homework to? (the
teacher)
• 2: Practise prepositions. Write these gapped phrases
and words on the board and then write the prepositions
in a separate list: ____ university, ____ secondary
school, ____ a long time, ____ a class, listen ____,
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6 Adventures
Unit plan
Reading: multiple choice (right, wrong, doesn’t say), choosing ‘doesn’t say’ (Option C)
Vocabulary: prepositions of movement and words related to adventure, word formation, collocations &
expressions, prepositions
Grammar: adjectives & adverbs, comparative & superlative, (not) as … as
Listening: multiple choice, understanding the meaning of words you don’t know
Speaking: comparing photos, talking about adventurous holidays, using interesting adjectives, using
phrases for comparison
Writing: story, writing about the past, using the correct past tenses, using time expressions so the
reader can follow your story easily

• Ask students to look at the picture and to tell you
what they can see (four people are climbing a snowy
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mountain).
• Ask students to tell you how the title and the picture
are related (The title is ‘Adventures’ and the people are
doing something adventurous.).
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TOP TIP
1
• Explain anything they don’t understand. O Make the most of interesting or unexpected facts to
generate discussion. In this section, for example,
it would not be widely known that Sir Edmund
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• Students discuss the question in pairs before Hillary may not have been the first person to climb
discussing as a class. Everest. Ask students how they think Hillary would
• Write students’ answers on the board. have felt when Mallory’s body was discovered in
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1999. Edmund Hillary died in 2008.

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2
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DVD 6
Summary of DVD 6: The video is titled ‘Mount Everest
Wingsuit Jump Video: Man Jumps Off Peak With
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Wingsuit’. In it, a man named Valery Rozov base jumps

off Mt Everest in a custom made wingsuit. He travels
at speeds of over 120 miles per hour (193 km/hr), for
a distance of over 4 miles (6.4 kilometres). It is the
highest base jump ever made.

watch?v=Zgf9x3cRjk4

1
that they understand what they have to do. Explain
• Ask students if they have ever done either of these
activities.
UNIT 6 59

necessary.
afterwards.
2
that they understand what they have to do. Explain
necessary.
afterwards.
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3 Ask students to work in pairs and discuss what it
• Ask students to read the instructions and check that would be like to sail around the world solo. Ask
they understand what they have to do. Elicit that they them to think about what they would have to give
up, but also what they think they would gain from
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must read the text to look for the answer.
• Ask students to skim read the text and look for the the experience. Monitor and help with vocabulary
answer. Explain to students that they do not need and grammar if necessary. When students are
to read in detail at this stage as they will have the
opportunity to do so later. Oready, discuss as a class.
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• They then check their answer in pairs before checking 5
as a class. • Ask students to read the instructions and check that
they understand what they have to do. Elicit that all of
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the words are from the article.

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• Elicit that these are collocations.
DOWNLOAD • They then check their answers in pairs before
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words.
• Explain to students that in multiple-choice questions
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such as these (right, wrong, doesn’t say), they may

need to look for specific information. The first thing
they should do is read the question carefully in order to
understand it. Tell them to start looking for the answer
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in the part of the text where they think it might be.

If they can’t find it there, they should read from the
beginning. If they can’t find the information anywhere
in the text, they should mark option C ‘Doesn’t say’ as
their answer. 6
4 they understand what they have to do.
• Ask students to read the instructions and check that • Ask students to read the ideas and explain anything
they understand what they have to do. they don’t understand.
• Ask students to read the statements and explain • Remind students to read the text in the orange box
anything they don’t understand. under the title of the article, which mentions mountain
• Remind students that they did a form of this task in climbing, crossing oceans, running marathons in the
Unit 2, where they had two options to choose from, desert and skiing to the poles.
‘Right’ and ‘Wrong’. • Monitor and help with vocabulary and grammar if
• Encourage students to use the tips from the necessary.
Download box when doing the task and to mark option • Make a note of any mistakes to go over with the class
C ‘Doesn’t say’ if they can’t find the answer after afterwards.
looking for it carefully.
• Students work individually to choose the answers.
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a-z Vocabulary 1 (SB page 72) as a class.
1
prepositions of movement tell us in which direction a
person or object moves. Ask students to tell you any
5
prepositions of movement that they already know and
have them mime the movement in front of the class.
will use all of the phrases from 4 and that they must
use them in the correct form.
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2
• Do the first one as a class. Ask students if ‘into’ has
an opposite (it does) and to look for it among the
OAsk students to work in pairs. One student
chooses a preposition of movement from 1 and
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prepositions in 1 (out of). mimes the action or uses objects that are to hand,
• Students work individually to complete the task. such as books, pens, etc to show the direction
• They then check their answers in pairs before of movement. The other student must guess
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checking as a class. the preposition. They continue until all of the

prepositions have been covered.
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3
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will use all of the prepositions from 1, and that they

will use each one only once.
• Revise/Introduce adjective order by writing the
• Ask students to read the text and explain anything
following on the board: an old blue bike, a beautiful
black leather bag. Explain to students that when we
• Encourage students to look for clues in the text that
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use more than one adjective to describe a noun, there

will help them to choose the correct preposition.
are rules about the order of the adjectives.
• Introduce adverbs by writing the following on the
board: I write quickly and I speak slowly. Explain to
students that adverbs tell us how something is done
and ask them to tell you which words in the sentence
are adverbs (quickly, slowly). Point out that they end
in –ly, but that not all adverbs do. Remind them that
adverbs of frequency, such as always, never, often,
sometimes do not end in –ly.
1
• Ask students to look around the classroom and to
choose an item that they can describe using more than
4 one adjective. Encourage them to look at the table with
• Ask students to read the instructions and check that the order of adjectives. Go around the class and ask
they understand what they have to do. Elicit that the each student for their example. Correct any errors at
same verb is used with all of the nouns. this stage.
• Ask students to read the words and explain anything • Ask students to write two sentences about
they don’t understand. themselves that are true, using adverbs of manner.
• Students work individually to complete the task. Remind them to write the adverb after the verb, but
UNIT 6 61

after the object of the sentence if there is one. Go
around the class and ask students for their sentences.
Correct any errors before moving on to 2.
2
complete the task.
Ask students to write their own pairs of correct

and incorrect sentences. One pair should
use adjectives while the other uses adverbs.
They swap with a partner and tick the correct
sentences. Monitor and help with vocabulary and
grammar.

141 with your students.
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3
they understand what they have to do. a-z Vocabulary 2 (SB page 74)
• Ask students to read the adjectives and explain
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1
checking as a class. O
must write nouns, adjectives or adverbs.
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• Ask students to read the words in the table and
• Explain that in items 3 and 6 there are two forms.
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4 • Check pronunciation by saying each of the words in

• Ask students to read the instructions and check the table to the students and asking them to repeat
that they understand what they have to do. Elicit that after you. Correct where necessary.
adverbs of manner tell us how something is done while
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adverbs of frequency tell us how often something

happens or is done.
• Ask students to read the adverbs and explain
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2
must complete the sentences with some of the words
5 • Ask students to read the sentences and explain
• Ask students to read the instructions and check anything they don’t understand.
that they understand what they have to do. Elicit • Tell them to look for clues in the sentences that will
that in each pair of sentences, one is correct and the show them what kind of word they need in the gap
other is not. Tell them that they should underline and (noun, adjective or adverb) before they choose their
circle only the adjectives and adverbs in the correct answer.
sentences. • Students work individually to complete the task.
• Ask students to read the sentences and explain • They then check their answers in pairs before
anything they don’t understand. checking as a class.
theory for help.
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3 1
• Ask students to read the instructions and check that • Read through the grammar theory with the class.
they understand what they have to do. Elicit that there • Make sure students understand that we use the
are two parts to the task. First, they must circle the comparative form to compare two people, animals or
correct words to complete the expressions and then things, or two groups of people, animals or things.
they must think about the meaning of each expression. Elicit that we often use than after a comparative. Make
• Ask students to read the sentences and explain sure students understand that we use the superlative
anything they don’t understand. form to compare one or more people, things or animals
• Students work individually to complete the first part with a group of people, things or animals and that we
of the task. use the before a superlative. Tell them that we use
• They then check their answers in pairs before phrases like in the world and of all with the superlative.
checking as a class. • Explain/Elicit that we use as + adjective/adverb + as
• Allow students time to think about what the to say that two people, animals or things are the same
expressions mean. or equal and that we use not as + adjective/adverb +
• Check answers as a class. as to say that two people, animals or things are not
the same. Ask students to write three sentences – one
using a comparative form, one using a superlative form
and another using (not) as … as. Check their sentences
and clear up any problems before moving on to 2.
2
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4
• Ask students to read the instructions and check that Read 6.3-6.4 of the Grammar Reference on page 141
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with your students.

they don’t understand. 3
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• Tell them to look carefully at the words after the • Ask students to read the instructions and check that
preposition in order to make the correct choice. they understand what they have to do.
• Students work individually to choose the prepositions. • Ask students to read the dialogue and explain
• They then check their answers in pairs before anything they don’t understand.
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the grammar theory to choose the correct form. Also,
remind them to look for clues in the sentences that will
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help them to decide if a comparative or a superlative

form is required.
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Ask students to write a sentence using a word

from the table in 1, an expression from 3 and a
prepositional phrase from 4. For example, It is
foolish to play with fire because you could put your
life in danger.


Before you read the Grammar box Ask students to write two sentences about dangerous
• Revise/Introduce comparative and superlative forms. activities. One must use a comparative form and the
Write the following words from the Reading text on the other must use a superlative. They can be adjectives
board: older than, the youngest. Ask them what they or adverbs. For example: I think climbing a mountain
think the words mean. is harder than running a marathon. / Solo sailors feel
• Explain that we use words like these to make the loneliest of all adventurers.
comparisons.
UNIT 6 63

Extra Task (for early finishers) DOWNLOAD
See photocopiable material on page 119. • Ask students to read the information in Download.
words.
Listening (SB page 76) • Explain that in any listening task, they will hear
words they don’t know, but that this shouldn’t cause
1 any panic. Tell them that they can usually work out the
• Ask students to read the instructions and check that meaning by listening to the rest of the recording. Tell
they understand what they have to do. Elicit that they them there are often clues to help them out.
must circle the words they hear.
• Do not explain what the words mean at this stage. 4
Students will be asked to work out the meanings in 3. • Ask students to read the instructions and check that
• Explain to them that the words sound similar when they understand what they have to do.
spoken. Ask them to read the words out loud after you. • Ask students to read the questions and explain
• Play the recording and ask students to circle the anything they don’t understand.
words that they hear. Then ask students to discuss • Encourage students to work out the meaning of new
their answers with a partner and to justify any answers words by listening for clues in the recording.
that are different. • Play the recording and ask students to choose their
• Play the recording again if necessary, and check answers. Then ask students to discuss their answers with
answers as a class. a partner and to justify any answers that are different.
answers as a class.
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See the recording script on pages 111-112.
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2
will listen to the same conversation as in 1 and that O
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they must answer some questions about it.
• Ask students to read the questions and explain See the recording script on page 112.
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questions. Then ask students to discuss their answers Speaking (SB page 77)
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different. 1
• Play the recording again if necessary, and check • Ask students to read the three questions and answer
answers as a class. any queries they may have about them.
questions.
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a turn.
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See the recording script on page 112. TOP TIP

3 Time permitting, these pair work tasks can be
• Ask students to read the instructions and check that turned into a class discussion or students can be
they understand what they have to do. Elicit that they asked to report back to the class on what they
must work out the meanings of ‘trekking’ and ‘huts’. talked about.
checking as a class. 2
• Ask them to look at pictures A and B and to think
about how they could describe them.
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• Students work individually to complete the task. • Time permitting, you may want to discuss the
• They then check their answers in pairs before questions more extensively as a class.

Story: Writing about the past
• Ask students to read the information on stories and
writing about the past.
• Explain to students that stories are usually about the
past and that when they write a story, they should use
the correct past tenses.
DOWNLOAD • Tell them to use the past simple for the main events
• Ask students to read the information in Download. of the story and the past continuous to set the scene,
• Choose a student to explain the tip in his/her own or give some background information, at the start of
words. the story.
• Explain that they should avoid using the same
adjectives when they describe pictures. Tell them that 1
by using a variety of adjectives, they can make what • Ask students to read the instructions and check that
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they say more interesting. they understand what they have to do. Elicit that they
must look at the tenses in bold used in the paragraph
3 and answer some questions about them.
• As this may be only the second time students have • Ask students to read the paragraph and explain
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attempted this particular exam task, allow plenty of anything they don’t understand.
time to explain the mechanics of it. At this stage, • Encourage them to look back at the writing tip if they
need help.
however, students will be asked to simply describe
what they can see without having to consider
the similarities and differences between the two
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photographs. checking as a class.
• Go through the Language Bank with the students and • Elicit that the verbs in the past continuous have been
make sure they understand the words and the phrases used to set the scene and the past simple has been
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and how to use them. Ask them to look back at 2 to used to talk about main events.
see how the adjectives were used.
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they understand what they have to do. (Photographs
A and B: Firstly, Student A must describe the two
photographs and then he/she must answer the specific
question about why the people chose the holidays. 2
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Student B must reply to one question about which • Ask students to read the instructions and check that
holiday is more adventurous. / Photographs C and D: they understand what they have to do.
Firstly, Student B must describe the two photographs • Ask students to read the sentences and explain
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and then he/she must answer the specific question anything they don’t understand.
about the kinds of holiday the people are having. • Encourage them to look back at the writing tip if they
Student A must reply to one question about outdoor need help. Tell them also they may look back at Unit 2
activities.) for help with the past simple and Unit 3 for help with
the past continuous.
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questions. • Students work individually to complete the task.
• Monitor and help with vocabulary, but do not • They then check their answers in pairs before
interrupt fluency. Make a note of any mistakes to go checking as a class.
class.
3
4
have to read the task and tick the three ideas that they
think are best for the story.
questions.
UNIT 6 65

7
they don’t understand. Elicit that they must write a story.
4 • Remind them to begin their story by setting the
• Ask students to read the instructions and check that scene, then to write about the main events and, finally,
they understand what they have to do. Elicit that they to give their story a happy ending.
will read a story that has been written in answer to the • Remind them to use the correct past tenses.
writing task in 3. • Assign the writing task for homework.
• Ask students to read the story and explain anything
• Ask them if the idea in the story is one of those they
ticked in 3.
checking as a class. DOWNLOAD
words.
• Remind students to read the title and to write down
some suitable ideas and then to choose the best one.
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Remind them also to use the correct tenses in their
story – the past continuous to set the scene at the
start and describe what was happening at the time,
and the past simple for the main events of the story.
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Remind them to use appropriate time expressions that
help the reader to follow the story.
5
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they understand what they have to do. Time permitting, students can write down some
• Ask students to read the meanings and explain ideas for their story. Monitor and help with
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anything they don’t understand. vocabulary if necessary. Make a note of any

• Encourage them to work out the meanings of the mistakes to go over with the class afterwards.
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time expressions by looking at them in context in 4.

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Objectives
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Revision
saw in Unit 6.
6 • Explain to students that they can ask you for help
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• Ask students to read the instructions and check that with the questions or refer back to the relevant
they understand what they have to do. sections of the unit if they’re not sure about an answer.
• Ask students to read the sentences and explain Stress that the Reload section is not a test.
anything they don’t understand. • Decide how the review will be carried out. Students
• Encourage them to look back at 5 if they need help. could do the vocabulary items first and then correct
the book.
LANGUAGE BANK Vocabulary Revision

Bank. Vocabulary 1
• Explain that students can use words and phrases • 1, 2 and 3: Revise the prepositions of movement
from the Language Bank as well as their own phrases by writing them all on the board (along, around,
in their stories. down, into, off, onto, out of, over, past, through,
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under, up) and then miming them or using objects Grammar Revision
in the classroom to show direction of movement. Ask
individual students to tell you the preposition. Grammar 1
• 4 and 5: Write the collocations on the board and Practise adjectives and adverbs.
ask individual students to give you sentences using • Revise adjectives and adverbs by writing these on the
them (have an accident, have an adventure, have an board and asking students to choose the correct word.
ambition, have experience, have the opportunity). 1 He looked at me helpless/helplessly. (helplessly)
2 The explorer did a very brave/bravely thing. (brave)
Vocabulary 2 3 It’s a hard job, but he works hard/hardly to
• 1 and 2: Practise word formation. Write these nouns succeed. (hard)
on the board and ask individual students to come to • Revise adjective order by writing these on the board
the board and to write the adjective and adverb forms. and asking students if they are correct or incorrect. Ask
1 adventure (adventurous, adventurously) students to correct the ones that are wrong.
2 bravery (brave, bravely) 1 a box wooden big (a big wooden box)
3 care (careless/careful, carelessly/carefully) 2 an old English poem (correct)
4 danger (dangerous, dangerously) 3 a blue plastic boat (correct)
5 fool (foolish, foolishly) 4 leather black new shoes (new black leather shoes)
6 help (helpless/helpful, helplessly/helpfully)
7 strength (strong, strongly) Grammar 2
8 success (successful, successfully) Practise comparison of adjectives and adverbs.
• 3: Practise collocations and expressions. Write • Revise the comparative and superlative forms, as
the collocations on the board and then read out the well as (not) as … as. Then write the following gapped
meanings, one by one. Ask students to match them. sentences on the board and ask students to complete
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them using the words in brackets and any others they
give it everything you’ve got, keep going, make a bet,
need.
play with fire, take a chance
1 Mountain climbing is ____ (dangerous) than sailing.
1 give it everything you’ve got: try your hardest
(more dangerous)
although it’s difficult
2 No, I’m not as ____ (adventurous) you.
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2 keep going: continue although it is difficult
(adventurous as)
3 make a bet: risk an amount of money because you
3 I can sail much ___ (fast) my brother. (faster than)
are sure sth will happen
4 play with fire: do something dangerous or risky
5 take a chance: do sth although it is dangerous or
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4 I think that activity is ____ (risky) of all. (the
riskiest)
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5 He drives ____ (careful) as you do. (as carefully)
risky
• 4: Practise prepositions. Write these gapped phrases • Students are now ready to do Reload 6.
on the board and ask students to tell you if they are • Set a time limit and let students know every so
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completed with in or on. often how much time they have left to complete the
1 ____ danger (in) questions.
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2 ____ my 16th birthday (on) • Check answers as a class.

3 ____ two years (in)
4 ____ a continent (on)
5 ____ a hurry (in)
6 ____ my journey (on)
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7 ____ an adventure (on)

8 ____ Asia (in)
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UNIT 6 67

Objectives teacher asked me to ____ more at home. (practice,

• To revise vocabulary and grammar from Units 5 practise)
and 6. 8 We have a few weeks to do our geography ____,
but I have to finish my maths ____ tonight. (project,
Revision homework)
• Tell students that Progress Review 3 revises the
material they saw in Units 5 and 6. Revise school words.
• Explain to students that they can ask you for help • Unit 5, Vocabulary 1, Exercise 3: Write the words
with the questions or refer back to the relevant on the board and ask individual students to tell you
sections of the units if they’re not sure about an what they mean: book, chemistry, class, coach, desk,
answer. Stress that the Progress Review section is not dictionary, history, level, teacher, whiteboard.
a test.
• Decide how the Progress Review will be carried out. Revise prepositions of movement.
Students could do the vocabulary items first and then • Unit 6, Vocabulary 1, Exercises 1, 2 and 3: Write
correct them immediately, or they could do all the the prepositions on the board, one by one. After each
items together and correct them at the end. one, ask individual students to show you what the
• Give students about 40 minutes to complete the preposition means by using objects on their desk or
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review. Reduce this progressively as you work through miming (along, around, down, into, off, onto, out of,
the book. over, past, through, under, up). Ask students which
• Tell students to answer every question. prepositions are opposites (into/out of, onto/off, over/
• When checking their answers, make a note of any under, up/down).
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problem areas in vocabulary and grammar they still
have. Assign some time to deal with these areas. Revise words with have.
• Unit 6, Vocabulary 1, Exercises 4 and 5: Write all of
Vocabulary Revision
Othe phrases on the board and ask students to give you
example sentences with them: have an accident, have
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Revise places at school. an adventure, have an ambition, have experience,
• Unit 5, Vocabulary 1, Exercise 1: Write the words on have the opportunity.
the board (cafeteria, classroom, laboratory, library)
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and then read out the following descriptions, one by Revise phrasal verbs.
one. Ask students to tell you which place you are • Unit 5, Vocabulary 2, Exercise 1: Write these phrasal
describing. verbs on the board. Then write these gapped sentences
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1 This is where you do experiments to learn about and ask students to complete them with the correct
sciences, such as chemistry and physics. (laboratory) form of the phrasal verb: ask for, belong to, hand in,
2 In this place, students are taught many different put down, rub out, work out.
subjects like history and languages by their teachers. 1 That pen is mine. It ____ me. (belongs to)
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(classroom) 2 I finished the essay and ____ it ____ to the

3 You go here when it’s time to have your lunch. teacher. (handed … in)
(cafeteria) 3 My bag was heavy, so I ____ it ____ on the floor.
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4 This is a quiet place where you can go to find books (put … down)
and to study. (library) 4 Can you ____ the answer to this problem? (work
out)
Revise easily confused words. 5 Oh, no! I forgot to ____ the mistake in my test!
• Unit 5, Vocabulary 1, Exercise 2: Write the word (rub out)
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pairs on the board (advanced/beginners, classmates/ 6 If you need help, you can ____ me ____ it. (ask …
student, lesson/subject, homework/project, term/ for)
year, practice/practise, course/studies, information/
instructions). Then write the following sentences on Revise prepositions.
the board and ask students to complete them with the • Unit 5, Vocabulary 2, Exercise 2: Write the following
words. gapped sentences on the board and ask students to
1 Mary is doing a history ____ at university and she’s complete them with the correct prepositions. Only
enjoying her ____. (course, studies) write the prepositions on the board if students struggle
2 When this ____ ends, we will have a short break to complete the sentences on their own.
and then come back to school to finish the ____. 1 Write it ____ the board. (on)
(term, year) 2 He works ____ a secondary school. (in/at)
3 The ____ students know a lot more about this than 3 The teacher complained ____ me! (about)
the ____ who started last week. (advanced, beginners) 4 Is your sister ____ university? (at)
4 I was late for my first ____ today and it was my 5 Everyone ____ my class is nice. (in)
favourite ____ – biology. (lesson, subject) 6 Who are you talking ____? (to)
5 If you don’t understand the ____, ask your teacher 7 I have known him ____ a long time. (for)
for more ____. (instructions, information) 8 Are you listening ____ me? (to)
6 My brother, Mark, is older than me, so we aren’t 9 Seeing my friends is the best part ____ my day. (of)
____, but he’s a ____ at the same school. (classmates, 10 I left the classroom ____ the end of the lesson. (at)
student) • Unit 6, Vocabulary 2, Exercise 4: Write the following
7 I was late for band ____ today, so the music gapped sentences on the board and ask students to
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complete them with the correct prepositions, in or on. 2 Our trip is cancelled. We ____ (not go) to the
1 What happened ____ your journey? (on) museum. (aren’t going)
2 I will finish my course ____ two years. (in) 3 We ____ (watch) an adventure film; it starts in five
3 Do you know the longest river ____ each continent? minutes. (are watching)
(on) 4 ____ (he/change) schools next year? (Is he
4 Sorry, I have to leave now. I’m ____ a hurry. (in) changing)
5 I got a new phone ____ my 15th birthday. (on)
6 Are you ready to go ____ an adventure? (on) Revise quantifiers.
7 The climbers are ____ danger! (in) • Ask each student to give you an example of a
8 The most amazing museums are ____ Europe. (in) quantifier in context. Write these quantifiers on the
board: some, any, a lot of, many, a few, much, a little
Revise collocations and expressions. to help them.
• Unit 5, Vocabulary 2, Exercises 3 and 4: Ask
individual students to tell you what the expressions Revise order of adjectives and adverbs.
mean: a bookworm, a brain, a copycat, a know-it-all, a • Write the adjectives on the board and ask students
teacher’s pet. to use two or three of them to describe a noun: round,
• Unit 6, Vocabulary 2, Exercise 3: Write the verbs and German, awful, new, automatic, wooden, big, red,
the gapped expressions on the board. Ask students to square, Italian, nice, old, electric, silk, small, black.
complete the expressions and then give you sentences • Write the adverbs on the board and ask students
with them: give, keep, make, play, take. to give you sentences using them: carefully, quickly,
1 ____ with fire (play) slowly, hard, fast, cleverly, sweetly, angrily, hungrily,
2 ____ a chance (take) loudly.
3 ____ a bet (make)
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4 ____ it everything you’ve got (give) Revise comparative and superlative.
5 ____ going (keep) • Write these sentences on the board and ask students
to correct them.
Revise word formation. 1 English is easier from maths. (easier than)
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• Unit 6, Vocabulary 2, Exercises 1 and 2: Copy Table A 2 Mountain climbing is most dangerous than walking.
onto the board, without the words in brackets, and ask (more dangerous)
students to fill in the word forms. Then ask students to 3 Do you ski as faster as Eric? (as fast as)
give you sentences using the words from the table.
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4 Joe is the tallest from all the boys in my class. (the
tallest of all)
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TABLE A 5 Physics is my worse subject at school! (worst)
Noun Adjective Adverb 6 Jack isn’t as adventurous like Mike. (isn’t as
adventurous as)
adventure (adventurous) (adventurously)
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bravery (brave) (bravely) • Students are now ready to do Progress Review 3.

