I

!I
WCEMBRIDGE official
Cambrldge
lxam
Prrpantion

ll.
,a?'

+tl
f+
,# #*&4$F,r.,tfidr:r

E
t +,:'

il
=r F
E qh
r

vl' T
E"r
4i
G

=j

oF
TEAGHER'S BOOI(

-*3*
it a
.oa
t., 'l
.sJ

C
a
o l'r
r.
{'.r'O'
a
a
Ol)
a t
a

a al"

I
,9
wlTH DOWNLOADABLE
RESOURCE PACK

A I Wayne Rimmer I Second Edition

fl
l-

e-Source Access Code

Use this codeto access the Class Audio, Video and

Photocopiable Worksheets for your Prepare Teacher's Book.

Prepare3TB

Go to esource.cambridge.org

lf you already have an eccount:

enter your email address and password and press Sign ln.

lf this is your ftrst time using e-Source:

press Create account and follow the steps.

Once you're logged in to e-Source, you will be taken to your

Resouree Librarywhere you can choose and access the various
products you have added to your account.

To receive an access codefor Prepare Presentation Plus and

Test Generator, contact your local Cambridge representative.

Go to cambridge.org/cambridgeenglish/contact and enter

your country.

lf your students are using the Prepare Online Workbook, on

the Cambridge Learning Management System:
register a Teacher account at cambridgelms.orglmain and
create a Class.

Help
Go to cambridgelms.orglhelp
WCNMBRIDGE Offtclat
Cambrldge
Exam
Preparatlon

=r
=I
=il
=il
=il
=il
a
=t I
=n
a
ET
TEAGHER'S BOOI

=E
=E
=u
*

:tr
:il
I
=l
t tEUEt 3
a I Wayne Rimmer I Second Edition
Cambridge University Press
www.cambrid ge,org/elt

Cambridge Assessment English

www.cambrid geenglish.org
Information on this title: www.cambridge.orgi9ZB1108385954
@ Cambridge University Press and UCLES zor5, zorg ,t -r
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written flr,a
permission of Cambridge University Press.

First published zor5

Second Edition zorg

zo r9 r8 17 16 15 t4 t3 t2 1t ro 9 g Z 6 S + 3
Printed in Italy by Rotolito S.p.A.

A catalogue record for this publication is available from the British Library
ISBN 978-r-ro8-38595-4 Teacher's Book with Downloadable Resource pack
(Class Audio, Video, Photocopiable Worksheets)
ISBN 978- r- ro8- q3z9-7 Student's Book
ISBN 978-r-ro8-38060-7 Student's Book and Online Workbook
ISBN 978- r-ro8-38094-2 Workbook with Audio Download
The publishers have no responsibility for the persistence or accuracy
ofURLs for external or third-party internet websites referred to in this publication,
and do not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of ffrst printing but
the publishers do not guarantee the accuracy ofsuch information thereafter.
'.lI

el

-a

fl
I
jt \

II

lntroduction 4
rI 1 Student's Book overview 6
Component [ine up 8
fhe Prepare Exam Journey 10
II
I A2 Key for Schools exam overview 11
Student's Book contents T2

Ir 1 lt's a challenge! L7
2 Our changing planet 25
CUTIURE NationaI parks 33
lIr 3 On hotiday 37
4 My place 45
tlFE Sl(ILLS Criticalthinking: Accepting other people's opinions 53
iIi
REVIEW 1 57
5 School 61

II 6 Favourite things 69
I
GUTIURE Secondary school in the UK 77
7 Adventure holidays 81
8 Life in the future 89
tlFE Sl(ltLS Communication: Having a good conversation 97
REVIEW 2 101
9 Sports, games and activities 105
10 Usefulwebsites 113
f! GUTIURE The beautiful game T2I
11 City tiving 125
12 Films 133
I'
l_ tlFE SKltts Creativity and innovation: Brainstorming L4L
REVIEW 3 145

II 13 Life experiences L49

14 Spending money 157
CUTTURE Shopping and money 165
15 Free time 169
16 ofthe world
Languages t77
LIFE SKILtS Learning to learn: Effective learning 185
REVIEW 4 189
17 Staying healthy 193
18 From coverto cover 20r
GUTIURE Engtish literature 209
19 Different ingredients 213
20 Life changes 22L
tlFE SKILLS Study skilts: Taking exams 229
REVIEW 5 233

Prepare for the exam (Student's Book) 236

Prepare forthe exam teaching notes and answer key 252
Extra activities (Student's Book) 260
Grammar reference and practice answer key 264
Workbook answer key and audioscripts 268
Student's book audioscripts 286
Offlclat
Cambrldge

WCEMBRIDGE Exam
Prcparatlon

l'm delighted that you've chosen our official preparation materials

to prepare for a Cambridge English Qualification.
We take great pride in the fact that our materials draw on the expertise
of a whole team of writers, teachers, assessors and exam experts.
These are materials that you can really trust.

a They combine the skills and knowledge of the teams at Cambridge Assessment English,
who create the tests, and the teams at Cambridge University
Press, who create the
hlbr
English Language Teaching materials.

a They draw upon the experience of millions of previous exam candidates

- where they succeed and where they have difficulties. We target exercises
and activities precisely at these areas so tlrat you can actively 'learn' from
previous test takers' mistakes.
lr*i
a Every single task in our materials lras been carefully checked
to be an accurate reflectron of what test takers find in the test.

ln addition, we listen to what you tell us at every stage of tlre development process.
l ra:,
This allows us to design the most user-friendly courses, practrce tests and
supplementary training. We create materials using in-depth knowledge, research
and practical understanding. Prepare for Cambridge Englislr Qualifications
f q.-
with confidence in the knowledge that you have the best materials available
to support you on your way to success.
rs.,:,:
We wish you the very best on your journey with us

With kind regards,

t
-l (^-'-/
''-''
Pamela Baxter
Director
Cambridge f:xams Publishinq

P5. lf you have any feedback at all on our sulrport materials {or exams, ltlease write to us at
[email protected]

F
nt
*l ffiiffi cavrnRrDGE ffiiffiil Cambridge Assessment
rrrSlrlrll
q,P
1r

UNNTERSITY PRESS qP Engtish

lrrtrrElry'rrl

=r
=r
=n
{

=r
H
q
q
==il
+r
:4
=l
I-r
"tl

€, 1

r{

-iJ
-
E
4
) pg {
4 -olFrr \'s
-
tdJf'
-Jr.i
-E

I 't
-r

www.ca m bri d g ee n g I ish . o rglkey-and-prel i mi nary

*a
-r
't

>r
4 ,l
rt
I
I
b
t sc
J I

Clea r grammar presenlalion

STUDE]IT' S BllOK OVERV IEIIU and practice is extended in

the Grammar reference and
practice section at the back
Each unit begins with of the book,
Aboul pu, where students can
talk about themselves and
their lives.
THE EARTH: I oourrc
@gf L':1,,:t:.;:,,
A CHANG iNC PLANET
rtur!tutut{q€4? 'i5#ff$s,*:i1ry"i.*
1:"j:.-a_ "

@ l/ocabulary sets are informed Hy-@

by Engtish Vocabulary rHi5ffi?H:'hE.h 2ffi**isdilf.&{6e,
Profile to ensure they are r 6r'.!rt*rb*r,f!
F'h.'t#"fr-*.
appropriate for the level. 2fiff;iig*** ))eummrrar[hgke
o r.,
i:x:;us".*,'**, rr,, dd tu
3:m:iqfr?;r*iH**
o hftdR:!i:tl
6.s as
'l;::r*"*"
Motivating, topic-based lexls o rhh{.bqqbqd-! &..
e;Hr.*]:;;f,ffii OLhd.kr.rhry.
't-ti;
.**{d.*i_zd,hhJ '---ri 'i:i i'j''le'a,
Tmt'r*au*6rr*, k;'::-'{'Iir:6/
specifically chosen to engage ';::T'

and inform students.

l4r'!l4k6Ce,@d
.,-,hry"ihl@,.*u
: t.-,"*1: [i ".,.1i.;.--,
FE44.Bbhhtu
tsr.ltl*Bheh&rd14
rtr'3,:sfi3ffi1ffi?:*
o riidkG&6(&1urtu
l14&t.e!ed(iL.,*,Edn-
garrq&!q.t@Msda
,qF.__@;
All reading texts are i+F4u'bh-k.htr..
EBh*FqDqfth;
recorded, giving the option i9q(nd,lftbrdtu{*
Er{Fr*,h
to tisten and read or tisten O lqhq.,d*bt('E
*^-hr-.,srry*;,-
tryr*w..aaiau
and check answers where ry1-sk4hE$rB.L6r'
q$,FaFll,rre6wrhk
'ar!*.d4ri,e
appropriate
li- nr
t,_-'---*'
ouruumeurcr iil
--^-l
bdk.d&!mffi*d
1ud*ff.'fu- k@rnd4&uhd*ffi.
. s{r!.t'F6#rrw#-a Common mistakes relevant
to your students' level are
LANGTTAGES of theWARLD
@I
. hb_WLr:Fa6kr*,St..;i1
5 hdrr.*i**44ka!'d rlF.st' identified in the grammar
activities marked with the
l; t
1si'bdmhbmd
o,. Gambridge Learner Corpus icon,
@ r@bbls49s<ka.*1
Fh-h{*qd'Lryb
ritruEr0titn
Hft.5sffid.ek
-l
2 ndd@d'h\i6*th
c^De.rqrraed4
O3 rs.dtur.fr^hs,!"d Prepare lor lhe exam provides
ilorurflilror I
practice of every part of the
OaLhbhffid@
"''rErod'@hFd
42 Key forSchools exam.

. r&.ut4
.64!ll.* ' br'+rF
5 frhFb.dqrdh
[email protected] Useful tips in Prepare
5 tdlndr@AqtEnutu
. rf.4#ihdsdbrd:ia
lo wrile hetp students
*br.ffia!h@'b4b
p..dfirbBnk*.6r .E'lterae{b-.ts
rFddryb. rr ilr&etoE*utdFr'Ec learn to prepare,
Q'junnrcrn Frr,Lh*ddft!'.lid.cht
a:kdhede@
,H'.:ffi:
HFhdl,rwdhhffipd
dbdqdhhd!. plan and check their
oo OAF
6ds$FeFd?
fril|l!4,.p$t
writing.
fii mn r, ; unurs$ 0t ilt woro

Talking points provides There is comprehensive

opportun ities to personalise coverage of pronuncialion
language and encourage students
to say what they think about the
topic of the unit.
in the Student's Book.
Et
Video interviews show realteens giving
their opinion on the topic of the unit. Each
GI
video comes with a worksheet containing
comprehension and discussion questions. EI
6
E
l

There is a lile Skills or Cullure lesson

after everY two units. :l7b*d-ei*

The Lile Skills lessons help students develop

I F.Fd6.---
iqrtu*hnr;.
frnnr ;ff:'H;r:*:--
.b.g,+t&$L.i-,,
-hqq-.er r e"L*.JkhE,;'

impodant skitls for their everyday lives. ;;l*i.-.-*".;.,

rs'1;.Ej:H#** .rFr+.__ lrcrrrrr
D*hr__d
ri--/*d,*,d-t
!8.-+-.ca; -rq.br& !?,{*--e*-
rr-/bdkldd
I rrrbdd'*r{.b esHl!H#!';1." rllt''ib.lbd;

ll*
-l{t
fikweq.drdtscccn ?
t =
wc br:instorml
t Aerdt;: 2 r41s

Gullure Iessons highlight 'r,

-r.v l'-1.-1,--.
r ", 1... t.,. ts,..
t.-. I ",' t.^ i.
I t,. I L.*;^lJ-.;
interesting aspects of culture in
English-speaking countries. I edb rm€cat{rl
E + EBis-llld

!nrr4d5'+ Irt-

r b-F-FP

iltffi'fE#sr;r'"' Projecls in the Life Skilts and

EHs**-*.-'*
s-'Ftrd!qt*F
Culture lessons encourage
A*o,-"g+ students to work together
i--**"-^*-
to create something fun and
IFF'-
aa.-.**q-e- 'il
expand their learning.
-'--t"**l.-
6'***-**
_v_*Fn-,6s
*dJa-i6'i.--
;{;'a-&s'
@d---F'rFr

==-*.;.8.8-
i="9:,rs:*
i

ln the videos found in each Cultu re lesson, students

can watch interesting documentaries about the
Review pages
Culture topics. Each video comes with a worksheet
after every four
for students to complete as they watch.
units give further
practice of
language, skills u3ala

ffitr m
and exam tasks. liil,h'',*;'"*.o.'-
I urm

=g
*#1ffi; E
ryH
=E
:g
F@ @
1-kd+i+i'F
e, id.4e'dr's.Eb

c
'i,r. "*+.n^--''"s
.,rrts4Fr,errbn\6br E|E
r**.*'--
93 E rb*-qe,dEfrb*r*L
L.qrrr

I urllm
bilF9kEl{,E
6rEat

O qrrrr

FrIM
dtds'l*d0

=E
=9,
'aa,rdq!-t-

ib *!f, dd
-nlaEi'-+*''5

Bs,;;': I ):.'
r@rtr
,ttnilar
trllilltau

=g ltu*'a-n-'
;&rF-F-E+E \.
The Prepare lor lhe exam section at the end ofthe
Student's Book contains useful tips and teaches
L-'lFhr--ilc- \. techniques for the 42 Key for Schools exam, as
=E iL, glt!
well as providing practice of exam tasks.

Tl
il

Student's Book
The Student's Book combin-es teen_appealtopics
with preparation
for the revised 2020 A2 Key forschools exam.
w-iitr twenty ri""rv
units, Reviews, Culture and Life Skills sections,
."*
Grammar reference and practice section, the
a Vocabulary tist, ana ,
student's
materialyou need to create interactive, personarised
e*i
hu; riiih"
and extensive video to accompany the student's
ressons. i"rl.riil
Book is avairable for
teachers online or to download.

!ffi,ffr- l# I'CAMBRIDGE

Workbook with Audio Download

The Workbook gives additional practice of
all the language from the
Student s Book. lt.also provides students with
comprehensive skills
oevetopment work and further exposure to
exam tasks. The workbook-
is suitable for use both in the crasiroom ..J
ano roi nomewort<. r-ermeis
can access and download the audio file$
from e-source using the code
provided.

F:E:gEii]*]' @::
r.flTlf,t-.*,,**
ry':
Hilti ,,ll
T1 ril
I r*r,d.'r!-d'd ) *ntudddt., l|l-rli-r]-i
1 r-t

.
Id.AL
---.E.!r-
Jl/+tt H H gt
'-(d

I
'r!,1ruLl,Li
LL_L.rtl tt
lf-rtilar I IITE1'
i

2 d-?-rhr#tt

Aq
:ai;EiarE,6ld

r,;14;-:;

-:-
r;..-!{E/ir;,d!;
tlJs.
t
-ld.beiqrbd
0nline Workbook
The Online Workbook, delivered via the
Cambridge Learning Management System,
runrul is adigitalversion of the Workbook with
li -, interactive exercises and tasks which
provide further practice ofthe language
and skills in the Student's Book. The
Online Workbook also allows you to track
your students' progress, highlighting
areas of strength and weakness for
ongoing performance improvement.

I
I
l

Teacher's Book with llownloadable Resource Pack

The interleaved Teacher's Book contains complete teaching notes
for all of the Student's Book tasks, in addition to answer keys and
audioscripts. With a wealth of lesson ideas, warmers, coolers and
extension tasks, the Teacher's Book helps you manage mixed-ability
classes and work with fast finishers. lnformation panels include
background information about themes, topics and cultural events.
Prepare for the exam information boxes provide detailed descriptions
of each task found inthe A2 Key forSchools exam, as well as useful
tips on how to approach the tasks. Clear indications direct you to
additional resources which support and extend learning.
The Downloadable Resource Pack, accessed via e-Source, includes
Class Audio, Video and Photocopiable Worksheets. These provide an
extensive suite of downloadable teacher's resources to use in class and
include:
t9
. Grammar worksheets (available at two levels of challenge: standard
Ilttr.fhn r as@idEdtdd
and plus)
. Vocabulary worksheets (available at two levels of challenge: standard
and plus)
. Review games
li,.,il::?.':--'.:-
. Literature worksheets
i:i':':'3-r'i:!'1=
*
.:.T.--l---l--
-
. Speaking worksheets .'::.:::;::."-.
. Writing worksheets ';;';::' '*-'-'- "
. Video worksheets
. Culture video worksheets
ln addition, you can find videos
Pfttat *cdr t!tr101 uB 3

ra---i--r--€
=1:!-t
#r
showing two complete 42 Key
forSchools speaking exams and
F#:=- r a--,-5F*.---*,-,

nn
accompanying worksheets. frPd*HaH
hr&&rb(Q

@.'-nsEr-'

r arrrE'r--r.e--.-r-ar

d
l'--
. tribrFryahrY{_r.-

d.*!rr-

rhhkbh*hfrbhh.kd

O- -"-"
Presenlalion Plus
Presentation Plus is easy-to-use, interactive classroom presentation software that
'a9 I
helps you deliver effective and engaging lessons. lt includes allthe Student's Book
and Workbook content and allows you to present and annotate content, and link to
the photocopiable worksheets.
3

Inffirj

Test Generalor
The Test Generator allows you to download ready-made tests
for each unit, term and end-of-year assessment or to build your
own tests easily and quickly. Allthe tests are available at two
levels of cha[[enge: standard and plus, to help assess learners
of mixed abilities.
I Bi
I I !i!
i

The Prepare Exam Journey combines teen-appeal topics with extensive preparation for
Cambridge English Qualifications. Levels 2 and 3 of Prepare Second Edition take students
on a two-year journey towards the revised 2020 A2 Key forschools exam. This approach
builds confidence every step of the way from the first experiences of exam tasks to skitls
development, from language discovery to understanding how English works in the realworld.

I
Prepore Level 2 gradua[[y introduces authentic
I ,lJ

Prepore Level 3 provides complete coverage of the

A2 Keyfor Schoo/s exam tasks, ensuring students A2 Key for Schools exam, driving students to exarn ! l-r
become familiar with every part of the exam. success.

I fach exam task is gtnrjtrrr'l?iltfif ,. l-

highlighted clearly
6 blihFHdsehh
in the Prepare for ffiSFtsil.
I *p[.ktulrsolrdff
l: Listen to five short conversations. For each the Exom features r &rh{dBrhtbtuobr/
n- lI
j, Question, choose the correct picture (A, B or C). in Level 3 Student's I bFhd$ithrdr.drtt
#.?st//bFF
. hdF'@*naF,r4
1 What was Betta happy with at the party? Book. Ctrd:F{Fhh
! h&FthtondbXtwht
. &F*F tsdCrbhash
)nrunrnrugrr rll
I The Prepare for the exam section at the end
of Level3 Student's Book includes further l.I
guidance and support with practice tasks.

tdlihd I i3hn dq
(Ud{U.I ll.Lritl)
,I
I rnrtrmrrrner O urrrrrs
dt.llhfr SuG.dG..Eiotth#
----- lkh.6ry*itidb4
tubstod.. 'lx&$dh!MqFunr^
[email protected].
prry.
{qH@th
lrybEhbtdtd.rB qAi.*w, .rI
I Hrbq-drdtb*nt d.ah-!*r
&q*MfrhLhqmm/'
For{ch qu€nlon,.h6eth€ (orur anmi l@l il l&!i'* ddu.e
i s. .,r: \. .\sr\..r: .\ A Ih &nk*ac.llbe
w'nerf.rlaryebn inlLpituB
Wit.$wadroim'.

fu=:r-@t
I Level 3 Workbook consolidates each exam task itr
and includes Exam tips.
.:) a|Irrn
(o A2 Key for Schools Listening part 1. Elfiiltlrffiililt?!il
"o tkrlthn! . afrdhtuGrb i lrt
ln this pad of the exam, students listen to five short I tud"*,.bhffi,* &ffiJ';1.*.*}tr"
conversations and answer a question by choosing 1l bf,brdeab.ffi&rrsbh
Eftnddd*hre|dMht
b@td!r-..eqs
m.ldd'Fo^\uafr
the correct picture, A, B or C. They listen to each
conversation twice. Before they listen, ask the students !
tr
to read each question again and say how each of the
three pictures answeB it. Do the first as an example:
Whatwas Bello hoppy with at the party? tn A Bello wos
happy oboutthe people, in B she was hoppy about
the food and in C she was hoppy obout the music.Ihe
students then listen to the three conversations and I Level 3 Teacher's _]lU

choose the right picture for each one. After they listen for Book details each €lm,rn?il''ft?tiil
the first time, encourage them to compare their answers part of the exam ntnFln50100$
Ll.t dqgPtrt5
with a partner and to say why they think their answer
and suggests h thisp.n,students llstento a dialoSle. Theyneed to
'X[
is correct. Play the recording for a second time for the match liw item to eight options. They are listening for
students to check their ideas. With a weaker class, ptay teaching tips for the slElfic lnfomtion such a3 obJects, pl@ and feelings'
the recording for a third time and stop it after the correct They hear the r@rd lng twi@.
classroom.
answer is given. With a stronger ctass, ask the students ?lp Tell th€ studenb th.t th€E a€ five qu6tiont plus
an qample, and elSht answ6,9 there aEtwo answeB
to say why the other pictures are not correct, e.g. ln I they don't nc€d to ue. I hey may hear so o r more
Bello says the music wosn't great and there weren't mony wtd5 from the tlst of ans;6 foreach qu$tion, but only
people there. They can do this by listening again. one will b€ @rrect. They must listen forthe meanlng to
chce thc rlghtone,

r0
A2 KEV Fan scnools Exllil ovERvlEIY

uilttT D0 GtilDDtTES
PIPER / TITI]IG PIRT
!TYE TO DM
O PNrcNCE il LEUET 3

Reading and Writing Part t Read six short real-world Student's Book pages 66,75,
t hour Six3-option multiple choice texts for the main r02,r20-r2l
questions message. Workbook pages 46, 73
Reading
Part 2 Read seven questions and Student's Book pages 22,70,
Seven 3-option multiple three short texts on the 104,r22
matching questions same topic, then match Workbook pages 14, 50, 74
the questions to the texts.

Part 3 Read one long text for Student! Book pages 34,56,
Five3-option multiple choice detailed understanding 88,123
questions and main ideas. Workbook pages 22, 38, 62

Part 4 Read a factuattext and Student's Book pages 48, 53,

Six 3-option multiple-choice choose the correct 67,t24
ctoze questions vocabulary items to Workbook pages34,42
complete the gaps.

Part 5 Complete gaps in an email Student's Book pages 78, 110,

questions (and sometimes the reply 119,125
Six open cloze
too) using one word. Workbook pages 54,78

Writing Part 5 Write a short emailor note Student's Book pages 61, 83,
One guided writingtask of 25 words or more. 97,L26
Workbook pages 43,59

Part 7 Write a short story of 35 Student's Book pages 25,31,

One picture story task words or more based on 105,127
three picture prompts. Workbook pages 19,75

Listening Part I ldentify key information Student's Book pages 27,37,

About 30 minutes Five3-option multiple choice in five short dialogues and 101,128-129
questions choose the correct picture. Workbook pages 19,71

Part 2 Listen to a monologue and Student's Book pages 45, 111,

Five gap fill questions complete gaps in a page 119, 129
of notes. Workbook pages 31,79

Part 3 Listen to a dialogue for key Student's Book pages 71, 75,
Five 3-option multiple choice information and answer 115,130
questions five 3-option questions. Workbook pages 50,83

Part4 ldentifythe main idea, Student's Book pages 49,53,

Five 3-option multiple choice message, gist or topic in 90, 131
questions five short monologues or Workbook pages 35,57
dialogues and answer five
3-option questions.

Part 5 Listen to a dialogue for Student's Book pages 17,39,

Five matching questions key information and 97,132
match five items. Workbook pages 10,26

Speaking Part I Respond to questions, Student's Book pages 13,31,

8-10 minutes: Part 1, Interlocutor asks questions giving factual or personal 93,97, 119, 133
3-4 minutes; Part 2,5-6 to each candidate in turn information.
minutes
Part 2 Discuss likes, dislikes and Student's Book pages 2I,42,
Discussion task with visual give reasons, 53,134-135
stimulus

1
UlIIT UOCABUTABY GRAMlilAR REAIIIIIG
t
1 IT'S A CHATTEIIGE! Adjectives of personality Present simple and The Duke of Edinburgh's
page 10 Personaldetails present continuous Award
e The alphabet Register to do the Duke
Edinburgh's Award
of
IC
2 oun cHnilctt{c Geographical features

G
Verbs we don't usually The Earth: A changing planet
PLITIET eth: 19l and ldl use in the continuous Learning about the giant
page 14 Animals panda

Culture National Parks page 18

3 01t HoUDAY Holidays: Ways of

IE
Past simple First holidays with friends
page 20 travelling
e Silent letters
JSpeaking Part 2
Teen travel tips: Moscow
lReading Part 2
E
4 iIY PLICE
Hotiday vocabulary

Homes Past continuous and past A new home

G
page24 e lr^/ and lrl simple Strange houses
Adjectives to describe lwriting Part z
homes
Llfe Skills Critical thinking: Accepting other people,s opinions page 2g
Revlew I Units L-4 page 30

5 SCHO|II Schoolsubjects Comparative and New ways of learning

page 32 patterns
e Word superlative adverbs Clarissa's blog
take
JReading Part3
6 FAYOURITE THI]IGS Materials Possession Specialmemories
page 36 Adjectives for describing eWeak forms: a and of
objects

Culture Secondary school in the UK page 40

T ADYEI{TURE Hotidi activities Present continuous for Brecon Beacons adventu re

H(lI.IDAYS JSpeaking Part 2 future weekend
page42 Things to take on an e Sentence stress: present
adventure holiday continuous

8 LIFE III THE FUTURE Furniture and household Future with raz'll What will you put in your
page 46 appliances Future with moy and time capsule?
Words with two meanings might
a wiil and won't
! Reading Part4

Life Skitls Communication: Having a good conversation page 50

Review 2 Units 5-8 page 52 ! Reading Paft 4

I SP0RTS, GAI{ES Sports and activities must, mustn't, hove to and CooI Zone Climbing Centre
AllD ACTIVITIES Sports vocabulary don't have to rules
page 54 suffix -er e must and mustn't What are eSports?
! Reading Part3
Ill USEFUT WEBSITES Relationships Verb patterns: gerunds Teen troubles
page 58 agh and infinitives Six great websites for
lnternet nouns and verbs teenagers
J Reading Part 4
Culture The beautifulgame page 62

l2
=I LrsTElllllG SPEIKIlIG wnrltlrc YIDEO

A conversation about the Duke Talking about yourself

of Edinburgh's Award f Speaking Part I

A conversation about animals An article about an

Part 5 animal
!Listening

Q Ctacier National Park

A conversation with a hotel A conversation at a

receptionist tourist information
centre

Five short conversations A description of a home Q Homes

!Listening Part L

I Listening Part t !speaking Part 1 Jwriting Part z

An interview about Descri bing your perfect Q Sctrootsubjects

homeschooling school
Ia.
Asking people about their Adjective order
favourite things
II A conversation about people's
belongings
lListening Part 5
Ill
O High schoolin the US

A conversation about an Talking about an QAdventures!