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care (careless/careful) (carelessly/carefully) often how much time they have left to complete the
danger (dangerous) (dangerously) questions.
fool (foolish) (foolishly) • Check answers as a class.
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help (helpless/helpful) (helplessly/helpfully)

strength (strong) (strongly)
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success (successful) (successfully)
Grammar Revision
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Revise future simple, be going to and present

continuous for future.
students to complete them with the future simple or be
going to and the verbs given.
1 Climb carefully or you ____ (fall)! (will fall)
2 We ____ (have) a maths test tomorrow. (are going
to have)
3 I ____ (probably/not go) to university. (will
probably not go)
4 This book is boring! I ____ (stop) reading it. (am
going to stop)
5 Don’t worry. I ____ (help) you. (will help)
6 Mr Smith ____ (not teach) us today; he’s ill. (isn’t
going to teach)
students to complete them with the present continuous
and the verbs given.
1 He ____ (he/go) to the Amazon – he’s bought his
equipment. (is going)

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70

7 Shopping
Unit plan
Reading: multiple choice (related texts), using key words to help you identify the correct answer
Vocabulary: words related to shopping, phrasal verbs, collocations & expressions, prepositions
Grammar: modals: ability, permission, requests, obligation, lack of obligation, prohibition, advice
Listening: note taking, choosing the correct answer from two possible answers
Speaking: discussion and decision making, talking about shopping, getting started, asking for your
partner’s opinion and interrupting politely
Writing: email, giving advice, using linking words
Unit Opener (SB page 83) DVD 7

• Ask students to look at the picture and tell you what Summary of DVD 7: The video is titled ‘How Teens Can
they can see (a girl holding two different-coloured Be Savvy Shoppers’. Explain to students that ‘savvy’
T-shirts, and some question marks). means clever and that a ‘consumer’ is a person who
• Ask students to read the title of the unit and say how buys something. The video gives advice to consumers
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it relates to the picture (The title is ‘Shopping’ and the on how to get the most for their money by developing
picture suggests the girl can’t decide which T-shirt to smart shopping habits and learning to avoid common
buy.). traps set by advertisers and sales assistants.
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1 DVD link: https://www.youtube.com/
• Ask students to read the instructions and check that watch?v=vvk5NHcRL3A
• Ask students to read the statements and explain
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• Tell them they can choose more than one statement.
• They then discuss in pairs before discussing as a class.
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2 1
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they understand what they have to do. they understand what they have to do.
• Students work in pairs to discuss the question. • Ask students to read the items in the orange box
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• Monitor and help with vocabulary and grammar if and explain anything they don’t understand. Check
necessary. pronunciation by saying each of the words in the
• Make a note of any mistakes to go over with the class orange box to the students and asking them to repeat
afterwards. after you. Correct where necessary.
• When students are ready, discuss as a class. • Students discuss the items in pairs.
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• When students are ready, compare results as a class.
TOP TIP 2
Encourage students to talk about their own
experiences. Ask them to tell you where they go
• Students discuss in pairs.
shopping, who they go shopping with and which
shops are popular with teens in their town or city.
necessary.
afterwards.
Let’s talk about it! • When students are ready, they can tell the class
about what else they spend their money on.
UNIT 7 71

3
must consider all of the options and place them in the
order that is true for them.
• Ask students to read the places and explain anything
• Students order the places and then discuss them in pairs.
• When students are ready, compare results as a class.
Students work in pairs. Ask them to discuss their
views on fashion. In particular, whether or not
they think it’s important to be fashionable and
why they think some people are obsessed with
designer labels.
4
they understand what they have to do. Elicit that they 6
must think about their answer before they read the • Ask students to read the instructions and check that
texts. they understand what they have to do. Elicit that the
• Students then check the answer by looking at the words in the orange box are all from the texts.
texts. • Ask students to read the text and explain anything
• Ask students to skim read the texts and look for they don’t understand.
the answer. Explain to students that they do not need • Students work individually to complete the task.
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to read in detail at this stage as they will have the • They then check their answers in pairs before
opportunity to do so later. checking as a class.
• Students do the task individually, but check answer • Once answers have been checked, check
as a class. pronunciation by saying each of the words in the
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• Explain to students that when the multiple-choice

questions are about specific texts, they should
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underline the key words in the question and then look 7

for these words or similar ones in the specific text. • Ask students to read the instructions and check that
Once they have found them, tell them to look at the they understand what they have to do.
answer options again and choose the best one. • Explain that they need to agree where they will go
and what they will do after shopping, but that they can
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5 look for and buy different items.

• Ask students to read the instructions and check that • Monitor and help with vocabulary and grammar if
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necessary.
questions are about all three texts. • Make a note of any mistakes to go over with the class
• Ask students to read the questions and the answer afterwards.
options, and explain anything they don’t understand. • When students have finished, ask them to describe
• Encourage students to use the tips from the their day of shopping to the class.
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Download box when doing the task and to look for key
words in the questions in the texts and the answer
choices.
1
• Explain that in English, a shop often has the
possessive apostrophe and an ‘s’ after it. It means ‘the
shop of …’, ie florist’s = the shop of the florist.
and the questions, and explain anything they don’t
understand.
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orange box to the students and asking them to repeat • They then check their answers in pairs before
after you. Correct where necessary. checking as a class.
2
they understand what they have to do. Books closed. Read out the name of each shop
• Explain that the task is about denominations for the from 1 and ask students to tell you what you can
euro, British pound and the dollar. buy there. Then write some prices on the board in
• Students work individually to complete the task. the currencies from 2, and ask students to read
• They then check their answers in pairs before them out.

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3 Before you read the Grammar box
• Ask students to read the instructions and check that • Revise modal verbs. Ask students for examples of
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they understand what they have to do. Explain that modal verbs and write them on the board. Explain that
there are two ways of saying the prices. modals are used to express different things such as
• Ask students to read the items and explain anything
they don’t understand. O
ability, permission, etc. Tell students that some modals
use different forms when they refer to the past.
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checking as a class. • Read through the grammar theory with the class.
• Write the following sentences on the board, without
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the underlining, and the functions (ability, permission,

requests). Explain/Elicit what the functions mean.
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underline the modals and tell you which function they
are performing.
1 I can speak French. (ability, present)
2 No, you can’t go shopping now. (refuse permission)
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4 3 Could you buy some milk, please? (request)

• Ask students to read the instructions and check 4 They will be able to sell their car. (ability, future)
that they understand what they have to do. Remind
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5 Can I go to the cinema, Mum? (permission)

students that a compound noun is a noun formed from 6 I couldn’t count to 100 when I was two years old.
two other nouns or words. (ability, past)
anything they don’t understand. 2
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• Students work individually to complete the compound • Ask students to read the instructions and check that
nouns. they understand what they have to do.
• They then check their answers in pairs before • Ask students to read the sentences and explain
checking as a class. anything they don’t understand.
• Once answers have been checked, check • Tell students to underline the modals and look at the
pronunciation by saying each of the compound nouns meaning of the sentences in order to determine what is
to the students and asking them to repeat after you. being expressed.
Correct where necessary. • Encourage students to look back at the grammar
theory for help.
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words in each pair are related in some way.
anything they don’t understand. Read 7.1-7.3 of the Grammar Reference on pages 141-
• Students work individually to complete the task. 142 with your students.
UNIT 7 73

3
theory for help.
3
words in bold will help them.
• Ask students to read the parts of the sentences and
4
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Ask students to write three sentences: one which
expresses ability, one which expresses permission
• Tell them to look carefully at the words after the
and one which expresses a request. Help with
preposition in order to make the correct choice.
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vocabulary and grammar if necessary. When
• Students work individually to choose the prepositions.
students are ready, ask some of them to read out
their sentences and the rest of the class must say
which function is being expressed.
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1 Ask students to write three gapped sentences using

• Ask students to read the instructions and check that a phrasal verb from 1, a collocation from 3 and a
they understand what they have to do (match the prepositional phrase from 4. They then swap with a
phrasal verbs in bold with their meanings). partner and try to complete each other’s sentences.
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or both, the meaning of which is different from the Extra Task (for early finishers)
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meaning of its separate parts). See photocopiable material on page 120.

of the phrasal verbs by looking at them. Grammar 2 (SB page 89)
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anything they don’t understand. Before you read the Grammar box
• Students work individually to complete the task. • Revise modal verbs. Tell students they will be looking
• They then check their answers in pairs before at some more modals in this lesson.
checking as a class. Ask if any of the meanings they • Ask students what we use modals for and elicit
came up with were correct. that we use them to express different things. On the
board, write the functions from Grammar 1 (ability,
permission, requests) and tell students that there are
other functions that we can express with modals. Write
this sentence on the board and ask students to tell you
which is the modal and what is being expressed.
You should try on the shoes before you buy them.
2
(should, advice)
1
must use all of the phrasal verbs from 1 to complete
the sentences.
• Write the following sentences on the board and the list
of functions (obligation, lack of obligation, prohibition,
advice). Explain/Elicit what the functions mean.
underline the modals and match them to the correct
functions.
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1 You mustn’t steal! (mustn’t, prohibition) • Play the recording and ask students to write their
2 He should spend his money carefully. (should, answers. Then ask students to discuss their answers
advice) with a partner and to justify any answers that are
3 I don’t have to go shopping with my mum. (don’t different.
have to, lack of obligation) • Play the recording again if necessary, and check
4 I must buy a birthday present for my cousin. (must, answers as a class.
obligation)
2
• Tell students to underline the modal verbs and think
carefully about the functions before choosing their
answers. See the recording script on page 112.
• Encourage them to look back at the examples in the
grammar theory to help them. 2
• Students work individually to do the task. • Ask students to read the instructions and check that
• They then check their answers in pairs before they understand what they have to do. Elicit that they
checking as a class. will listen to the same recording, as in 1 to complete
the sentences.
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answers. Then ask students to discuss their answers
different.
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answers as a class.
Read 7.4-7.7 of the Grammar Reference on page 142
with your students. O
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must choose the sentence that means the same as the
first one.
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• Ask students to read the sentences and explain See the recording script on page 112.
• Encourage them to look back at the examples in the DOWNLOAD
grammar theory to help them. • Ask students to read the information in Download.
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• Students work individually to complete the task. • Choose a student to explain the tip in his/her own
• They then check their answers in pairs before words.
checking as a class. • Explain that in note-taking listening tasks only some
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of the information they hear will be needed to complete

the notes. Tell them not to worry about this because
they will hear the recording twice, so they should make
a note if they hear two possible answers and then check
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which one is correct when they listen the second time.
3
Tell students to imagine they are sending their friend that they understand what they have to do. Elicit that
to the supermarket and to make a list of things for Harrods is a very famous department store in London.
their friend to do. They must use a range of modal • Ask students to read the note and explain anything
verbs from the lesson. For example, You have to buy they don’t understand.
some milk. / You mustn’t drop the eggs! • Play the recording for students.
• Students work individually to complete the questions.
• Do not check answers at this stage.
See photocopiable material on page 120. See the recording script on page 112.
4
Listening (SB page 90) • Ask students to read the instructions and check that
1 • Remind them to check and finalise their answers the
• Ask students to read the instructions and check that second time they listen.
they understand what they have to do. • Play the recording for students.
• Ask students to read the headings and explain • Students work individually to check their answers.
anything they don’t understand. • Check answers as a class.
UNIT 7 75

3
and make sure they understand the phrases and how
to use them. Ask them to look back at 2 to see which
phrases they used.
they understand what they have to do. Spend some
time explaining that they must discuss all of the pictures
within the context of the task (… which places will be the
most interesting for the visitors) and that they are not
being asked to describe the pictures. Elicit that there is
Speaking (SB page 91) a second part to the task which requires them to reach
a decision about the two places they will choose.
• Go through the different types of shops and explain
1
anything students don’t understand.
• Point out that there are no right or wrong answers,
and that they only need to justify what they say.
• Students work in pairs to do the exercise.
class.
a turn.
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TOP TIP
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Role-play tasks are a good way for students to • Monitor and help with vocabulary, but do not
practise the vocabulary and grammar from the interrupt fluency. Make a note of any mistakes to go
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unit. In this lesson, they could role play buying over with the class afterwards.
and selling situations where they are the shoppers • Time permitting, you may want to discuss the
and the sales assistants.
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they must choose the correct phrases to manage a
conversation.
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• Remind them that this is part of the discussion and

decision making task, which they have already seen in
Email: Giving advice
Unit 4.
• Ask students to read the information on emails and
giving advice.
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• Explain to students that when they give advice, they
can use modals and other phrases to tell someone
what they should or shouldn’t do.
• Elicit that the speakers are using phrases to start a
1
conversation, to ask about agreement and to interrupt.
• Explain that sometimes more than one answer is
possible.
• Ask students to read the words and explain anything
DOWNLOAD checking as a class.
words.
• Explain that the task is a conversation and as such,
they should take turns to speak. In addition, tell them
they must listen to their partner in order to give an
opinion about what their partner says. Remind them to
be polite if they need to interrupt their partner.
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2
• Go through the phrases for giving advice in the
6
Language Bank. Elicit that they all take different
forms of the verb: infinitive without to, -ing, subject +
infinitive without to, infinitive with to.
must choose the correct linking words.
• Refer students back to the email in 4 and ask them
to look at the use of First of all and Secondly. Elicit that
these linking words help the writer to join the ideas
and make the email easier to read.
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• Students work individually to complete the task. O
LANGUAGE BANK
• Go through the other words and phrases in the
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• They then check their answers in pairs before Language Bank.
checking as a class. • Explain that students can use words and phrases
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in their emails.
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4 they don’t understand. Elicit that they must write an
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• Ask students to read the instructions and check that email giving advice.
they understand what they have to do. • Go over the Plan with the students. Remind them to
begin and end their email in a friendly way. Remind
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• Elicit that the email in 4 has been written in answer

to the writing task in 3. them also to write two short paragraphs in which they
• Ask students to read the email and explain anything give advice about what to get and where to get it from.
they don’t understand. • Assign the writing task for homework.
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DOWNLOAD
words.
• Remind them to use modals and phrases in order to
give advice.
• Remind them also to use linking words to join their
ideas and make their emails easier to read.
5
have to complete the table with the items.
• Ask students to read the words in the orange box and Time permitting, students can make brief notes
explain anything they don’t understand. about the gift and where to buy it from. Monitor
• Students work individually to complete the task. and help with vocabulary if necessary. Make a
• They then check their answers in pairs before note of any mistakes to go over with the class
checking as a class. afterwards.
UNIT 7 77

• 3: Practise collocations. Write the verbs and nouns
Reload 7 (SB page 94) on the board, in mixed up order, and ask students
to match them: do, get, go, go to, have, keep / the
Objectives shops, change for, the shopping, the correct change,
• To revise vocabulary and grammar from Unit 7. shopping, the change.
(do the shopping, get the correct change, go shopping,
Revision go to the shops, have change for, keep the change)
• Tell them that Reload 7 revises the material they saw • 4: Practise prepositions. Write the following gapped
in Unit 7. sentences on the board and ask students to complete
• Explain to students that they can ask you for help them with the prepositions at, by, in, for.
with the questions or refer back to the relevant 1 Is your car ____ sale? (for)
sections of the unit if they’re not sure about an answer. 2 I would like to pay ____ cash. (in)
Stress that the Reload section is not a test. 3 You can pay ____ the checkout. (at)
• Decide how the review will be carried out. Students 4 I only buy clothes ____ the sales. (in)
could do the vocabulary items first and then correct 5 Can I pay ____ credit card? (by)
them immediately, or they could do all the items
together and correct them at the end. Grammar Revision
review. Reduce this progressively as you work through Grammar 1
the book. Practise modals of ability, permission and requests.
• Tell students to answer every question. When • Revise the modals by writing the functions on
checking their answers, make a note of any problem the board and then reading out the sentences. Ask
areas in vocabulary and grammar they still have. students to tell you which function each sentence is an
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Assign some time to deal with these areas. example of.
1 Can I go to the café? (permission)
Vocabulary Revision 2 Could you buy me a magazine, please? (request)
3 He was able to find a good gift. (ability, past)
Vocabulary 1 4 No, you can’t buy a new computer! (refuse
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• 1: Revise the different shops by writing them on the permission)
board and asking individual students to tell you what 5 Will you be able to carry all the shopping? (ability,
you can buy there (bakery, butcher’s, chemist’s, corner
shop, florist’s, greengrocer’s, newsagent’s, stationer’s). O
future)
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• 2: Revise the currencies and denominations by Grammar 2
writing euro, pound, dollar, pence, cents on the Practise modals of obligation, lack of obligation,
board and asking students to tell you which words go prohibition and advice.
together (euro/cents, pound/pence, dollar/cents). • Revise the modals by writing the functions on
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• 3: Revise prices by writing different ones in the three the board and then reading out the sentences. Ask
currencies from 2 on the board and asking individual students to tell you which function each sentence is an
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students to read them out in two ways. example of.

• 4: Revise the compound nouns by writing them all 1 You mustn’t waste your money! (prohibition)
on the board and asking individual students to tell you 2 I have to get a new phone. (obligation)
what they are and to use them in sentences (changing 3 You should buy clothes in the sales. (advice)
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room, credit card, half price, sales assistant, shopping 4 He didn’t have to buy milk; we had some. (lack of
trolley, special offer). obligation)
• 5: Revise the different words by writing them on the
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board and asking individual students to use them in • Students are now ready to do Reload 7.
sentences (buy, sell, pay, spend, bill, tip). • Set a time limit and let students know every so
Vocabulary 2 questions.
• 1 and 2: Practise phrasal verbs. Write the phrasal • Check answers as a class.
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verbs on the board and then read out the meanings.

Ask individual students to match the meanings with the
phrasal verb.
(bring down, look for, shop around, sell out, take back,
try on)
1 return something to a shop (take back)
2 compare prices in different shops (shop around)
3 have no more of something (sell out)
4 put something on to see if you like it (try on)
5 make the price of something lower (bring down)
6 try to find something (look for)
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8 Animals
Unit plan
Reading: multiple choice, being careful of options that are factually correct, but that do not answer
the question correctly
Vocabulary: words related to animals, word formation, prepositions, collocations & expressions
Grammar: gerunds, infinitives
Listening: multiple matching, identifying the option that is not needed
Speaking: speaking cards, talking about animals, using time phrases with on, at and in
Writing: information sheet, including the right information, using headings, using special vocabulary

• Write the following words on the board (frog, tongue,
butterfly) and ask students if they know what they
mean. Explain anything they don’t understand.
• Ask students to look at the picture and tell you what
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they can see (a brightly coloured frog with its tongue out,
about to eat a butterfly) and if they think it is real (it is).
• Ask them why they think the frog is so brightly coloured
(to help it survive in the wild; perhaps by blending into
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its environment or by scaring away its predators).
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they understand what they have to do. Elicit that the O
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names must be in English.
• Tell them to write the names on a piece of paper that TOP TIP
they can hand in once the time is up.
Take advantage of opportunities for cross-curricular
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• When students are ready, collect their papers, count work. In this unit, for example, biology (the
the animals and declare the winning pair. frog), environmental studies (the rainforest) and
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• Time permitting, ask students to tell you the names geography (Central America), can all be exploited
of animals and write them on the board. for project work. Students could be asked to choose
an animal and write a fact file about it.
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must also explain why the animal is their favourite.
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• Students discuss in pairs. DVD 8

• Monitor and help with vocabulary and grammar if Summary of DVD 8: The video is titled ‘10 Animals
necessary. That Saved Lives’. It is, as the title suggests, about
• Make a note of any mistakes to go over with the class animals that saved human lives. The animals are,
afterwards. in order of presentation: Lulu the pig managed to
• When students are ready, ask them to tell the class summon help when her owner suffered a heart attack;
about their favourite animal. Mandy the goat stayed by her injured owner for five
days until help arrived; Mila the beluga whale saved a
diver that nearly drowned due to leg cramps by taking
hold of her by the legs and pushing her to the surface
of the water; Willie the parrot saved a 2-year-old’s life,
when she started choking on some food, by flapping
his wings and calling out ‘Mama, Baby!’ until the child’s
babysitter arrived to help; Kerry the horse saved a
woman when she was attacked by a cow; Jambo the
gorilla saved a boy from other gorillas when he fell into
the gorilla enclosure at the zoo, suffered broken bones
and was unconscious; Winnie the cat became alert
to a poisonous gas, carbon monoxide, that had filled
her home, and woke her owners by meowing loudly;
Ningnong the elephant sensed the deadly tsunami
of 2005 on a beach in Thailand before the waves hit
UNIT 8 79

the shore and ran inland with a little girl on his back, • Ask students to read the questions and explain
saving her life; Buddy the dog guided a police car to a anything they don’t understand.
difficult-to-find location where a workshop was on fire; • Encourage students to use the tips from the
a group of dolphins found and circled a drowning girl, Download box when doing the task and to make sure
which enabled a group of biologists who were studying the options they choose answer the questions.
the dolphins to save her. • Students work individually to answer the questions.
DVD link: https://www.youtube.com/watch?v=_ checking as a class.
qW8yAV8dJM

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and the sentences, and explain anything they don’t
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understand.
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they understand what they have to do. Elicit that they • They then check their answers in pairs before
must think about their answers before they read the checking as a class.
article. • Once answers have been checked, check
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• Ask students to skim read the text and look for the
answers. Explain to students that they do not need orange box to the students and asking them to repeat
to read in detail at this stage as they will have the after you. Correct where necessary.
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opportunity to do so later.
• Students do the task individually, but check answers
as a class.
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the animals are there to give them ideas and elicit
that they must also explain why they didn’t choose the
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other animals.
• Ask students to read the names of the animals and
• Students discuss the animals in pairs.
necessary.
DOWNLOAD afterwards.
• Ask students to read the information in Download. • When students are ready, ask them to tell the class
• Choose a student to explain the tip in his/her own words. about the animal they want as a pet.
• Explain to students that multiple-choice answers
can look right because they are correct according to
the text, but be incorrect because they do not answer
the question. The example given shows this – option
A is correct information about llamas, but it does not
answer the question about farm animals, which option
B does.
3 Ask students to write a few sentences about their

• Ask students to read the instructions and check that partner’s choice of pet. They should say which pet
they understand what they have to do. he/she chose and why.
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1 Ask students to work in pairs. One student chooses
• Ask students to read the instructions and check that an animal from Vocabulary 1 and the other must
they understand what they have to do. Elicit that they guess which it is by asking no more than 10 yes/no
will complete the descriptions of the animals in the questions about it. Students then swap roles.
pictures.
and the descriptions, and explain anything they don’t Extra Task (for early finishers)
understand. See photocopiable material on page 121.
checking as a class. Grammar 1 (SB page 99)
pronunciation by saying each of the words in the Before you read the Grammar box
orange box to the students and asking them to repeat • Explain to students that there are verbs which take a
after you. Correct where necessary. gerund. For example, enjoy walking. Explain that the
-ing form is called a gerund.
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individual students to come to the board and complete
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them with the gerund. Tell them to be careful with
spelling.
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1 ____ (travel) with pets can be difficult. (Travelling)
2 We enjoy ____ (take) our dog for a walk. (taking)
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3 I’m good at ____ for animals. (caring)
words in the orange box sound like the animal sounds.
4 I love ____ (play) with my cat. (playing)
• Explain that the words in the orange box are both
verbs and nouns.
• Ask students to read all of the words and explain
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anything they don’t understand. they understand what they have to do.
• Students work individually to complete the task. • Revise subjects and objects by writing the following
• They then check their answers in pairs before sentence on the board: Alan is walking his dog. Tell
checking as a class. students that the subject of the verb ‘is walking’ is Alan
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• Once answers have been checked, check and the object of the verb is his dog. Remind them that
pronunciation by saying each of the words in the the subject is the person or thing doing something, and
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orange box to the students and asking them to repeat the object is having something done to it.
after you. Correct where necessary. • Ask students to look at the sentences and explain
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• Ask students to read the sections and the words, and
Read 8.1 of the Grammar Reference on pages 142-143
with your students.
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• After the answers have been checked, ask students
to tell you which words are adjectives (playful,
intelligent), verbs (breathe, drown, hunt, catch) and
nouns (danger, pollution).
• Tell students to be careful with spelling.
UNIT 8 81

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they understand what they have to do. Elicit that there they understand what they have to do.
are two parts to the task. First, they must circle the • Ask students to read the dialogues and explain
correct words and then complete each sentence with anything they don’t understand.
the gerund of the verb given. • Tell them to look carefully at the words before and
• Ask students to read the sentences and explain after the preposition in order to make the correct
anything they don’t understand. choice. Sometimes the preposition goes with the word
• Point out to students that in every sentence, they before it and at other times it depends on the word(s)
need to circle a preposition, and that prepositions are after it.
usually followed by a gerund form. • Students work individually to complete the task.
• Students work individually to complete the task. • They then check their answers in pairs before
• They then check their answers in pairs before checking as a class.
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are two parts to the task. First, they must complete
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the expressions and then they must think about the
meaning of each expression.
Ask students to write a short paragraph about • Ask students to read the sentences and explain
their favourite animal. Tell them they must use anything they don’t understand.
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some gerunds. Monitor and help with vocabulary • Tell them they will check their answers to the first
and grammar if necessary. When students are part before they try to work out the meanings of the
ready, ask them to read out their paragraphs. expressions.

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expressions.
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• Once the answers have been checked, ask students
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to think about the meanings of the expressions. They

may discuss with a partner.
• When students are ready, ask them to tell you what
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• Ask students to read the instructions and check that they think the expressions mean.
some of the sets do not have a verb form and that one
does not have an adjective form.
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• Tell students to read the whole sentence first and then
to look at the table in 1 before writing their answers.
• Students work individually to complete the sentences. Students write three gapped sentences using a
• They then check their answers in pairs before word from the table in 1, a prepositional phrase
checking as a class. from 3 and an expression from 4. They swap with
a partner and complete each other’s sentences.

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Grammar 2 (SB page 101) Listening (SB page 102)
Before you read the Grammar box 1
• Explain to students that there are verbs which take • Ask students to read the instructions and check that
an infinitive. For example, want to go and should do. they understand what they have to do.
Explain that the verb with to is called a full infinitive • Ask students to read the words and explain anything
and the verb without to is called a bare infinitive. they don’t understand.
• Read through the grammar theory with the class. checking as a class.
individual students to come to the board and complete
them with the correct infinitive.
1 I asked ____ (speak) with the vet. (to speak)
2 You should ____ (walk) your dog every day. (walk)
3 She promised ____ (look after) my bird. (to look after)
4 They can ____ (help) the farmer. (help)
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• Ask students to read the instructions and check that they understand what they have to do.
they understand what they have to do. • Play the recording and ask students to decide if they
• Ask students to look at the sentences and explain talk about all the animals in 1. Then ask students to
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anything they don’t understand. discuss their answer with a partner and to justify their
• Encourage students to look back at the grammar answer if it is different.
theory for help. • Play the recording again if necessary, and check
• Students work individually to complete the task. answer as a class.
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they understand what they have to do. Remind them
your students.
that there is one extra answer they will not need to use.
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• Ask students to read the dialogue and explain
answers as a class.
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theory for help.
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DOWNLOAD
• Explain that in multiple-matching listening tasks, when
they listen the first time, they should match some of
the answers, but also try to find the option that is the
distractor and cross it out. Then the second time they
Ask students to work in pairs. They must write listen, they should match the rest of the answers.
a dialogue about a new pet. Tell them to use full
infinitives and bare infinitives. Monitor and help 4
with vocabulary and grammar if necessary. When • Ask students to read the instructions and check that
students are ready, ask them to read out their they understand what they have to do.
dialogues. • Remind them that the task involves matching
different pieces of information.
• Remind them to match some answers and try to find
the distractor the first time they listen.
UNIT 8 83

a partner and to justify any answers that are different. DOWNLOAD
• Play the recording again if necessary, and check • Ask students to read the information in Download.
answers as a class. • Choose a student to explain the tip in his/her own
words.
• Explain to students that in this task they have to
ask and answer questions about factual information
that often requires talking about times and dates. Tell
them that in order to do so, they will need to use time
phrases with prepositions correctly.
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• Remind students that they did this task in Unit 1.
they understand what they have to do. Explain the
mechanics of it again.
• Remind them that the task involves asking and
answering questions. Tell them that Student A will have
a card with information about something (a cat show)
See the recording script on pages 112-113. and that Student B will have a different card with
questions to ask about it. Remind students that the
Speaking (SB page 103) questions may just be a few words and that they will
need to use them to form complete questions, as in 2.
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again and make sure they understand the time
• Ask students to read the three questions and answer phrases. Ask them to look back at 2 to see how the
any queries they may have about them. time phrases were used there.
• Students work in pairs to ask and answer the • Explain to students that the person answering the
questions. questions should give complete answers, and not just
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• Monitor and help with vocabulary, but do not repeat the words on their card.
interrupt fluency. Make a note of any mistakes to go • Students work in pairs to ask and answer the
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questions.
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a turn. over with the class afterwards.
• Deal with any language mistakes and pronunciation • Ask one pair to demonstrate the task in front of the
problems that come up. class.
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Have a class debate on topics of interest to the

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class. Divide the class into two teams and write a

topic for debate on the board. In this lesson, the
topic could be ‘It’s wrong to keep animals in zoos’.
The teams decide on their arguments, but also come
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up with arguments to counter the other team. This
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exercise gives valuable practice in justifying opinions
and disagreeing with different points of view.
they will now swap roles and that Student A will ask
questions about a children’s farm while Student B will
give answers.
2 • Remind students that the questions may just be a
• Ask students to read the instructions and check that few words and that they will need to use them to form
they understand what they have to do. complete questions, as in 2. Remind them also to give
• Go through the time phrases with prepositions in the complete answers.
Language Bank with the students. • Remind them to use the Language Bank to help them
• Ask them for example sentences using the time form answers with time phrases.
phrases. • Students work in pairs to ask and answer the
• Ask students to read the questions and answers, and questions.
explain anything they don’t understand. • Monitor and help with vocabulary, but do not
• Students work individually to complete the task. interrupt fluency. Make a note of any mistakes to go
• They then compare their answers in pairs before over with the class afterwards.
checking as a class. • Ask one pair to demonstrate the task in front of the
class.
• Time permitting, repeat until all pairs have had a
turn.
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• Time permitting, you may want to discuss the they understand what they have to do.
questions more extensively as a class. • Elicit that the information sheet in 4 has been written
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in answer to the writing task in 3.
• Ask students to read the information sheet and
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Information Sheet: Including the right
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information
• Ask students to read the information on information
sheets and including the right information.
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• Explain to students the importance of organising 5

their ideas when they write an information sheet. Tell • Ask students to read the instructions and check that
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them they need to think about the different kinds of they understand what they have to do. Elicit that they
information they will include before they start writing, can refer back to 2 and 4 on page 104 to see the words
and that these will form the sections of their information in context.
sheet. Explain that each section will need a heading. • Ask students to read the words in the orange box and
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1 • Students work individually to complete the task.

• Ask students to read the instructions and check that • They then check their answers in pairs before
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• Ask students to read the questions and headings, and • Once answers have been checked, check
explain anything they don’t understand. pronunciation by saying each of the words in the
• Students work individually to complete the task. orange box to the students and asking them to repeat
• They then check their answers in pairs before after you. Correct where necessary.
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have to complete the table with the headings from 1. 6
• Ask students to read the information in the table and • Ask students to read the instructions and check that
answer any queries they might have about it. they understand what they have to do. Elicit that they
• Students work individually to complete the task. must complete the sections of the table with some
• They then compare their answers in pairs before information about a different animal.
discussing as a class. • Ask students to read the information about
kangaroos and explain anything they don’t understand.
• Tell them they need to think about animals in the
wild, not pets. Brainstorm with the class for ideas and
write them on the board. They will need your help to
collect the information they need. You may use the
following to help them.
UNIT 8 85

1 Lion: big cat, long tail, sharp claws / grasslands and Vocabulary Revision
savannahs of Africa / attack and eat other animals such
as zebras and giraffes / live in groups, females hunt for Vocabulary 1
food, the roar of a lion can be heard 8 kilometres away • 1: Revise the features of the animals by writing them
2 Koala: like a small grey or brown bear / live in trees on the board (feathers, fur, trunks, tusks, whiskers,
in forests of Australia / eat leaves from eucalyptus trees wings) and asking individual students to give you an
/ sleep for 20 hours a day, carry babies in a pouch example of an animal that has each feature.
• 2: Revise the animal sounds by writing the words on
the board, one by one, and asking individual students
to tell you which animal makes the sound. Then ask
students to mimic the sounds.
• 3: Revise the words by writing them on the board and
asking students to tell you what they mean (intelligent,
LANGUAGE BANK playful, breathe, drown, catch, hunt, pollution, danger).
Bank. Vocabulary 2
• Explain that students can use words and phrases • 1 and 2: Practise word formation. Copy the table
from the Language Bank as well as their own phrases from page 100 of the Student’s Book on the board and
in their information sheets. write all of the nouns. Ask students to write the verb
• Remind them to use words and phrases from all of and adjective forms, where they exist.
the sections in the Language Bank. • 3: Practise prepositions. Write these gapped phrases
on the board, and then write the prepositions in a
7 separate list: ____ common, ____ danger, ____ land,
• Read the task out to students and explain anything ____ risk, useful ____, ____ water / at, in, on, to.
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they don’t understand. Elicit that they must write an Then ask individual students to come to the board and
information sheet using the information they wrote in 6. match the words with the prepositions they are used
• Go over the Plan with the students. with. Ask students to give you example sentences
• Remind them to write about the four different sections. using the phrases. (in common, in danger, on land, at
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• Assign the writing task for homework. risk, useful to, in water)
• 4: Practise collocations and expressions. Write the
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animals on the board (bird, cat, dog, fish, horses,
puppy) and then read out the following questions and
ask students to answer them.
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1 What kind of love is it when two young peole are in
DOWNLOAD love? (puppy)
• Read out the information in the Download box. 2 Someone who doesn’t show how they feel is a cold,
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• Choose a student to explain the tips in his/her own words. what? (fish)
• Remind students to organise their ideas into different 3 We say that someone who works hard, works like a,
sections and to give each section a heading. what? (dog)
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• Remind them to use the correct vocabulary. 4 What did curiosity kill? (the cat)
5 When someone is in a hurry, you can tell them to
hold their, what? (horses)
6 Someone who doesn’t eat a lot, eats like a, what?
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(bird)
Time permitting, students can write the first
section of the information sheet. Monitor and help Grammar Revision
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with vocabulary if necessary. Make a note of any

mistakes to go over with the class afterwards. Grammar 1 & 2
Practise gerunds and infinitives.
• Revise gerunds and infinitives by writing these gapped
sentences on the board and asking individual students
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to complete them with the correct form of the verb.

1 Tom enjoys ____ about animals. (learn) (learning)
Objectives 2 We must ____ animals more. (help) (help)
• To revise vocabulary and grammar from Unit 8. 3 He decided ____ to the zoo. (not go) (not to go)
4 ____ your dog is good exercise. (walk) (Walking)
Revision 5 Dad has promised ____ me a puppy. (get) (to get)
• Tell students that Reload 8 revises the material they 6 Do you feel like ____ an animal documentary?
saw in Unit 8. (watch) (watching)
• Explain to students that they can ask you for help 7 Are you good at ____ (care) for farm animals? (caring)
with the questions or refer back to the relevant
sections of the unit if they’re not sure about an answer. • Students are now ready to do Reload 8.
Stress that the Reload section is not a test. • Set a time limit and let students know every so often
• Decide how the review will be carried out. Students how much time they have left to complete the questions.
could do the vocabulary items first and then correct
them immediately, or they could do all the items
together and correct them at the end.
• Give students about 20 minutes to complete the review.
Reduce this progressively as you work through the book.
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Objectives Revise compound nouns.

• To revise vocabulary and grammar from Units 7 • Unit 7, Vocabulary 1, Exercise 4: Write the following
and 8. words on the board in two columns. Ask students to
match them to form compound nouns and to tell you
Revision what each compound noun means.
• Tell students that Progress Review 4 revises the Column 1
material they saw in Units 7 and 8. changing
• Explain to students that they can ask you for help credit
with the questions or refer back to the relevant half
sections of the units if they’re not sure about an sales
answer. Stress that the Progress Review section is not shopping
a test. special
• Decide how the Progress Review will be carried out. Column 2
Students could do the vocabulary items first and then assistant
correct them immediately, or they could do all the card
items together and correct them at the end. offer
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• Give students about 40 minutes to complete the price
review. Reduce this progressively as you work through room
the book. trolley
• Tell students to answer every question. 1 changing room (where you try on clothes in a shop)
• When checking their answers, make a note of any 2 credit card (a plastic card you can use instead of
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problem areas in vocabulary and grammar they still real money)
have. Assign some time to deal with these areas. 3 half price (50% of the full price)
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4 sales assistant (a person who works in a shop)
5 shopping trolley (you put your shopping in this at
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the supermarket; it has wheels and you can push it)
Revise different kinds of shops. 6 special offer (a good price for something)
• Unit 7, Vocabulary 1, Exercise 1: Write the shops on
the board (bakery, butcher’s, chemist’s, corner shop, Revise easily confused words.
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florist’s, greengrocer’s, newsagent’s, stationer’s) and • Unit 7, Vocabulary 1, Exercise 5: Write the word pairs
then ask individual students to tell you what they can on the board and ask students to give you sentences
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buy at each shop and/or what kind of shop it is. using them: buy/sell, pay/spend, bill/tip.
1 bakery (bread, cakes)
2 butcher’s (meat, chicken) Revise parts of the bodies for animals.
3 chemist’s (medicine) • Unit 8, Vocabulary 1, Exercise 1: Write the words on
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4 corner shop (a place near your home that you go to the board and ask individual students to tell you what
when the other shops are closed; you can buy lots of they mean and which animals have them.
different things there) feathers, fur, trunk, tusks, whiskers, wings
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5 florist’s (flowers) 1 feathers cover the bodies of birds

6 greengrocer’s (fruit, vegetables) 2 fur is like hair on cats and dogs
7 newsagent’s (newspapers, magazines) 3 a trunk is like a long nose on an elephant
8 stationer’s (paper, pencils, pens) 4 tusks are like very long teeth on elephants
5 whiskers are hairs on the faces of cats and dogs
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Revise currencies and denominations. 6 wings help birds to fly when they move them up and
• Unit 7, Vocabulary 1, Exercise 2: Write the down
denominations on the board and ask students to tell
you in which countries they are used. Revise animal sounds.
1 dollars + cents (USA, Australia, New Zealand, • Unit 8, Vocabulary 1, Exercise 2: Write the animal
Canada) sounds on the board and ask students to tell you which
2 pounds + pence (Great Britain) animals make them.
3 euros + cents (Eurozone countries, eg Italy, 1 bark (dog)
Germany, France, Greece) 2 buzz (bee)
3 hiss (snake)
Revise prices. 4 miaow (cat)
• Unit 7, Vocabulary 1, Exercise 3: Write the prices on 5 moo (cow)
the board and ask individual students to read them out 6 quack (duck)
in two ways. 7 roar (lion)
1 €39.65 (thirty-nine euros and sixty-five cents / 8 tweet (bird)
thirty-nine sixty-five)
2 £11.50 (eleven pounds and fifty pence / eleven fifty) Revise words to talk about animals.
3 $3.99 (three dollars and ninety-nine cents / three • Unit 8, Vocabulary 1, Exercise 3: Write the word pairs
ninety-nine) on the board and ask students to give you sentences
using them: intelligent/playful, breathe/drown, catch/
hunt, danger/pollution.

Revise phrasal verbs. Revise word formation.
• Unit 7, Vocabulary 2, Exercises 1 and 2: Write • Unit 8, Vocabulary 2, Exercises 1 and 2: Draw Table
these phrasal verbs on the board. Then read out the A on the board, without the words in brackets, and ask
meanings and ask students to match them to the students to fill in the word forms. Then ask students to
phrasal verbs. give you sentences using the words from the table.
bring down, look for, shop around, sell out, take back,
try on TABLE A
1 put something on to see if you like it (try on)
Verb Noun Adjective
2 have no more of something (sell out)
3 make the price of something lower (bring down) protect (protection) (protected)
4 compare prices in different shops (shop around) (survive) (survival) / -
5 try to find something (look for) survivor
6 return something to a shop (take back)
pollute (pollution) (polluted)
Revise collocations and expressions. - fur (furry)
• Unit 7, Vocabulary 2, Exercise 3: Write the following
(poison) poison poisonous
words on the board in two columns. Ask students to
match them to form collocations. - (curiosity) curious
Column 1
do Grammar Revision
get
go Revise modals: ability, permission, requests.
go to • Write the functions on the board and ask students
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have what they mean. They may use L1. Then read out
keep these sentences, one by one, and ask students which
Column 2 function they show.
the shops ability, permission, request
change for 1 Could you tell me where the post office is? (request)
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the shopping 2 No, you can’t pay by credit card. (refuse permission)
the correct change 3 My dog can count to three! (ability)
shopping
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4 You can buy the shoes you want. (permission)
5 They will be able to get a puppy. (ability, future)
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1 do the shopping
2 get the correct change Revise modals: obligation, lack of obligation,
3 go shopping prohibition, advice.
4 go to the shops • Write the functions on the board and ask students
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5 have change for what they mean. They may use L1. Then read out
6 keep the change these sentences, one by one, and ask students which
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• Unit 8, Vocabulary 2, Exercise 4: Read out the function they show.

expressions, one by one, and ask individual students to obligation, necessity, prohibition, advice
tell you what they mean. 1 You shouldn’t spend all your money. (advice)
1 eat like a bird (eat very small amounts of food) 2 He must look after his pets. (obligation)
3 You mustn’t feed the animals in the zoo.
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2 curiosity killed the cat (don’t be too interested in

something that doesn’t concern you) (prohibition)
3 work like a dog (work really hard) 4 I didn’t have to shop around. I found what I wanted
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4 a cold fish (somebody who shows no emotion) quickly. (lack of obligation)

5 hold your horses (don’t rush, take your time)
6 puppy love (love that young people have) Revise gerunds and infinitives.
• Write the sentence stems on the board and ask
Revise prepositions. students to complete them in their own words using
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• Unit 7, Vocabulary 2, Exercise 4: Write the following gerunds or infinitives.

words on the board and ask students to choose the 1 I can’t help … (gerund)
correct prepositions. Then ask them for example 2 We arranged … (full infinitive)
sentences using the prepositional phrases. 3 He doesn’t mind … (gerund)
1 in / with cash (in) 4 I feel like … (gerund)
2 by / in credit card (by) 5 We are looking forward to … (gerund)
3 at / for sale (for) 6 You should … (bare infinitive)
4 in / on the sales (in) 7 We have agreed … (full infinitive)
5 at / by the checkout (at) 8 I’d like … (full infinitive)
• Unit 8, Vocabulary 2, Exercise 3: Write the following 9 Do you spend time … (gerund)
words on the board and ask students to choose the 10 I must … (bare infinitive)
correct prepositions. Then ask them for example
sentences using the prepositional phrases. • Students are now ready to do Progress Review 4.
1 at / to risk (at) • Set a time limit and let students know every so
2 in / inside water (in) often how much time they have left to complete the
3 at / in common (in) questions.
4 in / on land (on) • Check answers as a class.
5 in / with danger (in)
6 useful to / on (to)
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9 The Internet
Unit plan
Reading: multiple choice (right, wrong, doesn’t say), understanding the order that events happen in
Vocabulary: words related to the Internet, word formation, phrasal verbs, collocations & expressions
Grammar: first conditional, second conditional
Listening: multiple choice (pictures), eliminating the option that is definitely wrong
Speaking: comparing photos, talking about electronic devices and the Internet, using phrases to
compare pictures
Writing: article, coming up with a good title, using a second conditional question to make your
readers keep reading

• Ask students to look at the picture and to tell you
what they can see (A little boy is using a roller brush to
write WWW on a wall.).
• Ask students to read the title of the unit and tell
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you how it is related to the picture (The title is ‘The
Internet’ and WWW is a large part of the Internet).
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• Ask students to read the instructions and check that TOP TIP
OAs you near the end of the course, encourage
students to use language they have learnt in
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previous units during discussions. Class debates
offer a good opportunity for this, especially with a
topic such as the Internet that affects their lives
directly. A debate can be held about the value of
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social networking, for example.

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2
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discussing as a class. DVD 9
Summary of DVD 9: The video is titled ‘Amazing Uses
of the Internet’. These include communicating with
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people close by or far away, playing online multi-player

games with people around the world, researching and
booking holidays, becoming famous like Psy (Gangnam
Style) and Justin Bieber, watching online television and
films, shopping online, accessing endless amounts of
information and downloading apps to help learning,
using it for file sharing and storage, and connecting
anytime, anyplace and anywhere.
watch?v=sawN1GVgDmE

1
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• Ask students if they are familiar with the websites in
the orange box and which ones they have used. Check
pronunciation by saying each of the websites in the
• Ask students to read the statements and explain
4
2 they understand what they have to do. Elicit that all of
• Ask students to read the instructions and check that the words in the orange box are from the article.
they understand what they have to do. Elicit that they • Ask students to read the words in the orange box and
must think about their answer before they read the the dialogues, and explain anything they don’t understand.
article. • Students work individually to complete the task.
• Ask students to skim read the text and look for the • They then check their answers in pairs before
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answer. Explain to students that they do not need checking as a class.
to read in detail at this stage as they will have the • Check pronunciation by saying each of the words in
opportunity to do so later. the orange box to the students and asking them to
• Students do the task individually, but check answer repeat after you. Correct where necessary.
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as a class.
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DOWNLOAD • Ask students to read the instructions and check that
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• Ask students to read the information in Download. they understand what they have to do. Elicit that they
• Choose a student to explain the tip in his/her own must create a user name and write a comment.
words.
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• Ask students to read the comment and explain

• Explain to students that in multiple-choice questions anything they don’t understand.
about events, they may need to understand which • Explain that if they wish, they may write how long ago
order the events happened in. Tell them they can do the comment was left, how many replies it received and
this by writing numbers next to each important event the number of likes and dislikes it attracted.
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to show which happened first, second, etc. • Monitor and help with vocabulary and grammar if
• Ask students to read question 3 and elicit that necessary.
they will need to understand if the zoo video or the • Make a note of any mistakes to go over with the class
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Gangnam Style video appeared first on YouTube. afterwards.

• Students work individually to complete the task. • Ask students to read out their comments to the class.
as a class.
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3
• Ask students to read the instructions and check that Ask students to swap comments with a partner
they understand what they have to do. and reply to their partner’s comment in an
• Ask students to read the statements and explain appropriate way. Monitor and help with vocabulary
anything they don’t understand. and grammar if necessary.
• Remind students that they did a form of this task in
Unit 2, where they had two options to choose from,
‘Right’ and ‘Wrong’ and in Unit 6, where they had three
options to choose from ‘Right’, ‘Wrong’ and ‘Doesn’t a-z Vocabulary 1 (SB page 112)
say’.
• Encourage students to use the tips from the 1
Download box when doing the task and to mark option • Ask students to read the instructions and check that
C ‘Doesn’t say’ if they can’t find the answer after they understand what they have to do.
looking for it carefully. • Ask students to read the email and explain anything
• Students work individually to choose the answers. they don’t understand.
• They then check their answers in pairs before • Point out that they will be choosing the correct
checking as a class. information about the email.
UNIT 9 91

• Students work individually to complete the task. • Allow students time to write dialogues using the
• They then check their answers in pairs before words that they didn’t use to complete the dialogues.
checking as a class. Ask individual students to read out their dialogues to
the class.
2
• Make sure students understand the symbols before
they do the task. Ask them to tell you what they mean
in their own language.
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Ask students to work in pairs. They must make up
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three email addresses – one each for an individual,
a work email, and a business/company email –
then swap with their partner, and read out each
Oother’s email addresses.

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3 Extra Task (for early finishers)
• Ask students to read the instructions and check that See photocopiable material on page 122.
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anything they don’t understand. Grammar 1 (SB page 113)
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• Students work with a partner to read out the email

addresses, but individually to answer the questions. Before you read the Grammar box
• They then check their answers in pairs before • Introduce the first conditional. Write the sentences
checking as a class. below on the board.
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1 If you go to that website, you will find a lot of

information.
2 If I get a smartphone, I can use it to go online.
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• Ask a student to come to the board, underline the

verb tenses in each clause and tell you what they are
(1 go, will find – present simple, future simple; 2 get,
can use – present simple, modal verb).
• Explain that these sentences are examples of the first
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conditional.
1
1 If you need a new computer, go to that shop.
2 Unless I can find the book in the shops, I will order
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it online.
3 He will text us if he decides to visit us.
• Point out that a comma is used after the if-clause and
will be some words (three in total) they do not need to
the clause with unless (sentences 1 and 2). Point out
use to complete the dialogues, and that they will need
also that a comma is not used when the conditional
to write their own dialogues using those words.
begins with the main clause (sentence 3).
and the dialogues, and explain anything they don’t
2
understand.
• Students work individually to complete the dialogues.
• Tell students to think carefully about the meaning of
unless (if not) before they write their answer.
as a class.
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2
must complete the sentences with some of the words
Read 9.1-9.2 of the Grammar Reference on page 143 anything they don’t understand.
with your students. • Tell them to look for clues in the sentences that will
show them what kind of word they need in the gap (verb,
3 noun or adjective) before they choose their answer.
• Ask students to read the instructions and check that • Students work individually to complete the task.
they understand what they have to do. Elicit that they • They then check their answers in pairs before
must use the verbs in the correct form of the first checking as a class.
conditional and that this will involve completing if-clauses
and main clauses, and adding commas where necessary.
theory for help as they do the task.
• Students work individually to complete the gaps.
3
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they understand what they have to do (match the
phrasal verbs in bold with their meanings).
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O column a-e and see if they can work out the meanings
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Ask students to write two conditional sentences of 4

their own about their favourite websites, using the • Ask students to read the instructions and check that
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first conditional. When they are ready, ask them to they understand what they have to do. Elicit that they
read their sentences out for the rest of the class. must use all of the phrasal verbs from 3 to complete
the sentences.
Extra Task (for early finishers) anything they don’t understand.
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See photocopiable material on page 122. • Students work individually to complete the task.
a-z Vocabulary 2 (SB page 114) checking as a class.
1
some of the sets do not have a verb form.
• Check pronunciation by saying each of the words in • Ask students to read the instructions and check that
the table to the students and asking them to repeat they understand what they have to do. Elicit that there
after you. Correct where necessary. are two parts to the task. First, they must complete
the expressions and then they must think about the
meaning of each expression.
• Tell them they will check their answers to the first
part before they try to work out the meanings of the
expressions.
UNIT 9 93

• Students work individually to complete the expressions. • Students work individually to complete the task.
• They then check their answers in pairs before • They then check their answers in pairs before
checking as a class. checking as a class.
to think about the meanings of the expressions. They
may discuss with a partner.
• When students are ready, ask them to tell you what
they think the expressions mean.
Read 9.3 of the Grammar Reference on pages 143-144

with your students.
3
must use the verbs in the correct form of the second
conditional.
• Point out that they will have to complete both of the
clauses in the conditional sentences.
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• Students work individually to complete the gaps.
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Ask students to write a sentence using a noun or an O
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adjective from the table in 1, another using a phrasal
verb from 3, and a third using an expression from 5.
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Extra Task (for early finishers) 4

See photocopiable material on page 122. • Ask students to read the instructions and check that
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must determine which sentences can use a modal verb
Grammar 2 (SB page 115) instead of would in the main clause.
• Encourage them to look back at the grammar theory
Before you read the Grammar box for help as they do the task.
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• Introduce the second conditional. Write the sentence • Students work individually to complete the task.
below on the board. • They then check their answers in pairs before
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If I owned Facebook, I would be very rich! checking as a class.

• Ask students the following questions.
1 Do I own Facebook? (no)
2 Am I very rich? (no)
• Tell students that the second conditional is used to
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talk about something that is impossible or unlikely in

the present or the future.
5
• Read through the grammar theory with the class. they understand what they have to do.
• Write the following sentences on the board, without • Ask students to read the words in the orange box
the underlining. and the sentences, and explain anything they don’t
1 If I were you, I would look for the information online. understand.
2 If Max wasn’t busy, he could help us. • Point out that they will have to use a suitable modal
• Ask a student to come to the board and underline the verb.
verbs and tenses. • Encourage students to look back at the grammar
• Ask students to complete the following second theory for help as they do the task.
conditional sentence in their own words. • Students work individually to complete the gaps.
If I had a thousand Facebook friends, ___.
• Remind students that a comma is used after the
if-clause and that when the if-clause is not at the
beginning of the sentence, we do not use a comma.
2
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• Explain that in picture-based listening tasks, they
should read the question and look at the pictures
before the recording starts. When they listen the first
Students work in pairs. They write their own time, they should cross out the option that is definitely
second conditional sentence stems, as in 5, then wrong and then use the second listening to choose the
swap with their partner and complete each other’s correct answer.
sentences in their own words.
4
Extra Task (for early finishers) they understand what they have to do.
See photocopiable material on page 122. • Ask students to read the questions and look at the
pictures, and explain anything they don’t understand.
• Encourage students to think about the question and
Listening (SB page 116) the pictures before they listen, to cross out the option
that is definitely wrong the first time they listen and to
1 choose the correct answer the second time they listen.
• Ask students to read the instructions and check that • Play the recording and ask students to choose their
they understand what they have to do. Elicit that they answers. Then ask students to discuss their answers
must write down the times they hear. with a partner and to justify any answers that are
• Explain to them that they can write the times as different.
numbers or words. • Play the recording again if necessary, and check
• Play the recording and ask students to write down the answers as a class.
times. Then ask students to discuss their answers with a
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partner and to justify any answers that are different.
answers as a class.
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must decide which time in 1 is wrong. See the recording script on page 113.
• Ask students to read the extract and explain anything
• Students work individually to answer the question. Speaking (SB page 117)
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as a class. 1
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questions.
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• Explain to them that they will listen to the same
a turn.
recording as in 1 and answer the question.
question. Then ask students to discuss their answer with
a partner and to justify their answer if it is different.
answer as a class.
TOP TIP
Make the most of the photo task by writing your
own questions for students to answer in addition
See the recording script on page 113. to those in the Student’s Book. For example, here
in 4, you could ask the following questions: Photos
DOWNLOAD A and B: What do you think the people are happy
• Ask students to read the information in Download. about?; Photos C and D: What do the boys have in
• Choose a student to explain the tip in his/her own common?.
words.
UNIT 9 95

2 allow plenty of time to explain the mechanics of it.
• Ask students to read the instructions and check that they Although students saw the same task in Units 3 and 6,
understand what they have to do. Explain that to compare they discussed the photos without comparing them.
means to talk about the similarities and the differences • Go through the Language Bank again with the
between two things. Elicit that they must listen to a students and make sure they understand the phrases
student comparing the photos and answering the question. and how to use them. Ask them to look back at 3 to
As they do so, they must tick the statements that are true see which phrases were used.
regarding what the student says. • Ask students to read the instructions and check that
• Ask students to read the statements and explain they understand what they have to do. (Photographs
anything they don’t understand. A and B: Firstly, Student A must compare the two
• Play the recording for students. photographs, that is, briefly describe their similarities
• Students work individually to tick the statements. and differences, and then he/she must answer the
Then ask students to discuss their answers with a specific question about the best way to communicate
partner and to justify any answers that are different. with friends. Student B must reply to one question
• Play the recording again if necessary, and check about text messages. / Photographs C and D: Firstly,
answers as a class. Student B must compare the two photographs, that is,
briefly describe their similarities and differences, and
then he/she must answer the specific question about
the best way to search for information. Student A must
reply to one question about using a library.)
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class.
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See the recording script on page 113. • Monitor and help with vocabulary, but do not
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• Go through the Language Bank with the students and
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• Play the recording for students again.