II
adventure holiday adventure holiday
A talk about an adventure

rl, holiday
! Listening Part 2

An interview about homes of too, olso, as well Q rime capsule

rtt the future
Five short conversations

rl
J Listening Part 4

! Listening Part 4 f Speaking Part 2

-)i
A conversation about eSports Talking about eSports Qcames
and mind sports
rl'

Young app developers talk An email

rl
about their work Jwriting Part o

Q Football

k
-tl

I
q
UlIIT VOGABUT[RY GRIitil[R RE[DI]IG
11 C|TY UVtltG Places in a city Determiners Signs, notices and messages
page 64 Uncountable nouns ethe lReading Part 1
12 FtLirS Types of film Relative pronouns who, What makes a movie a hit?
page 68 Conjunctions which,that Showing today at Star Cinema
e Spetting and syllables lReading Part2
tife Skllls Creativity and innovation: Brainstorming page72
Review 3 Units 9-l2page74
JReading Part I
13 LIFE EXPERIEIICES outdoor activities Present perfect with eyer The great outdoors: 10
page 76 Past ParticiPles and never things to do before you're 16
e Past participles Life quiz
JReading Part 5
14 SPEltorr{G MoltEY Shops Present perfect withlusf, York Times
page B0 Units of measurement yetand already Pocket money
and money e lntonation: questions
and statements
Culture Shopping and money page 84

15 FREE TlilE Free-time activities Present pedect with for My hobby - geocaching
page 86 Collocations about having
fun
and srnce
e Weak forms
J Reading Part 3

16 LAIIGUAGES OF THE Words to describe Present perfect and past Languages of the world
W(lRTD language learning simple JSpeaking Part 1
page 90 Large numbers
eWord stress in numbers
Life Skills Learning to learn: Effective learning page 94

Review 4 Units J.3-16 page 96

17 STAYIilG HEATTHY Body parts Reflexive pronouns Accident!

page 98 Adjectives to express Teen health :I
emotion Q lutl and lul
18 FR0ll C0VER T0 Books dnd reading First conditional Signs, notices and messages
GQVER Words about books e Sentence stress JReading Part 1
iT
page 102 Books to make you laugh
this summer
J Reading Paft 2
Culture English Literature page 106

19 DIFFERE]IT Words to describe cooking Present simple passive Breakfast cereals

'!r
IIIGREDIEl{TS eWays to pronounce eo The taste test
page 108 lngredients lReading Part5
do and make
20 LIFE CHAI{GES change as a verb and noun Past simple passive Life changes
page 112 Life changes e Sounds and spelling Kevin Pearce

Life Skills Study skills: Taking exams page 116

Revlew 5 Units 17-20 page lt8 JReading Part 5
Prepare forthe exam page 120
Extra activlties page 136
Vocabulary llst page 140
Grammar reference and practice page 147

Key to symbols:
e Pronunciation J nz xey for Schools exam task Q ViOeo
l4
usTElllllc SPEIKIlIG wRtItlrG UIDEO

Wortd cities quiz Making requests in

Q Favourite cities
Six short conversations different situations

A conversation about going to An invitation to the

the cinema cinema
h I tistening Part s

Ilr ! Listening Part 3

An interview with an explorer Doing your own Life Quiz lire experiences
Q
Ir.

HI A conversation about a
birthday picnic
An email
OWriting Part 6

ts Q ramous markets
qr Three young people talk about
free-time activities
An interview about an
unusual hobby
Atalk about an unusual hobby
Five short conversations lnformation about your
Q Oifferent languages

=r !
A
Listening Part +
talk about different languages
English class

il J Listening Part 5

Five short conversations

! Speaking Part

Giving advice
1 lWriting Part 6

Part t Q Health
JListening

A talk about a reading A story

competition JWriting Part 7

Q How teens read

A tatk about a cooking Talking about a recipe
competition
Q Favourite foods
J Listening Part 2

A conversation about a A biography

new school
J Listening Part 3

J Listening Part 2 JSpeaking Part 1

15l
-t ,
lr
tt
13-L} I J,

o VOLUNTEERING - Give your time to make

a difference to PeoPle's lives.

o F|TNESS - Do some exercise and get fitter

I' o sKtLts - Learn something new - or get
better at something You like'

o EXPEDITIoN - Go camping and hiking in

a the countryside.

lf you complete evefihing, You get a

certificate.

;
Write an email to Mr Jones, The Duke of
Edinburgh's Award leader at our school'
Describe yourself and say why you want
to
C
do the award.

tF
o ABOUT YOU
Do you have any awards or prizes? A
t Check the meaning of the words in the emails
on page 11. Then usethemtocompletethe
ti9 sentences.
G
lf yes, what did you win them for?
lf no, do you know about any awards or prizes
for young people in your country?
1
2
My brother's very
-__.-_._-.-_. He lies in bed untit
midday and never does any work.
lI
My grandpa's 70, but he's still really___.
3
He cycles everywhere and plays tennis.
Sonia is very ___._--".__. She always thinks of other
peopte and is good to them.
C
UOCABULIRY AIIII .
4 Everyone likes Toby. He's the most ___-._",__ boy
in the school.
5 Our teacher is so __*.-_-_-__. She always makes
&
Adjectives of personalily

f Read the poster and look at the photos.

us [augh,
6 When I speak to adults, I try to be
easy to talk to.
__**.
7 Sara is very __'-__.___. She smiles a lot and she's E
Then answer the questions in pairs.
I
2
What is The Duke of Edinburgh's Award?
What kind of activities do students do for
8 Most people in my class talk a lot, but Fred is
and doesn't say much.
9 I wasn't sure how to do my project, but the
G
the award?

G
teacher was very_- _-*____-. She told me about
3 Can you do an award like this at your school? some great websites.
4 lf not, would you like to do one? 10 Suchitra is very...*."-.-._--_.-,-_. She can paint and
draw, and she writes excellent stories.
] Read the students'emails on page tt and answer
the questions with Daniel or Grsce.
I Who plays two instruments?
Q Urt"n and check. Then repeat. G
{ Write sentences about your partner using the
2
3
4
Who is happy with a piece of work they're doing?
Who is preparing a surprise for another person?
Who is teaching another person how to do
adjectives in Exercise 3. Give the sentences to
your teacher to read out for the class to try and
guess who they are about.
C
l0 ulrF I
something?
C
ft
16 UlilT I rE
Unit Overview I , AIID

=il TOPIC Activities and personal interests

VocABULARY Adjectivesofpersonality
Adjectives of personality

AND READING The Duke of Edinburgh's Award

=il GRAMMAR
READING
Present simple and present continuous
Register to do the Duke of Edinburgh's Award
BtGt(GR0Ullll ltF0RillTl0ll
The Duke of Edinburgh's Award is a registered charity
VOCABULARY Personaldetaits which aims to develop young people's social and physical
=f,l PRONUNCIATION The alPhabet
LISTENING A conversation about the Duke of Edinburgh's
skills so that they can make a fuller contribution to adult
life, for exampte by finding a better job. Prince Philip,
Duke of Edinburgh, founded the Duke of Edinburgh's

=t
Award
SPEAKING TalkingaboutYourself Award in the UK in 1956. Now each year around 300,000
TASK young people in about 145 countries take the award.

il
EXAM SPeaking Part 1
A number of different organisations run the Duke of
Edinburgh's Award and these include schools, co[leges,
Resourges : ' youth centres and businesses. Around 50,000 volunteers

T
:

act as leaders and trainers. The minimum time to

GRAMMAR REFERENCE AND PRACTICE: SB page 147; TB page26/.
complete the programme is two years (it must be finished
PREPARE FOR THE EMM: SB page on TB page 249; TB page 258
before you are 25) and there are three levels, Bronze,
WORKBOOK: pages4-7
Silver and Gold, which increase in the level of challenge
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 1;
=il Vocabulary worksheet Unit
TEST GENERATOR: Diagnostic
1

test; Unit test 1

and commitment. The Gold tevel has an extra residential
requirement whele participants have to do an activity
away from home for five daYs.

=t TYARHER
I Ask students to look at the poster and the heading.
Ask, 'Who is the Duke of Edinburgh?' (Prince Philip,
lf students did Levet 2 together, this activity gets them
{ husbond of the queen of Englond, Elizobeth lll.
using simple English again after the break; if they didn't, it
Pre-teach volunteering (offering to do something

H
helps them get to know each other.
without expecting payment), expedition (an organised
Write the words food, sp ort, city, onimal and colour on journey, especially a long one for a particular purpose)
the board. Give students one minute to write down their and hiking (the activity of going for a long walk for
favourite thing in each category. Start by giving them pleasure outdoors). Point outthe pronunciation of

Fn an example for each, e.g. ice creom, bosketboll, Milon,

elephont and green.
Edinburgh (/'ed.rn.bar.e/). lf necessary, read out the
background information to help students, Ask,'Who is Mr
ln pairs, students then compare and discuss their Jones?' (fhe schoo/'s Duke of Edinburgh's Award leoder)'

tu answers. Demonstrate with a stronger student:

'What's your favourite food, Mario?'
Put students into pairs to read and answer the questions;
then check the answers as a class.

tu t love sushi. There's o great sushi place near my house.

What obout you?
variation, al[ students should walk around the class
Answers
1 lt's an achievement award.
2 Theyvotunteer, do fitness activities or exercise, learn

Iil
As a
asking and comparing answers to see which items in each something new and go on an expedition.
3 and 4 Students' own answers
category are the most popular.

FIST FIlIISHERS
Eil O nsourvou
Pre-teach award (a prize you give to someone for
Telt fast finishers to write down three skitts which they
have, for example, I con ploy the piono, I con cook quite
something good they did), then ask students for examples well, I om leorning to drow. Then te[[ fast finishers to
Ef, of awards or prizes it is possible for young people to win,
for example in sports competitions, youth movements
work in pairs, compare their skills and ask one another
questions about them, for example, Con you moke

tfl or school exams. Put students into groups to discuss the

questions. Encourage students to brainstorm other awards
and prizes in their country. (lfyou have students from
borscht?

CONTINUED ON PAGE 18
different countries, the discussion is more interesting if you
Eil put different nationalities together.) Then exchange ideas
as a class. As an extension activity, put students into pairs
to think of funny awards for their class for this year: for

!f, example, for the student who smiles the most, the student
who asks the most questions.

te
)
IT'S A GHILIEI{GE!
'l
2 Ask students to look at the emails, Ask, ,Who telts a lot 3 Tetl students to look at the first sentence. Ask, ,ls this
of jokes?' (Doniel). Tell students to answer the questions. something happening now or something that happens
Check the answers then ask students, ,Who sounds more regularly?' (something thot happens regularty) and ,How
interesting, Daniel or Grace?' do you know?' (lt happens every week.). Tell students to
Answers choose the correct form in the other sentences. Check as
a class.
1 Daniel 2 Grace 3 Grace 4 Daniel
Answers
-' tn.
*D Reading text is recorded for students to listen, read
and check their answers. l watch do you usually eat 3 ,m practising 4 are learning
.2
5 don't always do 5 is teaching
3 Ask concept-checking questions about the words. For
exampte, Are friendly people nice or not nice?, (nrce). 4 Write lt is roining every doy on the board, Have students
Let weaker students translate the words. Drilt ail the correct the sentence (tt rains every doy,). Te[[ students to
words. Then tell students to complete the sentences, put correct the sentences. Check as a class,
students into pairs to compare their answers.
Answers
(rl Answers 1 lt's raining a lot at the moment,
a
The onswers are recorded for students to check and then 2 ln my free time, I usually go to the cinema.
repeat, 3 l'm selling my English book. Woutd you like to buy it?
LIgzy 2active 3kind 4poputar 5funny 6polite 4 Right now, I'm watching basketbail.
7 friendly I quiet g helpfut t0 creative 5 I usually wear a jacket, even when it,s hot.
6 We swim and sunbathe every day.
4 Put students into pairs and have them write four
sentences about their partner using adjectives. Te[[ them 5 Tell students to look at the photos on page 10, Look at
not to name their partner but to use they instead, for the examples and ask some questions, for example,
example, They don't talk very much. Collect the sentences 'What are they wearing?'. put students into pairs to talk
then read them out for the class to guess the student. about the photos then share ideas as a class,
Write the sentences which have mistakes on the board Answers
and te[[ students to correct or improve them.
Students'own answers
IIITEII NBILITY 6 Tel[ students to make notes. Share ideas as a class then
Tell stronger students to write six sentences and choose te[[ students to write their emails.
fou r of the sentences to read out. put students who need
more support in pairs and have them write two sentences
Possible answer
each about the same student in another pair. To: Mr Jones
From: Sophia
I really want to do this award! I work hard at school and l,m
not lazy. People say I am kind and friendly.
GRA]TtTIB Presenl simple and present conlinuous ln my free time I love swimming and reading. I am learning
English and I am planning to go to Edinburgh one dayl
I
1 Write on the board:
Doniel ploys the guitar.
) emnnmwon[slEtrumTl
r
Danielis playing the guitar.
c00tER
Ask students, 'Which is present simple?' (the frrsf) and
Dictate this. Students listen and draw it.
'Which is present continuous?, (the second).Tell students EN
to comptete the table. Check answers as a class. Daniel is hiking in the countryside, He ls wearing shorts ond
a T-shirt and he is walking under some trees. Some birds
Answers are flying over the trees ond the sun is shining in the sky.
Present simple: l'm a friendly person, I often make people Daniel is feeling happy ond he is smiling.
laugh, lwork hard, I play hockey and go swimming every Students can then draw their own pictures and dictate
week, I hope I can do this award, I don,t talk much-, t tike to be
descriptions to each other.
busy , I often go shopping with her, She always teils me l,m rI
kind, she doesn't know about it
Present continuous: l'm learning to play the keyboard, l,m
atso teaching my brother to swim , l,m doing a big painting,
it's going we[t, My mum and I are planning a party for her

2 Ask,'When Daniel writes,,l work hard,', does he mean

only now?' (no). Tetl students to complete the rutes, lir
Check as a class.

Answers
:JI
I continuous 2 simple

) cmrnEn REFEIEIcE tlD pf,tcTlct msttrn tcy rB IAGE 264

F
I
ulilT I
Present simple and
presenl conlinuous

f Complete the table with examples of the present

tl; simple and present continuous from the two emails

Present simple Present continuous

Ir loften moke people I'm leorning to ploy
laugh the keyboord
l'd love to do The Duke of
Edinburgh's Award. I'm a friendly Look at the examples in Exercise I and complete
It person and I'm popular at school. I'm funny - f
the rules.
I often make people laugh, but I work hard and
I'm polite to the teachers. 1 We use the present _*_ to talk about
II, things happening now, around now and at
Music is important to me. I'm good at the
the moment.
guitar and I'm learning to play the keyboard.
2 We use the present _*-_-_-_, to talk about
l'm a very active person - I play hockey and things that are always true or happen
lt go swimming every week. l'm also teaching regularly.
my brother to swim.

II ) enanmnn REFEREToE ArD pnrcTtcE nAGE t4t

J Choose the correct form of the verb.

II L I wotch I am watching Spartak Moscow ptay
footbatl every week.
2 What do yo(t usuolly eot I are you usually eating
Ir for dinner?
3 Sorry, lcan't talk now, l'm busy.l'm proctising I
I hope I can do this award. practise the piano.
II I'm a quiet person - I don't talk 4 We learned about rivers last term, and now we
much, but I'm very creative. Art is mY leorn I are leorning about forests.
tavourite subject. At the moment, I'm doing a 5 l'm quite lazy - I don't alwoys do I 'm not olwoys
l
big painting, and it's going well. doing my homework.
6
FN
l
I like to be busyI'm not a lary person. I'm
-
My dad is teoching I teaches me how to play
tennis at the moment.
also helpful. My neighbour's quite old, and I
II often go shopping with her. She always tells 4 Correct the mistakes in the sentences.
me I'm kind. lt's her birthday soon. My mum @ r tt rains a lot at the moment.
and I are planning a party for her, but she 2 ln my free time, l'm usuatly going to the cinema.
doesn't know about it! 3 I setl my English book. Would you [ike to buy it?
Ef,T 4 Right now, I watch basketbatt.
5 I'm usually wearing a jacket, even when it's hot.
;t 5
-
6 We are swimming and sunbathing every day.
Work with a partner. Look at the photos on page 10.
Say what the people are doing. Then say how often /
when you do the activities in the photos.
4T She's playing the guitar,

I never playthe guitar, but

=il I sometimes play the piano.

=t $,
- lmagine you are writing an email like Grace's and
Daniel's. Make notes. Think of some:

:il .
.
.
adjectives to describe yourself
sports and hobbies you usually do
things you are learning / ptanning / doing now.

Now write your email.

=t tT's I GltlttEltcE! 11

f,
=t IT'S A GIIILTEIIGE!
EAST PARK HIGH SCHOOT

@ REGISTER TO DO THE DUKE OF EDINBURGH'S AWARD ET

HOME NEWS ACTIVITIES PHOTOS MESSAGES SEARGH:

TodaS you are going to start using The Duke of PERSONAL DETAILS
Edinburgh's Award part of our school website. This NAME:
FIRST Grace
has all your details on it, and it shows the activities
you are doing. You can also get news and messages SURNAME: Hopkins
from Mr Jones here. AGE: 14
What you need to do: FIRSTLANGUAGE: English
Fill in the online form with all your details.
Choose your activities. You have to discuss and agree CONTACT DETAILS
these with Mr Jones first.
EMAILADDFESS: [email protected]
Here are some ideas, but there are lots more on the
DofE website: ADDRESS: 44 MeadowAvenue,
London N24 6BG
- helping older people, picking up rubbish
or working with animals HOME TELEPHONE: 020 7946 0945
MoBILE: 0770 900 573
- dance, sport or exercise classes
AGTIVITIES:
- playing an instrument, studying a language,
learning chess or improving your drawing skills
You have to do each activity you choose for at least
an hour a week for three months. Take lots of photos,
and write about what you are doing. Put all this
information on the website. When you finish, you can
use it to print a book about your time doing the award.
This costs about t20.
\..
II;

Personal details
II

Read the web page quickly. Who is it for? Read Grace's details. Match questions 1-7 to the
1
Read the information on the website. Are the
words and phrases on the form above. rI
sentences right (/) or wrong (I)? @ 1 What's your famity name?
1 Mr Jones is going to put news and messages on
2 Howold areyou?
the website.
3 Where do you live? II
2 Mr Jones is going to fitt in the students'forms.
4 What do you speak at home?
3 Students need to tatk to Mr Jones before they
5 What numbers can we catl you on?
choose their activities.
6 What's your email address? rl
4 lf students don't like the ideas, theycan
7 What's your first name?
choose others.
5 Students have to spend several hours *l Listen and check. Then repeat.
tt-
5
a week doing each activity.
Students can put information about their
*,2 Listen to Grace's contact details. Then repeat
them.
activities on the website. 1 [email protected]
7 Every student gets a free book about theirtime
2 44 MeadowAvenue, London N24 6BG
doing the award. 3 020 7946 0945
4 0770900573
tr TALKI]IG POIl{TS
Which parts of the award do you think are most
useful? Why?
Which took most fun? Why?
Why is it a good idea to do awards tike this?

12 ulilT I

20 ur{rT t
Q rarxrne porltTs
Put students into smal[ groups to discuss the questions.
Monitor and collect examples of strong language and
TUIRTER
mistakes for feedback. Ask students to share answers with
Read out five sentences, some present simple and some the class then write the language you have collected on the
present continuous, about yourself, Students must decide board and draw attention to the strong language and ask
if they are true or false. For example: students to correct the mistakes themselves.
Iget up ot six o'clock everY daY.
My husbond/wife plays the guitar. VOCABUTARY Personal details
t am wearing green socks,
- My grandmother speaks English very well,
I Ask students,'What personal information would the
school need to know about each person doing the
I om doing the Duke of Edinburgh's Aword. award?'. Get different suggestions then tell students
Students do the same in pairs. to look at the information about Grace and check if it
includes their ideas. Tel[ students to look only at the
Ask students to repeat the last sentence you read out information and try and make each question themselves.
al in the Warmer. Use this to remind students of what you (You can help students by givingthe question word for
studied in the last lesson and ask some questions: 'What each question.) Then have students look at the questions
is the Duke of Edinburgh's Award?','How many parts are and match them to the words and phrases. Ask students
I there?' and 'Which teacher is the leader at Daniel and what N24 6BG in the address means. (lt is the postcode.)
Grace's school?'. Refer students back to page 10 if they Get students to practise askingthe questions. Make sure
can't remember. that students ask the questions with a falling tone. (yesl
Then ask students, 'What information could there be no questions usually have a rising tone and wh-questions
on a website for the Duke of Edinburgh's Award?'. Get a falling tone.)
different ideas from the class. Give students one minute (,) Answerc
to look at the website and have students answer the 0/t
question in the book. Checkthe answer and then ask The onswers are recorded for students to check ond then
repeat.
some extra questions, 'ls this the Duke of Edinburgh's
lSurname 2Age 3Address 4Firsttanguage
Award website?' (No, it's the school r,vebsite.),'Does 5 Home telephone/Mobile 6 Emaitaddress 7 First name
everyone do the same activities?' (No, there is o choice,)
and'How can you prove you have done an activity?' (by ()z Nominate students to read aloud the contact details for
toking photos). them to predict the pronunciation. Tell students that ,
and @ in emails are written and pronounced dof /dot/ and
Answers at latl and that a zero in telephone numbers is usually
Students who want to do the Duke of Edinburgh's Award. pronounced oh laul. Play the recording for students to
check and repeat. Make sure that they break the phone
Say to students, 'There are only four skills you can do -
numbers into groups of digits, with a pause between, as
true or false?' (Folse) and ask'How do you know this?'
this is easier to say, hear and remember. Put students
(This website gives exomples of only four skills but it
into pairs so one student is Grace and the other student
soys there ore lots more ideas on the moin website./ Tell
asks the questions. When they finish they swap roles,
students to read the sentences, decide whether they are
right or wrong and correct the wrong ones. Check as a
class and have students say how they know the answer.
Go through the sentences together if you are short of
time or the class needs more support.

Answers
ll 2, 3/ 4r' Sx 6r' 7x
Ftsr FfitsltERs
Tell fast finishers to write down one extra suggestion
for Volunteering, Fitness and Skitls, For example:
Volunteering - teaching your own language to children
who have come to your country. Then put fast finishers
together to compare and discuss whether they would
like to do any of these extra activities and which are most
difficult.

Srn" Reading text is recorded for students to listen, read

OB
and check their answers.

IT'S A GHAIIE]IGE!
e Pn0ltultGtATtolt The alphabet
sPEil0lrc
3 There are [ots of fun alphabetsongs on youTube.
Alternatively, with books closed, tell students to write
down the alphabet. The first person to finish wins. 9 PBEPARE FtlR THE ExAM

Nominate students to say each letter of the alphabet.

(D
06+ Writ.8 F f on the board, Ask students which letter has A2 IEY FoR SGil00tS
a different sound (F- the vowe! sound is /e/ not /i:/). Tett Speaking Part I
students to identify the letter with the different sound in ln this part (and the whole exam) students are in pairs,
the groups given. Play the recording for students to listen Part 1 lasts 3-4 minutes and there are two phases.
and check. ln Phase 1 the examiner will ask each student factual
Answers information of a personal kind. ln the exam students will
not be not asked their address, email address or phone
1U /ju/ not lerl 2 M leml not li| 3Y lwail not lel
number.
4 K ketl not ii:/ 5 X /eks/ not /ju:/ 6 O leul not li|
ln Phase 2 the examiner will ask questions on two topics.
5 Askstudents questions about Sam and Jo, forexample, The topics could be about family, school, hobbies, home,
'Where does Sam live?' Pre-teach Can you repeotthat, etc. The examiner will speak to both students but witt ask
pleose? as students witI need this. Put students into each one different questions. After the candidates have
pairs. One student is Sam and the other student asks answered two questions each about a topic, one ofthe
Sam questions, They then change roles. candidates will be asked an extended response question,
Students repeat with the information about Jo. Monitor i.e. Now, please tell me something about .. . . lf candidates
and make sure students are making the questions and don't understand a question, the examiner will ask the
pronouncing the answers correctly. As an extension question in another way to help them.
activity, have students make up the contact details of
a famous person, for example Frankenstein or Jennifer Tip Tellstudents that the examiner can only mark what
Lawrence, and go round the class asking for one the students say, so it is important for them to answer the
questions as fully as they can.
a nother's contact details.
IIE
I Tell students to work in pairs and ask and answer the

students to read Grace's and Daniel's emails on page

questions. lf students need more support, go through
the questions first as a class. Monitor and make sure
flC
xt '. Tet[
10 again and try and predict what they wilttalk about. students are saying fu[[ questions and answers. At the
Ask students who Finn coutd be and what retationship
he has with Grace and Daniel. Then play the recording to
end have students check with each other that they have
written down the correct information. IC
check students' predictions.
Answers
Answers
They are tatking about which activities tb choose for the Duke
Students'own answers IE

*t
of Edinburgh's Award.
Finn is a new student at the schoot.

Play the recording for students to complete the tabte.

ilxED tBtLtTY
Put students in mixed ability pairs to do this activity. Have
stronger students ask the questions first as this is more
difficult, Students who need more support then have a
tr
Check answers then ask students, 'Who has chosen the
most interesti ng activities?' model to use when it is their turn to ask questions.

Answers
Grace: Skitt - art, Fitness - modern dance
2 Telt students to ask and answer the questions. Monitor
'aa
and make sure students are giving futl answers to a[[
Daniet: Skill - drums, Fitness - hockey
Finn: Skill - chess, Fitness - running
the questions. Then put students into different pairs to
repeat both activities.
(D f.tl students they are going to listen to the end of
the
-- conversation again. Play the recording. Students check
Answers
their answers in pairs, Then play the recording again and Students'own answers
check as a class.
Ask students,'What else woutd you tike to know about
) rurmr ron mE Ertt Etcnttc tolEs txtt itsrIER rEy tB ptGE 2[g

Finn?'. Then have students make the questions to get this

information. GOOTER
Write this sentence on the board, teach fox, and ask the
Answers students what is special about the sentence:
1 33 Altoway Road 2 0734 667 37S The quick brown fox jumps over the lazy dog,
3 f.townsend56@facema i l.com
lfthe students don't know, go through the alphabet,
) luuoscnrnnPAoE2so crossing off the letters in the sentence until they
understand that it uses every letter of the alphabet.
Arrange the students into groups. They must write their
own sentence which uses as many letters of the alphabet
as possibte. The winner is the group with a grammaticat
sentence with the most different letters.

22 UlilT I
e PRol{UllClATl0il | Th"arphabet

t Practise saying the letters of the alphabet.

I Listen to the conversation. What are Grace
.I ABC DE FGHI o7
and Daniel talking about? Who is Finn?
J KL MN oPaR
STU VW XYZ o7
.j Listen again. Complete the table with the
activities the friends choose.
rr { Decide which letter has a different sound
in each group. Grace Daniel Finn

1H J U 4K P V skill
2E M P 5W X U Fitness
3Z L Y 6C O G
^- Listen to the end ofthe conversation again.
(D Ust"n and check. ot
complete Finn's contact details.
I Address:
2 Phone number:
Ir 3 Email address:
-._-.-__-@facemai[.com
5 ln pairs, ask and answer questions using the
contact details for Sam and Jo.
II
What's your email address?

II
My email address is
[email protected]
I PREPARE FoR THE ExAm

Speaking Part 1

How do you spetl that?

t ln pairs, ask and answer questions to complete
the form for each other. Spell your surnames.
FIRST NAME:
Sam
II SURNAME:
[email protected] AGE:
ADDRESS:
289 Sandy Lane, Oxford O223Pc
EMAIL ADDRESS:
II Tel01865995478 PHONE NUMBER:

II Jo
Mob 06968 133254

jo,[email protected]
i ] ln pairs, ask and answer the questlons.
School:
How much homework do you get?
What\ your favourite subject?
II 72 Hale Street, Manchester M4 8QT Tetl me something about your school.

Mob07473964 443 Free time:

What do you do in your free time?
Itr Who do you spend your free time with?
Tell me something about what you did tast
weekend.

Il!
) rnrrme FtlR THE ExAt'r PAGE 133

rIl *

Ilr

rtl
I
I
rtl

r!!
I

a
o ABOUT YllU
What is the weather like in your country?
I
ls the weather the same every yeat?
T
i
AIID
I
Geographical leatures I
t ln pairs, discuss the questions. Then read the
article and check your ideas. T
1 How old is the Earth?
2 What's happening to the Earth's
weather at the moment? T
2 Read the article again and choose the best
heading for each paragraph.
A Good news in one part of the world
Scientists believe the Earth is 4.6 billion years old. (rt B Problems for the ptanet
However, the mountains, valleys, hills, rivers,
deserts and forests we see today are much younger
than that. For example, Mount Everest is about 60
09
C The age ofthe ptanet
D How the planet changes
E
million years old and the Amazon rainforest is only
10 million years old. The youngest sea in the world is
fg Match the words in btue in the article to the
photos A-1. Listen and check. Then repeat. T
the Baltic Sea, at about 1 5,000 years old. @
a The Earth is always changing because of volcanoes,
earthquakes and, of course, wind and rain. Some of
these changes are very slow and others are quick.
T
Water and ice can make very big changes to the
planet. For example, glaciers (rivers of ice) can cut
through mountains and make lakes and deep
T
valleys. Eighty or more volcanoes are under the
oceans and sometimes they become new islands.
This is happening in the South Pacific, nearTonga.
T
o It's normal for our planet to change, but at the
moment, scientists think it's changing faster than
T
I
usual. They don't understand everything that's
happening, but they know that some deserts
(places where it doesn't rain much) are growing,
and many forests are getting smaller. The weather
is getting wetter in some places and drier in others,
and there are more big storms. t
@ However, these changes are not bad for everyone.
Because the Arctic is getting warmer, some people in
Greenland now own businesses and sell vegetables
they grow on their land. That wasn't possible so far
f
north 50 years ago. Farmers in Greenland like the
warm weather and hope it will continue.
T
l4 uilT 2
I
I
r uiltT 2 J
and this is known as globalwarming as it is causing
Unit Overview temperatures to rise. Although there is much regional
=il TOPIC The world around us
VOCABULARY Geographicalfeatures
variation, scientists agree that global warming is more
significant in climate change than naturalfactors. There
ANDREADING The Earth: a changing planet are three main ways of reacting to climate change. The

=il PRONUNCIATION th: /0/ and /6/

GRAMMAR Verbs we don't usualty use in the continuous
first, and most preferable, is to [imit gas emissions; the
second is to find ways to adapt to the reality of global

Fil READING Learning about the giant panda

VOCABULARY Animats
warming; the third, and most ambitious, is to change the
climate itself through advanced technologies on Earth or
LISTENING A conversation about animals in space.
WRITING An article about an animal

=il EXAM TASK Listening Part5 1 Ask students,'What is changing in our world now?'. Ask
them to think about changes in different categories like
climate, animals and people, giving some examples, e.g.
=il Resources
GRAMMAR REFERENCE AND PMCTICE: SB page 148; TB page2M
people ore moving around more. Get some ideas then put
students into pairs to discuss the questions in the book.
PREPARE FOR THE E)(AM: SB page on TB page 248; TB page 258
Share ideas as a class. Pre-teach earthquake (it's easier

=il WORKBOOK: pages B-11

PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 2;
to demonstrate by shakingthe desk!) and te[[ students to
check their ideas in the reading text. Check answers as a
class.

=il Vocabulary worksheet Unit 2

TEST GENERATOR: Unit test 2 Answers
1 4.5 biltion years old
2 The weather is changingfasterthan usual. The weather is
=Hr WARTER getting wetter in some ptaces and drier in others, and there
To practise the new vocabulary and alphabet sounds from are more storms.
Unit 1, play Battleships.
{ 2 Telt students to look at heading A and say what
Ask the students to make two 8 by 8 grids in their information they are looking for (something positive in o
notebooks. They labet the bottom ofeach grid A-H and specific place). Ask students to match the headings to the
the side l-P. ln one grid they write six new words from paragraphs. Check as a class and have students telt you
Unit 1, horizontally, vertically or diagonally, one letter why they match. Then ask students to find all the places
in each cell, The other grid they leave blank. Arrange mentioned in the text, for example Mount Everest, on a
students into pairs, They take turns to guess each other's map.
letters by reading out coordinates (the alphabet letters) (D fn" Reading text is recorded for students to listen, read
and try to find their partner's six words. For example: -' and check their answers.
StudentA: B/P?
Student B: No, my turn, D/J? I Answers
Student A: Yes, the letter K. (Student B writes K in square lt. rD 38 44
B/P on their blank grid.)
FAST FIXISIIERS
Fast finishers can write down a business idea, tike the
O asourvou one some people in Greenland have, which would work
Ask students, 'What's the weather like today?' and 'ls the because of climate change. For exampte, Build hotels on
weather usually like this at this time of the year?'. ln pairs, the new islands in the South Pocific ond get tourists. Put
students discuss the questions. Share ideas as a class. fast finishers into pairs to compare ideas.

AIID
3 See if students can name any of the features in the
photos without looking back at the text. Tell students to
match the words to the photos. You can help by giving
0eographical leatures
definitions, for example, people climb these (mountoins).

BIGTGROUXD ITFORTITI|Iil {t Answers

The answers ore recorded for studenfs to check ond then
Climate change is caused by a combination of natural
repeat.
and human factors. The naturalfactors include variations
A desert B hitls C votcano D sea E lake F river
in the amount of light we get from the sun and the G mountains H forest I valley

tn movement of land plates. The biggest human factor is the

release of gases like carbon dioxide into the atmosphere

ts OUR GIIA]IGI ]{G PLI]IET ,5t

4 Write an exampte on the board. 2 Have students underline the verbs which are about
There is a very high mountoin / loke in the middle. thinking, feeling and owning things. Check as a
(mountain) class. Point outthathove can be used in the present
Tellstudents to complete the sentences, Check as a class.
continuous in phrases like hove o shower;thrnk is used
in the present simple for giving opinions, e,g. What
Answers do you think about climote chongeZ but in the present
I deserts 2 mountains 3 river 4 forest 5 lake continuous to describe the thought process, e:.g, What
ore you thinking about?
5 Tetl students to write five sentences of their own with
two alternatives to test other students, Check the Answers
sentences are correct and then put students into pairs to belong to, hate, have, love, prefer, need, want
complete one another's sentences.

Answers
) emrmn nEEnHcE txl pnllTttlE AtstYEn rEy IB ptcE 26{

Students'own answers 3 Write an example on the board:

beautifulhouse. Who
This is o
_(own) it? (owns)
e PR0llUllClATl0ll i tt ' ror and td/ Te[[ students to complete the sentences in the correct
(rt 5 These sounds are specific to English, so you will need
tense. Check as a class.
u
to show how the sounds are made, by exaggerating Answers
how the tongue makes contact with ihe upf'er teeth, I hate 2 wants 3 are you singing, need 4 belongs 5 love
The difference between them is ,voicing' and you can 6 am running
demonstrate this by asking the studenti to put their
hands over their ears and hearing the buzzing for /6/. A 4 Say some sentences for students to correct, for example:
good contras t is b re ath /0 / versus breothe /6/ but yo Simon's not ot home becouse he works, (w€rks is working)
u wi I t
need to demonstrate the meaning of these words,
Students correct the sentences. Check as a class.
Playthe recording ofthe two sounds, Students then
complete the table. Answers
!!l
(rl I There are things in my bag that I need at the moment.
Answers 2 The weather's cold at the moment, but I prefer it tike that.
x2
The onswers are recorded for studentsto check ond 3 I thinkthe partywasgreat.
then
repeot, 4 My brother likes summer and I like winter.
/0/ earth: north, south, thing, think 5 Get into the pool with mel The water feels great.
/6/ weather: other, that, there, these, this
5 Tell students to write the questions, ask one another and
!-
7 Tell students to use the vocabulary on page 14 to write then report back to each other in pairs. you could divide
five sentences a bout thei r cou ntry. (lf siudents are all the class into two or more groups during the mingle
from the same country, for variety you could ask them stage and then form pairs ofstudents from different
to write about different regions.) Monitor and make sure groups so that the pairs have different information to
students are using the vocabulary correctly. share. Monitor and make sure students are using the
correct tense.
Answens !I
Students'own answers Answers
Do you own a bike?
Are you learning to play an instrument? rf
illxEll lBltlTY
Do you [ike cabbage?
Give students who need more support sentence frames Are you doing an art project at the moment?
to
use to write their sentences. For example: Do you think Engtish is easy?
ln my country there are (a lot of) ... Are you planning to do something interesting this weekend? rI
Do you love watching TV?
We have some / don,t have many ... because ... Are you studying for an exam at the moment?
There oren't many ... but ...
You can see ... in ...
) enmrmwoRlslrtrultT2

8 Put students into groups to listen and tick the

GOOTER

geographicaI features in Exercise 3 that the other Write these sentences on the board (or dictate them) and
students say. Ask if they disagree with any of the ask students to correct them.
information given. 1 A mountain is a small hill. (snatt big)
2 A volcano is water with land around. (yekane lake)
@Et
I
lfil: ff i,x1l
usua'v use

Askstudentsto underlinetheverbs and saywhattense

3
4
lt is dry in a storm. (drywet)
Thing and thrb begin with the same sound. (the_seffe
IE

seand d i ffe re n t so u n d s)
they are in. Check as a class. Elicit from stuients that
these verbs are about thinking, feeling and owning 5 She. is understanding the questio n. (is_understaading
things. understonds)
6 lt rains now. (ranrsis raining)
Answers
7 Are yo u. k n owi ng you r neigh bo u rs? (*refiu+newing
present simple
Do you know)

26 UilT 2
il
=I 4 Complete each sentence with the correct word GRAMIIIAR
Yerbs we don't usually
use in the conlinuous

=I from Exercise 3.

t I
2
Not many plants and animals can live in -""--..".-.....".--
because they are very dry. deserts I hills
Many ----- --..--., have snow on top of them att
year. mountoins I volleYs
-1
Find these verbs in the article on page 14 and
underline them. What tense are they in?

believe hope know tike

tr
3 There's a --.---..-..-.--..-. near my home, and I like
going fishing there. river I seo own think understand
4 There were so many trees in the. -" -- -- " that it
was impossible to see the sky. forest I lake
The verbs above are about thinking, feeling and
5 My friend and I cycled to the --- , -.-"- -- for a swim'
owningthings. We don't usually use them in the

=r
Ioke I volcono
continuous form,
Write five s€ntences of your own using the words
5
Fil from Exercise 3.
2 Which of these words are also about thinking,
feeling and owning things?

Ilr
e PRotlullGlATl0ll | $', Ftand t6t
betong to buy ctimb feel hate
(D t-isten to the sounds g and 6 and repeat
tt 6
- them. Then put the words in the box into
have
run
love
sing
mean
want
need
work
prefer

Itr the correct column.

north other
that there
south
these
) cnrurman BEFEREIoE AID pRncTrcE IAGE t48

thing think this ? Complete the sentences using the present simple
- or present cpntinuous ofthe verbs in brackets.
0 earlh 6 weather 1 Can you turn the W off? I (hate) that
programme!
2 Mr Jones.-.-.--_ ----, (want) to talk to you. Are you
free now?
Q
l2
titt"n and check. Then repeat.
3 Why "-" ""- - -- (you sing)? l- (need) to
".--- "".
study!
4 That book ---- ------ (betong) to me. lt's not my
II Write sentences about the geography of your friend's.
J 5 l.-- ---- ---- (tove) this T-shirt. Can I buy it, Mum?
country.
6 I can'ttatk nou sorry. I -"---- -... (run).
There ore mountoins in the north of my country.
II
fl' ln groups offour, listen to each others'sentences.
{ Correct the mistakes in the sentences.
Whictr geographical features from Exercise 3 does @ r there are things in my bag that l'm needing
each person talk about? at the moment.
II 2 The weather's cold at the moment, but l'm
preferring it like that.
3 I'm thinking the party was great.
4 My brother is liking summer and I'm liking
-l winter.
5 Get into the pool with me! The water is feeting
great.
rl
5 Use the prompts to write questions beginning
Do you ... or Are you... Then walk around the
Ir' class and ask people your questions.

own / a bike?
learn to / ptay an instrument?
rtt tike / cabbage?
do / an art project at the moment?
think / Engtish is easy?
plan to / do something interesting this weekend?
rtl
love / watching W?
need / study for an exam?

ln pairs, discuss what you found out.

oun Gillllclllc PnllET t5

llUR CHI]IGI]IG PIA]IET 1'l

d
*
Animals
E
Look at the picture below. ln pairs, write down three
things you know about pandas. Read the article once to 9r Match the words in the box to the photos

check your ideas. @

A-J. Listen and check. Then repeat.
E
Are these sentences right (/) or wrong (f)?
I The writer helped to look after giant pandas on her trip.
2 lt's possible to find wild pandas in several countries. E

w
3 Pandas onty eat bamboo,
4 Baby pandas are very tight when they are born.
5 Pandas start eating bamboo at the age of 18 months.
6 Scientists know exactly how many wild pandas there are.
E
7 lt's possible to see a panda in Mexico.
E
E
l I l D I (l
l3

E
E
While I was there, I learned a lot about pandas. Wild pandas live
E
!r'+
in bamboo forests, high in the mountains of central China. ln the
'.,.:.
past, they also lived in other parts of China and in Myanmar and J
Vietnam, but they don't any more. They spend about 12 hours
a day eating bamboo, but they sometimes eat other plants
or small animals. At Dujiangyan, we also gave them fruit, like
,
liii -ll1

l.il G
apples, and special panda cakes made of rice, eggs and flour
and other things.
Adult giant pandas weigh between 75 and.135 kilograms.
',|

dotphin elephant giraffe

IT
Females usually only have one baby panda, or cub, at a time. monkey parrot penguin
The cubs only weigh about 85 grams when they are born! The
little cub drinks milk for about four months and then begins to
polar bear snake
tiger whale IE
eat bamboo. Young pandas stay with their mothers for around
18 months.
Scientists think there are now between 1,500 and 2,000 pandas
in the wild. This is a low number, but it's double what it was in
f Answer the questions about the animals
in Exercise 1.
lE
the 1 970s. The reason the number is going up is because of
all the work scientists are doing at places like the Dujiangyan
Panda Base in Chengdu. There are also about 32S pandas in
I
2
3
Where do the animals come from?
Where do they live (sea, mountains,
forest)?
II
II
zoos in a number of different countries, including the United Which are dangerous?
States, Mexico, Japan and Germany. 4 Look at each photo carefully. Are
the animals in a zoo or are they witd?
5 How many other animals can you name
in Engtish?
I!
e IILK]IG POI]IIS
What are your five favourite animals?
Why do you tike them?
rI
How often do you go to zoos?
Do you like them?
ct
s
CE
28 UlilT 2 FE
YOGIBUT[W Animals

I Ask, 'Which of these animals do you know?' before the

IYARIIER matching, Play the recording for students to check and
Ask students, 'What pets do you have?'. Ask them to say repeat the words. Ask some questions about the animals:
what is good and bad about having a dog. Get different 'Which has a long neck?' (the girafre), 'Which can fly?' (the
ideas, for example, (good) A dog con look ofter the house, parrot) and 'Which can climb very well?' (the monkey).
(bad) /ou need to go for o walk with your dog in the winter' Then have students cover up the words, look at the
Tellstudents to write down one good thing and one bad pictures and say what the animals are.
thing about having each ofthese pets: a cat, fish, a rabbit,
a bird. Put students into sma[] groups to compare ideas.
(rl Answers
t4
The answers ore recorded for students to check and then
repeat.
Books closed. Ask students, 'Which animal is black and
A monkey B etephant C snake D polar bear E whale
white and lives in China?' (o ponda). Put students in pairs F giraffe G tiger H parrot I penguin J dotphin
to write down three pieces of information about pandas.
Give an example: They ore beors. As an alternative, or 2 Put students in sma[[ groups to answer the questions.
extension, ask the students to write three things which Check as a class. Then ask students for other ways
they would like to know about pandas, for example, Do to categorise the animals, for example, one colour /
they eot other onimals?, Share ideas as a class. different colours; l've seen some / I haven't seen any,
Books open. Ask some questions about the photo: 'What As an extension activity, choose one of the animals from
are the people doing?', 'Do you think they are enjoying Exercise 1 and te[[ students they must guess which one
it?' and 'Would you like to do this?', it is. Students can ask you ten questions (but not Whot is
if?) to find out which animaI it is, Give the students useful
Pre-teach bamboo (a talltropicalgrass with hard, hollow
questions and frames to help them, for example:
stems, orthe stems of this plant), enclosure (an area
surrounded by fences or walls) and the witd (the naturaI Where does it live?
place for animals to live, not a zoo). Books open. Give ts it (big)?
students three minutes to check their ideas in the text.
Whot does it eo.t?
Answers Conit...?
Students'own answers When you have demonstrated, put students into pairs to
do the same.
Ask students,'The writer knew about the panda base
before they went to China. Right or wrong?' (Right) Possible answers
'How do you know?' (The writer knew obout it when they 1 Monkeys come from many countries in Africa, South
planned their trip,). America and Asia; elephants come from Africa and Asia;
Tell students to answer the questions in the book, snakes are on every continent; polar bears come from
When you go through the answers, make the students the Arctic which includes parts of Canada, Russia, Alaska,
Greenland and Norway; whales live in the oceans; giraffes
tell you what is wrong with the 'wrong' answers. Then
come from Africa; tigers come from Asia; parrots come
ask students some open comprehension questions: from Africa, Asia and South America; penguins come from
'Where in China do pandas live?' (in centrolChino),'What southern Africa, the tip of South America, Australia, New
are panda cakes made of?', (rice, eggs and flour ond Zealand and Antarctica; dolphins live in seas around the
other things), 'ls the number of pandas increasing or world.
decreasing?' (increasing) and 'Do most pandas live in the 2 Sea: dotphin, whale (penguins and polar bears live close to
wild or in zoos?'(in the wild). the sea)
Mountains: monkey, parrot, snake
Answers Forests: elephant, monkey, parrot, snake, tiger
Other: giraffe
Lr' 3 monkeys, elephants, snakes, polar bears, tigers
2 x Pandas are only found in the mountains of central China
3 x They sometimes eat other plants or smal[ animals. 4 They look as though they are wild.
4r' 5 Students'own answers
5 x They start eating bamboo when they are about four
months old. ) vocmuunv tvoR[slEEI ullT 2

6 r They think there are about 1,500 to 2,000.

7r' @ nlrunc PomTs
Q) fn" Reading text is recorded for students to listen, read This could be done in pairs or, to maximise speaking
- and check their answers. opportunities, as a class survey with students asking the
questions to as many other students as they can in a time
FIST FIilISHERS timit. As an extension, students could turn the results of
Fast finishers write three more right/wrong questions for the first question into a pictograph. They make a graph
the other fast finishers to answer. with the number of pictures of the animal corresponding
to how many students like it. (Look up'animal pictograph'
on Google for examples.) This could be done on paper or
electronically.

OUR GHIIIGIIIG PLA]IET q

Possible answers for the sand cat
1 lt's a kind of cat.
2 lt comes from Africa
g PREIARE FoR TIE ExAit 3 lt lives in deserts.
and Asia.

4 lt eats insects, birds and other smalI animals.

5 An adult weighs from one to three kilos
12 TEY FOR SGHOOTS 6 No one knows how many there are in the witd.
Hstening Part 5 7 Sand cat babies are called kittens.
ln this part, students tisten to a dialogue. They need to
8 Females have one to eight kittens every year.
9 The cubs stay with their mother for about six months.
match five items to eight options. They are listening for
specific information such as objects, places and feetings.
They hear the recording twice. iilIED tBtuTY
Put weaker students together and go through alt the
Tip the students that there are five questions plus
Tett questions before they start the speaking activity. Make
an example, and eight answers, so there are two answers sure students make the questions correctly and drillthe
they don't need to use. They may hear two or more questions. Stronger students can try and do the task
words from the list of answers for each question, but onty without looking at the question prompts.
one will be correct. They must listen for the meaning to
choose the right one.