• Students work individually to tick the phrases. Then
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ask students to discuss their answers with a partner

and to justify any answers that are different.
answers as a class. Writing (SB pages 118-119)
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Article: Coming up with a good title

• Ask students to read the information on articles and
coming up with a good title.
• Tell students that when they write an article, they
should also think of a good title for it.
• Explain that a good title serves a number of
See the recording script on page 113. purposes: it gives readers an idea about what they are
going to read, it attracts the readers’ attention and
DOWNLOAD makes them want to read the article.
• Choose a student to explain the tip in his/her own 1
words. • Ask students to read the instructions and check that
• Explain that when they do the photo task, they they understand what they have to do.
must compare the two photos, ie say what is similar • Ask students to read the topics and titles, and explain
and different about them, and that they can use set anything they don’t understand.
phrases to do this. Tell them that after they compare, • Students work individually to complete the task.
they will need to answer a specific question that is • They then check their answers in pairs before
somehow related to the photos. checking as a class.
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• As this may be the first time students have
attempted this particular exam task in its entirety,
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2 • Ask students to read the prompts and explain
they understand what they have to do. • Remind them to use a comma if the conditional
• Ask students to read the questions and explain begins with the if clause, and not to use a comma if it
anything they don’t understand. begins with the main clause.
• Encourage them to look back at the titles in 1 if they • Students work individually to complete the task.
need help with the style of titles. • They then check their answers in pairs before
• Students work in pairs before comparing answers as checking as a class.
a class.
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they understand what they have to do. Ask them for
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examples of linking words.
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• Ask students to find and highlight or underline the
indirect question in 3.
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• Write the direct question and the indirect question on

the board.
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will read an article that has been written in answer to
the writing task in 3 and choose the best title for it.
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• Ask students to read the article and the titles, and

• Remind them to choose the most appropriate title.
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Tell them that all three of the titles relate to the

content of the article in some way, but only one relates
to the task and the model article.
• They then check their answer in pairs before checking LANGUAGE BANK
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as a class. • Go through the words and phrases in the Language

Bank.
in their articles.
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they don’t understand. Elicit that they must write an
article.
are two parts to the task. First, they must underline
• Remind them to think of a good title, to start with a
the question in the article and then they must use the
question, write about two sides of the topic and to give
prompts to write questions using the second conditional.
their opinion in the final paragraph.
• Ask a student to read out the question that he/she
underlined in the article. Write the question from the
article on the board, and ask students what they would
do for fun if there was no Internet. Tell them they must
reply using the second conditional, ie If there was no
Internet, I would … .
UNIT 9 97

DOWNLOAD Vocabulary 2
• Read out the information in the Download box. • 1 and 2: Practise word formation. Write these nouns
• Choose a student to explain the tips in his/her own on the board and ask individual students to come to
words. the board and write the verb form, where it exists, and
• Tell students to think of a title that gives the reader the adjective.
an idea of what they are going to discuss and attracts 1 conversation (converse, conversational)
their attention. Remind them to start their article 2 attachment (attach, attached)
with a question using the second conditional so that 3 communication (communicate, communicative)
the reader wants to read on and find out the answer. 4 technology (-, technological)
Remind them also to use linking words to join their 5 person (-, personal)
ideas and sentences, and make their article flow. 6 sender (send, sent)
7 month (-, monthly)
8 connection (connect, connected)
• 3 and 4: Practise phrasal verbs. Write the phrasal
verbs on the board and then read out the meanings,
Time permitting, students can underline the one by one. Ask individual students to match the
question and what else they have to discuss, meanings with the phrasal verbs.
and then write notes about the points they want (come up with, pop up, shut down, sign up for, take off)
to make. Monitor and help with vocabulary if 1 appear suddenly (pop up)
necessary. Make a note of any mistakes to go over 2 think of or create something (come up with)
with the class afterwards. 3 close a computer or machine (shut down)
4 become very popular (take off)
5 join (sign up for)
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• 5: Practise collocations and expressions. Write the
Reload 9 (SB page 120) following expressions on the board and ask students to
tell you what they mean and to use them in sentences:
Objectives leaves me cold, can’t see what all the fuss is about,
does nothing for me, as interesting as watching paint
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dry, bores me to tears.
Revision
saw in Unit 9. O
Grammar Revision
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• Explain to students that they can ask you for help Grammar 1
with the questions or refer back to the relevant Practise first conditionals.
sections of the unit if they’re not sure about an answer. • Revise the first conditional by writing these sentence
stems on the board and asking students to complete
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Stress that the Reload section is not a test.

• Decide how the review will be carried out. Students them in their own words.
could do the vocabulary items first and then correct 1 If Tom calls you, ____.
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them immediately, or they could do all the items 2 If the Internet is down, ____.
together and correct them at the end. 3 Unless my dad gives me money, ____.
review. Reduce this progressively as you work through Grammar 2
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the book. Practise second conditionals.

• Tell students to answer every question. When • Revise the second conditional by writing these
checking their answers, make a note of any problem sentence stems on the board and asking students to
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areas in vocabulary and grammar they still have. complete them in their own words.
Assign some time to deal with these areas. 1 ____, I would get a new phone.
2 If I had my own YouTube channel, ____.
Vocabulary Revision 3 ____ if I knew the answer.
4 ____, he could fix your computer.
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Vocabulary 1
• 1, 2 and 3: Revise the words for emails and email • Students are now ready to do Reload 9.
addresses. Ask students to tell you what the following • Set a time limit and let students know every so
are: inbox, sent folder, email address. Write the often how much time they have left to complete the
following words on the board and ask students to draw questions.
the symbols for them: at, attachment, delete, dot, • Check answers as a class.
download, search. Write the following email addresses
on the board and ask students to read them out.
1 ginajones@gomail.com
2 bananafashion@banana.co.uk
3 info@compuworld.com
Then read out the following email addresses, one by
one, and ask students to write them down.
1 bob14@yourmail.com
2 p.smith@bigbox.co.uk
3 enquiries@shopnow.com
• 4: Write the following words on the board and
ask individual students to tell you what they mean:
camera, chat, envelope, folder, mouse, Net, software,
text, web page.
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10 Outdoor Life
Unit plan
Reading: missing sentences, choosing the correct question for the gap
Vocabulary: words related to maps, directions and the outdoors, word formation, collocations &
expressions, prepositions
Grammar: the passive: present simple and past simple
Listening: note taking, using the task to predict what you will hear
Speaking: speaking cards, talking about outdoor life, giving full answers and correcting mistakes
Writing: postcard, using the right tenses, describing the weather
Unit Opener (SB page 121) Summary of DVD 10: The video is titled ‘What is
• Ask students to read the title of the unit and tell you Geocaching?’ It explains what geocaching is (a real-
what they think it means (The title is ‘Outdoor Life’ life adventure like a treasure hunt where you look
which refers to activities we can do outside/outdoors). for something that someone has hidden) and gives
• Ask students to look at the picture and to tell you information about how people can get involved in the
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how it is related to the title (There are two girls at a activity. Once the item has been hidden, its location
beach; they are outdoors, enjoying outdoor life.). (in the form of GPS co-ordinates) is recorded online for
hunters to track. Placed with the item in its container
1 is a log book where hunters record their find. They can
• Ask students to read the instructions and check that they
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leave the item where it is, or replace it with an item of
understand what they have to do. Elicit that they need to their own for others to find.
think about where the girls are and how they feel.
• Tell students to think about popular holiday destinations.
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watch?v=1YTqitVK-Ts&sns=em
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• Ask students to read the instructions and check that Reading (SB pages 122-123)
1
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• Students discuss the question in pairs before • Ask students to read the instructions and check that
discussing as a class. they understand what they have to do. Remind them to
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list activities that they actually do and those that they

would be interested in trying.
• Students work in pairs before comparing answers as
a class.
• After two minutes, have pairs read out their lists. The
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pair with the most activities wins.

TOP TIP
Get the most out of the photos in the Student’s
Book by asking students to describe, compare and
contrast them. In the previous unit, students learnt
to compare photos by discussing their similarities and 2
differences. Now, you can ask them to compare the • Ask students to read the instructions and check that
photo of the two girls at the beach in the Opener here they understand what they have to do.
with the photo of the two girls riding their bikes in the • Students discuss their chosen activity with a partner
Unit 1 Opener on page 5 of the Student’s Book. before telling the class about it.
UNIT 10 99

3 • Ask students to read the words in the orange box
• Ask students to read the instructions and check that they and the sentences, and explain anything they don’t
understand what they have to do. Elicit that they must understand.
think about their answer before they read the article. • Students work individually to complete the task.
• Ask students to skim read the text and look for the • They then check their answers in pairs before
answer. Explain to students that they do not need checking as a class.
to read in detail at this stage as they will have the • Check pronunciation by saying each of the words in
opportunity to do so later. the orange box to the students and asking them to
• Students work individually to complete the task. repeat after you. Correct where necessary.
as a class.
DOWNLOAD 6
• Remind students what a missing-sentence task • Ask students to read the instructions and check that
involves. they understand what they have to do. Elicit that they
• Ask students to read the information in Download. must agree on a place they both know well, and that
• Choose a student to explain the tip in his/her own words. one of them must ask no more than 20 questions to
• Explain to students that in this task, the missing find out where a cache has been hidden.
sentence could be a question. Tell them they should • Students work in pairs to complete the task.
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look at the replies in the conversation and try to think • Monitor and help with vocabulary, but do not
of a logical question on their own. Then they should interrupt fluency. Make a note of any mistakes to go
look at the options and choose the best answers. over with the class afterwards.
Remind them that Yes and No answers are not used to • Deal with any language mistakes and pronunciation
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reply to questions with question words, such as When, problems that come up.
Where, What, Who, etc.
4
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must choose the correct answer from a list of answer
options.
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• Ask students to read the questions and the conversation,

• Remind students to think about logical questions and Ask students to work in pairs to write a short
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then to look at the options. conversation about an activity they both

• Students work individually to fit the questions to the enjoy. The conversation should be made up of
gaps. questions and answers about the activity, like the
• They then check their answers in pairs before conversation in 4. When students are ready, they
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checking as a class. can perform their conversations for the class.

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1
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they understand what they have to do. Elicit that a
compass is used to show direction.
• Ask students to read the four points of the compass
and explain anything they don’t understand. Ask them
to say the words in their own language and show you
the direction of each, in order to demonstrate they
know the compass points.
2
5
they understand what they have to do. Elicit that all of
the words are from the article.
100

• Students work individually to complete the task. 2 Brazilians play football. ➝ Football is played by
• They then check their answers in pairs before Brazilians.
checking as a class. • Tell students the first sentences in each pair are
active and the other two are passive. Ask students who
does the action in the first two sentences (‘People’ and
‘Brazilians’). Ask students in which sentences, active or
passive, the action is more important than who or what
did it (passive).
• Ask students to look at sentence 1 again and explain
that the object in the active sentence (phones)
3
becomes the subject in the passive sentence. Then
explain that the verb to be is used in the same tense
as the main verb in the active sentence together
with the past participle of the main verb in the active
sentence (use ➝ are used).
• Ask students to look at sentence 2 again. Explain that
we use by when we want to mention the agent (the
person or thing responsible for the action).
1
• Write these active sentences on the board and ask
individual students to come to the board and rewrite
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them in the passive. Ask students in which sentence
the agent is mentioned (sentence 2).
1 They water the gardens every day. (The gardens
are watered every day.)
2 Many tourists visit the country. (The country is
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visited by many tourists.)
3 They don’t find caches here. (Caches aren’t found
4
here.)
4 Do they play baseball in many countries? (Is
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they understand what they have to do. Elicit that one baseball played in many countries?)
word in each set has a different meaning to the others.
• Ask students to read the words and explain anything 2
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• Students work individually to complete the task. they understand what they have to do. Make sure
• They then check their answers in pairs before students understand the form of the passive by asking
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checking as a class. for examples before they do the task.

• Once the answers have been checked, ask students • Students work individually to complete the task.
to tell you what the three words in each set that • They then check their answers in pairs before
connected have in common (moon/space/star – all are checking as a class.
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beyond Earth; lake/river/sea – all are bodies of water;

forest/field/wood – all are places on land with grass,
plants, trees or flowers; ice/steam/water – all are
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different compositions of H2O).

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your students.
Students work in pairs to locate different countries 3

in Africa by telling their partner where the country • Ask students to read the instructions and check that
is in relation to other countries, using the points of they understand what they have to do. Elicit that they
the compass, as in 2. must use the prompts to form complete present simple
passive sentences.
• Ask students to read the prompts and explain
Extra Task (for early finishers) anything they don’t understand.
See photocopiable material on page 123. • Point out that the crosses at the end of some
prompts mean that a negative statement is required,
while the ticks require positive statements.
Grammar 1 (SB page 125) • Encourage students to look back at the grammar
theory for help. Remind them to use the correct form
Before you read the Grammar box of to be and the past participle of the verb when
• Introduce the present simple passive. Write these forming the passive.
sentences on the board. • Students work individually to complete the task.
1 People use phones with GPS. ➝ Phones with GPS • They then check their answers in pairs before
are used. checking as a class.
UNIT 10 101

• Explain that the words they need to use are verbs and
elicit that these need to be in the correct tense or form.
• Point out that they have to use two of the words twice.
4
Ask students to write a few passive sentences • Ask students to read the sentences and explain
about their favourite sport. Monitor and help anything they don’t understand.
with vocabulary if necessary. Make a note of any • Tell them to look carefully at the words before and
mistakes to go over with the class afterwards. after the preposition in order to make the correct choice.
Sometimes the preposition goes with the word before it
and at other times it depends on the word(s) after it.
Extra Task (for early finishers) • Students work individually to complete the task.
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1
have to complete the table with the adjective form of
the nouns. O
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checking as a class. Ask students to write three gapped sentences,
one each requiring a word from the table in 1, a
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the table to the students and asking them to repeat collocation from 3 and a prepositional phrase from
after you. Correct where necessary. 4. They then swap with a partner and complete
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2
• Ask students to read the instructions and check that Before you read the Grammar box
they understand what they have to do. Elicit that they • Introduce the past simple passive. Write these
must complete the sentences with some of the words sentences on the board.
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from the table in 1. 1 They discovered a new planet. ➝ A new planet was
• Ask students to read the sentences and explain discovered.
anything they don’t understand. 2 Nick put up our tents. ➝ Our tents were put up by
• Tell them to look for clues in the sentences that will Nick.
show them what kind of word they need in the gap • Ask students which sentences are active (the first
(noun or adjective) before they choose their answer. of each pair) and which are passive (the second of
• Students work individually to complete the task. each pair). Ask students in which sentences, active or
• They then check their answers in pairs before passive, the action is more important than who or what
checking as a class. did it (passive).
• Point out that in the past simple passive we use the
past form of the verb to be (was / were).
• Ask students to look at sentence 1 again and explain
that the object in the active sentence (a new planet)
becomes the subject in the passive sentence. Then
explain that the verb to be is used in the same tense
as the main verb in the active sentence together
with the past participle of the main verb in the active
3 sentence (discovered ➝ was discovered).
• Ask students to read the instructions and check that • Ask students to look at sentence 2 again. Explain
they understand what they have to do. that just as with the present simple passive, we use
• Ask students to read the words and the dialogues, by when we want to mention the agent (the person or
and explain anything they don’t understand. thing responsible for the action).
102

1
• Write these active sentences on the board and ask
individual students to come to the board and rewrite
them in the passive. Ask students in which sentence
the agent is mentioned (sentence 2).
1 They sent the party invitations. (The party
invitations were sent.)
2 Max took this photo. (This photo was taken by Max.)
3 She didn’t lose her phone. (Her phone wasn’t lost.)
4 Did they clean the rooms? (Were the rooms
cleaned?)
Ask students to write a few past simple passive
2 sentences about their favourite outdoor activity.
• Ask students to read the instructions and check that Monitor and help with vocabulary if necessary.
they understand what they have to do. Make a note of any mistakes to go over with the
• Write the following sentences on the board and ask class afterwards.
students to choose the incorrect one from these three.
a The sleeping bags were washed by Bill’s mother.
b The sleeping bags weren’t wash by Bill’s mother. Extra Task (for early finishers)
c Were the sleeping bags washed by Bill’s mother? See photocopiable material on page 123.
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1
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O
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Read 10.2 of the Grammar Reference on page 144 with • They then check their answers in pairs before
your students. checking as a class.
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3 which of the phenomena they have seen.
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theory for help. Remind them to use the correct form

of to be and the past participle of the verb when 2
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forming the passive, and to use by to talk about • Ask students to read the instructions and check
agents. that they understand what they have to do. Elicit that
• Students work individually to complete the task. they need to think about the kind of information (ie a
• They then check their answers in pairs before number, a date, a name, etc) they need and not the
checking as a class. answer for each question.
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• Ask students to read the notes and explain anything

4
they understand what they have to do. • Ask students to read the instructions and check that they
• Ask students to read the text and explain anything understand what they have to do. Elicit that they will now
they don’t understand. listen to a recording and complete the notes in 2.
• Encourage students to look back at the grammar • Remind them to listen for the kind of information
theory for help. Remind them to use the correct form of they wrote about in 2.
to be and the past participle of the verb when forming • Play the recording and ask students to complete the
the passive, and to use by to talk about agents. notes. Then ask students to discuss their answers with
• Students work individually to complete the task. a partner and to justify any answers that are different.
• They then check their answers in pairs before • Play the recording again if necessary, and check
checking as a class. answers as a class.
UNIT 10 103

• Once answers have been checked, ask students if
their guesses about the information in 2 were correct. TOP TIP
As this is the final unit of the book, ask students
to tell you which unit was their favourite and to
explain why. They can first discuss in pairs and
then discuss as a class. Take a vote to find the
most popular unit and topic.
2
must justify their choices.
• Ask students to read the questions and answers, and
DOWNLOAD
• Ask students to read the information in Download. • They then check their answers in pairs before
• Choose a student to explain the tip in his/her own checking as a class.
words.
• Explain that in note-taking listening tasks, they
should read the task carefully to work out what kind of
information they need to listen for, and to concentrate
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on those parts of the recording as they listen.
4
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they understand what they have to do. • Ask students to read the instructions and check that
• Remind them to think about the kind of information they understand what they have to do. Tell students to
they need to complete the gaps and to listen for this underline the mistakes.
information carefully.
• Play the recording and ask students to complete the O
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questions. Then ask students to discuss their answers checking as a class.
different.
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answers as a class.
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DOWNLOAD
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• Remind students about the importance of giving full

answers when they reply to a question. Tell them that
full answers give them a chance to show their ability
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in speaking English. Point out that it is OK for them to

make mistakes and then correct them.
4
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that they understand what they have to do. Remind

See the recording script on page 113. students that they did this task in Unit 1 and Unit 8,
but take the time to explain the mechanics of it again.
• Remind them that the task involves asking and
Speaking (SB page 129) answering questions. Tell them that Student A will have
a card with information about something (a walk in the
1 countryside) and that Student B will have a different card
• Ask students to read the three questions and answer with questions to ask about it. Remind students that the
any queries they may have about them. questions may just be a few words and that they will
• Students work in pairs to ask and answer the questions. need to use them to form complete questions, as in 2.
• Monitor and help with vocabulary, but do not • Go through the Language Bank with the students and
interrupt fluency. Make a note of any mistakes to go make sure they understand how to give full answers
over with the class afterwards. and how to correct themselves if they make a mistake.
• Ask each pair to ask and answer one of the questions Ask them to look back at 2 to see how mistakes were
and continue around the class until each pair has had corrected there.
a turn. • Remind them that the person answering the
• Deal with any language mistakes and pronunciation questions should give complete answers, and not just
problems that come up. repeat the words on their card.
104

• Ask one pair to demonstrate the task in front of the or have done. Point out that it is important that they
class. use the correct tenses when writing about activities.
• Time permitting, repeat until all pairs have had a turn. Remind them to use the present continuous for
activities happening now, the present simple for things
they do every day, the past simple for things they
did at a definite time in the past, the present perfect
simple for things done at an indefinite time in the past,
and be going to or the present continuous for things
that are planned or arranged for the future.
1
5
• Elicit that they need to circle the correct tense each
time.
• Tell students to look at each sentence carefully again
they will now swap roles and that Student A will ask
and underline any time expressions or other clues
questions about a camping holiday while Student B will
which will help them to choose the correct tense.
give answers.
• Remind students that the questions may just be
a few words and that they will need to use them to
form complete questions. Remind them also to give
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complete answers, as in 2.
• Remind them to use the Language Bank to help them
give full answers and to correct themselves.
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class.
O 2
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• Time permitting, repeat until all pairs have had a turn. they understand what they have to do. Elicit that they
have to read the task and answer the questions about
it.
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6
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• Students work in pairs to ask and answer the 3
questions. • Ask students to read the instructions and check that
• Monitor and help with vocabulary, but do not they understand what they have to do. Elicit that they
interrupt fluency. Make a note of any mistakes to go will read a postcard and answer questions about it.
over with the class afterwards. • Elicit that the postcard in 3 has been written in
• Time permitting, you may want to discuss the answer to the writing task in 2.
questions more extensively as a class. • Ask students to read the postcard and the questions,

Postcard: Using the right tenses
• Ask students to read the information on postcards
and using the right tenses.
• Explain to students that a postcard usually contains
information about different activities they are doing
UNIT 10 105

4 LANGUAGE BANK
• Ask students to read the instructions and check that • Go through the words and phrases in the Language
they understand what they have to do. Bank.
• Ask students to read the words and explain anything • Explain that students can use words and phrases
they don’t understand. from the Language Bank as well as their own phrases
• Students work individually to complete the task. in their postcards.
• They then check their answers in pairs before • Remind them to use words and phrases from all of
checking as a class. the sections in the Language Bank.
8
postcard to their parents.
• Remind them to write about the weather and the
5
activities they are doing, and to use the correct tenses
when they write.
words are from 4.
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words.
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• Remind students to use the correct tenses to talk
about activities, and to use suitable vocabulary to
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talk about the weather. Remind them also to use the
passive voice if necessary.
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6
• Make sure students remember the passive form. Ask
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them for example sentences using the passive voice. Time permitting, students can write down some
• Students work individually to complete the task. ideas about the weather and activities they will
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• They then check their answers in pairs before write about. Monitor and help with vocabulary if
checking as a class. necessary. Make a note of any mistakes to go over
with the class afterwards.
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Objectives
7
• Ask students to read the instructions and check that Revision
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they understand what they have to do. • Tell students that Reload 10 revises the material they
• Ask students to read the sentences and explain saw in Unit 10.
anything they don’t understand. • Explain to students that they can ask you for help
• Encourage students to look back at the grammar with the questions or refer back to the relevant
theory on pages 125 and 127 of their Student’s Book sections of the unit if they’re not sure about an answer.
for help. Remind them to use the correct form of to be Stress that the Reload section is not a test.
and the past participle of the verb when forming the • Decide how the review will be carried out. Students
passive. could do the vocabulary items first and then correct
the book.
106

Vocabulary Revision Grammar Revision
Vocabulary 1 Grammar 1
• 1 and 2: Revise the points of the compass by writing Practise the present simple passive.
them on the board (north, south, east, west) and • Write these active sentences on the board and ask
drawing a compass. Ask students to tell you where to students to rewrite them, using the correct present
place each word on the compass. simple passive form.
• 3: Revise the words by writing them on the board 1 In Australia, they play cricket. (Cricket is played in
and asking individual students to choose a word, say Australia.)
what it is and use it in a sentence (seasons, autumn, 2 They sell tents in this shop. (Tents are sold in this
winter, spring, summer, equator, hemisphere, shop.)
northern, southern). 3 Mary didn’t take your racket. (Your racket wasn’t
• 4: Revise the words by writing 12 of them on the taken by Mary.)
board, in mixed-up order, and asking students to group 4 Do they speak French in Canada? (Is French spoken
them into 4 sets of three (moon, space, star; lake, in Canada?)
river, sea; forest, field, wood; ice, steam, water).
Then write the following words on the board and ask Grammar 2
students to tell you what they mean (tree, hill, sky, Practise the past simple passive.
fire), and if any of them could possibly go into any of • Write these active sentences on the board and ask
the groups (‘tree’ could go with forest, field and wood; students to rewrite them, using the correct past simple
‘sky’ could go with moon, space and star). passive form.
1 Someone broke my camera. (My camera was
Vocabulary 2 broken.)
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• 1 and 2: Practise word formation. Copy the table 2 Mike bought the tickets. (The tickets were bought
from page 126 of the Student’s Book on the board by Mike.)
and write all of the nouns. Ask students to write the 3 They didn’t take the tourists to the beach. (The
adjective forms. tourists weren’t taken to the beach.)
• 3: Practise collocations and expressions. Write 4 Did many people climb the mountain? (Was the
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the collocations on the board and ask students to mountain climbed by many people?)
tell you what they mean: light a fire (make/start a
fire), go camping (stay in a tent), lose interest (not
be interested anymore), get wet (have water or rain O• Students are now ready to do Reload 10.
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on you), light a match (make fire with a match), get often how much time they have left to complete the
involved (join something). questions.
• 4: Practise prepositions. Write these prepositions • Check answers as a class.
and gapped phrases on the board, and ask students to
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complete the phrases.

in, on, out, over, under
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1 ____ Earth (on)

2 ____ the rain (in)
3 ____ the east (in)
4 cook ____ a fire (over)
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5 life ____ other planets (on)

6 a bird ____ the sky (in)
7 the sun is ____ (out)
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8 camping ____ the stars (under)

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UNIT 10 107

Objectives Revise words for seasons and the planet.