(rl I Tel[ students to read the instructions. Ask, ,Which two

people are speaking?' (Gina and her uncle),,Who took the
photos?' (her uncle), 'What are the photos of?, (animals) ;J rnrmnr T0 wntTr
An article about an animal
and 'Did Gina's uncle visit Europe?' $es - England and
Scotland). Ptay the recording and have students match cET READY Ask students some questions to remind
the animals to the countries. them about the panda text, for example, ,What food do
pandas eat most?' (bamboo). Have students underline the
{t 2 Have students check in pairs then play the recording
again to check as a class.
prepositions and say which two have the same meaning
(around/about). Tell students to complete the sentences.
Answers Check as a class.
IC 28 3H 4G 5E Answers
) luuoscnmnpmE2so I between
5 including
2 about/around 3 inctuding 4 between

) rnrnnt roR TIE Ent TEtcltrc toTEs tmt rxswEn [Ey TB ptet zio
PLAN Tell students to choose an animal and make notes
Tell students to look at the photos and teach the
for each paragraph, Students could get information from
pronunciation of kokapo /,ko:kepau/. put students into the internet, reference books or by asking one another.
pairs and tell one student to go to the WRITE Tettstudents to write their article and encourage
Information
about the kakapo on page 136 and one student to go to them to use the prepositions from Get ready. This stage
the information about the sand cat on page 13g. Have could be done for homework to save time,
students ask one another questions using the question IMPROVE Have students work in pairs and make
prompts. Monitor and make sure students are asking the suggestions for how to improve one another,s articles,
questions correctly and replying with full answers. Tellstudents to correct grammar and spelling mistakes
As feedback, nominate students to give you information and suggest different words. Students could ihen make
about each of the animals. changes, Have students read out their articles to the whole
class.
Answers
Possible questions GOOTER
IWhat kind of animat is it? Have a quiz about the unit content.
2 Where is it from?
3 Where does it live? 1 Which is older - Everest or the Amazon rainforest?
4 What does it eat? (Everest)
5 How much does it weigh? 2 Could you grow vegetables in Greenland 50 years ago?
6 How many are left in the witd? (no)
7 What are its babies cailed?
8 How many babies do the females have? 3 What is a baby panda called? (o cub)
9 How tong do the babies stay with the mother? 4 How many hours a day do pandas spend eating?
Possible answers for the kakapo (about 12)
I lt'sakindofparrot.
2 lt comes from New Zealand. 5 How long does the kakapo stay with its mother?
3 lt lives on two islands. (10 weeks)
4 lt eats plants, fruit and nuts. 6 What do sand cats eat? (insectg birds, smal!onimols)
5 An adult weighs from two to four kilos.
6 There are about 127 kakapos left in the witd.
7 Kakapo babies called chkks.
8 Females have two to three chicks every two years.
9 The chicks stay with their mother for 10 weeks.

F ulilT 2
i.t s:

I PREPARE FoR THE EXAtll 2 PREPIRE TO WRITE

An article about an animal
listening Part 5
GET READY Underline the prepositions
1 You will hear Gina talkingto her uncle about some between, obout, o round and i ncludi ng
l^ photos of animals. Where did he take each photo? For in the article about pandas on page 16.
lf each question, choose the correct answer. Think about their meaning. Which two
have the same meaning in the article?
Photographs Countries
0 tion D A Argentina Complete the sentences with between,
I monkey B England obout, oround or including.
2 snake C lndia 1 This competition is for anyone.----
I 3 penguin D Kenya the ages of 10 and 14.
4 dolphin E Mexico 2 There are _-_ 40,000 African lions
5 elephant F New Zealand left in the wild.
I G Scotland 3 All my friends, -*_-__ Tariq, are
H South Africa interested in animals.
4 The zoo is closed -**_*- JanuarY
Ir
S 2 t-isten again and check.
and March.
5 l've got lots of pets, ___-- a rabbit
) rnrmnr FoR THE ExAt PAGE 132 and two cats.

Ir PLAN Plan your article about an animal.

Choose one of the animals in Vocabulary
J Work in pairs. Look at the photos of the two animals Exerbise l or a different one. Write three
below. Use the prompts 1-9 to write questions about paragraphs. Make notes for what to
-r these animals. include in each paragraph.
I What kind of animal/ it? Paragraph 1 the kind of animal it is /
2 Where / from? where it lives / what it eats
II
3 Where / [ive? Paragraph 2 what it weighs /
4 What / eat? information about its
5 How much / weigh? babies
Ii 6 How many/ left in thewild? Paragraph 3 how many are left in the
7 What / babies / catted? wild / in zoos
8 How many babies / female have? WRITE Writ€ your article. Try to include
9 How long / baby stay with / mother? the prepositions from Get ReodY,
)aboutStudent A, go to page 136. You have information lMPRovE ln pairs, compare your articles.
the kakapo there. can you improve them?
rll to page 138. You have information
>> Student B, go
about the sand cat there.
Sand cat
II

Kakapo
II

II

II

II

I!

I'

OUR GHA]IOI]IG PIIIIET

E
il
{

OUHURE
IIATIO]IAI PARKS f?I[mB Nofionol Porks
b**--

Mosl counlries hove beoutiful noturol

I Discussthequestions in pairs.
ploces. These ploces con be mountoinsf
I What is a national park? volleys, deserts, beoches, elc. You con
2 Have you ever been to one? i

see iifferent onimols ond plonts there'

3 Can you name a national park in your
country?
4 What can you see there? People look ofter them so everyone con
enioy them.
Where is yellowstone National
f
Park? What do you know about it?
* ., | | rr- tElilldreEgtr
Read the text and check your ideas.

3 Match the texts 1-5 with the photos A_E.

(D
Yellowstone National Park 16

Yellowstone is one of the oldest national parks in the world'

It is in the USA in the states of Wyoming, Montana and
park
ldaho. lt is also a biosphere reserve - a special national
with interesting and unusual plants, animals and landscapes'
ln Yellowstone, men and women called park rangers look
after the animals and Plants.

Yellowstone is on the site of a very big, ancient supervolcano'

The volcano is 640,000 years old and ils landscape is
amazing. There are large forests and some trees are over
200 years old. The Yellowstone River gives the park its name'
but there ar€ many other rivers. The Yellowstone River is in a
deep valley called the Grand Ganyon of Yellowstone'

o Over 3 million people visit the park every year and they
come to see the hundreds of geysers. These are hot-wat€r
fountains that come up out of the ground' Visitors also enioy
the beautiful lakes, where they can swim, fish or go canoeing'
l:.

There are 67 types of animals in the park, not including birds

@ or water creatures. There are sheep, bison and bears' You

don't often see bears because they stay in the forests and
parkl
mountains, but bison often walk down the roads in the

0 Yellowstone is usually cold and dry but there are sometimes

forest fires, so you have to be careful when you have a picnic
there. ln winter, it is very cold. ln summer, it is warm during
th€ day, but at night it can be below 0o C' People need
warm clothes when they are camping in the park'
n
rl
d
12 GUTTURE
Thailand has the most nationaI parks, about 150, covering
Learning Obiectives 200lo of its territory. The first marine national park in
=il . The students learn about Yellowstone National and the
importance of national parks in generat.
Thailand was Khao Sam Roi Yot on the south-east coast. A
rare animalfound there is the fishing cat, which can swim
. ln the project stage, studentsfind out about a national park in long distances, even under water, to find food. lf you are
=il their country and make a presentation about it for the class. very fit you can do the mountain climb to reach Phraya
Nakhon Cave and enjoy its outstanding natural beauty.
FT Vocabulary
parkranger unusual lookafter ancient amazing gocanoeing lvmrilER
creatures picnic Ask students where these places with colour words in
them are: The White House (tVoshington DC, the USA), The
Black Forest (Boden-Wilrttemberg, Germony), Red Square
Resources (Moscow, Russio), Greenland (neorConodo). The Red Sea
(The middle eost), Yellowstone.
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: Glacier
National Park For Yellowstone, ask students to read the text and find
out.

BAorcR0Ulllr lllFontlil0t I Ask students about the best places in their country
The oldest national park is actually Bogd Khan Uul to enjoy nature. Tell students to read the box about
National Park in Mongolia, established in 1778. The park national parks. Put students into pairs to discuss the
is a mountain about 2,200 metres high and overlooking questions. Shard ideas as a class. Ask students, 'Why do
the capital of Mongolia, Ulaanbaatar. The mountain was we need nationat parks?' (To protectthe environment ond
sacred and religious services used to be held there with wildlife there ond moke the ploce accessible and ottractive
food and even money being given to the spirits of the to tounsts.).
mountain.
Answers
One of the first national parks in Europe was the Swiss
Students'own answers
National Park, established in 1914. lt is located in the Alps
mountain range in eastern Switzerland and borders ltaly. 2 Ask students some specific questions about Ye[[owstone,
The rules for visitors to the park are very strict: you cannot for example, 'Why is it catled Yellowstone?', 'What can
leave the marked paths, light fires or walk your dog there. visitors do there?'and 'What's the weather usually Iike?'.
The RoyaI National Park in Australia was the first to have Give students a time limit to read and check their ideas.
national park in its name when it was established in 1879. Ask students if any of the information particularly
Just south ofthe largest city Sydney, it is very accessible impressed or surprised them.

Fil and there are over 100 kilometres of walking paths. The
30-kilometre coast walk is often done as part of the Duke
Answers
The USA in the states of Wyoming, Montana and ldaho
of Edinburgh Award. Because of the dry climate, bush
fires are a threat and the park is sometimes closed if there 3
E4r is a fire risk. The park is on the coast so there are plenty of
Usethe photosto pre-teachthe vocabulary bison (point
out that brson is both singular and plural), fish (verb),
beaches and rock pools. lt is not recommended to go into geyser and va[tey, Tell students to match the photos to

!f,t the rock pools as they contain the blue-ringed octopus,

one of the most dangerous sea animals because although
it is only about 5 centimetres long it releases a poison
the texts, Check as a class.

Answers
which can killvery quickly. lD 2E 38 44
tnr The largest national park is the Northeast Greenland
national park covering 972,000 km'?of the interior coast
5C

FrsT FllilSilERS

til of Greenland, which is itself the biggest island in the

world. Most of the park is on an ice sheet and an animal
population which includes polar bears, walruses and
Tellfast finishers to write a sub-title which could go before
each paragraph. For example, paragraph LWelcome to
Yellowstone!, paragraph 2 Where we ore.

tar seals reflects this. ln the park you can also find the Arctic
hare, a type of hare with a thick layer of fat that allows it
to live in the extreme cold, There is no permanent human

tf,r population in the park but there are military bases and
research stations.

tr
Eg
l
]{ATIO]{AI PIRKS q
4 Give some oralexamples first; yellowstone is a new
park. (Wrons - it is one of the otdest.)A
E
PRIUEGT Descrlptlon of o nationol park
lili:!l!
nas Dorting water. (Right) Tell students
geyser

sentences in the book as right or wrong

ones which are wrong. Check as a clasi
to mark the
and correct the
Stu dents cou td d o h ts project tn d tvt
du ttv or work n
sm al groups. Stud ents can u se th e internet
or reference
E
Ask students books to fi nd detai ls about the lr n ationa pa
what they would do if they saw a bison on rk. The
the road. prese ntatio ns W It be more n teresting
Answers van ety of national parks so ask stude nts
if there are
to tett yo u what
G
th ey h ave chosen so th at you can ma ke su
I r lt is in three states. re here IS n ot
2
3
4
r Glaciers are not mentioned.
too m uch repetition. tt stude nts a re working
nd h a VC chosen the same place, you
WO rk together. As an a Iternat ive, you
individual ly
cou td ask th e m to E
could h ave stude n ts
5
6
7
t You can swim or go canoeing.
find out about a national park ln a different co
Tel stu dents fi rst to make notes about
u ntry

thei national park.

The n th ey sho U td decid e which info rmation
E
8 to incl u de
5 Tellstudents to match the words and definitions. point
out th.at 2 and S are phrases. Check as
a clasi. Ask some
tn thei p resenta tion. Te 1t stud ents that
they could use
tech n ol ogy ike Powerpo int for thei presentatio
they cou td m ake poster. When stud ents present
n o
E
thei
questions using the vocabulary, for info rmation, give them a ti me m it nd h
do you have picnics?, ,Have yo, auat.
example, .How often

there anything unusual in your torn or

beeri canoeing?, ,ts
rr"iti
the c lass ask them q uestio ns. Give feedba
ave the rest of
ck to students a
the n d of al the presentatio n s o n the content,
la nguage
E
Answers
I unusual
6
2 look
creatures 7 picnic
after 3 ancient 4 amazing 5 go canoeing
nd style of prese n tatio n You could put
o n socra me di a or the class we bsite
pu th em o n the cla ssroo m WA
lls.
the presenta tions
or, they are poste IS, E
{O t *,"ud,'lg text is recorded for students to
and check their answers,
listen, read PROJTGT ETTEIISII']I G
Plan a class trip to a national park or area
6 Ask students what the best time of year of natural
for a walk in yellowstone. Then haue
woutd be to go
stuUents say what
you could see on a walk in yeilowstone:
beauty near you. Tell students to do some
present to the class information
iei"arcf., ,na
about the best place
xE
which natural to visit and the most economical in terms
features and animals. of timL and

Possible answers
money. The class can then vote forwhich place
you can't actually physically visit
to visit. lf
this place, ptan the trip
!H
as if you were going and make an itinerary
liftih. ones in
3,lilllili"lntains, geysers, volcanic rocks, fietds, ptants,
wlo lowers, hot water pools, a waterfall,
rnctuding sheep, foxes and bison.
lots of animals
Exercise 7.
C
(D Z pre-teach mystic (relating to or involving mysterious Iot cur-rune VtDEo: Glacier National park
reltgious or spiritual powers). Go through Wh"n students have completed the lesson, [I
the questions they can watch
and have students predict what they the video and complete the worksheet.
aI tistening for. for
exampte, in gap 1 students need a noun.
Tef tstudlnts to
tisten and complete the information. GOllTER ilI
Check as a ctass.
Read out these ptaces in the USA and get
Answers students to
write them in two columns: with the riO
*itt ort the. The
I7 6tyil .Z
sheep 3 film 49 (nine) s notebook 6 waterfall
answers are given in brackets. II
(six)
Examples: USA (the), America (_
)
) luotoscntnrBptGE2s7 . Yellowstone park (_ )
. 5th Avenue ( - )
@ rnurm ponTs . Hudson River (the)
Put students into pairs to say which
watk they would prefer . Empire State Building (rhe)
to do and why. Share ideas as a class, . Macy's Department Store (_
)
iIIXED ABITITV . Lake Superior (- )
Give weakerstudents some phrases
to structure their
. Rocky Mountains (the)
speaking: . White House (the)
I'd prefer to go on ... becouse
... . Walt Street (- )
The most interesting thing
for me obout ... would be ... . Central park ( - )
It would be great to ... because ... Golden Gate Bridge (the)
I could . . . and that would
be fun becouse .. . Students could then find out i nformation
about these
Encourage students places from the internet or a I ibrary.
to give reasons for their choices in full
sentences.

3{ GUITURE
il

d Are these sentences right (/) or wrong (/r)? $ Find words in the text that match the definitions.

1 Yellowstone is part of one state in the USA. 1 different from others (paragraph 1)
2 Park rangers protect the animals and plants 2 keep safe (paragraph 1)
in Yellowstone. 3 very otd (paragraph 2)
3 Yellowstone has a famous glacier. 4 fantastic (paragraph 2)
4 The park contains very old plants. 5 travel in a small type of boat (paragraph 3)
5 The geysers in the park are popular with tourists. 6 animals in general (paragraph 4)
6 You can't go in the water in the park. 7 a meal outside (paragraph 5)
? Peopte regularly see bison in the park.
$ What can you see on a walk in Yellowstone Park?
I The temperature can be very different on summer
Make a list. Then, listen and check your ideas.
days and nights.

9z Listen and complete the information about two guided walks in Yellowstone Park.

Mount Washburn Fatls

Leave hotel at 10 am oam
Tra bus bus
Lunch sandwiches, I __-*,.-.-._..., and cotd drinks ham and chicken
Things to take a light iacket and a camera as
Landscape you see the Grand Canyon ofYellowstone and the ln Biscuit Basin there are geysers and hot-
u.---..-_.-_..-*
Teton Mountains water pools and a in Mystic Falls.
Animals see and maybe foxes bison
Arrive back at 4pm
After trip activity a 3
__ ____-__.--- about geography a meeting to share photos

tr TAuflltG P0rllTS
Which walk would you prefer to go on? Explain why.

PROJEGT

Research a national park in your

country. Use the internet or books to
find out
. where it is
. what the landscape is tike
r what animals and plants there are

=il .
.
what the climate is tike
why it is a national park

=il Present your information to the class.

Use pictures and photos to make the
presentation more interesting.

=t
=t ll| IIOW WATOH ITIE CUTIURE YIIIEO

=il
=il l{[Tt0ltAt PTRKS
\
t I I
I I T

I
T i{.'l t i I I ilil: I
I
I \
I t I
ost of us can't rvait to go on holiday u/ithout our parents.
g
M We can choose vihere to go, what to do anci rvho to go
\rith. But are Frst holidays rvith frielcls aly;ays qreet? Read
about Sophie, Fred and Chris. lVhere dicl they qo? Did they
r[
have a good timel

Last summer, after we finished our exams, I invited my

friend
to go on holiday to Greece with me. We got a flight to
Paula
Athens and then we went by ship to the island of Milos. We were
really tired when we got there, but we both wanted a swim, so
we went to the beach. You can guessl We lay down and closed
our eyes and when we woke up TWO hours later, we were
really hot and thirsty - and red! Never againl Sophie, 1 6

My first holiday was a weekend in London. Jim, Simon and

Itravelled by tram from my house to the bus station. When
we anived there, I put my hand in my pocket but my wallet
wasn't there!Where was it? lthink I lost it on the tram, Jim and
Simon each lent me money for the coach. We stayed at Jlm.s aunt's
house in London and we had a fantastic weekend. Fred, 1 3

My first holiday was with my friend Tom at a campsite in a forest

near our town. We didnt want my parents to drive us there,
so
we went by bus and then on foot. lt was a long walk to the forest
and it was rainingl I put the tent up quickly because I knew how
to do it, but all our things were wet. Then the sun came out the
next day. We dried everything and had a great time! Chris, t 2

o ABOUT YllU
Where do you like going on holiday?
t Read the article quickly and find out where
Sophie, Fred and Chris went on holiday. How did
each of them get there?
How often do you go on holiday?
Do you always go on holiday to the same ptace?
{ Read the article again and answer the questions.
How do you usualty get there?
I What does the article mean by ,first holidays,?
2 What did Sophie and paula do when they arrived
on the island?
3 What happened white they were sleeping?
AIID 4 Whatdid Fred lose?
5 How did he pay for the coach?
Holidays: Ways of lravelling
6 What was the weather like when Chris and Tom
were putting up the tent?

f Match the words in the box to photos A-K.

e PR0llUllClATl0il | sirent retters
@ by bike by boat by coach on foot
helicopter $ ln pairs, read the words aloud. Which
by by motorbike by plane
scooter are the silent letters?
by by ship by tram
by underground
climb flight guess half
island knew two where
$ lirt"n and check, Then repeat. -.n
f Decide whether each type of transport from 4) Usten and check. Then repeat.
Exercise 1 moves in the air, on land or in the water. 20

Err
20 uillT3
\u
36 uillT3
Answers
Unit Overview
=I TOpIC Holidays and travelling
VOCABULARY Holidays: Ways of travetling
Air: by heticopter, by plane, bylet
Land: by bike, by coach, on foot, by motorbike, by scooter,
by tram, by undergroun d, by ombulonce, by bus, by troin, by
AND READING First holidays with friends lorry, by von

=il PRONUNCIATION Sitent letters

GRAMMAR Past simple
3
Water: by boat, by ship, by ferry

Pre-teach campsite (an area where people can stay in

READING Teen TravelTips: Moscow

=t VOCABULARY Ho[idayvocabulary
LISTENING with a hotel receptionist
tents for a holiday), Give students three minutes to read
the text then ask the question as a class.

Et
A conversation
SPEAKING A conversation at a tourist information centre Answers
EXAM TASKS Speaking Part 2; Reading Part 2 Sophie went to Athens by plane and then to Milos by ship.
Fred went to London by tram and by coach,
Chris went to a campsite in a forest by bus and on foot.

=t Resources
GRAMMAR REFERENCE AND PMCTICE: SB page 149; TB page764
4 Ask, 'Which of the friends is the youngest?' (Chns) and
'Where is Athens?' (Greece). Check the answers as a class.
PREPARE FOR THE EMM: SB pages on TB pages 238 and 250-251; Ask,'Where would you [ike to go on holiday without your

=il TB pages 253 and 259

WORKBOOK: pages 12-15
parents?'.

En PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 3;

Answers
1 First hotidays means people's first holidays without their
Vocabulary worksheet Unit 3 parents.
TEST GENERATOR: Unit test 3 2
En They went to the beach to have a swim.
3 Theygotsunburnt.
4 He lost his wa[[et.

il WARTER 5 His friends, Jim and Simon, lent him the money.

Tell students to come to the middle of the room. Tell

6 lt was raining.
everyone to run to the left wall if the noun you say needs (D f fr" Reading text is recorded for students to listen, read
the preposition af and to the right wall if it needs on: 'two -- and check their answers.
o'ctock' (ot),'Wednesday' (on), 'the phone' (on), 'schoo['
(ot),'home' (ot),'yourway home' (on),'TV' (on),'night' iilxElt tBtUTY
=il (ot), 'holiday' (on). For students who need more support with open questions

Fil O ffiour vou

write two-option answers on the board:
1 lt means people's first holidays A without their parents
B in their life
Ask students, 'What places are popular for holidays in
FN (y)our country?'. Then have students answer the questions 2 They went to the beach to have A a sleep B a swim
in pairs, Share ideas as a class. 3 A They got sunburnt. B They woke up at two o'clock.
4 He lost A his wa[[et. B his money for the coach.
FN AIID 5 A Jim's aunt B Jim and Simon ... lent him the money.
6 A lt was sunny, B lt was raining.
En Holidays: Ways of lravelling
7 A No. A[ltheir clothes were wet.
I students know any of the transport words already.
See if
B Yes. The sun came out the next day.

EI Then ask students to match the words to the photos, Ask

students, 'Which preposition is different?' (on foot).
o PRo]{UltctATIoil j
Silent letters
(rl
:il 18
Answers
The onswers ore recorded
repeat,
for students to check and then
5 Ask students, 'What season comes after summer?'
(outumn). Elicit that we don't pronounce the n at the end
of outumn; it is silent, i.e. it is written but not said.
A by heticopter B by motorbike C on foot D by coach
:fll E by boat F by ptane G bytram H by bike I by ship
J by underground K by scooter
ln pairs, students read the words and underline the silent
letters. Playthe recording. Students check and repeat.
Elicit any more examptes of silent letters the students

;it 2 Ask students, 'Does a bike move in the air, on land or in

the water?' (on land). Tell students to decide what the
other words do. Check then have students work in pairs (tl
20
might know, e.g. ofYen, ta lk, ni ght.
Answers
and add as many words as they can to the categories air/ The onswers ore recorded forsfudents to check ond then
land/water in a time timit. (OtherAl-Bl examples are repeot. The silent Ietters qre underlined.

=il given in the answer key in italics,) ctim[, flight, ggess, half, istand, knew, two, where

=il 01t HoulllY q

I PREPIRE FtlR THE ExAM
Answers
1 Did you go 2 didn't travel, was 3 wanted, didn't have
4 Did the plane arrive 5 wasn't, enjoyed 6 Were you
12 TEY FOR SGH|IOTS
Speaking Part 2 FAST FIIIISIIERS
ln this part, the examiner willstart by asking the students to complete the sentences with other
Te[[ fast finishers
a generalquestion about the five pictures, for example, past simple verbs where possible. For example: I Did you
'Do you like these different ways of travelling? Why? / Why
not?' Students then have 1-2 minutes to talk together
travel,,., 2 They didn't go .., :ry
and give their answers. Students need to name what they
see and then talk about whether they [ike or dislike it and
4 Telt students to took back at the text and complete the

say why. Following that, they are each asked one or more
answers to the questions. Before students work out
ry
q
questions about some of the pictures, such as'Do you the rules for making past simple sentences make sure
they understand what a subject and object is by using a
think riding a bike is difficult? Why? / Why not?'Then each
simple example: Paula likes Fred. - subject verb object
student is asked individualty which they like best.

Tip Tellstudents that they should interact wellwith their

partner by listening to what their partner says, asking
questions and making comments. They could look ahead
to page 51 for phrases to keep the conversation going and
Check answers as a class. Give an extra example with
What:Whal dried everythinfl (Whot= subject, so drd is
not used). What did the sun dry? (Whot= object, so did is
used)
q I

interrupt potitely.
Answers
Paula b Fred 14
q
a
1a 2 past simple without'did' 3 the object 4 the subject
6 Put students into pairs to discuss the questions. Share
ideas as a class. 5 Ask students to identify whether Whois a subject or
object ofthe verb in each sentence (1 = object,2 =
) nrrmr rol fltE Extil TEtcltte l0TEs At{tt tltswER tcy It pnoE 2b9
subject). Have them choose the answers then check as a

GB[iIiIAR Past simple

class. Then give an answer and have students make the
question, for exampte, She boughta coke. (What did she
buy?)
ry
I Say, 'Give me an exampte of a regutar past simple verb'
Answers
(e.g. wolked) and elicit the rule (base form + ed), Then
say, 'Tel[ me some verbs which are not [ike this, which
lb 2a
are irregular' (e.9. do-did, go-went). Tel[ students to
underline the past simple verbs in the sentences given.
) emnnm REFERETGE tto pnfllltoE AltswER [Ey rB ptoE 204

Ask for the base forms of the i rregu [ar verbs too. 6 Tell studentsto completethesentences. Check as a class,

Answerc Answers
r Where did they g9? l did you eat 2 took 3 did you go camping 4 booked
2 Where was it? 5 did you go 6 bought
3 Did thev have a good time?
4 We closed our eves. 7 Write an example on the board and have students correct
5 Jim and Simon and I travelled by tram to the bus station. it: I couldn't swim so I feeled ofroid. (feeled - felt)
6 My wallet wasn't there.
Tell students to correct the sentences. Check as a class.
7 My first holiday was with my friend Tom.
8 We didn't want my parents to drive us, so we went by bus
Answers
and then on foot.
9 We dried evervthins. I I made two new friends on my holiday.
2 Sorry we couldn't meet yesterday, I went shopping and
1 closed, travelled, didn't want, dried then cycling with my mum.
2 did (they) go, was, Did (they) have, wasn't, went 3 lt was a rainy day on Saturday, so I spent the day at home.
3be 4 I watched TVand played on the computeryesterday
evening.
2 Books closed, ask students if they can remember any 5 lt was a pity you teft the party early last Friday.
more examples of the past simple in the article. Books
open, ask students to check and undertine all the past
8 Books closed, mix the words up in the questions, write
them on the board and have students rearrange them.
simple verbs. Check as a class,
Books open, students check with the book and then
Answers discuss the questions in pairs. Compare ideas as a class,
got went were got wanted went lay woke were
was arrived put was lost lent stayed had
) emnmn wtlRlsnEEx uiltT 3

was was was put knew were came out had

GOOTER
3 Go through the sentences oratly first then tetI students
Arrange students into groups. Ask them to write the
to write them, Check as a class. For extra practice, have
alphabet A-Z down a page of their notebooks. For each
students make the questions positive sentences, make
letter they must think of a verb, for exam ple, A sk, Break,
the positive verb forms negative and the negative verb
etc, Give a time limit and see which group can give a verb
forms positive (students will need to change some of the
for the most letters of the alphabet. Students then write
words too).
the past simple for each verb:Asked, Broke, elc.

ulilT 3
(/ PREPARE F0RIHE ExAill 4 Read questions a and b and complete the
answers, Then answer questions l-4.
Speaking Part 2
a Who did Sophie invite to go on hotiday with her?

$ Look at the photos A-K on page 20. Discuss the She invited.---.-....-.-.-._.-....-.. to go on hotiday with her.
questions with your partner. b Who lost his watlet? tost his waltet.

1 Do you [ike these different ways of travetling?

I Which past simple question uses did +
Why? / Why not? infinitive, a or b?
2 Do you think riding a bike is difficutt? Why? /
2 What is the verb form in the other question?
Why not?
3 Do you think going in a boat or a ship is
3 ls question a asking for information about the
subject or object?
enjoyabte? Why? / Why not?
4 Now tetl your partner which of these ways
4 ls question b asking for information about the
subject or object?
oftravelling you [ike best.
5 How do you like to travel when it's very hot?
6 Do you prefer going on holiday to the sea or in $, Choose a or bforeach question
the mountains?
I
) mrnanr FtlR THE ExAtir PIGE rc4
Who did the boy see?
a His mother saw him
b He saw his mother.

2 Who saw the boy?

Past simple
a His mother saw him
b He saw his mother.

f Underline the past simple forms in the sentences.

I Where did they go?
) cnattttitan REFEREIToE ArD pRAcTrcE p[GE 149

2 Where was it? $ Complete the sentences using the past simple of
3 Did they have a good time? the verbs in brackets.
4 We closed our eyes.
5 Jim, Simon and I travelled by tram to the 1 What _---""*__- (you / eat) when you were on
bus station. hotiday in ltaly?
6 My watlet wasn't there. 2 Who (take) you to the airport?
7 My first hotiday was with my friend Tom. 3 Where.-_._.-._.-____ (you / go camping) last summer?

8 We didn't want my parents to drive us, so we 4 Who -_"- . -" "_ (book) the ftights, your mum or
went by bus and then on foot. your dad?
9 We dried everything. 5 Who - _---_- __ (you / go) on hotiday with last
summer?
Now answer these questions. 6 Who _.__ _ _ __- (buy) you your new bike? Was it
your parents?

I Which past simple verbs are regular?

J Correct the mistakes in the sentences.
2 Which past simple verbs are irregular?
3 Which verb never has did in questions @ t I maked two new friends on my hotiday,
and negatives? 2 Sorry we couldn't meet yesterday. I go shopping
and then cycting with my mum.
3 lt was a rainy day on Saturday, so I spended
f Underline all the examples of the past simple in the day at home.
the article. 4 I watch TV and played on the computer
yesterday evening.
J Complete the sentences using the past simple of
the verb in brackets. 5 lt was a pity you tefted the party early last Friday

I (you
"_"_---._"__ / go) on holiday with your family $ ln pairs, ask and answer the questions.
tast year?
2 They (not travel) by boat to the island
I Where did you go on your last hotiday?
-_-_.---"_ 2 Who did you go with?
because the weather_.__*--.-. (be) bad.
3 How did you get there?
3 We -,----_---- (want) to visit the museum, but we 4 What did you do there?
(not have) time.
5 What was the best thing you did? Why?
4 --__ _*" "- (the ptane / arrive) on time?
"
5 The holiday (not be) great, but I

(enjoy) the afternoons on the beach.

6 ""__,_ -_---
(you / be) in the mountains for the
whote holiday?

01t H0UDAY 21

01r H0UDIY
Red Square The Kremlin

l.,*';--:':+.b''....:...i
;i
t..-

Look at the photos of Moscow. Do you know any of these places?

Read the text quickly and find out who visited which place.

old Arbat Aquarium

atVDNKH
Moscow is great for sightseeing! I took photos everywhere I went. The
only problem was that I don't speak Russian, so it was hard to get a taxi,
and I hate walking. My advice is to take some Russian lessons before you
go. I went to the aquarium on my first day. I enjoyed it, but there were
a lot of tourists. I prefened the quieter streets with little shops selling
postcards and presents. After I got gifu for my friends, I didn't have
much money leftl

The underground, or metro, is a great way to travel around, but too

crowded for me. My favourite place was Red Square. The buildings are
Moscow Metro
amazing. But don't spend all your time taking photos - I didn't. I bought Yuri Kuklachev
postcards from the little shops. You don't need Russian. Everyone speaks Cat Theatre
English. Oh, and I loved the street food and ate lots of it, but it wasn't t
cheap! The aquarium is fantastic. lfyou only go to one place, go there.

My favourite place was Old Adrat, one of the oldest streets in Moscow.
I wanted to get presents for my mum and dad, but all $e shops had the
same presents, so I didn't buy much. I mostly ate street food because
it didn't cost much, and it was delicious. I went to the metro to look at
the amazing stations, but ldidn'ttravel on it. lwenteverywhere on foot.
You see so much that way.

I PREPARE FoR THE ExAttt UOGABULARY Holiday vocabulary

Reading Part 2 II
I Match the words in the box to the things in the
] For each question, choose the cbrrect answer. 1 photo A-E. There are three words for A. There are
Write M for Monique, C for Carla or O for Olivia. tD two words for D. ilr
I Who thinks walking is the best way to travel
guest guidebook
around Moscow? luggage map
2 Who found the street food in Moscow
receptionist suitcase tourist visitor
expensive? l-l
3 Who says it's important not to miss the
r--F1

aquarium?
4 Who spent a lot of money on presents?
5 Which person enjoyed visiting the metro?
6 Who says you should learn some Russian
before going?
7 Who said it was better to buy postcards than
to take photos?

) nnElnnt FoR THE ExAr'r PAGE r22

e TttKltG PorltTS
ln pairs, look at the photos of the six places in
Moscow in Exercise 1, Discuss which ones you
think look more interesting to visit.

$27
Urt"n and check. Then repeat.
22 UlilT 3

40 ulilT 3
2 lf necessary, do the first one together. 'Who talks about
walking?' (Monique and Olivio), 'Does Monique Iike
watking?' (no), 'What phrase does Olivia use to mean
WARiIER walking?' (on foot) and 'Did Olivia think walking was
usefu[?' (Yeg she soys 'you see so muchl). Let students do
Arrange students into pairs. Ask them to write down eight
the rest individually then check as a class. Have them
things that you need to take on holiday, for example, a
tell you where they identified the information. Then
passport, money. They then compare lists and say why
ask students, 'Who do you think had the best time in
you need each thing, for example,4n umbrello is good
Moscow?'
becouse it isn't nice to get wet.
Answers
rO(Otivia) 2C(Carta) 3C(Carla) 4M (Monique)
BIG[GRllUTD ITTllRTTTIOlI 5O(Olivia) 6M (Monique) 7C(Carla)
Moscow is the capitaI ofthe Russian Federation and
IT has a population of about 13 million people. lt has not ) nnrrm roR TrE txmr rllclltc ilorEs rur n{swER rcy TB prcE 2b3

always been the capital of Russia and when Moscow is

first mentioned in official records, in LL47 , it was just a FtsT FrlilSilERS
I small town on the river Moskva. However, today Moscow
Tell fast finishers to underline allthe examples of the past
is a very modern city which has hosted the 1980 summer
simple in each text.
Olympics and the final of the 2018 FIFA World Cup.
However, the most famous image of Moscow and Russia
I, is St Basil's Cathedral in Red Square, built in the sixteenth {D tf," Reading text is recorded for students to listen, read and
century. The Yuri Kuklachev Cat Theatre is not mentioned " check their answers.
in the text but it is the only cat theatre in the world (cats
are notoriously difficult to train). The cats have a number
p rnlxnrc PomTs
of performances from fairy tales to circus stunts. Ask students what they think they woutd see at each place.
lf you have the technology, you could show short YouTube
Ir clips to give students more information about them, Put
Books closed, write the word MOCI(BA (Moscow in
students into pairs to discuss the photos. Share ideas as a
Russian letters, pronounced /mrsk'vre/) on the board
class.
and ask the students if they can read it. Ask students
Il
what they know about Moscow and Russia, for example,
'Where were the 2014 Winter Olympics?' (Sochl), 'What Holiday Yocabulary
three colours are the Russian fIaS' led, blue, white).
Books open, ask some questions about the photographs. 1 Ask students, 'What is the name of the place in a hotel
Match Monique's text to the photo of the aquarium, where you get your key?' (reception) and te[[ them to
showing that the key words are aquarium and fish. open their books, look at the photo and match the
Students then continue individuatty, words. Draw students' attention to the fact th at luggoge
is uncountable but suitcose (and bag) is countable,
Answers
Play the recording, check the meaning of the vocabulary
Monique - Aquarium and drill it. Concept-check the vocabulary: 'Who is the
Carla - Metro, Red Square, Aquarium
person who gives you your room key?' (receptionlsf), And
Otivia - Old Arbat, Metro
the person who takes the key is the .., ?' (guesf),'This
person does not stay in a place al[ the time,' (visitor),
I PREPIRE FoR TltE Exltrt 'This person travels for fun not business,' (tourst), 'lf you
are [ost, you need a .,.?' (mop), 'You put your clothes
and things in a bag called a .,. ?' (suitcose), 'A lot of
12 xEY FoR SGil0oLS
suitcases together are .,. ?' (luggage) and 'You use a ,.. to
Reading Part 2
learn about a new city or country.' (guidebook).
ln this part, students have to read three short texts on the
same topic. Students have seven questions and they need (rl Answers
to choose the right answer (A, B or C) for each. The onswers are recorded for students to check ond then
repeot.
Tip Telt studentsto first read the texts quicklyto get Aguest, tourist, visitor B map C receptionist
an idea of what they are about and where the key D luggage, suitcase E guidebook
information is. Then they should read each question
carefully and locate the information. Tell students to look
for words and phrases which mean the same as the ones
in the questions. Students should be careful not to choose
an answer because the word in the question is repeated in
the text as the word in the question might appear in two
texts, or even in all three texts. Sometimes the key idea in
the question is expressed using a different word or phrase
in the text.

01t H0ultlY {Il

2 Have students complete the sentences in the book orally
then write the words down. Teltthem they may need to
make the words plural. Check as a class.
(tl 1 Ask, 'What information might John want?'and get some
I Answers A
ideas.
I I map 2 tourists 3 guidebook 4 suitcase 5 guests Play the recording and ask students what John and his
I 6 tuggage 7 receptionist 8 visitors famity's plans are. Check as a ctass.

iilxED ABTUTY Answers

Divide the sentences into two sets: 1-4 and 5-g. Give They want to go to the space museum
students first the answers, mixed up, to 1-4, then the
answers, mixed up, to 5-8, so the task is more closed. *, 2 which
Go through the phrases and ask students who said
one, John or the receptionist. play
For students who are stronger, tett them to do the task
the recording
twice. The first time, students should read and tisten to
without looking back at Exercise 1,
the phrases. Pause the recording after each phrase to
give them enough time to repeat it. The second time,
3 Put students into smatI groups to discuss the questions, students should repeat after the recording without
Get ideas as a ctass. Then ask,'Which are more usefut, looking at the text.
paper maps or ontine maps?'
3 Give an exampteyourself firstof an interestingcity and
Answers four sights. Brainstorm cities and sights on the board.
Arrange students into pairs. One student shoutd be a
Students'own answers
tourist and the other person should be a cterk in a tourist
) vocmuunv tvtlnxslEET ultT l information office. They swap rotes when they have
finished. Change the pairs after the first conversation so
I
they can have a different conversation when they change
rotes. Monitor and encourage students to use the phrases
from Exercise 2,
Put students into pairs to describe the photo 4 Remind students that the , in web addresses is
Possible answers pronounced dof. Have students make the questions then
put them in pairs to ask and answer them. Check as a
1 the reception ofa hotel
2 There is a boy, who is probabty a guest, and a receptionist. class then repeat the activity with students in different
3 The boy is checking in/has just arrived at the reception pairs.
of a hotel. He has got a bag next to him on the ftoor. The
receptionist is showing him a map.
Answers
I What's the address? lt's 24 Green Street.
Ask, 'What questions wi[[ John, the guest, ask the 2 ls it open every day? No, it isn,t. lt,s closed on Sundays.
xt receptionist?' and get some ideas, for example, What is 3 What time does it close? lt closes at 5 pm.
the wi-fi code?. Pre-teach explore (to go around a ptace 4 How much are the drinks? Att the drinks are 50p.
where you have never been in order to find out what is 5 What's the web address? lt's www.tourvisit.com
there). Ptay the recording and ask students why John is
speaking to the receptionist. Check as a ctass. c00tER
Write these groups of words on the board. Students
Answers
must find the odd one out. Do the first one together to
Because he wants some information about sightseeing in
demonstrate, then students work in groups. There could
Moscow
be different answers.
(rl Ask, 'John has been to Moscow before - right or wrong?, 1 Red Square the Kremtin the Metro Big Ben (Big
23 Ben
(wrong). Play the recording again and have students do - the others ore in Moscow)
the exercise. Check as a class and have students correct 2 ftight ship ctimb istand
the answers which are wrong.
(ship - the others hove silent
/etfers)
Answers 3 ride fty watk drive (fly - the others ore on the ground)
Lx (He has a sister.) 4 tourist guest pilot visitor (pilot - this is a job)
2/ 5 plane helicopter bike car (bike - it hos no engine)
3J. (lt's not very far.)
4x (lt's on the other side of the street map.) Students could make their own odd-one-outs,
5/
6J( (No, it isn't his.)
7r'
8/
) luoroscntrT rB IAGE 2ol

F ul{tT 3
Now complete the sentences with the words from SPEAIIIIG
2 the box in Exercise 1.
I You can find the names of streets on a -..---..'.-----
Q
za--f
John phones the tourist information centre
h of the city. for some more information. Listen to his
2 Mitlions of -*------*- visit Moscow every year. conversation. What are John and his family going
3 lt'satwaysagoodideatobuya,-- - - tohelp to do that day?
you plan activities for your holiday.
4 I've only got one small ---.--,....----.. for all my
I 2 t,ta"n again and repeatthe phrases from the
clothes. I hope I can get everything in it. conversa$on.
5 We stayed in a really small hotel in Moscow. lt
i- only had room for eight
John: Can you give me some information about
6 We put all our -----...----.-* in the back of the taxi'
the space museum, please?
We didn't want to have the bags on the seats.
Clerk: Yes, certainly. The museum's near the
III 7 When we arrived at the hotet, the "- "--- " ,
centre, and you can book online.
gave us our room key.
You'll reatly enjoy it.
8 The Space Museum in Moscow has lots of
John: That's perfect. Thanks.
....-.,-...-__.--.*.. every
year.
Clerk: It's the best way to learn about the history
ln pairs, ask and answer the questions. of our country.
3 John: That's a really good idea. Oh, by the way,
1 How much luggage do you take with you on have you got any information about the
hotiday? Kremlin?
2 Who packs your suitcase? Clerk: Yes, of course. lt's all on our website.
3 What do you put in your suitcase when you go on Have a good day.
summer hotidays?
4 Do you oryour parents usuatly buy a guidebook
when you go on holiday? Q ln pairs, choose a city you both know. What four
5 Do you use maps? When was the last time you used - places would'tourists like to visit in this city?
a map? Role-play a conversation at a tourist information
6 Do many tourists come to visit your town? What centre. Use phrases from Exercise 2 to help you.
do they like to see?
{ Make questions. Then in pairs, ask and answer
7 What does a receptionist do?
them using the information below.
8 Did you stay in a hotel on your last holiday? Did
you like it? I address?
2 open every day?
I
3 what time / close?
4 how much / drinks?
5 web address?
t
Look at the photo in Vocabulary Exercise l.

r
ln pairs, discuss the questions.
1 What can you see?
''H''g;FHJ .'-
2 Who are the people?
3 What are they doing? Wa H
- Listen to the conversation between John, a INFORMATION CENTRE
student on holiday in Moscow with his parents'
and the hotel receptionist and check your ideas.
I
Why is John speaking to the receptionist?

Listen again. Are the sentences right (/) or

wrong (/r)?
I John is an onty child.
2 John wants to look around the city in the
x' afternoon.
3 The tourist information centre is a long way from
the hotel.
4 The receptionist hasn't got an underground map.
5 John thinks taxis are faster than the underground.
6 John forgot his bag.
7 The guest before John had several suitcases.
8 There is a lift in the hotet.

01t iloLtDtY 2l

!u
I
01t HorrDrY 4i1
I
o ABOUT Y(lU
Qoa watctr the video and discussthe
questions.
Where do you live? Who do you live with?
How many bedrooms are there in your home?
Do you share a bedroom? Paula and Gary lived in a modern house. lt had a
What's the most interestingthing aboutyour room? living room and a kitchen on the ground floor and on
Would you like to live in an unusual house? the first floor two bedrooms, one with a balcony and
a bathroom. Next to the house they had a garage for
their cal and they even had a small garden with a
little gate painted green. lt sounds perfecil
But Paula and Gary weren't happy, They both
VOGIBULARY
{iP wanted to live somewhere more interesting, so they
started to look for a new home. They were looking
Homes at homes on the internet one day, when Tim, Gary,s
dad, had an idea. Tim had his own lorry business
and he was selling one of his lorries, Why didn,t
1 Match the words in the box to A-K in the picture.
Paula and Gary buy it and make it into their new
home? Gary and Paula thought this was a brilliant
@
idea and bought it that same day.

It was a busy year: Gary was building everything for

their new home, while paula was working. He built

':lllllll cupboards around the cooker and the sink and he

B
r-- f even built the shower. They bought a small sofa
because there wasn,t enough space for a big one.

irI.T
! r: ---------l
la'rtlalatiatt
i! u$;;!r!r:
+;
Finally, six months ago, Gary finished the work
on the lorry and they moved in. Gary and paula
love their new home! paula thinks the best thing

0
E H
a J is the entrance made of
wood and glass and
Gary loves the high
ceiling because
balcony ceiling cooker he's tall,
cupboard
entrance first floor garage There's no place
ground floor lamp sink sofa like home!

Q Urt.n and check. Then repeat.

] Describe your home to your partner using words

from Exercise l.
t Read the article about paula and Gary's homes { Read the text again. Answer the questions.
and look at the photos. Which photo, A or B,
shows where paula and Gary live now?
I How many floors did paula and Gary's old house
have? What was on each floor?
2 Why did Gary and paula want to leave their
old home?
3 What did Gary and paula buy from Tim?
4 Who built the things for the new home?
5 When did Gary and paula move into their
new home?
6 What do Pauta and Gary tike most about their
new home?
24 UlilT I

F ulilT {
opposite of floor' (ceiling), 'You wash plates here' (sink).
Itt Ask students where in the home they could find these
TOPIC Home things, for example, 'entrance' (ot the front), 'garage'
VOCABULARY HOMES (nextto the housel.
II AND READING A new home (D Answers
PRONU NCIATION I i:J and hl
The onswers are recorded for students to check qnd then
GRAMMAR Past continuous and past simple
repeot.
rr READING StrangeHouses Aceiling B batcony C first floor D garage E sink F cooker
VOCABULARY Adjectives to describe homes G cupboard H sofa I lamp J entrance K ground ftoor
tlSrENlNG Fiveshortconversations 2 Describe your home first as a modet. Ask students to
I. WRITING A descriPtion of a home write down which of the words from Exercise l you use.
EXAM TASKS Writing Part 7; Listening Part 1
Then put students into pairs to do the same. You could
also set this up as a picture dictation where one student
I
describes their home and the other student draws and
labels it.
GRAMMAR REFERENCE AND PMCIICET SB page 150; TB page 264
II pages244-245and243;
3 Pre-teach or elicit torry (a large vehicle used for
PREPARE FOR THE EMM: SB pages on TB
transporting goods). Ask students to describe the
TB pages 255 and 256 photos. Ask students, 'Where is this text from?' (o
WORKBOOK: pages 16-19 mogozine). Have students read the first line and ask
II
VIDEO AND VIDEO WORKSHEET: Homes students to predict the text: 'What will happen to Paula
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 4; and Gary?' (They.will move house.),'Why do you think
Vocabulary worksheet Unit 4 they decide to move?' (They don't like where they live
II
TEST GENERATOR: Unit test4 now.) and 'Why don't they like it?' (Maybe they live in a
bad neighbourhood or their home is too small.).
Give students a time limit to read the whole text and
II wlnilER choose the photo. Check as a class. Also check if they
Ask students to make two columns in their notebooks, were right about their predictions.
one for regular and one for irregular verbs. Dictate this tist
II of verbs for students to write in the correct column: Answers
ask, break, ca[[, carry, do, draw, go, jump, laugh, leave, They live in a lorry home, photo B.
ride, shout, swim, visit, worry.
II 4 Ask students,'How many rooms did their old house
After you have checked the answers together, students have?' (five) and 'Who is Tim?' (Gory's fofher), Tett
then give the past simple of the irregularverbs. students to answerthe questions in the book and check
as a class. Ask students, 'Would you prefer to live in their
II Answers
old home or their new home?', 'Have you ever moved
Regular: ask, cal[, carry jump, laugh, shout, visit, worry
home?'and 'Why did you move?'.
lrregular: break (broke), do (did), draw (drew), go (went),
Ill teave ([eft), ride (rode), swim (swam) Answers
1 lt had two floors with a tiving room and a kitchen on the
ground floor and two bedrooms and a bathroom on the
Itl tl lnour vou first floor.
2 Because they wanted to live somewhere more interesting'
Q
m
vou can begin the class and introduce the topic ofthe unit
3 They bought a lorry from him.
by showing the video and asking students to complete the
4 Gary built the things for the new home.
rll video worksheet. Then, read the questions inthe Aboutyou 5 They moved into their new home six months ago.
box and students answer questions in pairs. 6 Paula loves the entrance made of wood and glass. Gary
loves the high ceiling.
ril YOG[BUtIRY AlID (D rn. Reading text is recorded for students to listen, read
'o and check their answers.
llomes
rtl FtsT FiltsrERs
I Brainstorm words connected to the home, for example Tell fast finishers to write down advantages and
downstairs, mirror and wall are alt A1-A2. Then ask
disadvantages of living in the lorry home. For example:
f,trl students to match the words to the picture,
advantage - if they don't like where they ore, they con drive
Play the recording for students to check and repeat. to a new ploce ond live there; disadvantage - people might
Point out that /p/ is pronounced in /omp but not in think they ore stronge.
cupboord. Concept-check some ofthe vocabulary, for
-fta
example,'You prepare food with this' (cooker),'The

r-{
iIY PTIGE q
e PR0llul{CllTl0ll | /it ana nr 4 Have students complete the sentences. Check as a class.
(rt 5 Say /it/ and /t/ and give beat/bit as an example minimaI
Where both tenses are possible, ask students to explain
21 the difference in meaning.
pair in case students don't know the symbols. Eticit the
sounds in the two words then ptay the recording for Possible answers
students to listen to the words and check their answer. NB where more than one answer is possible, students need
Show the students how /il in ceiting is pronounced: the
to
be aware of the different meanings of the different answers.
lips are open wide, the top part of the tongue is near the l was hetping 2 lived 3 was cooking 4 ate
top of the mouth, and the sound is long. Then contrast the 5 was leaving/ left 6 were watching
/r/ sound in sink: the lips are loosely spread, the tongue is
nearer the centre of the mouth, and the sound is shorter.
5 Have students correct the sentences. Check as a class.

Play the recording for students to repeat the words. Answers

Answers I I felt very nervous while we were watching the match.
2 We were waiting at a bus stop when we first met.
/r/sink /i:/ceiling 3 We were amazed when we found so much money,

6 4 White I was cleaning the kitchen I saw the broken window.

Have students work in pairs and match the words to the
5 lt was snowing when we went outside.
sounds then check with the recording and repeat. 6 I left the house just after you called me.