• To revise vocabulary and grammar from Units 9 and 10. • Unit 10, Vocabulary 1, Exercise 3: Read the words
out, one by one, and ask individual students to write
Revision them on the board and tell you what they mean:
• Tell students that Progress Review 5 revises the seasons, autumn, winter, spring, summer, equator,
material they saw in Units 9 and 10. hemisphere, northern, southern.
• Explain to students that they can ask you for help with
the questions or refer back to the relevant sections of Revise words for land, sea and space.
the units if they’re not sure about an answer. Stress that • Unit 10, Vocabulary 1, Exercise 4: Write all 16 words
the Progress Review section is not a test. on the board, in mixed up order. Choose one and ask an
• Decide how the Progress Review will be carried out. individual student to tell you what it means and to use
Students could do the vocabulary items first and then it in a sentence (moon, hill, forest, ice, tree, lake, field,
correct them immediately, or they could do all the fire, space, river, wood, steam, star, sea, sky, water).
items together and correct them at the end. Revise word formation.
• Give students about 40 minutes to complete the • Unit 9, Vocabulary 2, Exercises 1 and 2: Draw Table
review. Reduce this progressively as you work through A on the board, without the words in brackets, and ask
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the book. students to fill in the word forms. Then ask students to
• Tell students to answer every question. give you sentences using the words from the table.
• When checking their answers, make a note of any
problem areas in vocabulary and grammar they still TABLE A
have. Assign some time to deal with these areas.
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Verb Noun Adjective
Vocabulary Revision converse (conversation) (conversational)
Revise emails. O
attach (attachment) (attached)
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• Unit 9, Vocabulary 1, Exercise 1: Write the following communicate (communication) (communicative)
email information on the board and then ask students
- technology (technological)
the questions about it.
From: Angelo Petrakis (angpet@mymail.com) - person (personal)
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Sent: Tuesday, 21 Jan 17:45:00 send (sender) (sent)

To: David Fantoma (dafantom@wemail.com)
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1 Is it an email or a letter? (an email) - month (monthly)

2 Who sent it? (Angelo Petrakis) connect (connection) (connected)
3 What time did he send it? (at 5:45 in the afternoon)
4 Who received it? (David Fantoma) • Unit 10, Vocabulary 2, Exercises 1 and 2: Ask
5 Where did David see it? (in his inbox)
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individual students to come to the board. Read out a

noun and ask them to write the adjective. Then ask
Revise email words and symbols. them to give you a sentence using one of the words.
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• Unit 9, Vocabulary 1, Exercise 2: Write the following (east/eastern; west/western; mountain/mountainous;

words and draw the symbols on the board. Ask winter/wintry; ice/icy; freeze/freezing/frozen; warmth/
students to match them and to tell you what they are. warm; star/starry)
attachment, at, delete, dot, download, search
Revise phrasal verbs.
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Revise email addresses. • Unit 9, Vocabulary 2, Exercises 3 and 4: Write these

• Unit 9, Vocabulary 1, Exercise 3: Write the email phrasal verbs on the board. Then write these gapped
addresses from the first revision task on the board sentences and ask students to complete them with the
(angpet@mymail.com, dafantom@wemail.com) and correct form of the phrasal verb.
ask students to read them out to you. Then ask come up with, pop up, shut down, sign up for, take off
students to read out their own email address or to 1 I sent the email and then I ____ my computer.
make one up and read it out. (shut down)
2 It’s a silly idea and it will never ____! (take off)
Revise computer and Internet words. 3 Listen! I’ve ____ a great idea! (come up with)
• Unit 9, Vocabulary 1, Exercise 4: Ask individual 4 Let’s ____ karate lessons. It’ll be fun! (sign up for)
students to come to the board. Read out the words, 5 How can I stop ads that ____ on web pages? (pop up)
one by one, and ask students to write them on the
board and to tell you what they mean: camera, chat, Revise collocations and expressions.
envelope, folder, mouse, Net, software, text, web page. • Unit 9, Vocabulary 2, Exercise 5: Write the following
expressions on the board and ask students to tell
Revise points of the compass. you what they mean and to use them in sentences: it
• Unit 10, Vocabulary 1, Exercises 1 and 2: Draw a leaves me cold, I can’t see what all the fuss is about, it
compass on the board. Read out the points of the does nothing for me, as interesting as watching paint
compass (north, south, east, west) and ask students to dry, it bores me to tears.
tell you where they go on the compass.
108

• Unit 10, Vocabulary 2, Exercise 3: Read out the
collocations, one by one, and ask individual students
to use them in sentences: get involved, get wet, go
camping, light a fire, light a match, lose interest.
Revise prepositions.
• Unit 10, Vocabulary 2, Exercise 4: Write the following
phrases on the board and ask students to choose
the correct prepositions. Then ask them for example
sentences using the prepositional phrases.
1 in / with the rain (in)
2 cook above / over a fire (over)
3 the stars at / in the sky (in)
4 it’s romantic under / below the stars (under)
5 the sun is at / out (out)
6 life on / to other planets (on)
7 it’s in / on the south (in)
8 the biggest country in / on Earth (on)
Grammar Revision
Revise first and second conditionals.

• Write these sentence parts on the board and ask
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students to match them.
1 If I go on holiday,
2 Unless it rains,
3 If Jack were here,
4 I will say hello to your brother
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5 If it wasn’t cold,
6 I would call him
if I had his number.
we will go to the park. O
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if I see him.
I'll send postcards.
he would know what to do.
we would go to the park.
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(1 If I go on holiday, I'll send postcards.

2 Unless it rains, we will go to the park.
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3 If Jack were here, he would know what to do.

4 I will say hello to your brother if I see him.
5 If it wasn’t cold, we would go to the park.
6 I would call him if I had his number.)
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• Write these sentence parts on the board and ask

students to complete them in their own words. Possible
answers are in brackets.
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1 If you go to the shops, … (buy some bread)

2 If we had a lot of money, … (we would travel)
3 Unless it’s cloudy, … (we’ll see the stars)
4 I would go geocaching … (if I had a GPS device)
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Revise passive voice: present simple, past simple.

• Write these sentences on the board and ask students
to rewrite them in the passive voice.
1 The finder signs the logbook. (The logbook is
signed by the finder.)
2 Do they grow lots of flowers here? (Are lots of
flowers grown here?)
3 Henry didn’t take your book. (Your book wasn’t
taken by Henry.)
4 They found two caches. (Two caches were found.)
5 Someone stole my phone yesterday. (My phone
was stolen yesterday.)
6 You don’t need special equipment. (Special
equipment isn’t needed.)
• Students are now ready to do Progress Review 5.

questions.

A1 Student’s Book Recording Script
Unit 1 W
I’m shopping for my room too; I need some new
furniture.
Exercise 2 M Furniture? You can’t carry that home on the bus!
M What’s the matter? Why are you crying? W
I know! But I want to have a look round and choose
W It’s my sister. She’s so horrible to me! a new bookcase. Right now I keep all my books in a
box!
Exercise 3 M Oh I see.
M What’s the matter? Why are you crying? W So what are you looking for?
W It’s my sister. She’s so horrible to me! She makes M
I need some new pillows and sheets. I used to have
fun of my clothes and my hair. She makes me Spiderman ones, but I’m a bit old for those now!
really angry! W Cool.
M I want to buy something for my brother, too.
Exercise 4 W Who – Gareth?
M Yes, I thought I’d get him a bean bag or a lamp.
M What’s the matter? Why are you crying?
W A lamp is boring. Get him a colourful bean bag.
W It’s my sister. She’s so horrible to me! She makes
M OK. Good idea.
fun of my clothes and my hair. She makes me
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W
And what about your sister, Mary. You could get her
really angry!
a bean bag too. She loves them.
M My sister isn’t like that.
M
Yes, but she’s got lots already. Anyway, I haven’t
W That’s because she’s younger than you.
got enough money for two bean bags. I think I’ll
M What do you mean?
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get her a poster of her favourite football team.
W The eldest child in a family is usually really bossy.
M Is that true? How do you know?
W I read about it in a magazine. It said that the oldest
child in a family likes to be first at everything – you
know – get the best marks or be the most popular.
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Unit 3
Exercise 2
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M My sister is the youngest in our family.
W The youngest doesn’t try very hard and is quite 1 thirty-eight
selfish. 2 one hundred and twenty
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M Well, I don’t think my sister’s selfish, but she is lazy 3 five hundred and eight
– she never helps around the house and she always 4 eighteen thousand
5 seven hundred and fifty thousand
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wants me to do her homework for her! She’s funny

though and we have a lot of fun together. 6 forty-five million
W That’s what the article said – that the youngest is Exercise 3
usually friendly and happy.
M Anyway … why don’t you have a chat with your 1 Arsenal will play Newcastle United in front of
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sister? Maybe she doesn’t know how you feel. 12,000 fans in today’s football match.
W Hmm. Perhaps you’re right. 2 Adam Gemili has won the European gold medal. He
ran the 200-metre race in under 20 seconds.
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3 The Bournemouth football team, which started

Unit 2 125 years ago, scored three goals in their match
against Bolton.
Exercise 1 4 Michael Phelps has won a total of 22 Olympic
medals and this gold medal is number 18!
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M
Guess what, Helen. Mum says I can redecorate my
room. 5 In 1954, Roger Bannister ran a mile in 3 minutes
W
That’s so cool, Joe! What colour do you want to and 59 seconds. He was the first person to run a
paint it? mile in less than four minutes.
M
I was thinking either a cool blue, or a bright Exercise 4
orange. They’re my favourite colours.
W Blue is better – it’s more relaxing. What an incredible sight! 38,000 runners are here!
M Yes, I think you’re right. They are taking part in this year’s London Marathon.
Yes, that’s right! 38,000 – the largest number of people
Exercise 2 who have ever taken part; and they’ve come from all
M
And she said I can buy some new stuff for my room over the world. The route is a distance of 26 miles
too. around the centre of London, mostly around the River
W
You’re so lucky! Why don’t you get a rug – a blue Thames.
one to go with the new walls, or, … I know – some So who’s here? All kinds of famous people – a lot of
bean bags! singers, models and actors. But Paula Radcliffe is the
M
I don’t need a rug and I’ve got two bean bags real star of the day. In 2003, the long-distance runner
already. What I really want is a chair – a red one, completed the race in an incredible 2 hours 15 minutes
to go with my desk. and 25 seconds. That makes her the women’s world
Exercise 4 record-holder! And this champion didn’t take first place
just once or twice. No! She’s won an amazing three
W Hi Stuart. What are you doing here in town? times! Today is her last race though, so … thank you
M I want to buy some stuff for my room. Paula and, good luck!
110

And the crowd? There are 750,000 people here today. 2 Zumba. Z – U – M – B – A. It’s a kind of dance
They are all cheering for their favourite athlete or for workout.
their sporty friends who are running. The race today ... 3 Gareth. G – A – R – E – T – H. It’s a traditional
Welsh boy’s name.
4 vlog. V – L – O – G. It’s short for ‘video log’ and
Unit 4 it means a video which you upload to a blog on the
Internet.
Exercise 2
5 Tesco. T – E – S – C – O. It’s the name of a British
W
It’s a lovely sunny day today. Let’s go to the park supermarket.
and play. 6 haggis. H – A – G – G – I – S. It’s a kind of Scottish
M
Sorry, but I can’t. I have to stay here and do my food made from a sheep’s stomach!
homework.
W
But we haven’t been to the park for ages! Exercise 3
M
I have. I went with my brother yesterday and when 1
we got there it started raining. It was so cold that W1 What’s the name of your new dance teacher?
we came home again! W2 She’s called Fleur. It means ‘flower’.
Exercise 3 W1 Fleur? How do you spell it?
W2 F – L – E – U – R.
W
It’s a lovely sunny day today. Let’s go to the park
and play. 2
M
Sorry, but I can’t. I have to stay here and do my M I’d like a return ticket to Harlow, please.
homework. W I’m sorry. Where did you say?
W
But we haven’t been to the park for ages! M Harlow. That’s H – A – R – L – O – W.
M
I have. I went with my brother yesterday and when
SE
we got there it started raining. It was so cold that 3
we came home again! M What’s your geography project about, Anna?
W It’s about the Masai people of Africa.
Exercise 4 M Which people?
U
1 Which television programme did the boy watch? W The Masai. M – A – S – A – I. They live in Kenya.
M
Have you seen that new documentary about wild 4
animals on Channel 7?
W
The programme with the famous people who have
to live in the forest for three weeks? And they meet O M We’re going to send the books to your home, so
we’re going to need an address.
W Yes, of course. It’s 31, Albert Road.
H
bears and snakes and things? M I’m sorry. Could you repeat that?
M
No, silly. That’s a reality show called Jungle Fever. W Yes. 31, Albert Road. That’s A – L – B – E – R – T
No, this one is about animals which live in really Road.
N
cold places – like the Arctic and Alaska. It was on

TV last night. Exercise 4
W Oh ... no, I haven’t seen it. It sounds a bit boring.
TO
W Hi Jack. What’s the matter? You look really stressed.

2 Where is Jason now? M
Oh, hello Becca. Yes … I am. I’m taking my Spanish
M
Has Jason come home from school yet? Is he in his exam on Monday and I feel nervous.
bedroom? W Spanish? That’s your favourite subject, isn’t it?
W
Oh yes, he came home at four, but he’s gone to M
Yes, but there are a lot of questions and only a little
IL
play football. time.

M Of course, I’d forgotten that it’s Wednesday today. W Are you allowed to take a dictionary into the exam?
W
That’s right. He’s never at home on Wednesday
AM
M No – just a pen, a pencil and a rubber.

afternoons. W Where are you doing the exam?
3 How much is the tablet that Freddie wants? M
In the library. Well … the first part. There are two
M Mum, will you buy me a new tablet? parts – writing and speaking. But the writing part
W
I don’t know, Freddie. They’re very expensive. Your of the exam is quite easy. I’m really worried about
H
cousin’s tablet cost 150 pounds. the speaking which is the second part. I’m not very
M
There’s a shop in town that sells computers and good at speaking.
they’ve got a sale on. I saw a tablet there for 70 W
I’ve got an idea! My neighbour, Mrs Acosta, is
pounds. And Grandma gave me 20 pounds for my Spanish.
birthday, so I could pay for some of it. M Mrs …? What did you say?
W OK. We’ll go into town on Saturday and buy it. W
Acosta. A–C–O–S–T–A. We could visit her this
4 What present is he going to buy? afternoon and you could practise your speaking.
W Have you bought a birthday present for Leo? She’s really nice. I’m sure she’ll say yes.
M
Not yet. I’m going to buy him a board game – M That’s a brilliant idea! Thanks Becca!
maybe Monopoly or Scrabble or something else.
W
I don’t think he spends a lot of time inside. So
maybe that’s not a good idea. He prefers being Unit 6
outside in the fresh air. Exercise 1
M
What about a skateboard? He can use it in the park.
W That’s a great idea. He’ll love it! W So tell me a bit more about your trekking holiday.
M We’re going to the French Alps. We’re going to walk
about ten kilometres through the mountains every
Unit 5 day.
W And where are you going to stay?
Exercise 2
M In wooden mountain huts. They’re quite basic, but
1 Cardiff. C – A – R – D – I – F – F. It’s the capital you have a bed, and you can have a shower at the
city of Wales. end of a long day’s walking.
Student’s Book Recording Script 111

Exercise 2 W Wow!
M
And it’s really old – it started in 1834. Of course,
W So tell me a bit more about your trekking holiday.
back then it was just one room and they only
M We’re going to the French Alps. We’re going to walk
sold tea and some food products. They moved to
about ten kilometres through the mountains every
a bigger building in 1851 and then they started
day.
selling all kinds of things.
W And where are you going to stay?
W Like what?
M In wooden mountain huts. They’re quite basic, but
M
Oh – perfume, clothes. They even sold exotic pets
you have a bed, and you can have a shower at the
– you know, elephants and snakes and things.
end of a long day’s walking.
W Are you going to buy an elephant?
Exercise 4 M
Don’t be silly! What do I want an elephant for? I
want to see the famous Egyptian escalator.
M What are you doing this summer, Emma? Are you W What’s that?
going to France again, like you did last year? M
Well, the last owner of Harrods was Egyptian and
W No, Harry. I’m going to Snowdonia in North Wales. so they built a beautiful escalator with statues of
I’m going on an adventure camp. Egyptian gods, animals and symbols – it’s really
M That sounds fun. Can anyone go? impressive.
W Well, not anyone. The camp is for thirteen to W It sounds fantastic. I wish I could come!
nineteen year olds, and I’m thirteen, so that’s OK.
M Cool! What different activities can you do?
W You can do sailing, mountain biking or mountain
adventure skills.
Unit 8
M Which one do you want to do? Exercise 2
W I think I’ll choose mountain adventure skills
SE
M Hi Lucy. What are you reading?
because you do all kinds of different things. You go
W
Hi Matt. I’m reading a book about animals that live
rock climbing and walking. They teach you how to
in the wild.
read maps, and you learn canoeing, too.
M Can I look?
M Canoeing? Isn’t that a bit risky? You could have an
U
W Yes, of course. Here you are. This is my favourite one.
accident.
M The polar bear?
W Not really. You have an instructor with you all the
W Yes, isn’t it fantastic with its beautiful white fur?
M
time. I’m sure it’s safe. Anyway, I love a challenge!
And is it expensive?
W It costs £500.
O
M
I like polar bears too, and wolves. They live in the
Arctic as well, don’t they?
H
W
Yes, they do. The arctic wolves’ fur is white, like the
M Hmm … that’s a lot of money.
polar bears’.
W Yes, it is, but it includes your food and
M
The animal which I like best, though, is the jaguar.
accommodation. I’m sharing a room with another
N
They’re so fast! And I love their beautiful colours.

girl. But of course you have to pay for your own
transport to get there – I’m going by train. Exercise 3
TO
M Hi Lucy. What are you reading?

Unit 7 W
Hi Matt. I’m reading a book about animals that live
in the wild.
Exercise 1
M Can I look?
IL
M Can I help you? W

Yes, of course. Here you are. This is my favourite
W Yes, please. How much is this dress? one.
M Let me see ... it was £54, but it’s half price in the M The polar bear?
AM
sales so that’s ... £27. W Yes, isn’t it fantastic with its beautiful white fur?
W Right. I’ll take it. Can I pay by credit card? M
I like polar bears too, and wolves. They live in the
M No, I’m sorry. All the things in the sale must be Arctic as well, don’t they?
paid for in cash. W
Yes, they do. The arctic wolves’ fur is white, like the
W OK. That’s not a problem. Here you are. polar bears’.
H
M Thank you. M
The animal which I like best, though, is the jaguar.
Exercise 2 They’re so fast! And I love their beautiful colours.
M Can I help you? Exercise 4

W Yes, please. How much is this dress? W Hello Eddie. What are you doing?
M Let me see ... it was £54, but it’s half price in the M Hi Martha. I’m feeding my rabbit.
sales so that’s ... £27. W
I didn’t know you had a rabbit. I’ve got a pet too –
W Right. I’ll take it. Can I pay by credit card? a cat. Her name’s Jingle.
M No, I’m sorry. All the things in the sale must be M
That’s a funny name. My brother Sam loves cats,
paid for in cash. but Mum won’t let him have one. She says they
W OK. That’s not a problem. Here you are. leave fur all over the house.
M Thank you. W Hasn’t Sam got a pet, then?
Exercises 3 & 4 M
Well, kind of. He’s got some turtles. He keeps them
in a pond in the garden for most of the year, but it’s
M Guess what, Christie? not the same as having a cat.
W What? Why are you so excited, Adam? W
Why doesn’t he get a hamster? Hamsters are
M I’m going to London next week. We’re visiting small and easy to look after, and they don’t make
Madame Tussauds first, and then we’re going a mess. I know because my cousin Jenny has one.
shopping at Harrods. She keeps it in her bedroom.
W Do you mean the department store? That’s so cool! M
That’s a good idea. Maybe Mum will let him get one
M Did you know that it has seven floors and 330 from the pet shop in town. Have you ever been
different departments? there?
112

W
Yes, I went there with Rebecca. She wanted a W
OK. Well, these ones are really good and they come
goldfish, so I went with her to choose one. But at in lots of colours.
the pet shop she saw this cute little dog. She loved M What about this red one?
it so much that she bought him instead. W It usually costs £30, but it’s in the sale this week.
M
Oh yes. I’ve seen Rebecca in the park with him. He It’s only £15.
loves chasing his ball. M That’s great. I’ll take it. Thanks.
Unit 9 Listening Unit 9 Speaking

Exercise 1 Exercise 2 & 3
M1 Bye, Marcus. See you at five o’clock for football. In both pictures, I can see older people using electronic
M2 Five? It’s at six o’clock, isn’t it? devices. In the first picture, I can see a man, but in
M1 No, not today. Look, I got a text from the coach. the other picture there’s a couple. The man is taking
He said that we’re meeting at five. He’s got a a selfie and the couple are using a laptop. Maybe
meeting at seven o’clock, so he wants to start they’re talking to their children or their grandchildren.
early today. Technology is very useful for older people because they
M2 Oh, OK then Andrew. Thanks for telling me. can use it to keep in touch with their relatives. If they
have problems getting around, they can buy things on
Exercise 3
the Internet.
M1 Bye, Marcus. See you at five o’clock for football.
M2 Five? It’s at six o’clock, isn’t it?
M1 No, not today. Look, I got a text from the coach. Unit 10
SE
He said that we’re meeting at five. He’s got a
Exercise 3
meeting at seven o’clock, so he wants to start
early today. You will learn some very useful skills on our map-
M2 Oh, OK then Andrew. Thanks for telling me. reading course. You’ll learn how to read a map and
U
how to use a compass too. The map-reading course is
Exercise 4
taught by Laura Brown and she will teach you these
1 Which boy is the girl’s brother? skills while your small group are walking though the
M
Is that your brother over there, with the blonde
hair? O
countryside and enjoying nature. There will be a break
at 1 o’clock for lunch and we’ll provide coffee and
H
W
No, my brother has black hair. He’s standing next sandwiches. Each course lasts for one day, but you
to the boy with blonde hair. can choose whether you come on a Saturday or on a
M Does your brother wear glasses? Sunday. For more information about our map-reading
N
W Yes, that’s right. course, call our office on 01544 267090.

2 What did Josh attach to his email? Exercise 4
TO
M Hi, Kelly. Did you get the email I sent you

In today’s programme, we’re going to learn about a
yesterday?
natural phenomenon called the ‘aurora borealis’. Now
W Yes, thanks. But there was only one attachment –
that’s difficult to say, but there is another name. It’s
the invitation. I need the map of how to get to the
also called the ‘northern lights’. You can see these
party as well.
IL
lights in the sky over the Arctic at night time. They are
M Oh sorry. I thought I attached the invitation and
usually green, blue and purple. Some people say that
the map. Don’t worry. I’ll do it when I get home.
the lights are like a coloured curtain across the sky.
AM
W Thanks.
The best time of the year to see them is in the autumn,
3 Which after-school activity will the children in the winter and in the spring.
do?
People travel from all over the world to see the aurora
W There are lots of after-school clubs to join this term.
borealis. The best countries to go to are Norway,
M Yes, I know. I want to sign up for swimming or art.
H
Finland and Sweden. It is also sometimes possible to

What about you?
see it from Scotland. It’s best if you are far away from
W I want to take up table tennis. It sounds like great
towns and cities in places where it is completely dark.
fun.
M I didn’t know there was table tennis, and I love In the Antarctic, you can see a similar natural
that game! I think I’ll do that too. phenomenon called the ‘aurora australis’ or the
‘southern lights’.
4 What does the boy want to buy?
M
I’ve seen these really cool trainers on Amazon, but
my mum won’t let me buy them.
W Why not? What’s the problem?
M
She says that it’s never safe to shop online with a
credit card.
W
I don’t think that’s true. I buy all kinds of things on
Amazon. I bought a new camera for my computer
last week. And my dad often buys things for his
office – paper, pens, envelopes. We’ve never had
any problems.
5 How much is the mouse the boy wants?
M
Excuse me. I want to buy a new mouse for my
computer, but I don’t want to spend more than
£20.
Student’s Book Recording Script 113

Extra Tasks For Early Finishers
Unit 1, Vocabulary 1 (SB page 8) Unit 1, Vocabulary 2 (SB page 10)

Complete the words for the definitions. Circle the correct words.
1
This is another word for 'young man'. g 1 A: Are you ready for / to the party?
2
This person is your dad. f B: Yes, I am. It’s time to have / make fun!
3
These people are the parents of your mum and 2 A: I’m interested in / on music.
dad. g B: Are you? Let’s have / make a chat about our
4 This is a word for a woman with a husband. favourite singers.
w 3 A: I take / have coffee five times a day. I love it!
5
This person is a girl child. d B: I know … and I’m very worried about / for you!
6
This person is your dad's brother. u 4 A: Why are you afraid for / of my dog?
7
This word means more than two people. B: Because I think I have / make it angry.
SE
g
5 A: Tom is friendly at / with everyone.
8
This person is your mum's sister. a
B: Yes, he makes / has friends easily.
9 This word describes a man and a woman in a
6 A: It’s good for / of you to laugh.
family. m
U
B: OK. Have / Make me laugh!
10
This person lives in your street.
n
11
This person is a boy child. s O
Unit 1, Grammar 2 (SB page 11)
H
12
This person is a visitor in your home. g Circle the correct words.
1
I usually see / am seeing my friends on Saturday
N
night.
Complete the sentences with the verbs in brackets. Cathy talks / is talking to her cousins on Skype
2
TO
Use the present simple. now.

3
My granny doesn’t stay / isn’t staying with us
1
Jimmy a
this week.
lot of time watching videos. (usually/not spend)
4 Do you know / Are you knowing that boy in the
IL
2 to go to
shop?
the beach with me today? (you/want)
5
I watch / am watching TV with my brother at the
AM
3
We our
moment.
bikes in the park every day. (ride)
6
The girls don’t want / aren’t wanting to go to the
4
My cousin, Elizabeth,
café.
in London. (live)
H
7 Does your cousin visit / Is your cousin visiting

5
Mr Jones
you a lot?
maths at my school. (teach)
8
I hardly ever go / am going to the cinema with
6 your cat?
my friends.
Do they play together? (your dog/like)
9
My cousin and I like / are liking to talk on the
7
I to school
phone.
in the morning. (never walk)
10
No, I don’t think / am not thinking I want to go
8
My friend, Julie,
to his party.
TV on Saturday. (always/
watch)
9
It here in
the winter. (often/snow)
10
My grandparents
a lot; they prefer to stay at home. (not go out)
114

Complete the words in the dialogues. Circle the correct words.
1 A: Is Kelly watching TV in the l r ? 1 I need to do / make a call to my friend.
B: No, she isn’t. She’s in her room. She’s putting 2 I’m sorry! I broke your tablet by / in accident.
her clothes in her w .
On Saturday I always get / go up after nine
3
2 A: I bought you this new b and these o’clock.
s for your bed.
4 I want to make / take a photo. Smile!
B: T
hanks, Mum. Did you buy a new p
My brother didn’t go out last night. He stayed /
5
for my head, too?
slept in.
3 A: I need lots of f for my new flat,
6
Jenny took / made her bed and then she went to
but I don’t have money.
the kitchen.
B: Well, I have an old b for all of
SE
7 We’re at / in home today because it’s Saturday!
your books. Do you want it?
He turned on / by the lights and started to read a
8
4 A: A
fter dinner, I usually wash all the p
book.
and g .
9
I don’t want to talk to you now – I’m for / in a hurry!
U
B: I don’t. I just take them to the s in the
k and leave them there. 10
Who usually puts / does the dishes at your house?
5 A: I didn’t know you played the g
did you get it?
. When
OUnit 2, Grammar 2 (SB page 23)
H
B: A few months ago. I’m not sure I play it very
well, but sit on the s and listen. Tell me
Complete the sentences with these words.
what you think.
N
Sometimes more than one answer is possible.
Unit 2, Grammar 1 (SB page 21) that which who whose

TO
1
The house has the red door is
Complete the sentences with these verbs. Use the Bob’s.
form given in brackets, past simple or used to.
2
That’s the girl father has five
IL
be buy live make not have cars!

not want share try visit 3
The person I spoke to was Kevin.
AM
1
Mark to go 4
This is the coffee table I want
to Dina’s party. I don’t know why. (past simple) to buy.
2 in the 5
The girl mother teaches here
is Helen.
H
countryside when you were younger? (you/used to)

3
Karen walked into the shop, looked at the furniture 6
Is that the boy lives in your
and a new street?
chair for her bedroom. (past simple) 7
The woman family has a house
4 the in France is Mrs Jones.
sandwiches at home or did you buy them? (you/ 8
The sofa I want to buy is very
past simple) expensive.
5
I my own 9
Is that the man sold his house
computer, but I’ve got one in my room now. (used to) to you?
6
Dad to fix 10 Is Mr Smith the man car is green?
the TV, but it was very difficult for him. (past simple)
7
Where you
yesterday? I rang you, but you didn’t answer. (past
simple)
8
I a
bedroom with my sister, Meredith. (used to)
9 every
summer when you lived near the beach? (he/used to)
Extra Tasks For Early Finishers 115

Complete the words in the dialogues. Circle the correct words.
1 A: Oh, no! I didn’t see the r ! Who won the 1
Penny says that badminton is a very enjoyment /
g m ? enjoyable sport.
B: It was the r from Ethiopia. He was 2
After the game, the players had / did a drink
very fast! because they were hot.
2 A: Nick is a great f player and he 3
Mandy got up / took up volleyball last week and
s a lot of goals. she loves it!
B: Y
es, he does. His c thinks he is very 4
We were very tired and we did / took a break for
good, too. a few minutes.
3 A: The r was terrible. He g 5
Sarah gave up / showed up at the swimming
our best player a red card! pool while I was training.
SE
B: That’s why we didn’t w the game. 6
I want to run in a race with Usain Bolt and win,
4 A: Do you know how to play b ? but everyone says it’s impossible / possibility.
B: Yes. My brother showed me how to catch and 7

Felicity’s coach told her to do / get her best in
U
t the ball. Let’s go to the s the running race.
c and play. Sometimes it’s danger / dangerous on the road
8
5 A: Do you enjoy s
B: Yes, very much. We go on our b every
?
O when you ride your bike.
9
Alex was fast. No one caught up with / filled up
H
weekend. We take our b him and he won the race.
s and swim if the weather is hot. 10
Karlie was doing / paying attention to the coach
and she didn’t see me.
N
6 A: Usain Bolt is great. He’s a c . He

always finishes in f p !
TO
B: E
veryone loves him. He’s got f all over Unit 3, Grammar 2 (SB page 37)
the world!
Circle the correct words.
Unit 3, Grammar 1 (SB page 35) 1
The advice that you gave me was / were very
IL
good.
Complete the sentences. Use the verbs in brackets 2
When my team plays in - / the London, I go to
AM
in the past continuous, and when or while. the matches.