(rt
28
Answers
The answers ore recorded for students to check ond then repeat.
) emrmn wont(slErr uruT {
/i:/eat, he's, feet, leave, he,ll, seat
/r/ it, his, fit, live, hil[, sit
I nREIARE FoR THE ExAit

0RAililAR Past continuous and past simple 12 TEY FllR SGHOOLS

Writing Part 7
1 Tett students to u nderline and identify the verbs. Check ln this part, students have to write a short story or
as a class. description of at least 35 words based on three pictures.
Answers
Tip Students should look at the three pictures carefully
a Gary was building everything for their new home, while and understand what story or description they show.
Paula was working
When they write, students should show their range of
b
Il.Vryerclgekjng at homes on the internet one day, when vocabulary and grammar, for example by using complex
Tim,Gary's dad, had an idea,
c Finally, Gary finished the work on the lorry and they moved sentences with past simpte and past continuous.
in.
Past simple: had, finished, moved
Past continuous: was building, was working, were looking
6 Pyt students into pairs to telt the story using past tenses,
Check as a class. Then have students write iheir stories
2 Pre-teach interrupt by demonstrating it: ask one student individually, Ask some students to read out their stories,
to count to ten and then interrupt henin the middte.
Model answer
Draw timelines on the board to show the sequence of
While Jane. was drinking some coffee, she felt hungry. She
events in the sentences:
wanted to have a cake but when she opened her c-upboarO
Gory was building They happen there was no food. So Jane went to the supermarkei and
at the same bought one.
Paula was working
time.
) nrmm F0[ TIE Extt fttclnc xotts tn] tlswER tcr rr ptGE zbl
They were looking for homes One thing
interru pts TITEII IBILITY
Tim had an ideo
another.
Write the model answer as a gap-fill on the board for
Gory finished the work They happen students who need more support.
at different
They moved in
times. 7 Putstudents into pairsto speak. Asksome studentsto
Exptain thatwhen and while are words which join parts tell the class some of their sentences,
of a sentence and say when something is happening.
Answers
Tellstudents to match the descriptions to the examples.
Students'own answers
Check as a class.

Answers GllOLER
ic iia iiib Give students one minute to write down as many words
with the /r/ and /irl sounds as they can. Then write some
3 Choose the words as a class.
of their examples on the board. Mouth one of the words
Answers to the class: put you r mouth into the right position for
To the past continuous we use thepostsimple the word but don't say it aloud. The students have to
{oqm ofthe
verb be and the present participte. recognise the word from your li p movements. Repeat, and
when the students get the idea, they can ptay in groups.
) omrnan REFEREIoE tlo pRtcTtGE tilstvEn [Ey rB prGE 2el {l

{6 U]ilT 4
e PnoltutlctATtoil | ii,r.nar,r $
GD
Correct the mistakes in the sentences.
t I felt very nervous while we watched the match,

1,s Listen to the two words. Which has an /irl 2 We waited at a bus stop when we first met.
sound and which has an /r/ sound? 3 We were amazed when we were finding so
much money.
sink csiting
4 While I cleaning the kitchen, I saw the broken
ln pairs, match the words to the sounds window,
$ 5 lt is snowing when we went outside.
in Exercise 5.
6 I was leaving the house just after you called me.
eat feet fit he'l[
I he's hilt his it
leave live seat sit A PREPARE FOR THE ExAM

lUriting Part 7
t 4 listen and check. Then repeat.
28
$ Look at the three pictures. Write the story
shown in the pictures using the past simple and
I past continuous. Write 35 words or more.

Past conlinuous and

" o " a'
past simple
-
I Look at the example sentences from the text.
Find and underline all the verbs in the sentences.
I Which verbs are past simple and which verbs are
past continuous?

I
a Gary was building everything for their new
home, while Paula was working.
b They were looking at homes on the internet one
day, when Tim, Gary's dad, had an idea.
II c Finally, Gary finished the work on the lorry and
they moved in.

II ] uatch i-iii to sentences a-c in Exercise 1.

i One action fotlows the other, 1-
ii The actions are happening at the same time.
iii One action interrupts the other.
II
t Choose the correct words to complete the sentence.

I To form the past continuous, we use the present /

postsimple oftheverb be and thepresent I past
participle.
HffiS
Ill
) cnmman REFERETcE ArD pRAcTrcE pAcE 1b0
ndffi
TI { Complete the sentences using the past simple or
the past continuous. Sometimes more than one
answer is possible.
) nnrnanr FtlR TlrE Exrrir PAGE r2r

II 1 White my brother was painting his bedroom, my

sister _-____'__- (help) our mum in the garden. / ln pairs, take turns to describe what you did
2 We _ -__-_-__ (live) in an apartment for a year and yesterday.
then we moved to a house.
Il! Use the past simple and past continuous with
3 My dad (cook) dinner in the kitchen
when and while.
when I arrived home from school.
4 I did my homework and we _---^-___ (eat) dinner
trl in the kitchen.
While I was having breakfast
5 When Mum phoned me, l *-_ _ -_.__..,-. (teave) my
ctassroom with my friends. When I got to school ..
6 White my parents (watch) TV, I was
ptaying computer games with my friends.

lrlY PIIGE 28
-l

}IY PTIGE
E
t
G
fr
Look at the photos of the unusual homes.
What do you think they are like inside?

Read the article and match the photos A-D

E
to paragraphs 1-4.

STRANGE HOUSES EE
Most of us live in an apartmeht or in a house. our homes often look similar
to.our neighbours' from the outside, but on the inside they can be very
different. Most of us like our homes to be cosy and comfortable, but we have
very different ideas about what that means. some people like to have bright
ItrI
colours and lots of furniture, others prefer a cool, modern-looking home.
However, some houses look very unusual from the outside. Have a look at
these four photos.
IE
Do you like flying? Then, this ln 1968, a group of swimmers
It
attractlve house is for you. 3 first had the idea to build this
Lebgnon and is the shape of
got small windows, so
light inside, but in a
tiny house on a rock in the middle
of the River Drina in Serbia. ltt not
only small but, as you can see, it's
f=
windows keep
In summer.
unusual house is in
also not easy to get there, ln winter
it can be quite cold, so people use
it mostly in summer.
G
losks like part of
is! The walls and
house are part of a
4 A Japanese company
designed this football-shaped
house in 2006. ltt got 32 sides
G
big rock. family made the
more than 30 years ago. We
can't see inside, but it looks quite .
and four legs and can sit on top of
water. lt's very small but has big
windows, so there is lots of light.
G
dark, cool and peaceful. What a great place to livel

E
Read the article again and answer the questions.

1 What does the house in Lebanon took like?

2 Why are smatl windows important
rl l

Adjectives to describe
in a warm country?
3 What is the Mexican house made of?
homes
4 How old is the house?
5 What can you find in the middle of the River Drina? 1 Find these words in the article and complete
6 When do most people use the house? Why? the table.
7 What does the Japanese house took [ike? @
8 Why is it very bright inside? attractive bright cold comfortable
cool cosy dark light pea cefu I

F TAuflltG PotllTs
Which of these houses would you like to live in?
tiny unusual
(D tirt"n
warm

and check. Then repeat

whv?
Which of these houses would you not tike to live nlon Size Sound Light
in? Why?
Do you know about any other unusuaI homes?
Tell your partner about them.

lI.
26 UlilT 4

48 uiltT 4
BillIGR0Uilt ttFoRttTtolt
Other unusual homes include:
wlnlilER . The Keret house in Poland. Just 92-152 cm wide,
Arrange students into pairs. Write these times on the this is the world's narrowest home. There are two
board: floors but the house is not wide enough for stairs so
you need a ladderto go upstairs.
10,00, yesterdoy, 19.00, two doys ogo, last Saturdoy
evening, on my birthdoy, in the summer holidoys, this time
. House NA in Japan. This is made of glass and
one yeor ogo completely transparent. The inspiration for the
house comes from early humans who lived in trees.
Students must telt each other what they did or were doing
at these times. For example, At ten o'clock yesterdoy we
. The Hobbit House in Wates. This is a replica of Bilbo
were hoving a moths test. Baggins'home in Tolkien's The Hobbitand it is also
very eco-friendly because it is built with completely
natural materials and designed to cause minimal
Ask students, 'ls there anything unusual about your
damage to the environment. A family made it
home?'. Give some examples: it is next to a fire station,
themselves in four months.
you have a big garden. Then ask, 'What was unusual
about Gary and Paula's house?' (lt wos a lorry.). put . Major Oak in Sherwood Forest, England. This tree is
students into pairs to describe the photos and discuss 800-1,000 years old and ten metres wide. There is
what they took like inside. Share ideas as a class. a legend that Robin Hood and his gang of outlaws
lived here. The tree has an official birthday,20th
Answers February: the same as the Major Rookes who gave
Students'own answers the tree its name.

Give students a time limit to read the article and match

, 432 Park Avenue in New York. This is the tallest
the photos to the paragraphs. Check as a class. residential building in the world (425 metres). The
largest apartment has six bedrooms, seven baths
Answers and a library, and a great view of course.
1A 2D 38 4C

Ask students, 'Which four countries are the houses in?'

(Lebanon, Mexico, Serbio, Japon), 'Which is the newest
Q rnrrulc pomTs
Put students into pairs to discuss the questions. Then
house?' (the Jopanese one) put pairs together into smal[ groups to compare their
Have students answer the questions in the book then ideas. Vote as a class on the house which is most and least
check as a class. popular.
Ask students,'Why do you think people decided to make Answers
these houses?' and 'What is the difference between a
Students'own answers
house and a home?'.

Answers
UOCIBUI.ARY Adjectives to descrbe homes
1 lt looks like an aeroplane / an Airbus 4380.
2
3
Because they keep the house cool in summer.
lt is made oflfrom rock,
I Te[l students to underline the words in the text. Go
4 The house is more than 30 years otd. through them and see if students know them or can work
5 A small house on a rock. out their meaning from the context. Then have students
6 Most peopte use the house in summer because it's too cotd put them in the table, Play the recording for students to
to use it in winter. check and repeat,
7 lt looks like a football.
Concept-check some of the vocabulary. Forexample,
8 Because it has big windows.
'very small' (tiny),'it looks nice' (ottractive),,the opposite
ror students to listen, read and of bright' (dark),'calm' (peoceful).
Xt
:ff;:11;:l:fiJ:*rded (rl
=il 30
Answers
The answers ore recorded for students to check and then
repeot.

=il Opinion: attractive, comfortable, cosy, unusual

Size: tiny

il Temperature: cold, coo[, warm

Sound: peaceful
Light: bright, dark, light

f,
q
a
q IIY PIIGE *1
2 Put students into pairs to describe their homes.
Encourage them to use the adjectives in Exercise 1. Ask bi I
I
3
some students to tell the whole class.
Give some more examples of unusual places, Give real
/ nnrrmr To wRtTE
C
examples from Background lnformation or use fantasy A description of a home
examples, for example, a house which you can fold away
into a suitcase. ln pairs, students choose an unusual
GET READY Ask students, ,ls it better to live in an
apartment or a house?'. Have students say what are the
E
place and decide how to improve it. Tettthem to look
advantages and disadvantages of each, for example, you
back at the homes vocabulary on page 24 to help them.
They then present their idea to the class, Have the class
vote for the most unusual house.
need to use a lift if you live in an apartment; a house is
more expensive.
E
tilxED tBtUTY
Put stronger students together with students who need
Read out Fernanda! emailto students. Ask, ,Would
Fernanda prefer her own bedroom?, (yes).
Write this on the board: Luiza is my friend. Luizo is JS, I tike
d
more support. The stronger students can do the more Luiza ond Luiza likes me.
difficult parts, suc h as explaining why they have designed
the house as they have; their partners can do the less
Ask, 'Does it look strange?' (yes). G
Change the sentence on the board:
demanding parts, such as pointing out where things are.

) vomruunr wtlnlsilEEr unr I

Luiza is my friend. She is tS, t like her and shelikes me.
Ask, 'What are the words she, her and me?, (pronouns).
G
Get students to say what nouns the underlined pronouns
replace in Fernanda's emaiI in the book. Check as a class,
Students read the text about David. Ask, ,ls
C
David older

I PREIARE FoE TnE ExAIrt

than Mia?' (yes), 'Which of his parents is a nurse?, (his dad),
Have students replace the underlined nouns with
pronouns. Check as a class.
G
t2 IEY ton SGil0o[s
Listening Part I
Answers
Fernanda lives in Sdo paolo, Her famity's apartment has five
E
ln this part, students are tested on their ability to
identify simple factual information in five separate short
conversations, Students listen for information such as
rooms.
It = the apartment, She = Luiza, We Luiza and Fernanda, The
=
house = lt and it, Heten and Francisco They
=
G
prices, numbers, times, dates and descriptions. They
have
to choose one ofthree pictures as the answer.
PLAN Ask students the questions. Students then use the
questions to make notes about their own home. As a
variation, students could write about the unusuaI home
IE
Tip Tellstudents to listen carefully for meaning, as they
will hear something about alt three pictures, bui onty
one answers the question. They should tisten ail of the
way through, as the answer could come it the beginning,
they gave a presentation about in Exercise 3 page 26.
WRITE ln their description, encourage students to use the
I
vocabulary from Exercise page24 and Exercise 1 page 26.
l!
middte or the end of the conversation. IMPROVE Tell students to check their work to make sure
that the sentences are grammatical and there is not a lot of rE
{, t
repetition of nouns. ln pairs, they check one another,s work.
9" through each question and set of pictures and
have students describe the pictures and predict what
information they are listening for.
Model answer TE
I live in a
small apartment in Granada, Spain. lt,s cosy and

G
Question 1: 'What can you see in the three pictures?, (o very comfortable. There is a kitchen, a bathroom, a living
door with o number),,Maria visits her friend Simon at room, two bedrooms and a balcony. I share a bedroom with
number5 and then goes home to house 15. Where does my sister, Gabriela. She's very tidy but l,m notl
she [ive?' (B)
Question 2: 'Who lives here?' (Jason),,Which house has FAST FIIIISIIERS
no stairs?' (B) 'Which house has the most ftoors?, (C)
Write anagrams of words from the descriptions of
Question 3: 'Who is Jenny?, (o schoolstudent) ,Which Fernanda's and David's homes on the board, e,g. ehkcitn
time is [atest?' (C), ,What two ways can you say the time (ki tc h e n), kn itlag (ta I ki n g).
in B?' (three fifty, ten to four)
Question 4: 'What is Ben going to paint?' (his bedroom),
'Which bedroom is going to be btue?' (A) c00tER
Question 5: 'Who do you think Sarah is tatking to?' (a ln groups, students choose furniture for the bedroom
friend), 'What is she doing inC?' (making o cake
in their new apartment. They have 5300 to spend. They
Play the recording twice. Check answeri as a class, For
choose from:
speaking practice, students read the diatogues in pairs.
sma[[ bed 5100, big bed S150, bookcase S50, armchair
I Answets S80, chair S30, desk 940, cupboard g50, computertable

ltr rA 3B 44 5c S40, sink S50

) rutnsonm TB ptoE 2oo

) rnnrnr ron ilE Emr TEtcltilti ltoTrs tlD mtstyEn tcy TB patE 286

50 ulltT 4
) ln pairs, tell your partner about your home.
- Ur" the words in the box to help you.
ln pairs, choose one ofthe unusual places in the
3
article and decide how you can make it into a
comfortable and cosy home. Present your unusual
2 PREPARE To tvRrTE
A description of a home
home to the class.
GET READY Read Fernanda's description
of her home. Which city does she live
in? How many rooms does herfamily's
apartment have?
o I qfi

9 PREPARE FORIHE EXAM

lisiening Parl I Hi, l'm Fernanda. I live with my

family in an apartment in 56o Paulo,
I For each guestion, choose the correct answer. Brazil. lt's on the ninth floor of a big

oI
3t
What is the number of Maria's house? block near the city cenke, l!'s got a
kitchen, a living room, a bathroom
and two bedrooms. I share one of
the bedrooms with my sister, Luiza.
She's 15. l'd like my own bedroom,
but it's OK sharing with Luiza. We like
the same things and we enioy talking
2 Which is Jason's house? at night.

We use pronouns instead of nouns, so we

don't have to repeat nouns. Which nouns
do the underlined pronouns in Fernanda's

E T description replace? Now replace the

underlined nouns in this paragraph with
pronouns.
3 What time is Jenny going to leave school today?
David lives with his famity in a smatl
house in York. The house is quite new
and !.he-hg-use has two bedrooms.
David shares his bedroom with his
baby sister, Mia. Mia is two and a half.
David's mum, Helen, is a doctor and
his dad, Francisco, is a nurse. Heten
4 What colour does Ben want to paint his bedroom?
and Francisco both work at the local
hospital.

PLAN Think about your home. Where

is it? What kind of home is it? Who lives
there? How many rooms has it got? Do
you have your own room, or do you share
5 What is Sarah a bedroom? Make notes.
WRITE Write a description of your home.
Use pronouns for some ofthe nouns.
IMPRoVE Read your description and look
for mistakes. Check that you
included all the information
from your ptan and that
you have used some

)nnnant FtlR THE ExAtrt PAGE t28 Pronouns.

iIY PLAGE
--l
l:': i
i

l I ' Do the quiz and choose the two best options.

I Then in pairs, compare your answers.

How imp orlqnl is il

I I l
I I

;iil LIFE SIIILS

li
Other people's ideas
. can help us learn
. can be fun We talk to other people and give our opinions every
. make life interesting day. Maybe you talk about what to do after school
with your friends, or about plans for the weekend
We should listen to other peopte and enjoy with your family. lt's important to give your opinions,
learning new things when we discuss opinions.
but it is also impodant to listen to other people's
opinions and think about the best option. How good
are you at listening? Do the quiz.
,t Make sentences that are true for you.

, always
agree with my parents.
agree with my best friends.
UhmWuMtblmonqdoyreu*
often look at him/her and smile?
agree with my teachers. say, That's interesting' or'That's a good idea'?
sometimes
change my opinion.
never interrupt and give your own opinion as soon as
like new ideas. possible?

ln pairs, compare your sentences. Did you have @ Umcn eoxmno haoen n'&r+ ciJogiceu *
always agree with him/her and think his/lrer
the same ideas?
ideas are good?
Explain why each sentence is trug for you. ask questions about the idea to get more
information?
I sometimes agree with my parents always disagree with him/her and often think
because they know more than me, but he/she is wrong?
other times they are too strict.
@ Unmfreuhmeaffi€Dftftmrto
(im@@1@*
Look at the words in the box. ln pairs, discussthe
questions. ignore him/her by not listening and turning
your head away?
think about his/her opinion before you say you
fitms food holidays don't like it?
homework music sports
explain your opinion and ideas?
I Do you talk to your friends or family about these
@ memrcm a€rery €f mllr €€Fseuliclr
topics?
2 Do you atways have the same opinions?
ffiry[riladffireffieFi-'ffi€
They can ...
explain their reasons for their opinions.
exchange ideas with each other by talking
and listening.
not work together.

@ re mgooO tsdhaneptreuicffiAonfficmr
wuK{bcflhspqffiffi
and know
Sometimes. I respect other people

I I am sometimes wrong.
Never. I'm always right and ldon't
like to change.
Maybe. lf I have a good reason.
g
t:

lr
52 UFE Stfltts
II
WTRiIER
. that it is importa nt to take account of other Tell students this puzzle and see if they can work out the
The students lea rn
people's opinions and respect what everyone has to say.
solution.
. ln the project stage, students prepare a timetable for a visit to 'A man goes to a pet shop and buys a parrot. The shop
their school by students from a different country. assistant tells him that the parrot will repeat every word
that it hears the man say. Two days later the man comes
back to the shop and complains that the parrot hasn't
said a word, Why?'

interrupt agreewith ignore exchange respect

(The porrot is deaf and so can't hear what the man says.)
b Ask students if they ever have the feeling that nobody is
listening to them and how they feel and what they do in
mcr0RouilD lilFoRttilox this situation.
n,

llt
There are strong social and cultural factors which
influence the extent to which people feel entitled to give
their own opinions and acceptthe opinions of others.
These factors include age, gender, status and nationality.
For example, in many societies, young people are
r UFE S[ttts
ACCEPTING OTHER PEOPLE'S OPINIONS
Tell students to read the information and check vocabulary
expected to respect older people and not give opinions as necessary. lnvite students to say if they agree or
II which seem to challenge what their elders say or make disagree with any of the points in the text and to give
them feel uncomfortable. ln these settings, age is equated their reasons. Encourage open-class discussion and help
with experience and wisdom so it seems logical that the students make connections between their contributions.
opinions of older people are more valuable and should
lr
be followed ratherthan questioned. Younger peopte are
1 Tell students to write down the five sentences that appty
to them. Put students into pairs to compare and see how
therefore largely expected to confirm the opinions of their
similar their answers are.
elders and show appreciation of their input.
The context of communication is also important as
2 Tell studentsto give one anothersituations and
examples which explain their sentences. Put students
there may be more restraints on the freedom with which
into new pairs and repeat the exercise. As feedback,
people feel free or qualified to give opinions when there
ask some students to explain to the class why their
is a high-stakes situation such as a business negotiation.
sentences in Exercise I are true.
When there are major consequences of making a mistake
by giving or accepting the wrong opinion, people will be 3 Have students discuss the questions in pairs. Ask
much more careful about both what they say and how students, 'Which topics are most difficult for you to
they interpret the words of others. There may also be discuss or agree on?' Are there any topics which you
pressure to back up opinions with factual information so can't discuss with anyone?'
that speakers' positions seem to be more objective and
informed.
FlsT FtilsilERS
Tell pairs which finish early to think of two more topics,
It is important that people are sensitive to such factors
for example diet and pocket money, and discuss the same
when they are in situations and with people they
questions about these topics,
don't know or don't know well. Trying to impose the
norms of your own society and culture on peopte from
different backgrounds is not likely to result in effective 4 Books closed, tell students to make a list of situations
communication and could even cause lasting damage when it is important to be a good listener, for example,
to your relationship. The key to skilful communication is a friend tells you about a problem, a teacher explains a
to keep an open mind and understand that you can still grammar point, your coach is giving you instructions.
make progress even if you have to adapt to a different way Ask students, Are you a good listener?'. Most students
of expressing you rself. will sayyes so ask, 'How do you know you're a good
listener?'. Books open, have students do the quiz. Put
students into pairs to compare their answers and say
why they chose them. Ask students if they had answers
which were not one of the three choices.

AGGEPTI]IG OTHER PEOPIE'S OPI]IIO]IS

5 Remind students that advice is uncountable so we would
pran ning an exchange vtstt
say some advice or a piece of advice. Have students
PllUE0T
match the questions to the advice. Check as a class. Ask Ask students why students from another country might
students whether they agree with this advice and to want to visit their school, for example, they are learning
think of situations when they have or haven't followed it. Spanish and want some practise with native speaken
of their own age. Put students into smallgroups. Have
Answers them read the situation and tel] each student to think of
a3 b5 cl d4 e2 an activity that would be usefu I for their foreign guests.

6 Tel[ students to match the words to the definitions,

Write some examples on the board to give students ideas:
a spofts competition, a visit to a local museum, a mini-
r+
q
Check as a class. Ask,'Which two words have a negative
lesson in another subject such as geography. Have the
meaning?' (ignore and interrupt)
group choose the best activities and make a timetable
Answers for the day. Encourage students to follow the advice in
lignore 2agreewith 3interrupt 4respect 5exchange Exercise 5 and use the phrases in Exercise 9 when giving

IilXElt IBtUTY
Weaker students might find it difficult to match the words
opinions and listening to one another. Then students
should make a poster containing text, pictures and photos
for their guests. Give students some ideas about the
content the programme for the day, information about
+
to paraphrases so translate the words into their [anguage your school and class, interesting facts about your town/
and have them match the words to the translations. After area. Each group then takes it in turn to present their
this they could try the original exercise. poster to the class. One way of doing this would be to put
the posters on the classroom walls. One member of each
O f nu Reading text is recorded for students to listen, read group would stay with the poster to answer guestions
" and check their answers. about it and the otherstudents would go round the other
(u 7 Askstudents howthey celebrated their last birthday. Teil posters.
students they are going to listen to two people ptanning
a friend's birthday. Ask students what the speakers might
talk about. Play the recording and ask students ifthe PROJEGT EXTE]ISIllil
speakers agree at the end. Tel[ students to imagine that they are doing the second
half of the exchange - they are visiting their guests in their
Answers home country. Put students into groups to agree on where
They agree the students come from (it can be any English-speaking
country) and plan a timetable for their visit. Each group
{t 8 Tel[ students to listen and answer the questions. Check
as class. Ask students, 'Do you think the party witt be
a
presents their plan to the rest of the class.

fun?' and 'Can you think of another present for Martha if

the shop doesn't have the T-shirt in her size?'. GOOTER

Answers See how good students' listening ski[[s are by ptaying

1 Because they did that last year and it's boring to do the
Chinese whispers. Arrange students in a line (put students
same every year into large groups if you have a very large ctass). Whisper
2 because Martha tikes films a word with a sound contrast, for example ship or sheep,
3 lt's going to be sunny to a student at the start ofthe [ine, That student whispers
4 everyone, but not Martha it to the next student who repeats it to the next until it
5 David reaches the last student, who must tetI you the word
6 a T-shirt so you can check it is the one you said. When you play

1, 9 TetI students to complete the sentences, play the again, change the order ofstudents in the line so different
recording again for students to check. Ask students
people have to confirm the word. You could also ptay this
to find examples of how the speakers are being good with sentences.
tisteners, for example, Jenny gives her own opinions but
she also asks David what he thinks.

Answers
I Maybe but 2 Yes, but 3 great idea 4 I'm sure
5 l'm not sure

) luotoscntnn pacr 208

10 Tetl students to decide if each statement is True or False.

Then put students into pairs to discuss them. Encourage
students to fotlow the advice in Exercise 5 and use the
phrases in Exercise 9, Afterwards, ask some students to
give their opinion to the whote ctass and staft a class
discussion.