1
The players (run) for 3
I think that - / the Eiffel Tower in Paris is
the ball one of them beautiful.
fell over.
H
4 Danger is / are everywhere, so please be careful!

2
Kath (watch) the match It’s always good to eat a / the banana before a
5
Kim was walking in the race.
park.
6
The game isn’t on at eight o’clock; it’s a / an hour
3
The boys (not play) later at nine.
football the coach was
7 - / The basketball is popular in many countries
talking to them.
around the world.
4 (you/ride) your bike in
Dave isn’t here today. He’s at - / the home
8
the park I phoned you?
because he’s ill.
5
Jack (not go) to
9 A / The good coach knows how to make great
football practice I saw
players.
him yesterday.
10 A / The stadium that we went to for the match
6
What (they/do) at the
was very big.
stadium Max was
checking the equipment?
7 (she/talk) on the phone
you were playing tennis?
116

Complete the sentences with these words. Choose the correct answers.
1 W
hen the programme finished, I the radio and
cinema concert costumes festival game
went to bed.
instrument music party pictures station
a logged off b turned off c got out of
1
When Donna drives her car, she always listens to 2 I hope there’s a good film TV tonight.
her favourite radio . a at b in c on
2
Glastonbury is a huge in the 3 Listen to the guitar in this . It’s really great!
UK; many famous bands perform there. a song b sing c singer
3
The only musical I play is the 4 Let’s the city on Saturday and go to the
guitar, but I’m not very good. mountains.
4
A lot of young people enjoy listening to rock a log off b turn off c get away from
SE
, but I prefer classical. 5 Who was with you the cinema last night?
5
Do you want to go to the with a at b on c to
me? There’s a new film I want to see. 6 Her hobby is and she takes very good photos.
6
When it’s raining outside, we like to stay at home a photographs b photography c photographer
U
and play a board . 7 I read an article that Hugh Jackman used to
7
Is everyone in our class going to Lisa’s birthday
8
In the play, the
tomorrow night?
that the actors
O work as a clown.
a at b in c on
H
8 Natasha is a wonderful – look how she moves!
wore were very colourful. a dance b dancing c dancer
9
Some of the at this gallery are
N
really beautiful.
10
I waited for three hours to buy these Unit 4, Grammar 2 (SB page 49)
TO
tickets – I love this band!

Circle the correct words.
I have just / yet heard a really great song on the
IL
radio.
Complete the dialogues with these verbs. Use the 2
We have lived in Sydney, Australia since five years
present perfect simple. / 2010.
AM
be not call go not go not hear 3 Shelley has known Chris for 2012 / two years.
read spend watch 4
I have already seen that play, so I want / don’t
want to see it again.
1 A: Sam this film before?
H
Max has finished / hasn’t finished writing his

5
B: No, so don’t tell him what happens! new song yet.
2 A: George me this morning. 6
We have already / since bought our tickets for the
B: That’s because he lost his phone yesterday. music festival.
3 A: T
his is the first time I to the 7
I haven’t seen my cousin for / since my last
theatre. birthday.
B: Really? Why did you wait so long? 8
The actor hasn’t spoken about the film yet / already.
4 A: Can I speak with Rob, please?
e isn’t home. He
B: H out.
5 A: you this article?
B: Yes, I have. It’s very interesting.
6 A: Why don’t you buy this video game?
B: I can’t. I all of my money.
7 A: Is Charlie at the cinema?
B: No, he’s here. He anywhere.
8 A: Do you know this song by Adelle?
B: No, I it. Is it good?

Complete the words for the definitions. Circle the correct words.
1
This person has just started to learn something. 1
When students don’t listen for / to them,
b teachers get angry!
2
This shows how well you know something, like a 2
When you write with a pencil, you can put down /
language. l rub out mistakes easily.
3
This person is in the same class as you at school. How many students are there at / in your
3
c geography class?
4 You read this. b 4
Penny is always reading; she’s a real bookworm /
teacher’s pet.
5
You look for the meaning of new words in this.
d 5
The teacher wrote the homework for the students
in / on the board.
6
You do this at home after school. h
SE
6
I finished my essay and handed it in / worked it
7
This is what you need to know.
out to the teacher.
i
Students always complain about / for exams;
7
8 You learn from this person. t
U
they don’t like them!
9
This is the time when you learn in a classroom.
8
Steven is very clever and knows lots of things;
l
10 You sit here in your classroom. d O he’s a brain / know-it-all.
9
I don’t know who this book belongs to / asks
H
for; it’s not mine.
Unit 5, Grammar 1 (SB page 61) After Luke studied chemistry to / at university, he
10
became a science teacher.
N
Complete each sentence with one word.

TO
1
I haven’t studied for my maths test. I Unit 5, Grammar 2 (SB page 63)
going to fail, I know it.
Complete the sentences with these words.
2
Don’t worry, Mum. I promise that I
IL
do my best in the exams. any few lot little many much some
3
My brother isn’t happy because he
doing exams this week. 1
I didn’t get questions wrong
AM
on my test – just two.

4 you going to buy a new desk
and chair for your room? 2
In my bag, I’ve got a books,
three pens and my laptop.
5
Henry is studying history at
3
There were a of students in
H
university next year – he’s chosen politics.

the library this morning.
6 you please help me carry
these boxes of books? 4
I like my maths teacher because she doesn’t give
us homework!
7
What are you going do if you
don’t get into university? 5
I need to find a information
about ancient Rome for my history project.
8
Some teachers probably go
to the students’ party. 6
There aren’t students in the
classroom. No one is in there.
9 your friend going to visit the
science museum next week? 7
I need help with my essay.
Can you look at it and tell me if it’s OK?
10
I won’t be at home next week; I
going on a school camping
trip.
118

Complete the sentences with these words. Circle the correct words.
along around down into off onto Piranhas are 1 danger / dangerous fish that live
out of over past through under up in rivers 2 in / on South America. They are in the
Amazon river and people are 3 making / playing
1
This morning, my cat jumped with fire when they swim there. But some people
the kitchen table and ate my breakfast! are 4 foolish / foolishly. They want to 5 give / take
2
I ran the stairs, shouted ‘Bye!’ a chance and swim there. Do they know that their
to my mum, got on my bike and rode to school. lives are 6 in / on danger? Do they know that they
3
Yesterday, Dave was walking are acting 7 careless / carelessly? Maybe they think
the street when he saw his old friend Sam. they are 8 in / on an adventure, or maybe they think
they are showing 9 bravely / bravery when they swim
4
I was looking for my tennis racket and I finally
in the river. 10 In / On the last ten years, piranhas
SE
found it my bed!
have attacked and injured hundreds of people and
5
I don’t know how it happened, but my phone fell some have died.
my desk and broke.
6
It was a long race – the runners ran
U
the track twenty times! Unit 6, Grammar 2 (SB page 75)
7
When the puppy jumped
box and ran to me, everybody laughed.
the
O
Complete the dialogues with the words in brackets
in the correct form.
H
8
Hailey walked me and didn’t
1 A: Is Mount Everest
say ‘hi’ because she was looking at her phone.
(high) than Mount Fuji?
9
When the cat saw the dog, it quickly ran
N
B: Yes, it is. In fact, Everest is

the tree to hide.
(high) mountain in
10
I walked the bookshop and
TO
the world.
asked if they had The Hunger Games.
2 A: I think mountain climbing is
11
Mary looked the window and
saw that her sister Helen was outside. (exciting) activity of all.
IL
12
The fence wasn’t very high, so the dog jumped B: Really? I don’t think it’s as
it and ran away. (exciting) bungee
jumping!
AM
3 A: Fast and Faster 2 is

(good) action film I have
Circle the correct words. ever seen!
H
1
The mountain climber was and tall and strong / B: I agree. It’s
tall and strong. (good) than Fast and Faster 1.
The Vikings sailed the seas in wooden long / long

2 4 A: T
his is
wooden boats. (interesting) programme on TV tonight.
3
In the sky, they saw a round small strange / B: Y
es. It’s certainly
strange small round light. (interesting) the silly reality
I gave my mum a beautiful red silk / beautiful
4 TV shows!
silk red scarf for her birthday. 5 A: Barry and Harry are terrible drivers, but Harry
5
The fans cheered loudly / loudly cheered when drives (careless)
the race began. than Barry.
6
When people drive dangerous / dangerously, B: Harry’s crazy! He drives
they can have accidents. (careless) of anyone I know.
7
Cathy was late always / always late for her first
class at school.
8
He’s a marathon runner and he trains very hard
/ very hard trains.
9
Henry walked very fast / fastly; he was late.

Complete the words in the sentences. Circle the correct words in the dialogue.
1
I went to the n ’ to buy a A: Do you want to 1 do / go shopping with me?
magazine and a newspaper. B: Sure. I want to see what’s 2 for / in the sales.
2
This leather bag only cost twenty euros and fifty e, too. I’m looking 3 after / for a new pair of
A: M
c . jeans and some T-shirts.
3
She has a c c , but she prefers B: I want a pair of boots. Let’s shop 4 around /
to use cash. back first and then decide what to buy.
4
I only had a coffee and a sandwich, but the A: OK. So do you want to go to 5 the shops / the
b was 25 euros! shopping tomorrow?
5
Can you go to the c s and get o. Let’s go today. I’m worried all the good
B: N
some milk, please? stuff will sell 6 on / out if we wait!
SE
6
I bought these shoes in London. They cost 30 K. I hope they have brought 7 down / on the
A: O
p . prices a lot.
7
When I was in the c r ,I B: Well, I think some shops give better prices to
U
tried on ten different dresses! customers who pay 8 by / in cash and not
8
It’s hard to walk past the b and not 9
by / in credit card.
buy a cake or a croissant.
9
In Australia and Canada, the money they use is O
A: OK. I’ll get my wallet and my bag. Let’s go!
H
the d .
10
The s a showed me
some very nice jewellery.
N
Read the situations and complete the sentences

with the correct modal verb.
TO

Do not take things from a shop or you’ll be in
trouble with the police.
Read the situations and complete the sentences You take things
with the correct modal verb. Sometimes more than from a shop.
IL
one answer is possible.

2 We can only pay in cash when we buy our tickets.
1 You have no bread. Ask John to buy some.
AM
We to pay in
John, you please cash when we buy our tickets.
buy some bread from the bakery?
3 It’s not a good idea to buy the first thing you see.
2
I saw a photo of Georgia when she was three; she
You buy the first
was riding a bike.
H
thing you see.

Georgia to ride
4
Dad did the shopping yesterday, so Mum didn’t
a bike when she was three.
do it.
3
Sandra wants to borrow your tablet. You don’t
Mum do the
want her to.
shopping yesterday because Dad did it.
No, Sandra, you
5
Oh, no! I can’t find my wallet and I need it to go
borrow my tablet!
to the cinema.
4
We are going to watch a ballet when we are in St
I to find my
Petersburg.
wallet or I can’t go to the cinema.
We to watch a
6 My advice is to save your money for a holiday.
ballet when we are in St Petersburg.
You save your
5
They waited until they were 18 to get a credit
money for a holiday.
card from the bank.
7
Tell Sam not to buy a tablet; I will give him my old
They to get a
one.
credit card from the bank when they were 17.
Tell Sam he buy
a tablet; I will give him my old one.
120

Complete the words for the definitions. Choose the correct answers.
1
Cats and dogs have these hairs on their faces. 1 You mustn’t swim here – the water is .
w a pollute b pollution c polluted
2 This is the sound a bird makes. t 2 W
e should be worried about animals that are
3
This word describes an animal that likes to play. risk of disappearing.
p a at b in c to
4
This word means to find an animal to eat. 3 W
hen he was younger, my grandfather worked
c like a .
a horse b dog c cat
5
Birds have these all over their bodies.
f 4 Oh, no! That’s a spider! Run!
a poison b poisons c poisonous
6 This is the sound a duck makes. q
SE
5 Kate and I have a lot common – we both love
7 Birds move these up and down to fly. w
animals.
8 This word means 'clever'. i a in b for c to
9
This means to look for another animal to eat it. 6 I don’t like Tom; he’s a cold
U
who doesn’t care
h about other people.
10 This is the sound a snake makes. h a puppy b bird c fish
11
This keeps the bodies of cats and dogs warm.
f
O 7 These animals need our
a protect
.
b protection c protected
H
12 An elephant drinks water with this. t 8 Hold your ! I’ll be ready in five minutes!
a horses b puppies c cats
N
Unit 8, Grammar 1 (SB page 99) 9 The of many animals depends on us helping
them.
TO
Complete the dialogues with these words. a survival b survive c survivors
about at in of to 10
Turtles live water, but they also spend time on
land.
1 A: Have you been to the new zoo yet? a at b in c on
IL
B: N
o, but I’m really looking forward
going.
AM
2 A: Harry’s crazy fishing. It’s his new Unit 8, Grammar 2 (SB page 101)
hobby.
Circle the correct words in the dialogues.
B: Yes, he told me he goes every weekend.
1 A: I’ve decided get / to get a dog.
H
3 A: The government is going to build more roads

through the forest. B: You should get / to get a French Bulldog!
B: It’s terrible. We’re in danger 2 A: Please remind me buy / to buy some cat food.
losing all of our trees. B: I hope I remember remind / to remind you!
4 A: Patty’s got a new job. She walks dogs after
3 A:
I’d love become / to become a vet.
school.
B: I hope you do / to do it.
B: Well, she’s good looking after
animals. 4 A:
I need find / to find a job after school.
5 A: L
et’s go to the aquarium instead B: You know, you can walk / to walk people’s
going to the zoo. dogs for them.
B: OK, good idea. 5 A: How can we save / to save animals that are in
danger of disappearing?
6 A: Why are you watching that documentary?
B: Because I’m interested learning B: We should ask the government do / to do
about the environment. something!
7 A: I’m worried leaving my cat alone. 6 A: You mustn’t give / to give your cat so much
food!
B: Don’t worry. I’ll feed it every day.
B: But my cat loves eat / to eat!
8 A: My cat is very bad swimming.
B: Of course it is! Cats don’t like water!

Complete the words in the sentences. Complete the sentences with the correct form of
1
Give me your email a and I will send the words in brackets.
you the photos. 1
When Mario was in London, he practised his
2
You should d junk mail as soon as you English everywhere he went.
receive it. (converse)
3
I keep all of my photos in a f on my 2
Andy opened the photo and
computer. laughed out loud at what he saw! (attach)
4
He put the letter into an e and 3 would be easier if everyone in the
took it to the post office. world spoke the same language. (communicate)
5
I had 20 new emails waiting for me in my 4
Granny doesn’t want to use a computer; she says
i this morning! it’s too for her! (technology)
SE
6
She takes lots of photos with her phone because 5
You shouldn’t read your sister’s emails. They’re
it’s got a good c . ! (person)
7
It was a big file, so it took a long time to 6
I’m sure I replied to your email, but let me just
U
d it to my computer. check my folder. (send)
8
The photo came as an a with 7
My dad reads an online newspaper on his mobile
the email.
O phone, but it isn’t free – he pays a
fee. (month)
H
8
He couldn’t get an Internet because
Unit 9, Grammar 1 (SB page 113) the hotel didn’t have wi-fi in the rooms. (connect)
Match the first conditional sentences with what
N
they mean.
TO
1
If he goes on holiday, he will take his
camera. Circle the correct words.
2
If he goes on holiday, he should take 1
If I had enough money, I could / will buy the best
his camera. smartphone.
IL
a
It’s a good idea for him to take his camera on 2
Henry won’t / wouldn’t lend you his laptop if you
holiday. needed it.
AM
b
There is a possibility that he will go on holiday
3
My teacher would help me with my project if I
and take his camera.
ask / asked her.
4
If Ivan isn’t / weren’t busy, he could come with us
3
If she needs information, she can search
H
to the computer shop.

on Google.
5
I will / would probably look online if I needed
4
If she needs information, she will search
information quickly.
on Google.
6
If Sam knew / knows where to get a good phone,
a
This is one thing she’s able to do to find
he would tell us.
information when she needs it.
b
Maybe she will need information and will do this 7
If I didn’t have homework, I played / would play
to find it. lots of video games.
8
If the screen were bigger, it should / would be
5
Unless you can fix it, you should take easier to use this laptop.
your laptop to a technician. 9
They wouldn’t be happy if they didn’t / don’t
6
Unless you can fix it, you will take your have an Internet connection.
laptop to a technician. 10 If I am / were you, I wouldn’t buy that old
a
If you can’t fix it, my advice is to take your computer.
computer to a technician.
b
If there is a problem with your laptop, I know you
will take it to a technician.
122

Complete the words in the dialogues. Choose the correct answers.
1 A: Which of the four s is your 1 Does anyone here know how to a fire?
favourite? Mine is a because I love a light b lose c go
the red and gold colours of the leaves on the 2 My clothes were wet because I walked home
trees then. the rain.
B: M
ine is s because I love swimming a on b in c under
and eating ice cream. 3 Put the heater on! It’s in here!
2 A: It’s strange that countries in the s a freeze b frozen c freezing
h are hot in January! 4 When we camping, we always have fun.
B: I know! When it’s w here in the UK, a lose b go c get
people in Australia and South Africa are at the 5 When the sun is , you should wear a hat.
SE
beach! a on b up c out
3 A: The imaginary line around the middle of the 6 I really hate weather! It makes me feel
earth is called the e . Countries terrible.
on this line, like Colombia and Brazil, have a a winter b wintry c
U
winters
lot of rain.
7 Jake involved in geocaching when his friend
B: Y
es, and because of all the rain, they have
many f
r
full of trees and long
like the Amazon.
O told him about it.
a got b went c lost
H
8 When the night is , it’s beautiful.
4 A: In New Zealand, s is in September, a stars b star c starry
October and November – that’s when all the
9 I’m watching a film about life other planets.
N
flowers come out. When is it in Scotland?

a on b in c out
B: O
h, in n countries, it’s in
10 Is London the south of England?
TO
March, April and May.

a under b out c in
5 A: I’m confused. Where does the sun rise and
where does it set at night?
B: T
he sun rises in the e and it sets in the Unit 10, Grammar 2 (SB page 127)
IL
w . Everyone knows that!

Complete the sentences with the verbs in brackets.
AM
Use the past simple passive.

1
The two mountain climbers
Complete the sentences using the present simple yesterday. (find)
passive of the verbs in brackets and any other
H
2
Eddie by a dog
words you need. on the mountain. It was a wolf! (not bite)
1
Football millions 3 to swim when
of people around the world. (watch) you were very young? (you/teach)
2 every day in 4
These photos
your city or country? (caches/hide) with my phone camera. (not take)
3
Fun parks 5
Oh, no! at the
people every weekend in the UK. (visit) camp? What are we going to drink? (the water/
4
The GPS devices leave)
in this country. (not make) 6
The postcard I got from Bill
5
You have a nice garden. when he was in Paris. (send)
every day by 7
My skis in
your father? (water) Austria; they’re really good! (make)
6
I what to do by 8
After the book ,
my basketball coach. (tell) the author decided not to write any more. (write)
7
Maps here for
people who want to go hiking. (sell)

Extra Tasks For Early Finishers Key
Unit 1, Vocabulary 1 Unit 2, Vocabulary 2 Unit 4, Vocabulary 1

1 guy 1 make 1 station
2 father 2 by 2 festival
3 grandparents 3 get 3 instrument
4 wife 4 take 4 music
5 daughter 5 stayed 5 cinema
6 uncle 6 made 6 game
7 group 7 at 7 party
8 aunt 8 on 8 costumes
9 married 9 in 9 pictures
10 neighbour 10 does 10 concert
11 son
12 guest Unit 2, Grammar 2 Unit 4, Grammar 1
1 which/that 1 Has … watched
Unit 1, Grammar 1 2 whose 2 hasn’t called
1 doesn’t usually spend 3 who/that 3 have been
SE
2 Do you want 4 which/that 4 has gone
3 ride 5 whose 5 Have … read
4 lives 6 who/that 6 have spent
5 teaches 7 whose 7 hasn’t gone
6 Does your dog like 8 which/that 8 haven’t heard
U
7 never walk 9 who/that
8 always watches 10 whose Unit 4, Vocabulary 2
9 often snows
10 don’t go out O
Unit 3, Vocabulary 1
1 race, gold medal, runner
1b 2c 3a 4c 5a 6b 7b 8c
Unit 4, Grammar 2
H
Unit 1, Vocabulary 2 2 football, scores, coach 1 just
1 for, have 3 referee, gave, win 2 2010
2 in, have 4 basketball, throw, sports centre 3 two years
N
3 have, about 5 sailing, boat, bathing suits 4 don’t want

4 of, make 6 champion, first place, fans 5 hasn’t finished
TO
5 with, makes 6 already

6 for, Make Unit 3, Grammar 1 7 since
1 were running, when 8 yet
Unit 1, Grammar 2 2 was watching, while
1 see 3 weren’t playing, while Unit 5, Vocabulary 1
IL
2 is talking 4 Were you riding, when 1 beginner

3 isn’t staying 5 wasn’t going, when 2 level
AM
4 Do you know 6 were they doing, while 3 classmate

5 am watching 7 Was she talking, while 4 book
6 don’t want 5 dictionary
7 Does your cousin visit Unit 3, Vocabulary 2 6 homework
8 go 1 enjoyable 7 information
H
9 like 2 had 8 teacher

10 don’t think 3 took up 9 lesson
4 took 10 desk
Unit 2, Vocabulary 1 5 showed up
1 living room, wardrobe 6 impossible Unit 5, Grammar 1
2 blanket, sheets, pillow 7 do 1 am
3 furniture, bookcase 8 dangerous 2 will
4 plates, glasses, sink, kitchen 9 caught up with 3 is
5 guitar, sofa 10 paying 4 Are
5 not
Unit 2, Grammar 1 Unit 3, Grammar 2 6 Will
1 didn’t want 1 was 7 to
2 Did you use to live 2 - 8 will
3 bought 3 the 9 Is
4 Did you make 4 is 10 am
5 didn’t use to have 5 a
6 tried 6 an Unit 5, Vocabulary 2
7 were 7 - 1 to
8 used to share 8 - 2 rub out
9 Did he use to visit 9 A 3 in
10 The 4 bookworm
5 on
124

6 handed it in Unit 7, Grammar 1 Unit 9, Grammar 1
7 about 1 can/could 1b 2a 3a 4b 5a 6b
8 brain 2 was able
9 belongs to 3 can’t Unit 9, Vocabulary 2
10 at 4 will be able 1 conversational
5 weren’t able 2 attached
Unit 5, Grammar 2 3 Communication
1 many Unit 7, Vocabulary 2 4 technological
2 few 1 go 5 personal
3 lot 2 in 6 sent
4 much 3 for 7 monthly
5 little 4 around 8 connection
6 any 5 the shops
7 some 6 out Unit 9, Grammar 2
7 down 1 could
Unit 6, Vocabulary 1 8 in 2 wouldn’t
1 onto 9 by 3 asked
2 down 4 weren’t
3 along Unit 7, Grammar 2 5 would
4 under 1 mustn’t 6 knew
5 off 2 have 7 would play
6 around 3 shouldn’t 8 would
7 out of 4 didn’t have to 9 didn’t
SE
8 past 5 have 10 were
9 up 6 should
10 into 7 doesn’t have to Unit 10, Vocabulary 1
11 through 1 seasons, autumn, summer
12 over Unit 8, Vocabulary 1 2 southern hemisphere, winter
U
1 whiskers 3 equator, forests, rivers
Unit 6, Grammar 1 2 tweet 4 spring, northern
1 tall and strong
2 long wooden
3 strange small round
3 playful
4 chase O 5 east, west
H
5 feathers Unit 10, Grammar 1
4 beautiful red silk 6 quack 1 is watched by
5 cheered loudly 7 wings 2 Are caches hidden
6 dangerously 8 intelligent 3 are visited by
N
7 always late 9 hunt 4 aren’t made

8 trains very hard 10 hiss 5 Is it watered
TO
9 fast 11 fur 6 am told

12 trunk 7 are sold
1 dangerous Unit 8, Grammar 1 Unit 10, Vocabulary 2
2 in
IL
1 to 1a 2b 3c 4b 5c 6b 7a 8c 9a
3 playing 2 about 10c
4 foolish 3 of
5 take
AM
4 at Unit 10, Grammar 2

6 in 5 of 1 were found
7 carelessly 6 in 2 wasn’t bitten
8 on
7 about 3 Were you taught
9 bravery
8 at 4 weren’t taken
H
10 In
5 Was the water left
Unit 8, Vocabulary 2 6 was sent
Unit 6, Grammar 2
1c 2a 3b 4c 5a 6c 7b 8a 9a 7 were made
1 higher, the highest
10b 8 was written
2 the most exciting, exciting as
3 the best, better
Unit 8, Grammar 2
4 the most interesting, more
1 to get, get
interesting than
2 to buy, to remind
5 more carelessly, the most
3 to become, do
carelessly
4 to find, walk
5 save, to do
6 give, to eat
1 newsagent’s
2 cents
3 credit card Unit 9, Vocabulary 1
4 bill 1 address
5 corner shop 2 delete
6 pounds 3 folder
7 changing room 4 envelope
8 bakery 5 inbox
9 dollar 6 camera
10 sales assistant 7 download
8 attachment
Extra Tasks For Early Finishers Key 125

A1 Workbook Key
Unit 1 Use Your English 1 4B Yes, they do make bad

1 decisions, ...
Reading 1B 2A 3C 4A 5C 6B 5B ... giving teens space means
1B Most parents don’t know what not making them talk about
their teenage children are 2
1B 2A 3A 4B 5B 6A things when they don’t want
talking about when they are to. This doesn’t mean they are
having a chat with their friends. Vocabulary 2 hiding anything.
2B ... they have no control over 1 neighbourhood 6A One thing about teenagers
the language that their children 2 activities is that they like to think they
use 3 friendly know more than their parents.
3C Parents also complain that 4 healthy
they never have serious 5 interested Vocabulary 1
conversations with thweir 6 life 1
teenage children. 7 happiness 1 HOUSE
4A One way to start real 8 marriage 2 ROOF
conversations is to make sure 3 CEILING
that the whole family eats Grammar 2 4 HOME
SE
1 5 STAY
together at mealtimes ...
1 is walking 6 LIVE
Vocabulary 1 2 is looking 7 GUITAR
1 3 isn’t looking 8 ROOMS
1 grandpa 4 is running 9 LAPTOP
U
2 grandmother 5 is listening
3 guy 6 is Tom doing 2
4 cousin
5 grandchild
6 teenager
7 is riding
8 aren’t riding
O
9 are roller skating
Bathroom: shower, sink, towels
Bedroom: bookcase, pillows,
wardrobe
H
7 name 2 Kitchen: drawers, glasses, plates
8 pen friend 1 isn’t sleeping Grammar 1
9 grandparents 2 smells 1
N
3 are making 1 didn’t share

2
4 hope 2 Did, decorate
TO
5 Are they playing 3 had, tidied, phoned

6 am going 4 stayed
7 hates 5 played
8 Do you want 6 Did, spend
IL
Use Your English 2 2

1 Sentences 1, 4, 5 and 6
1A 2B 3A 4B 5A
AM
Use Your English 1

2
1
1 about 5 for
1F 2A 3E 4C 5D
2 of 6 are
3 with 7 is 2
4 8
H
in for 1 painted 5 not

1 brother
2 used 6 use
2 group
Listening 3 were 7 to
3 child
See page 132 for justification. 4 bought/got 8 Did
4 married
5 Mr 1B 2B 3A 4B 5A Vocabulary 2
6 sister Writing 1
7 Mrs Students’ own answers 1 in
8 granddaughter 2 by
9 husband 3 for
10 grandson Unit 2 4 at
5 by
Grammar 1 Reading
1 often talk 1B This doesn’t always mean a 2
2 am never room of their own, ... 1e 2a 3d 4c 5b
3 usually spend 2A Some parents worry that an Grammar 2
4 Is, always untidy room means an untidy 1
5 sometimes meets mind. But often it just means, 1 which
6 doesn’t usually eat ‘This is my space and I can 2 whose
7 Do, always fight what I want with it.’ 3 which
8 are hardly ever 3A Giving teens space is also about 4 who
leaving them alone to make 5 who
decisions on their own. 6 whose
126

2 3 were playing, was running 3C New technology has brought
Sentences 1, 3, 4 and 5 4 weren’t talking new forms of entertainment for
5 were training everybody to enjoy.
Use Your English 2
6 Was, smiling, was winning 4C ... download films to their
1
7 wasn’t swimming computers ...
1B 2C 3A 4A 5C 6A
8 was snowing, were having 5A A: ... teenagers hung out at
2 places like coffee bars ... B:
Use Your English 1 ... don’t have to go to coffee
1B 2B 3A 4A 5B 6A
1 bars to listen to their favourite
Listening 1B 2A 3A 4A 5B songs.
See page 132 for justification.
2 Vocabulary 1
1D 2A 3B 4C
1 American 1
Writing 2 rugby 1 FESTIVAL
Students’ own answers 3 badminton 2 BASS
4 cricket 3 PARTY
5 table 4 THEATRE
Progress Review 1 6 equipment 5 GALLERY
7 score 6 CINEMA
Vocabulary 8 jump
1b 2c 3a 4b 5b 6b 7a 8c 9b 2
10a 11c 12a 13b 14b 15c 16c Vocabulary 2 1 DVD
17a 18a 19b 20a 1 2 board
1 Cyclists 3 action
Grammar
SE
2 dangerous 4 concert
1b 2c 3a 4a 5a 6b 7c 8b 9b 3 enjoyable 5 play
10a 11b 12b 13a 14b 15a 4 possibility
16b 17c 18b 19a 20b Grammar 1
5 safety
1
6 sporty
U
1 have, received
Unit 3 2 2 hasn’t seen
3 has been
Reading
1a S
entence a answers the
1
2
3
showed
get
catch
O 4 have spent
5 hasn’t played
H
question because it explains 4 fill 6 Have, broken
that she does sport at school 5 gave 7 have made
twice a week. 8 haven’t read
Grammar 2
N
2b The question asks whether

1 a, the 2
Connie enjoys PE lessons and
2 -, is Students’ own answers
only sentence b answers this.
TO
Sentence a tells us about 3 a, the Use Your English 1

Connie’s friends. 4 -, the 1
3a Sentence b doesn’t answer 5 - 1B 2B 3A 4B 5A
Jack’s question about joining a 6 -, the
2
IL
football team. 7 -, is
8 -, -, the 1B 2B 3A 4B 5A 6A
4a ‘I’m sad’ in sentence a answers
the question ‘How do you feel Vocabulary 2
AM
Use Your English 2

…?’ 1
1
5b Jack asks why ‘so many 1 actor
1B 2D 3A 4F 5C
teenage girls’, so sentence b, 2 Dancing
‘lots of them’, is a better answer 2 3 painter
than sentence a, ‘some are 1B 2C 3A 4A 5B 6B 7A 8C 4 photographer
H
worried’. 5 singer
Listening
Vocabulary 1 See page 132 for justification. 2
1 1 2007 1 at
1 boat 2 Canada 2 at
2 race 3 24 / twenty-four 3 in
3 stadium 4 52 / fifty-two 4 on
4 bicycle 5 on
5 sailing Writing 6 in
6 sports centre Students’ own answers
Grammar 2
2 1
1 gymnast 1 We have already turned off
Unit 4 the radio/turned off the radio
2 fans
3 coach Reading already.
4 gold medal 2 2 The artist hasn’t seen the
5 captain 1C ... and they spent most of it on gallery yet.
6 first place entertainment. 3 The women have just gone to
7 champion 2B ... because they didn’t have the theatre.
many of the things teenagers 4 Have you taken any
Grammar 1 photographs since last summer?
today have for home
1 wasn’t watching 5 I haven’t seen my best friend
entertainment.
2 Were, walking for two weeks.
Workbook Key 127

2 2 2A He skied for about eight hours
Suggested answers 1 I know her parents will be a day, travelling a distance of
1 I have just cleaned my room. / I proud of her. about 29 kilometres.
have already cleaned my room. 2 He isn’t going to work / isn’t 3B To help him ... Lewis had an
2 I’ve already done my working for his father next year. experienced ‘polar’ guide.
homework. 3 Perhaps we will go on a trip at 4B Antarctica is the highest and
3 I haven’t read the magazine yet. the end of term. coldest continent. It’s nearly as
4 I haven’t been to the cinema for 4 I will buy your books for you, big as Europe.
three months. Nick. 5A Lewis knew he was starting a
5 I’ve known my best friend since 5 She promises she will try to big adventure, but it was harder
I was five years old. make new friends. than he thought.
6 Is Donald going to have fun at 6C We know Lewis did well in his
Use Your English 2
university? German exam, but the article
1
doesn’t mention his other
1A 2E 3F 4B 5C Use Your English 1 exams.
1
2
1F 2E 3G 4D 5B Vocabulary 1
1B 2A 3C 4C 5A 6B 7A 8B
1
2 1 around
Listening
1C 2B 3A 4A 5C 2 into
See pages 132-133 for justification.
1A 2A 3B 4B Vocabulary 2 3 off
1 4 out of
Writing 5 through
1 at
Students’ own answers 6 up
2 to
SE
3 at 2
4 about 1c 2e 3a 4d 5b
Progress Review 2 5 to
Vocabulary Grammar 1
U
2 1 silly pink plastic
1c 2b 3b 4a 5b 6c 7c 8b 9a 1b 2c 3d 4a 5e
10b 11a 12a 13b 14b 15c 2 slow, slowly
16b 17c 18c 19a 20c
Grammar
Grammar 2
1 much
2 any
O 3 amazing new fishing
4 always drives carefully
5 nice, nicely
H
1b 2c 3c 4c 5a 6a 7b 8b 9c 3 a lot of 6 never takes stupid
10c 11a 12b 13b 14a 15a 16a 4 some 7 big round Japanese
17a 18c 19c 20b 5 many 8 good, well
N
6 a few Use Your English 1

7 a little 1
TO
Unit 5 8 a lot of 1B 2A 3C 4A 5B 6A 7B 8A
Reading 9 some
1A Nobody forgets to take clothes ... 10 any 2
2B Do this when you first arrive 1B 2A 3B 4B 5A 6B
Use Your English 2
IL
and have some time before life 1 Vocabulary 2

gets too crazy! 1 at 1
3B ... the things you need so that 2 few 1 on
AM
you can entertain your new 3 much 2 in

neighbours – tea, coffee, etc ... 4 on 3 in
4C New students sometimes forget 5 many/any 4 on
to include entertainment ... on 6 At 5 on
their timetable ... 7 in 6 on
H
Vocabulary 1 8 lot 7 In
1 project 9 for 8 in
2 instructions 10 of
2
3 students 2 1 helpful
4 beginner 1B 2A 3B 4B 5A 6B 2 dangerously
5 subject 3 successfully
6 practice Listening 4 foolishly
7 year See page 133 for justification. 5 strength
8 course 1 Rogues 6 bravery
2 Saturday 7 adventurous
Grammar 1 3 local
1 8 carelessly
4 6 / six hours
1 will be Grammar 2
2 will take Writing 1 younger than
3 are going to stay/are staying Students’ own answers 2 the bravest
4 am not going to share/am not 3 more carefully than
sharing 4 The most difficult
5 will do Unit 6 5 the best
6 Are, going to come/Are, 6 exciting as
coming/Will, come home Reading
1B Before Lewis, the record for the 7 the most adventurous of
7 will learn
same journey ... 8 as dangerous
8 is going to pass
128

Use Your English 2 Grammar 1 Unit 8
1 1a can
Reading
1A 2B 3A 4C 5B 1b can’t
1C Do you like rabbits? You can
2a could attract them by planting a tree
2
2b can called a willow tree.
1 most
2 more 3a wasn’t able to 2B ... squirrels also like nuts and
3 as 3b won’t be able to will try to take them.
4 than 4a was able to 3C Badgers will eat … – almost
5 friendlier/nicer 4b could anything. So will foxes.
6 the 5a could 4A Wildflowers attract bees and
7 all 5b can’t butterflies, as well as giving a
8 in 6a can home to many smaller animals
9 longer 6b can’t such as field mice.
10 best 5C Trees attract insects such as
Use Your English 1 bees … AND Wildflowers attract
Listening 1 bees and butterflies ...
See page 133 for justification. 1B 2F 3A 4E 5G
1A 2B 3B 4A 5A Vocabulary 1
2 1
Writing 1B 2A 3A 4A 5B 6A
Students’ own answers
Vocabulary 2
1
1 pay by credit card
SE
Progress Review 3
2 try something on
Vocabulary 3 be at the checkout
1c 2c 3a 4b 5c 6c 7b 8a 9a 4 pay in cash
10a 11c 12b 13b 14b 15a 16c 5 look for something
U
17b 18b 19a 20a 6 buy something in the sales
Grammar
1b 2a 3b 4a 5a 6c 7b 8a 9a
10c 11b 12b 13c 14a 15c 16b
2
1
2
down
out
O
H
17b 18c 19b 20c 3 around
4 back 2
1 bee buzzes
5 on
N
Unit 7 2 duck quacks

Grammar 2 3 bird tweets
Reading 1 don’t have to 4 cat miaows
TO
1B Teenagers say that they don’t 2 must 5 lion roars

have the time to do part-time 3 didn’t have to 6 snake hisses
jobs ... 4 have to 7 dog barks
2A ... some give them extra for 5 mustn’t 8 cow moos
IL
helping with small jobs at 6 should 3

home.
Use Your English 2 1 hunt
3C Clothes and shoes are number
AM
2 breathe
one on the list ... 1
3 catch
4C I talk about where to get the 4 drown
1B 2C 3B 4A 5B
cheapest clothes ...
2 Grammar 1
5B I also give advice about how to 1 Protecting
H
1 should
save money for the future ... 2 have/need 2 chasing
6A Text A: … is that enough for 3 to 3 fishing
the … entertainment they 4 not 4 having
want? Text B: Entertainment 5 must 5 Surviving
As well as music, this includes 6 not 6 smelling
computer games and going to 7 going
7 Do
the cinema, concerts, etc. 8 had Use Your English 1
Vocabulary 1 9 will 1
1 10 Should/Shall 1 trunk
1 pay 2 tusks
Listening 3 playful
2 buy See page 133 for justification.
3 spend 4 fur
1 Kent 5 whiskers
4 cents
2 300 / three hundred 6 wings
5 euros
3 13 / thirteen 7 feathers
6 pence
4 9 / nine o’clock 8 intelligent
7 sell
8 pounds 9 pollution
Writing
10 danger
Students’ own answers
2
1b 2a 3e 4c 5d 6f
Workbook Key 129

2 4B ... you will have a huge library 2
1 dislikes going of songs to choose from, but 1 monthly
2 Giving food you won’t have them to keep. 2 technological
3 keep hunting (It is downloading that lets 3 sender
4 for carrying you create your own library of 4 connection
5 feel like taking songs.) 5 personal
6 Flying is 5A ... pay a fee each month, you 6 attached
can listen to as many of the 7 conversation
Vocabulary 2
tens of millions of songs in the 8 communicative
1
library as you want.
1d 2e 3a 4b 5c Grammar 2
6B With streaming … you’ll need an
1 spent
2 Internet connection or wifi ...
2 would protect
1 curiosity when you download, you won’t
3 were
2 furry ...
4 would you do
3 poisonous
Vocabulary 1 5 could
4 pollution
1 6 knew
5 protected
6 survivors 1 FOLDER 7 wouldn’t give
2 INBOX 8 had to
Grammar 2 3 DOT
1 take Use Your English 2
4 AT
2 feed 1
5A ATTACHMENT
3 to be 1B 2C 3A 4A 5C
5D AM
4 to buy 6 CHAT 2
SE
5 do 7 PM 1B 2A 3C 4A 5C 6B 7A 8C
6 to give 8 SENT
7 to visit Listening
8 fly 2 See page 134 for justification.
U
1 envelope 1B 2B 3B 4A 5C
Use Your English 2 2 camera
1 3 mouse Writing
1C 2D 3F 3E 4B
4
5
email address
web page O Students’ own answers
H
2 6 text
1 shouldn’t open Unit 10
2 could ride a horse when Grammar 1
1 has Reading
3 learnt to
N
2 can I send 1G Brad’s reply At school is a place,

4 intends to take
3 go so a question with Where is
5 Can I swim
TO
4 Will they send required. The rest of his reply

6 persuaded me to
5 unless explains how he first tried
Listening 6 will be orienteering, which reinforces
See page 133 for justification. 7 should buy the fact that G fits here.
1D 2F 3E 4A 5B 8 doesn’t stop 2B Brad’s reply lists the things he
IL
likes about orienteering.

Writing Use Your English 1 3A Brad’s reply talks about bad
Students’ own answers 1 weather, which echoes the
AM
1 From storms, rain and snow in the

2 To question in A.
Progress Review 4 3 reply 4H The reply Yes, I have means the
4 got question must be in the present
Vocabulary 5 deleting
H
1a 2c 3a 4b 5b 6a 7a 8c 9c perfect tense. Only H is in this

6 Internet tense, and couldn’t find my
10a 11b 12c 13a 14b 15c 16a
7 search way echoes got lost in Jack’s
17b 18c 19b 20a
8 software question.
Grammar 9 downloaded 5D Brad’s reply mentions his dad
1c 2b 3a 4b 5a 6b 7c 8b 9b 10 Send and brother and the fact that
10c 11c 12b 13c 14b 15b 16c they enjoy it and often go
2
17b 18a 19a 20a together at weekends. This ties
1 give me her email address
2 Unless you want these photos in logically with the question
3 won’t be able to about Brad’s family.
Unit 9 4 look on/at their 6F Brad’s reply is a description and
5 If you want to have works as a reply to F
Reading
1C The text says German engineers 6 Do/Will I have to pay Vocabulary 1
invented the MP3, but it doesn’t Vocabulary 2 1
mention German downloading 1 1 north
websites. 1 see 3 northern
2A In 2004, more people download 2 leave 4 west
songs than buy CDs. 5 equator
3 is
3C The text tells us that 6 east
4 do
downloading is easy to do, 7 southern
5 bore
but it doesn’t compare it to 8 south
streaming.
130

2 Grammar 2
1 summer, winter 1 given
2 hill, wood 2 wasn’t
3 sea 3 were damaged
4 space, star 4 was checked
5 water 5 Were the runners asked
6 weren’t
Grammar 1
7 taken
1 is grown
8 Was
2 Is, climbed
3 are caught Use Your English 2
4 are eaten 1
5 isn’t hidden 1B 2C 3A 4A 5B 6C 7C 8B
6 Are, seen
7 am amazed 2
8 aren’t milked 1 went
2 in
Use Your English 1 3 wet
1 4 out
1B 2A 3C 4C 5B 5 done
6 lit
2
7 cooked
1 Steam is made
8 stars
2 big breakfast is eaten
9 was
3 Is the lake shown
SE
10 were
4 is not used to cross
5 is run by Listening
6 are ridden by everyone See page 134 for justification.
1 largest
U
Vocabulary 2
2 southern
1
3 May
1 eastern
2 icy
3 warm
4 48/forty-eight
5 rainbows O
H
4 freezing Writing
5 wintry Students’ own answers
6 mountainous
N
7 western
8 starry Progress Review 5
TO
2 Vocabulary
1 planets 1b 2a 3c 4c 5b 6b 7a 8c 9c
2 matches 10b 11b 12a 13b 14b 15a
3 east 16a 17b 18c 19a 20c
4 sky
IL
5 Earth Grammar
6 fire 1b 2c 3b 4b 5c 6c 7b 8b 9b
10c 11b 12a 13c 14a 15a 16b
AM
17c 18b 19b 20c

H
Workbook Key 131

A1 Workbook Recording Script
Unit 1 Unit 3
Listen to Susie talking to her friend Mike about You will hear a woman on the radio talking about
her uncle and aunt. For each question, chose the a women’s football competition. Listen and
right answer, A or B. complete the questions.
S My uncle and aunt are coming to stay with us for More and more people are watching women’s football
the weekend. now, especially after the 2012 Olympic Games. Millions
M That’s nice. What are they like? of people around the world saw women’s football at its
S Well, my uncle, Ron, is great fun and makes me best for the first time.
laugh a lot, so I’m always happy to see him. He’s
easy to talk to as well. I remember playing in my first big football competition
M What about your aunt? in China. It was in 2007 and there were 27,000 fans
S Aunt Betty? She’s my dad’s older sister. I think at our first game. It was so exciting for me! Now,
she’s OK most of the time, but she’s a bit bossy. women’s football is more popular than ever before, and
M What do you mean? we hope that millions will watch this year’s competition
S She’s always telling Dad what to do or that he’s on television. This time the competition is in Canada
SE
doing something wrong. and it starts on 6th June. We played a friendly game
M That’s horrible. How does your dad feel about that? with Canada last week, and they beat us 1-0, so it
Doesn’t it make him angry? won’t be easy for us when the real competition starts.
S No, not really. He just smiles and treats it as a joke. This year twenty-four teams will play and football fans
U
M Is your aunt like that with you too? will have fifty-two matches to enjoy. I think this will
S No. She’s good to me and my brother, Tim, and be the first women’s football competition watched by
always brings us really nice presents when she
visits us. She’s friendly with everyone, really, and
very popular in the village where they live.
O
people in every country in the world. And that’s great
news, isn’t it?
H
M They both sound very nice.
S Yes, they are, and interesting too. Unit 4
M I’d like to meet them when they come.
N
S Of course! You will hear four short conversations. There

is one question for each conversation. For each
TO
question, choose the right answer (A or B).

Unit 2
1 What is Chloe doing?
Listen to Pam talking to a friend about painting W
I’ve called Chloe ten times today, but she isn’t
her room. Which colour will each person’s room answering her phone. I’m a bit worried. Have you
IL
be? For questions 1-4, write a letter A-D next to seen her anywhere?
each person. M
Yes, I saw her earlier. She’s gone swimming at the
AM
local pool.
P Hi, Sue. Great news! My brother, Tommy, is moving W But she usually plays tennis with me on Tuesdays.
to his own flat, so I’m getting his old room. M
I know, but it’s really hot and she didn’t want to
S Hey, Pam. That is good news! His room’s much play tennis today.
bigger than yours.
H
P I know! But I’ve got a lot of decorating to do. He 2 What did Tina do last night?
painted the walls black and they look horrible! M Hi, Tina. Did you watch the big football match on
S I can imagine. What colour do you want to paint them? TV last night?
P I thought yellow; or maybe light green. W Hi, George. Well, I wanted to watch it, but I found
S Yellow sounds good. It’s nice and bright. something better to do.
P You’re right! Yellow it is! M What is better than watching a football match?
S But wait! What about pink? W My mum bought me the new book by my favourite
P No. Dad’s painting my sister Tina’s room pink, but writer, so I went to bed and read all night!
she’s only six. I think pink is a little girl’s colour.
S You’re right. But I think orange is a good colour 3 When is Tom going to summer camp?
too. Amanda who lives next door wants to paint her W Peter, when is Tom going to summer camp? Do you
room orange. remember?
P She wanted to paint it orange, but she changed her M Next weekend, I think ... on Saturday, 7th July.
mind. She’s painting it green now. W Are you sure about that? That doesn’t sound right.
S Green!? I think he’s home all weekend and then he ...
P Yes, a light green. I saw it; it looks really nice. M OK, wait. Let me look in my diary. Let’s see ... ah,
S Well, that’s good. yes, you’re right, Susan. He leaves for camp on
P What colour is your room, Sue? Monday, the 9th.
S Right now it’s blue. But I saw a room with red walls
on my favourite TV programme and I want my 4 What is Dave doing tonight?
room like that. What do you think? W Hey, Dave. We’re all going to the cinema tonight.
P Sounds amazing! And I’ll help you paint it! Do you want to come?
132

M I’d love to, but I’m waiting for a phone call from my Unit 7
friend, Jack, in America. What time does the film start?
W Eight o’clock, but we’re all meeting up at a café at Exercise 1
seven. You will hear Liam talking about the British
M Jack’s calling me at nine o’clock and I don’t want to shopping centre, Bluewater. Listen and complete
miss it, so I’m afraid I can’t come. the questions.
W Hi, Liam. Are you doing anything tomorrow?

Unit 5 M Hi, Anne. Yes, I’m going to get all my holiday
shopping done early at Bluewater.
You will hear Jimmy talking to Erica about the W Bluewater? Is that the really big shopping centre in
sports club he has joined. Listen and complete Essex?
the questions. M No, it’s in Kent. It’s one of the biggest shopping
centres in Europe. It’s got more than 300 shops,
W Hi, Jimmy. I’m going to the gym tonight. Do you and there are lots of other things you can do there.
want to come with me? W Oh, like what?
M I can’t, I’m afraid. I joined a university sports club M Well, there’s a 13-screen cinema if you want to see
last week and we’re all meeting up tonight. a film. There are 14 different films on this week.
W Which sports club? There’s also an adventure park there!
M The rugby club. It’s called the Rogues. W That sounds like fun!
W The what? M Why don’t you come? We can spend the day there.
M The Rogues. R-O-G-U-E-S. W I think I will, but I don’t really have any shopping
W You’re not playing rugby tonight, are you? to do.
SE
M No. We meet every Wednesday just to hang out M That doesn’t matter ... there’s lots of things to do.
and have fun. There are more than 55 cafés and restaurants, so
W When do you play rugby, then? we can have a nice lunch while we’re there.
M We practise on Tuesdays and Thursdays, and we W Great! So, what time does it open?
play matches on Saturday afternoons.
U
M Tomorrow, it’s open from 9 o’clock in the morning
W So do you play for the university? to 8 ... no, 9 o’clock in the evening.
M No, this is just for fun. We only play against local W OK. It sounds like fun!
teams; we don’t play against other universities.
W Does it waste a lot of study time? O
M Brilliant! See you tomorrow then!
H
M No, not really. We play for about six hours a week, but Exercise 2
the time spent hanging out might be more than that. Now listen again and check your answers.
W I see. Well, have fun, and don’t stay out too late!
N
Unit 8
Unit 6
TO
Listen to Lisa talking to a friend about a trip to

Listen to Polly talking to Steve about an the zoo. Which animal does each person like the
adventure skills course. For each question, most. For questions 1-5, write a letter A-F next to
choose the right answer, A or B. each person.
IL
M Hi, Polly. Are you going on the school trip to the W Hey Sean, I really enjoyed our visit to the zoo.
Lake District? M Me too, Lisa. I didn’t realise they had so many
AM
W Not this year, Steve. I’m going on an adventure different animals there.
skills course with my dad. W Which did you like the best?
M An adventure skills course! Wow! Where? M I liked the llamas a lot; they’re beautiful, but my
W Dartmoor. favourite was the polar bear.
M How did you find out about it? W Yes, Sally thought the polar bear was good too, but
H
W Dad saw it when he was surfing the Internet for a she preferred the monkeys because they were so
website and he booked places for us. We were lucky. funny.
M Why were you lucky? M What about Tom? What did he say was his favourite
W Because they only have a few places each year and animal? I bet it was the jaguar.
it’s hard to get on the course. W No. He said he liked the lions best. He said, ‘The
M Is it expensive? lion is the king of all animals’. Typical Tom!
W Not really; it’s £430 for two people; a child and an M What did you think of the animals in the aquarium?
adult. And they take children from the ages of ten I thought the sharks were fantastic, although I
to seventeen. don’t like them.
M And what do you learn on these courses? W I’m scared of sharks, but the dolphins were great.
W All kinds of things – how to build and light a fire, In fact, Chloe said they were her favourite and that
for example. she wanted to go swimming with them one day.
M That’s easy. M There were so many animals I’ve never heard of
W It isn’t easy when the weather’s bad! before. I mean, did you know what a capybara was
M OK. You’re right. What else are you going to learn? before today?
W How to find your way at night, how to cross rivers W It’s the first time I’ve seen one; it was like a huge
and lakes. Oh, and how to find insects and mice. hamster!
M What for? M So what was your favourite animal? The wolf?
W To eat, of course. W Mmm, I really liked them, but I think it has to be
M That’s horrible! the penguins. They’re cute and funny.
W You never know when you might need these skills.
M Well, it’s definitely not my idea of a holiday!
Workbook Recording Script 133

Unit 9 Unit 10
You will hear five short conversations. There is You will hear a man talking on the radio about
one question for each conversation. For each Victoria Falls. Listen and complete the questions.
question, choose the right answer (A, B or C).
On today’s programme, I’m going to talk about Victoria
1 What time are the teenagers meeting their Falls. Some of the world’s waterfalls are higher and
friends? others are wider than Victoria Falls, but Victoria Falls
M Hurry up, or we’ll be late for the concert. is the largest. In some places, it’s about 100 metres
W It doesn’t start until 8.30. We’ve got loads of time. high and more than a kilometre and a half wide.
M But we’re meeting Sal and Joe for coffee before the Victoria Falls is on the Zambezi River. It’s on the border
concert at 7.30. between Zambia and Zimbabwe in southern Africa.
W Look, it’s only 6 o’clock now and it takes less than The rainy season there is from the end of November
an hour to get there ... we’ve got lots of time. until the beginning of April. The flood season, when
the river is at its fullest, lasts from February to May.
2 Which is Becky’s jacket? During this time, the spray, or mist, from the Falls can
W Hi, Harry. Did I leave my jacket at your flat reach a height of 400 metres and can be seen 48 km
yesterday? away. During the day, you can see beautiful colourful
M Um, is it blue with white stripes? rainbows at Victoria Falls. They are created by the
W No. It’s mostly yellow. sun shining on the spray. In fact, you can even see
M The blue one must be my sister’s then. Does yours rainbows, or moonbows, at night when there is a full
have flowers on it? moon.
W Yes, that’s it.
SE
M OK, I’ll bring it to you later.
3 What will Tom take with him on the trip?