54 L|FE SKtrrS
t
Er
=r
:r 5 Match the questions 1-5 in Exercise 4 to the
advice a-e.
log Listen again and complete the sentences with
the phrases in the Useful longuage box.

=r
a
b
lt's important to have your own opinions.
Don't atways agree immediately.
Sometimes you can change your opinion
because you listen and decide another idea
is better.
I USEFUL LT]IGUIGE
great
I'm not
idea
sure
I'm sure
Maybe, but
Yes, but

c You shoutd be polite to other people and listen

=I d
carefutly when they are speaking.
lt's best to talk to other people when there is a
problem and think of ideas that make everyone
Jenny: We did it last year and it was fun.
David: (1) _-_-._-_.. why not do something different?
Jenny: We coutd go to the cinema.
happv.
e lt is important to listen to other people's David; (2) __'_-___.._ the cinema is expensive.
Jenny: You're right, Do you like the idea of a picnic
opinions and decide if the ideas are good or bad.
in a park?
Don't get angry or stop listening. Maybe they are
really good ideas!
David: Yes, I do. That's a (3)..-.-.---"-.,..
David: Do you think she wants to go to the park in

$ Match the highlighted words in the quiz to the the centre for her birthday?
definitions. Jenny: (4) --_ "_-___ that's the best place.
David: Do you think Martha likes orange or lemon?
1 not pay attention to _.___._.-.__.--.-.
Jenny: (5) _----.-,-..What do you think is best?
2 have the same opinion as..__.-___-.-._.-.
3 speak when another person is speaking.. --,--- ]Q Are the statements true (T) or false (F) for you?
4 be polite to .____ - ln pairs, compare your answers and explain your
5 give and receive___-__---- opinion. Be polite!
(D 7 listen to David and Jenny discussing what to do I think ...
33 ' 1 football is more interestingthan basketball.
birthday. Do they agree in
for their friend Martha's
the end? 2 pizza is betterthan pasta.
3 cats are nicer than dogs.
4 maths is easier than history.

A group ofstudents from another country

are coming to visit your school. Your teacher
wants you to plan some activities forthe
day. Prepare a timetable for the day.
. Work in small groups.
IT *,s Listen again and answer the questions.
. Read the situation.
f Why doesn't David tike the idea of a surprise . lndividually, think of an activity you could
party? do with the students and think of a reason
2 Why does Jenny think the cinema could be why it is a good idea.
- a good idea? . Write your ideas in your notebook.
3 What's the weather going to be like on Saturday? . ln your group, decide what activities to do
4 Who witl pay for the food and drink? and prepare a timetable for the day. Use
5 Who will send the invitations? the Useful longuagefrom Exercise 9 to
6 What does Jenny want to give Martha? discuss the best options.
. Make a wetcome poster for the visiting
students to see when they arrive. lnclude
-' pictures and photos to make it attractive.
. Present your poster to another group or to
the class.

TCGEPTIilG OTHER PEOPIE'S OPI]IIOTS 20

f=
rF
f Write the missing letters to complete the word
for each set.
f
{n
Choose the correct options
sentences.
to complete the
IF
0 dolphin penguin giraffe 1 I like to watch swimming competitions because

h
an into ls
1 receptionist tuggage tourist 2
I'm swimnting l/ swim too.
Ofcourse everyone wants I wonttohave
rF
more friends.
2 tand hill
3 tram
E
sea

underground scooter
3
4
The weather was really hot, but I still hove I hod
a great time there.
ln my town, there is I there ore a lot of shopping
fF
t
4 balcony
h ____
ceiling cupboard
@
centres and sports centres.

Correctthe mistakes in the sentences. rF

5 address age surname 5 lvisited Thao Cam Vien zoo, but I didn,t liked it.

]
i

Complete the sentences with the correct words.

6 Every day we doing different tests or exams
at schoot.
rtr
7 Do you tiked the competition?
I
2
I don'twant to go in the cartothe beach.
Walking is good for us, so let's go
My parents packed our_*_-- for our skiing
*_--_.
]
8 I can't go shopping today because

Complete the sentences. Use the present simple

I working.
rtr
or present continuous.
Itr
hotiday tast night.
3 Haveyougot ofthecity?lwantto 0 I rectllv like (reatty like) my new bedroom.
see where the museum is.
4 We've got a _-_-_---*_ in our apartment block,
I SnJAJJIljlg-(paint) it btue.
I l--_.-
Itr
(think) that,s olivia over there. what
but I don't use it. I always use the stairs.
(she i do)?
5 Do you ever come to school __ bike? 2 Sorry, l*_-_"*__" (not know) where the station
6 -__,*
" are targe white animals and they tive in
is. I (come) from another town.
-----__
7
the cold Arctic.
- "_ _*-_ are birds with brightty coloured
feathers. Some ofthem can talk.
3 That aeroplane ._-_--___
4
l_---.*
(fty) very low.
(hope) everything's OK.
My aunt __-.,____ (travel) alot, but she *.-.__
Itr
8 .,_-**---_ are birds too, but they can,t fty. They

t
spend a lot of time swimming in the ocean.

Read the descriptions of some nature words.

5
(not travel) at the moment.
I'm sorry, l--**_* (not understand). Can you
say it again, please?
IT
Write the missing letters to complete the words.
0 This ptace is water, but has land all around it.
lo ke
t Complete the text about Gabby using the past
simple and past continuous. IE
1 This place is very dry. lt's hot in the day and
often cold at night.
r
Gabby wants to do dance for the fitnes
part of a competition. Last month, she
(0) bouqht (buy) a danceDVD,soshe
E
2 This ptace has
_r
lotsof trees.

3 This place is all water and it moves ail the time,

(1)
--_ (can) learn at home.

But it was quite difficult because while

E
E
i she (21 (warch) the DVD, she
4 This place is low and is often between two (3) --_*(also pnctlse) the dance
mountains, steps. When her mum (4) _ (come)
home, she (5| (say)to Gabby,,Why
5 This place is a kind of mountain, but it has
a hole in the top.
-_you join a dance class? ltl a much
don't
better way to learn.' ,That,s a good idea,,
(61_ (answer) Gabby.
E
E
30 REYIEW I
E
CE

lF REUIEW I GI
ut{lTs l-4
il FIST FIIIISHERS
Tell fastfinishersto look back atthe vocabulary on page

rt
VOCABULARY Adjectives of personalit$ personal detalls;
14 and make two examples of their own. For example: /t is
geographical featureq animals; holidays:
very high butthere is a greotview from the top. (mountain);
ways of travelling; holidayvocabulary; homes;
You go up and down thts. (hilt)
adjectlves to describe homes
You could also ask fast finishers to make sentences about
GRAMMAR Present simple and present continuous; verbs
any of the new words in the first four units.
we don't usually use in the continuous; past
=il slmple; past continuous and past slmple

ril EXAM TASKS Llstenlng Part l; Writing PartT; Speaking Part 1

GRAMIIAR

I Before you begin this section, briefly review the grammar

Eil PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Unlts
cover€d in Units l-4. First, revise the present simple and
present continuous. Write these sentences on the board.
1-4; Voca bu la ry worksheets U nits 1-4; Revlew game U nits 1-4;
Susan walks to school. Suson rs walking to school.
It Literature worksheet; Speaking worksheet Writing worksheet
Elicit that the first sentence is present simple and the
second is present continuous. Ask students what the
wlRffiR difference in meaning between the sentences is (the frst
llr sentence describes Suson's reg ular routine, the second
Read out these sentences. Students must say true or false.
. showswhotshe is doing nowl.
The past tense of buy is bought. (Irue)
Then revise the past simple and past continuous. Write
lrt . Your surname is your family name. (Irue)
this sentence on the board and ask students to put it in
. We can use the verb like inthe continuous. (Folse) order beginningwith Susan.
. Luggage is an uncountable noun. (Irue) while sow wolking she friend wos Susan her (Suson saw
li-ltr
. We usually use while with the past simple. (Folse) her friend whileshe wos walking.l
. I hilt is bigger than a mountain. (Folse) Draw a time line on the board to show that Susan saw
l-t . Travel is a regular verb. (Irue) her friend in the middle of an activity in the past.
Then have students complete sentences 1-4 in Exercise 1
and correct sentences 5-8. Check as a class.
l-t VOGABUTIBY Answett
1 I swim 2 wants 3 had 4 there are
I Show the example and ask students to write the words
5 lvisited Thau Cam Vien zoo, but I didn't like it'
which describe the vocabulary sets. Check as a class. 6 Every day we do different tests or exams at school.
-t
Ask students to add other words in each category, for ? Do you like the competition? / Did you like the
example, animals - monkey, whale, polar bear. competition?
t- 8 I can't go shopping today because I'm working.
Answers
I holidays 2 Earth 3 transport 4 homes / house 2 Have students complete the sentences with eitherthe
5 information present simple or present continuous. Check as a class'

2 Write an example on the board to demonstrate: Answers

We trovelled by the river. (boot) l think, is she doing 2 don't know, come 3 is flying hope
4 travels, is/'s not travelling 5 don't u nderstand
Have students complete the sentences in the book.
Tellthem that 1 and 6 are two words, Check as a class. 3 Tetl students to complete the text with either the past
Books closed, write the answers on the board and see simple or past continuous form of the words in brackets.
rll -on
if students can work in groups and write down the Check as a class. Ask students if they tike dancing and if
sentences the words were in (give them some clues like they think it is better to learn in a class than by yourself.
the start ofthe sentences.)
Answerc
Answers l could 2 was watching 3 was also practising 4 came
I on foot 2 suitcases / luggage3 map 4 tift 5 by s said 6 answered
6 Polar bears 7 Parrots 8 Penguins

3 Show the example and ask students to complete the

words. Check as a class. With stronger students, you
could do this with books closed as an oralexercise.

Answers
ldesert 2forest 3river 4va[[ey Svolcano

UilITS I.I
I PREPIREFoRTilEExAH

12 IGY FOR SGH00IS Listening part I

(l 1 Briefly review what students need to do in this part of the
12 IGY FOR SGll00tS Speaking part
3
I
Briefty review what students need to do in this part of the
exam and if necessary read out the task description and
tip on TB page22, Have students make the questions
iI
+
:t4
exam and if necessary read out the 42 Key for Schools individually. Check and drillthe questions. Tell students
box on TB page 50. Ask students questions about each that the intonation would normatly go down on these
question: questions and do and youlyour would not be stressed.
Put students into pairs to ask one anotherthe questions.
Question 1: 'Which date is closest?' (9th August)
Encourage students to answer in ful[ sentences, for
Question 2: 'Are the tickets for one person?, (No, they're example I come from Sontiogo rather than just Sontrogo. -
E
for o fomily).
Answers
Question 3: 'What are the two ways of saying the time in
B7' (three fifteen, a quorter past three) 1 What's your name?
2 How old are you?
Question 4: 'What can you see in all three pictures?'(o
door)
Question 5: 'What are these three objects?, (a poster, a
3
4
Where do you live?
Where do you come from? / Where are you from? r=
book shelf, a lamp) 4 Give students time to read the questions. Teltstudents
that the last question is more difficutt because it is an
Play the audio twice and have students answer the
open question. Ask students to think of at least three
questions. Ask students what they would like to buy for
sentences to answer each open question and write them
their bedrooms.
on the board. For example, Tell me something oboutyour
Answers bedroom. (lt's not very big. I shore it with my sister. There,s
o computer in the corner, I usuolly do my homework
18 28 3A 48 5C
fhere.) Put students into pairs and have them ask one
) luoroscnnTnptGE2sg another the questions, Weaker students may need to
write the answers to the questions before they answer
12 IGY F(lR SGH0IILS writins parr z them orally. You could repeat the task with new pairs for
2 Briefly review what students need to do in this part of more speaking practice, This time students could also
the exam and if necessary read out the task description add their own questions for each topic, for example,
and tip on TB page 46. Ask students questions about How for is your home from school? Does your school have
the pictures: 'What is the man doing?' (watking by a a bosketball teom? As feedback, ask the questions to the
river), 'What is he carrying?' (an umbrello), ,Why does whole ctass.
he open his umbrella?'(/tstarts to rain),,What happens
Answers
to his umbrella?' (lt breaks.) and 'So what does he do?,
(He stonds under o free.). Give students time to write Students'own answers
their stories. Encourage them to use both simple and
continuous forms (either present or past). Take the c00rER
stories in, mark them and give them back to students Play a back-to-the-board vocabulary game with the words
in the next class with corrections and suggestions for from this review unit, Ask one student to sit so they are
improvement. not facing the board. Write underground on the board. I
The students who can see the word must explain the
Model answer
word to the student so they can guess it, for example,
A man was walking next to the sea on a ctoudy day. lt started You use it to getto school in the morning.When students
to rain and he opened his umbrella. The umbrella broke while
understand, put them in small groups to ptay. (Each group
he was opening it. So the man stood under a tree while it was
raining.
can use an 43 piece of paper rather than a board,)

IilIXEII IBIIITY
For weaker students, write the model answer on the
board with alternative words. Students copy out the story
with the correct words.
A man was watking next to / on top of the sea on a cloudy
night / day.lt storfed to rain / stopped roining and he
opened his umbrella. The umbretla broke white he was
opening / opened it, So the man stood under the / a tree
white it wos roining / roined.

58 REVTEW I
g
For each question, choose the correct picture Work in pairs. Make questions and then ask
and answer with your partner. Take turns to
I What day does Antonio play football?
speak.
34

@ 9
Iffit'!!ilt
11
frrlt 12
1 Name?
2 Age?
3 Live?
4 Country?
Augrrst August August Take turns to ask and answer the questions
in the table.

# #
How nruch is a famity tickei to the zoo today?
Now let's ta{k about Now let's talk about
your home. your school.
5 When did your 5 When do you
family move into arrive at school in
this home? the mornings?

3 What
',,'ffi
time does the girl's coac h arr ive?
6 How many rooms
has your home
6 Which tanguages
do you learn at
got? What are school?
.' iI'',.. ..."iI ',.. .'" i2
they?

ir -;:i {'; J+ :9 7 What colour is the 7 How many

II

UL/ \"g,,/ furniture in the

living room?
8 Which is your
students are there
in your class?
8 What's your
!I
4 What is the number of Rosa's house?
favourite room? favourite subject?
9 Tell me 9 Tell me
something about something about
ta your bedroom, your classroom

-l
ui. ELIliH
5 What did Marco buy for his bedroom?

a i4-
:., F
!*,-*fr' R''"'E
:a I .- *)

Look at the three pictures. Write the story shown in the pictures. Write 35 words or more.

=a
a E F'| q

F
h
F -

F
tr ulilTS l-4 59
t, lr

o !m ABOUT YOU
Watctr the video and discuss the
questlons.
How many different subjects do you study?
How much homework do you usually get
each day?

dr

UllCABUTARY AlID

School subiect$
ln international tests of maths, science and
reading, students in Finland do well, This
I Match the school subjects in the box to the is good news! But when you look more
r picturesA-L.
carefully at the schools, it's not easy to
ru explain. Finnish students don't start school
blotogy chemistry until they are seven years old. The school
design and technolory drama day is short, about five hours, and there are
foreign languages geography only three or four classes a day. Students
history ICT maths
don't have much homework and there are no
PE physics science exams. So, why don't they do badly in tests?
Perhaps something else can explain it.
S tirt"n and check. Then repeat. There is another unusual feature of schools in
Finland. For most of us, the school timetable
] Read the article about schools in Finland
E
and choose the best title.
A Startingyoung
q is a list of subjects, for example ICI history
foreign languages, geography, with one
lesson following another. But some experts
B New ways of learning
t iil
believe our brains work in a different way. They
C Time for homework
say our brains don't divide our learning into
Read the article again and answer the subjects. Our brains learn better when they
t get new information in context. This is why
questions. r=[
some Finnish schools don't teach subjects
I At what age do Finnish students go to
separately. lnstead, they give students a
schoo[?
prcject, such aslhe weather', and then bring
2 How long are they at schoo[ every day?
school subjects into the project.
3 Do students have any homework?
4 Do subject words appear on all schoot So how do some experts believe we learn
timetables? ]'J.q,
most easily? Here's an example of a project Flt
5 How do some experts think our brains work? with a class of 12-year-olds. Students watch
6 ln Finland, do students lHola! a video re-enactment of the end of the city of
a complete a project at the same time Pompeii. Then on their laptops they compare
as they learn school subjects, or
ancient ltaly under the Romans with modern
b study schoot subjects and then Finland. Groups look at different parts of
complete a project?
the topic and then share their ideas. They
? What subjects do students learn when
also use 3D printers to make a tiny Roman
they do the project on Pompeii?
building. Later, they use the pieces of the
ln pairs, ask and answer the questions. building for a game. This project includes
{ history lCL and design and technology.
1 Which are your favourite subjects?
2 Which subjects don't you enjoy as much?
3 Which subjects are you best at?

82 UlilT 5

UTIT 5
1,,
Ask students, 'Are there any of these subjects which you
I don't study?' and 'Do you have a subject which is not in
TOPIC School the pictures?' (for example , musicl, Have students say
VOCABULARY Schoolsubjects what they study and do in each subject, for example,
AND READING New waYs of learning ln biology we learn how our bodies work, Then have
ir
PRONUNCIATION Word Patterns students cover up the names of the subjects, look at the
pictures and tell you what they are.
GRAMMAR Comparative and superlative adverbs
Ill READING Clarissal blog (rl Answers
35
VOCABULARY tqke The answers ore recorded for students to check and then
LISTENING An interview about homeschooling repeot,
II SPEAKING Describing your perfect school A biology B chemistry C drama D science E geography
EXAMTASKS ReadingPart3 F foreign languages G ICT H Design and technology I PE
J history K maths L physics

II 2 Have students describe the photograph and ask,'ls it like

your school? Why? / Why not?'. Ask students what each
GRAMMAR REFERENCE AND PRACTICE: SB page 151; TB page 265 title would be about. For example, Storting young - why
Il. PREPARE FOR THE EMM: SB page on TB page 239; TB page 253 it is important to teach children from a very young age,
WORKBOOK: pages 20-23 Pre-teach feature (a typical quality, or an important part
VIDEO AND VIDEO WORKSHEET: School subjects of something) a nd re-enactment (making something
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 5; happen again in exactly the same way that it happened
Vocabulary worksheet Unit 5 the first time, often as entertainment or as a way to hetp
TEST GENERATOR: Unit test 5
people remenfber certain facts about an event). Give
students a time limit to read and choose the title. Check
the answer as a class.
WTRffiR
Answer
Draw a 5 by 5 grid on the board and write a word
B
diagonally left-right. Ask students to give you words to fill
in each row horizontally. For example: 3 Tell students that Pompeii was a city near Naples that
II was destroyed by an earthquake in 79 AD. Ask,'Do
L L o R R Y
Finnish students do exams?' (no) and 'How old were the
E L E M o N children doingthe Pompeii project?' (12). Give students
II A P L A Y S time to read and answer the questions, Check answers
as a class. Ask these questions for students to discuss:
R S o R R Y
'Do you think students learn better when the school day
N A G A I N is shorter?' and 'When there is no exam do you think
II
students study hard?'.
When students understand, tellthem to play in groups,
one student choosing a diagonal word to begin. Answers
rl I They start at the age of 7.
2 Foraboutfivehours.
O mour vou 3 They have a little.
II Q vou can begin the class and introduce the topic ofthe unit 4 Yes,they do.
a by showing the video and asking students to complete the 5 They think our brains understand better when knowledge
video worksheet. Then, read the questions intheAboutyou is connected.
box for students to answer in pairs.
6a
7 History, lCT, design and technology.
-r
YOCIBUTIRY AIID FIST FIilISIIERS
Put fast finishers together to think of a project which
-l School subiects would include different schoolsubjects. They should write
down the name of the project, what students need to do
rlf I See if students can tellyou the name ofthesubjectsthey
and how it involves the different subjects. When the rest
studied yesterday. lf you know the students' teachers,
of the class has finished, fast finishers should explain their
say a teacher's name and have students say the subject
project idea to them.
that they teach. Then ask students to describe the
pictures and match them to the subjects.
Ptay the recording for students to check and repeat, Ask {D rn" Reading text is recorded for students to listen, read
'o and check their answers.
students,'What is PE?' (Physical Education) and 'What
is ICT?' (lnformotion ond Communicotions Technology). CONTINUED ON PAGE 62

scH00t
4 Putstudents into pairsto discuss. Share ideasas a class.
Ask,'Do you think students learn more efficiently when
2 Answer the question as a class.
f
they study su bjects or when they study a topic?' and
'How do you think students learn the most easily?'.
I Answer
| .n"
E
e PB0llul{ClATlllll i woro patterns 3 Tettstudents to complete the table, Check as a class.
Explain the difference in meaning and word order IT
37s
(D

it
Writ" the word university onthe board and say the word between the adverbs hord and hardly with these
with the syllables spetted out: u-ni-ver-si-ty (si.Say, ,ls it examples:
u niverSlty or u niVE Rsity?' (uniVERsity, the stress is on the Jone studies hord. She is a good student,
third syllable). Mark the stress pattern on the board.
Jone hardly sfudles, She is a bod student.
Go through the example words in the table. play the
recording and get the students to identify where the
stress is. Ptay the second recording for students to check
Answers
f badty 2 good 3 well 4 better 5 careful 6 carefully
iT
and repeat.
As an extension activity, put students in teams and give
them two minutes to add as many words to the first two
7 more carefulty 8 efficient 9 more efficiently
10 the most efficiently 11 easier 12 more easily
13 most easily 14 hard 15 hard 16 the hardest
T
categories as they can, for exampte:
topic 0o: orange, window, chocolate
)
4
emnnm REEREItcEttD pRllTtoEtrsvtEn [EytE ptcE2os

Go through the exercise orally first then have students

T
audience 0oo: holiday, beautiful
write the answers, Check answers as a class.
(tl
38
Answers
The onswers ore recorded
repeat.
for students to check and then
Answers
l quickty 2 the fastest 3 better 4 more slowly 5 the worst
'E
0o topic, classroom, history, science
0oo audience,chemistry,favourite,languages
6 harder
rC
5 Write these examples on the board and ask students
o0oo communicate, biotogy, geography,technology what is wrong and why.
I couldn't do it more quicker. (the correct form is quickly) iC
GRriliuR Comparalive ard superlative adyefts She shouted loudly something, (loudly should be at the

1 Sayto students,'You pronounced those words

beautifully'and then write this on the board, Ask
end ofthe sentence because the adverb cannot go
between the verb and the object) ;C
Tell students to correct the sentences. Check answers as
students, 'What kind of word is beautifully?, (on adverb)
and 'Does it describe whatyou do or how you do it?'
(how). Tetl students that beautiful/y is a simple adverb,
a class.

Answers
IC
more beoutiful/y is a comparative adverb and rnost
beautifully is a superlative adverb.
Ask students to read the sentences. Drbw their attention
I
2
3
You speak Engtish realty well.
I made friends much more easily at my new school.
Drama ctasses helped me speak more clearly and better:
C
4 Catch this bus and you can get home more quickly.
to welland better and explain that they are irregular
adverb forms from the adjective good; well - better - the
best. 6
5 My brother tikes the music class the best.

Putstudentsin pairsand tellthem toturn to page 136.

G
Ask students to decide whether the adverbs are simple, Students take it in turns to make sentences combining
com pa rative or su perlative. a verb with a comparative orsuperlative adverb form
of one of the adjectives, You cou td give students a time
]G
Answers limit to see which pair can make the most sentences.
Simple adverbs: wetl, badly, hard
Comparative adverbsl more carefully, better, more efficiently ) emrnmwonlslE[ruuTi iG
Superlative adverbst the most easily

lltxED ABtUTY
c00rER
Tell students to read out each question intheAboutyou
iG
Some students may need a presentation which is less
book-based. Ask students to repeat the atphabet A-2.
Arrange them in pairs. One student says the alphabet as
box on page 32. Now tell them to read them again
quickly, then more quickly, then slowly, then quietly, then
quickly and quietly, then slowly and toudly. you could
iG
quickly as they can; the other times them. Then they swap also ask students to suggest adverbs for how to read the
roles.
Next ask all the students to line up according to their
questions, for example ongrily and hoppily. ]G
time, the stowest on the left and the quickest on the right.
Go down the line and compare the students:
Tomas soid it more quickly than tvo, Sondra said it the most
quickly, Christina sord if /ess quickly than Lionel.
Hightight the comparative forms on the board and ask
students to make sentences comparing themselves, for
example, I soid it more quickly than most of the closs.

62 UilT 5
e PRllllUl{ClATlOil | wora patterns

$s Listen and look at the word patterns in the table. Then put the words in the box into the correct column.

0o 0oo o0oo
topic audience communicate

llr
biotogy chemistry classroom favourite geography
history languages science technology

S 38
tisten and check. Then repeat.