W Have you got everything you need for the trip,
U
Tom?
M I think so. It’s just for the day, Mum.
W Well, I’ve made you sandwiches and put some
orange juice in your bag.
M Thanks, Mum, but you really didn’t ... O
H
W ... And you’ll need money, so here you are. Oh, and
don’t forget your phone so you can call me, and
take pictures of course.
N
M OK, Mum, I’ve got everything. Thanks.
4 Which tickets do the people buy?

TO
M I’ve been looking online for tickets for the football

match.
W Oh, yes. How much are they?
M Well, if you want a good seat they’re £35 each and
IL
there are cheaper seats at £25. Or we can stand.

W How much are the tickets if we do that?
M £15.
AM
W OK, let’s get two of those then.
5 What will the woman buy for Jerry’s birthday?

W Have you got Jerry’s birthday present yet?
M No, but I’m getting a new smartphone for him
H
tomorrow.
W If you’re getting him a smartphone, what will I get
him?
M He said he wanted an iPod, or a tablet, or a ...
W Wait a minute. Do you think he’d like a new bike?
M Oh, yes, I’m sure he’d love it.
W Good; I’ll get him one of those then.
134

A1 Test Book Key
Quiz 1 Grammar Progress Test 2

1
Vocabulary 1 is Reading
1b 2c 3c 4a 5a 6b 7c 8c 9b 2 am opening 1B ... takes a look at his life ...
10b 11a 12a 13b 14b 15b 3 don’t believe 2A We see Casey while he is
16b 17c 18c 19c 20b 4 are kicking the ball ...
Grammar 5 love 3C I haven’t seen anyone kick the
1b 2a 3b 4c 5c 6a 7a 8a 9c 6 is calling ball like he does!
10b 11b 12a 13b 14c 15c 16b 7 remembers
17b 18b 19c 20b 8 am wearing 4B ... I wanted to watch Catching
up with Casey because I was
Quiz 2 2 interested in his story.
1 I didn’t use to have a big
Vocabulary bedroom. 5C Text A: Things go well in
1b 2c 3a 4b 5c 6c 7c 8c 9b 2 The boys didn’t sleep in Casey’s footballing life, but
10a 11a 12c 13c 14b 15a 16b yesterday. they don’t go well in his
17c 18c 19c 20c 3 We didn’t study for our exams personal life.; He’s away from
his friends ...; Text B: His new
SE
last night.
Grammar 4 Janet used to like One Direction. life is difficult; He wants to
1c 2b 3c 4c 5a 6a 7b 8b 9a 5 Did you go on holiday last year? spend time with his friends
10b 11b 12a 13a 14c 15b 16c 6 Did Bill and Ben use to share a ...; He doesn’t like fame at all.
17c 18b 19a 20c bedroom? I hope his personal life gets
U
better too.
Progress Test 1 3
1 yesterday Vocabulary
Reading
1B ... that we aren’t always
interested in doing.
2
3
in summer
twice O 1
1 gave
H
4 other day 2 article
2A ... looking after our bedrooms.
5 ago 3 instrument
... put or things away.
3B ... a smaller room: the kitchen. 4 scored
4
N
4A That’s good ... homework done. 5 took

1 Last
5B ... that hour and a half becomes 6 pay
2 which/that
7 station
TO
nothing when we don’t help out. 3 used

8 programme
4 was
Vocabulary 5 who/that 2
1 6 had 1 festival
1 wife
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2 board game
2 surname Writing
3 coach
3 drawer Students’ own answers
4 fan
4 blanket
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5 bathing suit
5 daughter Quiz 3 6 costumes
6 sink
Vocabulary 3
2 1b 2b 3a 4a 5c 6b 7c 8a 9c 1 dangerous
1 fun
H
10b 11b 12a 13b 14a 15a 2 actors/actresses

2 photos 16a 17c 18a 19a 20a 3 painting
3 sheets 4 possibility
4 pen friends Grammar 5 safety
5 cousins 1b 2a 3c 4a 5c 6c 7c 8b 9b 6 cyclist
6 dishes 10c 11c 12c 13b 14c 15b 16b
17b 18a 19a 20c 4
3
1 away
1 back
2 with
2 interesting Quiz 4
3 up
3 healthy
Vocabulary 4 off
4 life
1a 2b 3a 4c 5b 6c 7a 8b 9a 5 out
5 by
6 for 10c 11c 12a 13a 14a 15b 16a
Grammar
7 in 17c 18b 19a 20a
1
8 under Grammar 1 has been
1c 2a 3b 4b 5b 6a 7b 8c 9c 2 haven’t been
4
10a 11b 12c 13b 14a 15a 16a 3 Has she gone
1 makes
17c 18a 19b 20c 4 Have you been
2 in
5 has gone
3 of
4 with
5 have
Test Book Key 135

2 3 5B The price includes staying on
1 Leo was watching the talk show 1 the the boat ...
while I was cooking. 2 every
2 I have already read the 3 used Vocabulary
newspaper. 4 at 1
3 What were you doing at ten 5 have 1 a course
o’clock last night? 6 Do 2 Students
4 Kate wasn’t doing her 7 a 3 opportunity
homework when I called. 8 who 4 going
5 Brian has lived in that house 5 ambition
since 2014. 4 6 subjects
6 Mum has just finished a book 1a 2c 3c 4a 5c 6a 7c 8c
2
on her e-book reader. Writing 1 hand in
7 Have you bought the concert Students’ own answers 2 ask for
tickets yet? 3 put down
8 Gary was running towards the 4 rub out
goal when he fell. Mid-Year Listening Test 5 work out
3 Part 1 3
1 a See page 139 for justification. 1 bravery
2 piece 1B 2A 3A 4B 5A 2 foolish
3 a 3 carefully
Part 2
4 - 4 instructions
5 There are
SE
1B 2B 3A 4A 5B 5 dangerous
6 the 6 information
7 the Part 3
8 glass See page 139 for justification. 4
9 the 1B 2D 3C 4E 5A 1 into
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10 is 2 for
11 - Part 4 3 At
12 -
Writing
1 50,000
2 2/two O 4
5
6
under
past
out of
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Students’ own answers 3 3/three 7 down
4 news 8 around
5 216 7981
Mid-Year Written Test Grammar
N
Reading 1
Quiz 5 1 will do
TO
1b Sentence b tells us what Joanna 2 are meeting

Vocabulary
likes about the reality show. 3 Will you take
1b 2c 3c 4a 5a 6b 7a 8c 9c
Sentence a describes why it’s 4 am going to explore
10c 11a 12c 13c 14c 15a 16a
fun to watch it. 5 isn’t going to come
17c 18b 19b 20a
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2a Sentence a describes something

difficult about being on the 2
Grammar
show. Sentence b describes 1 not as brave as
1a 2b 3b 4b 5a 6c 7a 8b 9c
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something that’s difficult, but it 2 walks faster than

10b 11b 12b 13c 14b 15c 16b
homework is to do with school 3 the most helpful
17c 18a 19c 20c
rather than the show. 4 is the strongest
3a Sentence a describes what 5 more difficult than
Joanna’s friends think about her Quiz 6
3
H
being on the show. Sentence Vocabulary 1 much

b talks about when her friends 1c 2c 3c 4c 5b 6c 7b 8b 9c 2 lot
watch the show and what they 10c 11c 12a 13a 14b 15b 16c 3 many
say about it, not what they 17a 18b 19c 20c 4 some
think about Joanna in particular. 5 few
4a The question asks about what Grammar
Joanna did and Sentence a talks 1b 2c 3b 4c 5a 6c 7c 8a 9a 4
about that. Sentence b talks 10b 11b 12c 13b 14c 15c 16a 1 Pedro speaks loudly.
about something Alice did. 17a 18c 19c 20c 2 I bought some brown leather
5b Sentence a doesn’t answer the walking boots.
question that the interviewed 3 Patrick never reads any books.
asked Joanna. Sentence b tells Progress Test 3 4 Maureen passed the exams
us that Joanna has thought Reading easily.
about being an actor. 5 They travelled on a huge red
1C They ... keep teenagers busy hot-air balloon.
Use Your English and entertained.
2C The boat is their classroom, ... Writing
1 Students’ own answers.
1E 2C 3H 4B 5D 6A 3B ... they make sure students
enjoy themselves ...
2 4C It’s a great way to meet other
1B 2B 3B 4A 5C 6C 7B 8C people who are interested in
sailing.
136

Quiz 7 4 2A Sentence A explains why Howie
1 survive decided to film the climbing
Vocabulary 2 common adventure.
1a 2a 3c 4a 5a 6b 7b 8b 9b 3 Curiosity 3H Sentence H answers the
10c 11c 12b 13a 14b 15c 16b 4 room question about how long Howie
17c 18c 19b 20c 5 bring has been climbing (for a long
Grammar 6 Hold time, I started with trees ... by
7 change the time I was a teenager...)
1b 2a 3a 4a 5a 6a 7c 8c 9c
4G The question Georgina asks
10a 11a 12b 13a 14b 15a 16c Grammar needs a Yes/No answer.
17b 18b 19a 20c 1 Sentence D doesn’t make
1 Can/Could sense, but sentence G does.
Quiz 8 2 able 5C Sentence C tells us about a trip
3 should/must he has planned and he says his
Vocabulary 4 Can camera’s ready, which ties in
1c 2b 3c 4a 5b 6b 7a 8c 9b 5 can’t with Georgina’s question What
10b 11c 12c 13a 14a 15c 16b 6 Will are you planning to film next?
17b 18a 19c 20c 6D The question Georgina asks
2 needs a Yes/No answer.
Grammar 1 must Sentence G has been used, but
1b 2c 3a 4c 5a 6c 7c 8a 9a 2 Will … have to Sentence D hasn’t. The words
10b 11c 12c 13b 14c 15a 16c 3 mustn’t you’ll see it all in sentence D
17c 18c 19a 20c 4 should echo will we be able to watch
5 have to/must you in Georgina’s question.
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Progress Test 4 3 Vocabulary
1d 2g 3a 4f 5c 6e 7b 1
Reading
1 tears
1B Rubio began designing pet 4 2 paint
U
clothing after he took home a 1 to design 3 get
cold puppy ... 2 buying 4 lost
2B He only designs clothing for
dogs, ...
3A One angry person told the
3
4
5
Watching
to look after
seeing
O 5 left
6 nothing
H
shopping centre manager on a 6 open 2
Facebook post, ... 7 helping 1 under
4C We can do something We can 2 in
Writing
N
call or write and complain ...; 3 up

The government must ... stop Students’ own answers 4 for
new 5 on
TO
5B Text A: ... a cold puppy that Quiz 9 3

he found ...; Text C: When 1 hemisphere
builders build a shopping Vocabulary 2 mouse
centre, for example, the birds, 1b 2b 3b 4c 5a 6c 7b 8c 9a 3 folders
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frogs and other animals that 10b 11b 12b 13a 14a 15a 4 equator
live there have to find another 16a 17a 18b 19c 20c 5 Net
home. 6 software
AM
Grammar
Vocabulary 1a 2a 3b 4a 5b 6a 7a 8c 9c 4
1 10b 11c 12b 13b 14b 15b 1 wintry
1 florist’s 16b 17a 18a 19b 20a 2 attachment
2 stationer’s 3 monthly
H
3 chemist’s 4 freezing
Quiz 10
4 greengrocer’s 5 personal
5 bakery Vocabulary 6 starry
6 butcher’s 1c 2b 3b 4b 5a 6c 7c 8b 9a Grammar
10a 11a 12b 13c 14c 15c 16a 1
2 17a 18a 19c 20a
1 miaow 1 were/was
Grammar 2 use
2 wings
1b 2b 3a 4b 5a 6c 7c 8b 9a 3 would take
3 bark
10b 11a 12b 13a 14c 15b 16c 4 will call
4 quack
17a 18c 19b 20c 5 doesn’t know
5 roar
6 could/would have
7 spends
3 Progress Test 5 8 attaches
1 looking for 2
Reading
2 spend 1 are used by students
1E Georgina says something
3 offer 2 was found
nice to Howie and sentence E
4 on 3 was lit by Peter and Sam
starts with Thanks! The word
5 shopping 4 is read by a lot of people
it in sentence E refers to the
6 in 5 were made
great video of your climbing
7 by 6 was filmed
adventure that Georgina talks
about. 7 are shut down
Test Book Key 137

3 3 Part 4
1 if he knew 1 to See page 141 for justification.
2 was created by 2 go 1 Wednesday
3 unless you listen 3 than 2 5 (five)
4 was hidden 4 as 3 elephants
5 I were you 5 along 4 snakes
6 is 5 Euston
Writing 7 few
Students’ own answers 8 are Part 5
9 the See page 141 for justification.
10 telling 1 April
End-of-Year Written Test 2 10.20
Reading 4 3 8/eight
1C Education is one of the things 1c 2b 3a 4a 5b 6b 7c 8c 9b 4 map reading
... that is different ... 10c 5 1250
2B ... they can study at home Writing
when they have time. Students’ own answers
3A ... connecting to the Internet ...
to learn online.
4C The amount of homework is not
mentioned. ‘They can do their End-of-Year Listening Test
homework on the beach, in a Part 1
forest, ... See page 140 for justification.
SE
5A ... they can’t get to lessons. 1A 2C 3C 4B 5A
Use Your English Part 2
1 See page 140 for justification.
1D 2F 3A 4C 5B
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1B 2F 3I 4A 5E 6C 7J 8L 9H
10G Part 3
See pages 140-141 for justification.
2
1C 2A 3C 4A 5B 6A 7A 8A 9B
10C
1A 2A 3B 4A 5B
O
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138

A1 Test Book Recording Script
Mid-Year Listening Test Part 2
Part 1 Listen to a conversation between Beth and her

friend Joe about sports. For each question,
You will hear five short conversations. There is choose the right answer (A or B).
one question for each conversation. For each
question, choose the right answer (A or B). B How is basketball, Joe?
J It’s OK. I still like basketball, but I’m upset
1 What does Frank often do at the weekend? with some of the boys in my team. They’re only
M What do you do at the weekend, Jane? interested in winning and they get angry with me
W
I often go out with my friends and sometimes my because I don’t play very well.
sister and I go on a bike ride. That’s quite fun. B Oh dear. That’s too bad. Have you spoken to your
What about you, Frank? coach about it? Maybe he can talk to them.
M
Football with my friends in the park. That’s what I J I’m thinking about it. Maybe basketball isn’t the
usually do. I hardly ever stay at home. You know, right sport for me. I don’t think I play well in a
watch TV and take it easy. team. Maybe it’s better to play tennis or something.
B Oh, tennis is cool! I really love it. Well, I love
SE
2 Which piece of furniture is new? watching it, but I’m not very good at it. You know, I
W You look tired, John. don’t really like team sports either. That’s why I do
M Yes, I am. I was helping my dad with some swimming.
J Oh good. You understand what I’m talking about!
furniture this morning. We put the bookcase that
B Team sports are great for some people, but I prefer
U
was in the living room into my mum and dad’s
sports that I can play on my own.
bedroom. We took all the books off it first, put
J I agree. I think I’ll join the tennis club that’s near
them into boxes and then we carried the boxes up
to their room. Then we carried the bookcase up and
put all the books back on it! O
B
my house. I’ll go on Saturday because I’ve got
homework tonight and tomorrow.
Well, good luck with that. You know, my friend Kelly
H
W Oh, that sounds like hard work! Are you getting a
plays tennis.
new bookcase for the living room?
J Ah, yes. I think I know Kelly. Is she the girl who is
M No. We’ve bought a sofa and it’s arriving this
in the girls’ football team at school?
N
afternoon. B She was, but now she plays handball.

W Oh that’s nice. J Well, I’d love to meet her.
TO
B Great. I’ll let her know!

3 Which room did Glenda finish yesterday?
M Are you still decorating your house, Glenda? Part 3
W
Yes, but we’ve finished most of the rooms. We did
the living room and the dining room last week. Listen to Michelle talking to a friend about free
IL
M That’s great. How much more is there? time activities. Which activity does each person
W
Not much, we’ve finished the bedrooms too. I like to do the most? For questions 1–5, write a
painted the last wall in my bedroom last night. I’ll
AM
letter A–E next to each person.

be glad when it’s all finished!
M Hi Michelle. What are you reading?
4 What does Luke like about football? W A magazine called Teens Today. It’s good. Have
W Are you looking forward to playing football this you ever read it?
year?
H
M No, I haven’t, but I’ve seen it in the shops.

M Mmm ... yes and no. I mean, I love football. The W Well, they’re asking people to write articles about
other players on the team are great and I love it what they like to do in their free time. I’m thinking
when we’re playing a game of football. It’s great about writing one.
when everyone’s cheering because you’re winning. M Good idea! Let me guess ... you like reading?
W But? W No, not really. I actually prefer being with my friends.
M Well, I don’t like early mornings out on the football M Oh, OK.
pitch, training every day. We start at 7 am! But, W What about you, Mark? Do you like spending time
you’ve got to train, right? with friends?
M Sometimes, but my favourite activity is cycling. I
5 What does Denise do in her free time? ride my bicycle in the park or in my neighbourhood.
M
Hello Denise. I haven’t seen you since we left W That sounds like fun. Do your friends come with you?
school. M No, not often. I try to get my brother Kevin to go
W
Tom! Hi! I’ve got a new job and I’m really busy. I’m with me, but he prefers staying in his room and
in a play at the Connaught Theatre in Henfield! listening to music. He used to go swimming two or
M
Wow! That’s great! I know you used to be in three times a week with his best friend, John. John
the theatre club at school and now you’re a real still goes, but Kevin doesn’t.
actress. Cool! W Hmm. He sounds like my older sister Nancy. She’s
W Yes, it’s really exciting. got a lot of friends at school, but she doesn’t meet
M And what do you do when you’re not working? them very often outside school. She’s the one in
W
I have dancing lessons and I’m really enjoying my family who likes to read books.
them. M Ah, so it’s your sister who likes reading!
Test Book Recording Script 139

Part 4 M Did you need a compass?
W
No, we didn’t. Another group won the treasure, but
You will hear a radio presenter giving information it was good fun!
about a TV game show. Listen and complete the
questions. 5 What is the boy using now?
W
You’re on the computer again! Daniel, why do you
... and don’t miss Who’s Rich Now? tonight. It’s the waste so much time online?
most exciting game show on television. A team of B
I’m not wasting time. I’m doing something for
players can win up to 50,000 pounds! There are two school.
teams and each team has three players in it, so that’s W
I could hear music. You’re watching videos on
six players in all. Each team must answer questions YouTube again.
about the world. Every time a team answers a question B
No, I’m not. The music that you could hear was
correctly, the amount of money they can win gets from a video ad. I’m on Google and it started
bigger and bigger. They can ask for help, but one to play. I’m trying to find a book that I need for
wrong answer and they lose everything! history.
W Well, let’s order it from Amazon.
I love this show because it’s exciting to watch the
players win … and sometimes sad to see them lose! Part 2
The show starts at 6.30 pm, right after the 6 o’clock
news. The show’s presenters are always looking for Listen to Susan talking to Kevin about buying
new players; just call 0324 216 7981 and become things for a party. Where is each person going to
part of the fun. The show is hosted by Jim Waters, a shop? For questions 1–5, write a letter A–F next
friendly face on television that we all love. So pick up to each person.
SE
that phone!
S
Hi Kevin. Is that the list of things to do for the
End-of-Year Listening Test party?
K
Hi, yes, it is. I was just looking at it. Mum is going
Part 1 to get the cake from the bakery, so we don’t have
U
to worry about that. Do you want to go to the
You will hear five short conversations. There is greengrocer’s, Susan, to get some fruit for the fruit
one question for each conversation. For each
question, choose the right answer (A, B or C). Osalad?
S
Oh, I’ve already done that. I went early this
H
morning, but I can go out again and buy the drinks.
1 What kind of pet does Molly have? K
That would be great. You can get them at the
B
Hi Molly, do you want to come to my house after corner shop. We also need some flowers too. I
school to see our new puppy? think I’ll call Vicky because she lives near the
N
G I’d love to! Is he OK with your cat? florist’s.

B
No, not really. The cat hates him at the moment. I S
That’s a good idea. She can get them on the way
TO
hope they’ll become friends later on. here.

G
Me too. When I got a second fish, I didn’t have that K
Now, for entertainment, Mum thinks we should get
problem. a new board game. Who could do that for us?
S
I saw one that looks really fun. It’s for sale at a
2 What does the woman ask the sales assistant
IL
newsagent’s near Alastair’s house. Maybe he can

about? buy it and bring it.
W Excuse me, are you a sales assistant? K
OK, I’ll call him after I call Vicky. Now the last thing
AM
M Yes, I am. Can I help you? I need to do before the party is buy a birthday card.
W Well, I want to buy this pair of trousers, but I don’t S Oh, Kevin. Haven’t you bought one yet?
have enough cash. K
No, I haven’t, but do you know which shop has
M I see. really great birthday cards? The stationer’s opposite
W Can I pay for them by credit card? the school. I’ll ride there quickly on my bike.
H
M Yes, you can. That’s no problem. S OK then and I’ll go to the corner shop.
3 Where will the students meet to study? Part 3

B Fran, could you help me with my maths?
G
Yes, I love maths. Do you want to come to my Listen to Carla talking to Michael about her skiing
house after school? holiday. For each question, choose the right
B
Sorry, I can’t. I’ve got a meeting with my book club answer A or B.
in the library after school today. Could we study at
lunchtime? M
How was your skiing holiday, Carla? Was it the
G
Yes, OK. Let’s have our lunch quickly and then we adventure that you wanted?
can meet in the classroom next to the cafeteria. C
No, not really, Michael. Jill and I had a lot of fun,
B OK, thanks. See you later. but there were one or two small problems.
M Oh, no. What happened?
4 What were they given before the treasure C
Well, on the first day, the weather was bad, so we
hunt? had to stay in the hotel. The next day, the weather
W I went on a treasure hunt last weekend. was better, so we had a skiing lesson. I didn’t know
M A treasure hunt? Wow! Was it good? how hard skiing was! I was doing quite well at
W Yes! It was in Cissbury Forest. We had to be in first and I was being very careful. But then after
groups of three or four and we had to wear good practising for a while, I got a bit careless. I fell
shoes or boots for walking. They gave us a map down a lot.
and some information. Then we went off on the M
Well, that’s OK. I go skiing sometimes, and I fall
treasure hunt. down a lot too.
140

C
It’s very hard to get up, though. The skis make it S What else did you see there? Any scary animals?
difficult. Anyway, after a few days, we were skiing C
Yes, they have a special area with poisonous
well and we were able to go faster than at first. But snakes! They’re beautiful, but really scary. I didn’t
then Jill did something foolish. like that part of the zoo.
M Oh really? What did she do? S
Well, I’d love to go one day and see all the animals.
C
She decided to do a little jump and it didn’t go well Where is the zoo exactly?
at all! C It’s on Euston Road, near the edge of town.
M Oh, did she have an accident? S
Let me write that down. What’s the name of the
C Yes, she did. She broke one of her skis. road?
M But she didn’t break her leg? C Euston. That’s E-U-S-T-O-N.
C No, she didn’t. S Got it. I look forward to going!
M
Well, don’t stop. You must keep going because
skiing takes a lot of practice! Part 5
C
I know. But I think I’ll wait a while before I try it
again. You will hear a teacher giving information about a
camping trip. Listen and complete the questions.
Part 4
Good morning everybody. I’m going to tell you about
You will hear Charles talking about a trip to a our school’s camping trip which is going to take place
zoo. Listen and complete the questions. next term. We will camp and walk through some
beautiful countryside in the National Park of Tasmania.
S Which zoo did you visit, Charles?
C We went to Wild Life Zoo. The camping trip will begin on Sunday, 17 April. We’ll
SE
S Did you have fun? meet in front of the school at 7 am and then the coach
C
Yes, I had a great time. There are so many things will take us to the airport. Our flight to Hobart is at
to see. I’m glad we went on a Wednesday, because 10.20 in the morning, so you will have to be on time.
it was cheaper. When we arrive, we’ll have lunch and our adventure
S Oh, do they have a special offer on that day? will begin.
U
C
Yes, normally a ticket costs 10 pounds, but on
Wednesdays it’s half price. The camp will be for eight days and in that time, you
S
That’s cool. So you only paid 5 pounds! Were there
a lot of other people at the zoo? O
will all have the opportunity to take part in lots of
activities such as cooking over a campfire, trekking and
H
C
Yes, it was quite busy. I guess lots of people liked map reading. You will also learn how to use a compass.
the special offer. We will have to carry all our food and water, the things
S I see. So what were your favourite animals? we need for camping and cooking and our clothing so
C
I really liked the camels, elephants and llamas. you won’t be able to bring anything that you won’t
N
I’ve never seen them before, so it was really need. It’s going to be a long walk!
interesting.
TO
S
I can imagine! Did you see any animal shows? We’ll fly home on Sunday, 24 April and it’s back to
C
We went to a bird show, which was really cool. school the next day. Lastly, the price of the camping
They’re very smart and they have really beautiful trip is $1250; everything is included. I’m sure it’ll be a
feathers. lot of fun for everybody!
IL
AM
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Test Book Recording Script 141

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Teacher’s

EnglishJourney5_DownloadA1_Teachers_pg1-7.indd 1 09/02/2022 15:44

English Journey 5 Teacher’s Book

Hamilton House Publishers Ltd

Text, design, artwork and characters © Hamilton House Publishers, 2023

ISBN: 978-9925-31-789-9 Teacher’s Book

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Student’s Book Contents__________________________________ 4

Progress Review 5 108

Student’s Book Recording Script_________________________110

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EnglishJourney5_DownloadA1_Teachers_pg1-7.indd 4 09/02/2022 15:44

Student’s Book Contents 5

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English Journey 5 Course Components

English Journey 5 Student’s Book

English Journey 5 Workbook

English Journey 5 Test Book

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English Journey 5 Teacher’s Book

in all recordings to ensure clarity and accurate intonation and pronunciation.

English Journey 5 Interactive Whiteboard Software

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they mean. Explain any that they do not know.

• Monitor and help with vocabulary and grammar if

they understand what they have to do. Elicit that the

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• Remind students to read the question and look for 1

in order to complete the sentences with the words in

• Ask students to read the words in the orange box

• Students work individually to complete the task.

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3 Read 1.1-1.2 of the Grammar Reference on page 135

but they must also put the adverbs of frequency in

• Ask students to read the prompts and explain

• They then check their answers in pairs before

time expressions that are used with the tense.

Extra Task (for early finishers)

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• Ask students to read the dialogues and explain

checking as a class. always makes me smile.

Extra Task (for early finishers)

Grammar 2 (SB page 11)

3 Before you read the Grammar box

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• They then check their answers in pairs before

Listening (SB page 12)

• Ask students to read the words and the descriptions,

• Students work individually to complete the task.

See the recording script on page 110.

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• Explain to students that they need to be able to

• Play the recording again if necessary, and check

time to explain the mechanics of it.

with information about something (free-time activities

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anything they don’t understand.

• They then check their answers in pairs before

Writing (SB pages 14-15)

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