GRAMMAR Comparalive and superlative adverbs

lI{

1 Look at the adverbs in the sentences. Decide which ones are simple adverbs, comparative adverbs
or superlative adverbs.
lli
1 ln international tests of maths, science and reading, students in Finland do well.
2 When you look more carefully at the schools, it's not easy to explain.
Er
3 So, why don't they do badly in tests?
4 Do students learn betterwhen the school day is shorter?
5 When there is no exam, do students study hard?
6 Do students learn more efficientty when they study subjects or when they study a topic?
7 So, how do some experts believe we learn the most easily?
2 Look at the comparative and superlative adverbs and in
4 Write the correct form of the adverb for
Exercise 1 again and answer the question.
FT the adjective in brackets.
1 Laura often makes mistakes because

il
Which word do we often use before superlative adverbs? she always does her homework very
(quick).
2 Hans speaks _-_._._._ (fast) in our
t Complete the table.
class.
3 You speak English much.-_*_
Eil Adjective Simple
adverb
Comparative
adverb
Superlative
adverb 4
(good)than me.
Please can you speak,_*__ (slow)?
I I didn't understand you before.
bad worse the worst
5 None of us did well in the exam, but I

=il 3

6
't
7
the best
the most carefully
did__- (bad)!
6 I think I work-_* (hard) in English
lessons than I do in science.
efficiently 9 l0

=il easy
14
u
15
D

horder
t3

15
$ Correct the mistakes in the sentences.
@ r vou speak English reatty good.
2
=t ) cnrnnm REFEREI0E Alto pRAcTtcE nAGE tst 3
I made friends much easier at my new
school.
Drama classes helped me speak
clearer and better.

=il 4
5
Catch this bus and you can get more
quickly home,
My brother likes best the music class.

=il $ ) Work with a partner. Go to page 136.

:il
=il scHoor 33

=il
=il sGH00r
q I

q
I
Read Clarissa's blog quickly. Where is she studying
PREPARE FoR THE ExAm

Reading Part 3

Read Clarissa's blog again. For each question,

+
]
now, at home or at school?
choose the correct answer.
1 Why did Ctarissa's parents teach her at home?
r+
A Her parents didn't tike her school.
B She was too old for her schoot.
C She was having problems at school.
l+
2 What does Clarissa say about homeschooling
r+
g
in the second paragraph?
A She only learned what her parents told
31 JuIy 2018

!+
her to.
A few years ago, I wasn't very haplly al B She chose what she wanted to learn.
school and I rvasn't doing u'ell in lests. C She studied in bed a lot of the time.
3
So, rvhen I rvas eighl, IVIum and Dad
decided to lear:h rne at home.
Clarissa preferred doing maths at home
because
A her dad was able to explain it to her.
!+
Homeschooling - great, I thought! I could stay B it helped her do things she enjoyed,
in bed all dayl Well, it wasn't quite like thatl
My parents found out what I needed to leam.
4
C she had more time to spend on it.
What was the difference between Clarissa's
r+
Sometimes I had lessons, but most of the time

ct
and her friends' school experiences?
I studied thiags I Uked and found interesting. A Clarissa didn't have to do any homework.
That's how homeschooling works best. B Clarissa always had more work to do than
My favourite hobby was playrng computer they did.
games, so, with Dad's help, I began to write my
own computer programs, But I liked making 5
C Her friends enjoyed themselves more.
What does Clarissa say about homeschooting
EI
models too, and for that I needed .,. maths! At
school, maths was boring, but now it was useful
for making my models, I made a model boat and
I needed to understand science and maths to do
in her btog?
A lt! important to have daily lessons.
B lt's hard to find time to see friends.
C Learning doesn't always have to come
from books.
t
that - oh, and design and technology too!
So were there any bad things about. ) lnrranr FtlR TltE ExAm PAcE 123
homeschooling? Not really, I missed my friends,
but I saw them at weekends and we talked
about schooll They told me about
their week at school, and I told
them about mine. Mine
H TArKltG P0tltTS
What do you like about going to school?
always seemed more fun to What are the good things about homeschooling?
me. Some weeks I studied What are the bad things about it?
more than they did. Other Would you tike to study at home? Why? / Why not?
weeks I didn't study
much at aI]. Ald I never
had homeworkl
I'm 15 now, and I'm back
at school because I need
to take exams. I don't
mird. It's nice to study
with my friends again.

r U]IIT 5
I PREPTRE FoR TltE ExAit

wlRilER 12 xEV FoR Soilo0rs

Tell students that you will read out some teacher-student Reading Part 3
jokes. Students should write down ways of completing ln this part, students have to read one longtext adapted
them with what the student said. from authentic material [ike a newspaper or magazine.
t . Teacher: lf I had six oranges in my left hand and Students answer five three-option m ultiple-choice
seven in my right hand, what would I have? questions about the main ideas and specific details in the
(Big honds!) text.
t . Teacher: Sara, did you miss school yesterday?
Tip Tell students to first read the text quickly to get an
(No, not o bit,)
idea of what it is about and which ideas and words or
. Teacher: You're bad at spelling so I told you to write expressions are repeated to show the key information.
this word ten times. Why did you only write it four Then students should read each question carefully,
times? (l'm bad at mothstoo.) underliningthe key words, and locate the information.
Put students into groups to think of anotherjoke about Tell students that usually there are four paragraphs with
I school. Have each group tell theirjoke. one question on each paragraph. Questions 1-4 come
in the same order as the information in the text. Tell
students that the last question can be a more global
BtGlGRoUlllt lilFonttTt0il question and tests, for example, the main point, the
Untilthe nineteenth century, and the growth of state writer's purpose, attitudes or opinions.
schools and introduction of compulsory education in
I developed countries, homeschooling was the most 2 Ask students some general questions about the text:
common type of education. The family would teach 'How old was Clarissa when she started homeschooling?,
their own children as only the very rich could afford (eight) and 'What was her hobby?' (computer gomes).
Ir personal tutors. Homeschooling declined once free 'When did she see her friends?' (ot the weekends). point
state education became available but in the middle out that the first four questions test detaits of the text
of the twentieth century numbers increased again as and that question 5 is about the text generally. Have
II some parents became dissatisfied with the educational students answer the questions. Check as a class and
system. However, only a smal[ number of children are have students tell you where they found the answer. For
homeschooled, less than five percent in the USA for exampte, in question I wosn't doing wel/ rn fests has a
II example. There are two main reasons why parents choose similar meaning to hoving problems ot school.
homeschooling for their children. The first is that they
think their children need a more personalised approach, Answers
perhaps because of special needs and requirements they lc 28 38 4A 5C
have; the second is because parents want to be actively
involved with their children's education. Regulation of ) rnrnmr ron TilE Emtil rElcltltc roTts Ailtt mswEn tcyTB pAG[ 2i3
homeschooling, for example control over the content and
methodology of the educational programme parents can FIST FITISIIERS
offer, varies from country to country. Homeschooling is
Tell fast finishers to make a timetable for one day
not legal in every country for example it is not legal in
of Clarissa's week when she is homeschooting, The
Germany, and there is some criticism of it. Some people
timetabte should show when and what Clarissa studies on
believe that education needs to be done by qualified
that particular day. When the other students have finished
professionals, teachers not parents. There is also the
and you have checked the answers, fast finishers can
concern that studying at home harms students'social present their timetables to the class and students can say
skills by isolatingthem from other children.
which of the days sounds most interesting and useful.

Te[[ students to ]ook at the photograph and ask, 'What is (D fn" Reading text is recorded for students to listen, read
she doing?' 'How is she feeling?' Elicit or pre-teach blog " and check their answers.
(a record of your activities or opinions that you put on
the internet for other people to read and that you update
regularly), Ask students ifthey keep a btog or read any
p ralxllc pomTs
Ask students, 'Do you know anyone who has
blogs. Give students a time limit to read the blog then ask
homeschooling?' and 'ls it common in this (your)
where Clarissa is studying now.
country?', Then have students discuss the questions in
Answer groups, Write down the advantages and disadvantages of
At school
homeschooling on the board and discuss them as a class.

sGH00t El
Students should present their type of schooling to the
VOGABUTIBY lake
rest of the class and this information could be included
in the perfect schooI presentation later in the lesson.
I Write the sentence on the board but leave a gap for toke.
Ask students what word is missing and what it means Answers
here. tr'
Answer
2 r. (Ethan's mum lost her job.)
3 x (Ruth and Ethan went to an ordinary school before they

2
to do

Say to students, 'Take a pen and undertine the sentence,'.

4
went travelling,)
x (their family and neighbours thought Ethan's mum and
dad were mad so they must have totd them.)
r+
Then, 'So you can take an exam and take a pen, anything Sr'
else with toke?' Have students match the meanings to
the words. Check answers as a class.
6r'
7 x (Ethan wanted to go back to schoo[.)
8 r (Ethan says he worked much harder when
r+
(l he was

/O
Answers
The onswers ore recorded for students to check and then
repeot,
travelling.)

iilxED TBTUTY
r+
a take an umbrella
b take photos or pictures
c take exams
d takeasubject
To help students with weaker listening skills, pause the
recording after you hear the answer to a question, or two
questions if the information comes close together, and
r+
3
f
e take the second turning
take medicine
g take a train

Go through the different uses of toke on the mind map

then ask the questions. This breaks up long recordings
and students don't get lost. You can stitl cater for stronger
students by askingthem extra questions about what they
have just heard. So after students hear 'That was two
+
years ago. My sister, Ruth, she's 11 now, and I were doing
and give your own examples before students give theirs,
OK at school. Mum lost her job and Dad loved travetling
Encourage students to use monolingual dictionaries
(print or ontine) to get example sentences. Also .,.', pause so students can answer questions 1 and 2. Ask
stronger students, 'How old was Ruth when they went
encourage students to personalise the examples so that
trave[[ing?' (nrne)
they are about themselves and people they know.
4 Demonstrate with an example on the board:
When you take a long _journey, what do you do
) ruoroscnrnTBPAoE2Sg

not to get bored? (troin). I Ask students forthe advantages and disadvantages of
Get some answers from the class. Then have students world schooling, forexample advantage - it'so greotwoy
complete the questions in the book. Check as a class. Ask to learn a foreign language,disadvantage - you need to
students to write answers to the questions. hove enough money to be able to travel, Put students into
pairs to discuss the questions. Share ideas as a class.
Answers I
1 umbrella 2 turning 3 subject 4 photos 5 train sPEilflltc
6 medicine 7 exam

5 Put students into pairs to compare their answers from I Ask the students what is good and not so good about
Exercise 4. Share ideas as a class. your school. Give some examptes like lhere is o great
gym. and We only study one foreign language. Put
) voclruunv woRrslEET uxtT 6
students togetherto make notes based on the questions.
II
Encourage students to think of other aspects that they
could talk about in their presentation, for exampte, a
name for the school, what technology there is and how it
(u Ask students to descri be the photograph. Pre-teach
is used, how students are tested and marked.
camper van (a large motor vehicle that is designed to be 2 Ask each pair or group to present their perfect schoot.
lived in while travelling. lt contains cooking equipment, They should practise first and decide who willsay what,
one or more beds, and sometimes a toitet), Ask students, Make sure that the students who need more support deal
'Where is Bali?' (lndonesio) and 'What do you know about with the easier questions, for exampte questions 1-4.
Bali?' (/t is pop ulor with tourists.). The class should vote on which schootthey think is best.
Play the recording and ask students to tell you what
GllOTER
phrase Ethan uses to describe the education on the trip.
Write school on the board. Ask students to make a word
Answers from the letters in schoo/ without changing the order
World Schooling of the letters (cool). Write these words on the board
for students to do the same: biology (big), technology
{t Go through the questions and see ifstudents can confirm
or correct them already,
(ten), scrence (slnce), h o m ewo rk (h ow), d i cti on a ry (d i a ry),
superlotive (plote). Put students into smallgroups to think
Ptay the recording again and have students check of more words where you can do this then give the words
their ideas. As an extension activity, put students into to other groups to try.
groups to think of another -schooling, for example,
playschooling where students learn through games.

66 UlilT 5
llI take

1 What does toke mean in this sentence?

lt l'm 15 now, and I'm back at school
because I need to take exams.

rrt f Now look atof the mind map. Match the

t""ninet toke a-g to these words.
lg
exams photos/
pictures

'l
a train take
an umbrel[a
medicine .3*L,
',.,,

(the second) a subject Listen to the Whotb New section on a morning radio show.
4l
turning A boy called Ethan is talking about his experience of
schooling. What phrase does Ethan use for the education
a carry e go along he had on the trip?
b make f use Listen again. Are the sentences right (/) or wrong (I)?
c do g catch ll

d study I There are four people in Ethan's family.

2 Ethan's mum teft her job because she wanted to see
4 tisten and check. Then repeat. the world.
3 Ruth and Ethan were homeschooled before they went
J Write an example sentenc€ for each
travetling.
meaning of toke.
4 Ethan's parents didn't tell anyone etse about their plans.

{ Complete the questions with the correct 5 Ruth and Ethan's parents hetped with the'wortd
form of the words from Exercise 2 and schooling'.
then answer them. 6 Ruth and Ethan do a lot of different things when they are
{ I When did you last take an._..__..*,_-.-.*-. out
travelling.
7 Ethan's parents wanted him to go back to school.
with you in the rain?
8 Ethan says he works harder at school than he did when
2 Which ,_ ".___ do I need take to get to
he was wortd schooled.

=t the park from here? The one on the left

or the one on the right? ln pairs, discuss the questions.

+t 3
4
What extra ___-_.__ would you like to
take at school ?
Have you taken any -___--.__.-.-._. today with
I Would you like to be'world schooled'?
2 Woutd your parents be good teachers?
your new camera? How many? 3 Which parts of the wortd would you like to visit?
5 When was the first time you took a
4 What woutd you miss about your school?
=f, --_._._._.-_..-..-_.

on holiday?
to go somewhere? Wei'e you

rf, 6
7
Do you usually take^_-*_-... when you
are ilt?
How do you feel when you take an
1 ln pairs, or a small group, use the questions to describe
at the end of the school year?
your perfect school. Make notes about what you discuss

$ ln pairs, compare your answers, 1 Where is the school?

=T
:il 2 What lessons do you have?
3 How many students are there?
4 Who are the teachers?
5 Do you have homework?
6 How many lessons do you have in a day/week?
7 How long are the schooI days/hotidays?
=it 8 Do you wear a uniform?
9 What's the food tike?
l0 Do you sleep there?
=t ]
u What makes your schooI better than other schools?
Now tell the rest of the class about your perfect school.
Take turns in your group to speak.
=Fl SGHOOL 35

=I
sGil00L
,

o IB(IUT YOU
Do you have a favourite thing? What is it?
$ ln pairs, look around the classroom and at
what people are wearing, Find as many things
as you can that are made from the materials in
Where did you get it? Exercise 1. Say what they are.
Why is it special?
What do you tike about it? Q5 Cam is doing a project for school. He asks three
'- people in the street about their favourite things.
Listen to the recording. Which thing was a present?

AilD

ilaterials

r+
i

f Look at the photos below. Match the materials in

r the box to the photos A-J.
t9
cotton glass gold leather
metal paper plastic silver
wood wool
(l tisten and check. Then repeat.

2 What are the things in the photos made of?

Talk about the photos with your partner.

The headphones are made of plastic.

! Look at the examples. Which wird is a noun

f; 7 ,ir,"n again and complete the table.
and which is an adjective?
Speaker Speaker Speaker
The box is made of wood. lt's a wooden box.
1 2 3

{ Work with your partner. Use the materials as What is the thing?
adjectives to describe and find the things in Who does it
the photo. belong to?

They're cotton T-shirts. Photo B What is it made of?

tr q
ls
q q( \
()
Fry
38 U]ilT 6
I
I

2 Put students into pairs to say what the things are made
Unit overview of. Write the construction on the board to hetp students
TOptC Things
_is/are mode of _.
VOCABULARY Materials
Check as a class. Ask students to write down the
I, AND LISTENING Asking people's about their favourite things
materials in order of how expensive they are @aper first
GRAMMAR Possession
and gold lost) and then compare with a partner.
PRONUNCIATION Weak forms: a and of
I READING Special Memories Answers
VOCABULARY Adjectives for describing objects A The headphones are made of plastic
LISTENING A conversation about people's belongings B The T-shirts are made of cotton.
II WRITING Adjective order C The ring is made of gold.
I D The gloves are made of wool.
EXAM TASKS Listening Part 5
E The coin is made of metal.
F The jacket is made of leather.
I. G The bowl is made of glass.
!
Resources H The box is made of wood.
GMMMAR REFERENCE AND PRACTICE: SB page 152; TB page 265
I The cat is made of paper.
n J The necklace is made of sitver.
PREPARE FOR THE E)(AM: SB page on TB page 248; TB page 258
I
WORKBOOK: pages24-27 3 Ask students to identify the word class. Then ask
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 6; students for the difference between gold and golden as
II ,
Vocabutary worksheet Unit 6 adjectives (gold is the materiol, golden is the colour or
I
TEST GENERATOR: Unit test 6 something ossocioted with gald).

Answers
wlRIIER wood is a noun; wooden is an adjective
Say a word or phrase. Students ask you questions for 4 studentsthat alI ofthe words can be adjectives or
Tett
which this coutd be the answer, For example: nouns except for wood. Put students into pairs to use the
Teacher: Seveno'clock. materials as adjectives. Check as a class.
Student A: Whottime did you get up?
Student B: When does the motch stort? Answers
Teacher; l'm notsure. A They're plastic headphones. F lt's a leatherjacket.
Student A: Con you come to the party? B They're cotton T-shirts. G lt's a glass bowl.
Student B: What does this word mean? C lt's a gold ring. H lt's a woode! box.
Demonstrate with the whole class and then students can D They're wool gloves. I lt's a paper cat.
play in groups. E lt's a metalcoin. J lt's a silver necktace.
5 You could turn this into a game by asking students to
first look around the room carefully then close their eyes.
O nsourvou They should describe what is in the room with their eyes
Te[[ students
about your favourite thing, making sure you still shut. Then students can open their eyes to check.
include answers to the four questions. Then have students
answer the questions in pairs. Share ideas as a class. {, 6 Ask students what is happening in the photo and what
objects they can see. Ask students if they have ever done
a project like this. Pre-teach (or demonstratel) origami.
AIID Play the recording and have students say what was a
present. Check as a class.
Malerials
Answers
I Put some objects on the desk and givethestudents one the origami birds
minute to look at them. Then cover them up and see how r,1il
-t Play the recording again and students complete the
many objects and materials they name, e.g. o plostic ruter. Y
table. Check as a class. Ask, 'Which is the nicest thing?',
Ask students to name the objects in the photos, Then
As an extension activity, students imagine that a friend
students match the materials to the photos.
or relative is answering the same questions. ln pairs,
(rl Answers students answer as if they were their friend or relative.
42
The answers ore recorded for students to check and then Answers
repeat.
A ptastic B cotton C gotd D woot Speaker l: earrings, her mum, silver
E metat F leather
glass H wood I paper J sitver Speaker 2: elephant, his dad, wood
G
Speaker3: origami birds, her parents, paper

) ruuoscntnrBptcE2m

FAYOURITE THI]IGS 6,l

7 Demonstrate on the board with an exampte: /t's not
GRlilttlAR hssession it doesn't belong to them. (therrs)
Have students complete the sentences. Check answers
1 Askstudentsto look atthe pictures and foreach one
as a ctass.
ask,'ls there one or more than one boy?'. Have students
match the sentences to the pictures as a ctass. Answers
t his 2 theirs 3 ours 4 mine 5 yours 6 hers
Answers
1B 2A 8 Demonstrate on the board with an example: My game
good but your is better. (your yours)
is
2 Have students look at the photos and ask,'So ifthere is
Have students correct the sentences. Check answers as
only one person, what do we write?'. Ask one student to
a class.
write the answer on the board, brother's.lf there is more
than one person ... ?' Ask the student to write the answer Answers
on the board, brothers'. I You can read yourfavourite books there.
2 My friend's name's Ben,
Answers 3 The bus stop is just five minutes' walk from my house.
Sentence I has 's because there is one person. 4 Bring your computer because mine is broken.
Sentence 2 has s' because there is more than one person. 5 My bedroom is bigger than theirs.

mxED tBtuTY ) emmmwon[srEErunTo

Some students wil[ have problems with the difference

between 's and s'because they are pronounced the same. e Pnoltul{ctATlol{ Weak forms: o and of
Tel[ students to use different-cotoured marker pens to (Dg Tellstudents to listen and notice how the words o and of
mark the difference as this may make it easier for them to 4
have the sounds /a/ and /ev/. They sound weaker than the
see and remember the forms,
other words. Play the recording again. Students repeat,
clapping on the'strong'words. Have students add three
3 Have students complete the sentences, Check as a class more sentences with the same rhythm and structure. For
and have students tetI you how they know whether example:
who they belong to is singular or ptural. For example,
Mike's a friend of ours.
in question 1, 'them'shows that there is more than one
sister. Thot's o dream of mine,
The girls are fons of theirs.
Answers
10 Give some examples of things your family has and ask
I sisters' 2 brother's 3 children's 4 dogs'
students who they belong to:
4 Take a pen from someone in the class and ask'(Julio), is 'A box of paints.'
this my pen or yours?'. Elicit the reply /t's notyour pen, it's ls it your daughter's?
mine. Write the question and answer on the board and
'No, it's my wife's. She [ikes painting.'
saythat my and your are determiners'- they go before
nouns, and yours and mine are pronouns - they are used ln pairs, students choose and describe three things.
instead of nouns. Students mark the sentences. Check as As an extensionactivity, have students choose one thing
a class. they talked about and write a paragraph based on the
questions in Exercise 10.
Answers
1 They're not@llgy're my sister's. Possible answer
2 Oh and what are[theirsP Your dad's for example. My father has a cotton T-shirt from the 2018 Wortd Cup
in Russia. He went to a Brazil game and bought it at the
5 Students comptete the table. Check as a class. Then stadium. His T-shirt is special because he really enjoyed his
ask students to close their eyes. Describe something on trip to Russia. I want a T-shirt like thatl
their desk or something they are wearing and ask who it
belongs to, Students reply. For example:
GOOTER
'l can see a blue jacket. ls it Sitvia's?' Tel[ students, 'l am something or somebody. You ask me
No, it's not hers, it's Michoelo's, questions to see what or who I am. I can onty answer
"yes" or "no",'
Answers
Are you olive?
Pronouns: mine, yours, his, hers, ours, theirs
'No.t
) ewrm REFEREITcE mD pntcltcE mswEn IEY tB ptGE 208 Can we see you in this room?
'Yes.'
6 Havestudents describethe pictures and saywhat Are you made of metol?
the difference is. (Ihe perso n with o football hos o lot 'Yes,'
of friends in picture A but only one friend in picture B.) Con we speak with you?
Students match the sentences and pictures. 'Yes.'
Are you o phone?
Answers
'Yes!'
1A 2B
When the students understand, they ptay in pairs.

ulilT 6
I
Possession $ Look at the pictures and decide who the football
player is. Match sentences I and 2 to pictures A
and B.
I Look at the pictures. Match sentences 1 and 2 to
pictures A and B. q
r:

tt
1H e's a friend of theirs.
2H e's a friend of hers.
I lt's my brother's dog.
2 lt's my brothers'dog. J Complete the sentences with the correct word.
1 That's not Robert's book, it,s paula,s. Robert lost
] Look at sentences 1 and 2 in Exercise f . Which
yesterday,
sentence has 's and which sentence has s,? Why? -_ " "",,-" -.
2 My parents had a hotiday on a boat last summer.
3 Complete the sentences. Use the word in brackets I think it belonged to a friend of
in the singular or plural and b or s,. 3 A cat plays in our garden someti;;;; bul it,r not
1 That's my - ..,--- - (sister) car. My dad bought We've got a dog.
them one to share last year. 4 You can't use my brother,s football. But you
2 I don't have a computer, but I use my
can borrow '_--- -. if you tike. I got it for my
(brother) when I need to. I tend him my camera birthday.
when he needs it because he hasn,t got a good 5 Are you looking for your hat? I saw paul's in the
one. garden, but I don't know where __-,,*_- is.
-_
3 My tittte sister loves going to the 6 Satly is so good at art. That picture is *_-_-----__.
- -*.. _ - (child)
disco, lt's specially for little kids and there are
games and activities. $ Correct the mistakes in the sentences.
4 Don't put any cake on those platesl I use them @ t Voucan read yourfavourite book's there.
for the ----- _-_- (dog) food. They don't like the 2 Myfriends name's Ben.
bowts from the pet shop. 3 The bus stop is just five minutes watk from
my house.
{ Look at the words in purple in the two examples 4 Bring your computer because my is broken.
from the listening. Underline the determiners and 5 My bedroom is bigger than their.
circle the pronouns.
I
2
They're not mine. They're my sister's.
Oh and what are theirs? your dad's for example.
e PnolulctlTlol i Weak forms: o and of

$ Now complete the table.

So Listen and repeat.
She's a friend of mine.
He's a friend of hers.
Determiners Pronouns They're friends of ours.
my nune ls he a friend of yours?

his
her lQ fhink of three things that are special and belong
to different people in your family. ln pairs, tell each
our
other about them. Use the questions to help you.
their
1 What are they? What are they made of?
2 Who do they belong to?
3 Where did they come from?
) cnammnn REFEREIIoE Al{D pRAcTtcE pAcr 1sz
4 Why are they special?
5 What else can you say about them?

FAYOURITE THI]IGS 37

q FAYOURITE THI]IGS
n
I ln pairs, tell your partner about a special present someone gave you. What was it?

f Anja and Pete wrote about special memories in their online school magazine.
Look at objects A-F. What present did Anja get? What present did Pete get?

PETE, AGE 14

ANJA, AGE 13 My special memory isn't from very long ago. I was
opening presents on my 13th birthday. My older brother
My special memory is from when I was three years old.
gave me a large box. lt was very hard. What could it
We were staying with my grandparents at their house
be? I opened it and felt inside. l'm blind, so I needed to
in the country. They lived in an old wooden house.
touch everything because I can't see. lt was smooth and
I remember the house was always cold and it was near
round. I remember thinking 'lt's a leather football' and
a forest. When it was time for bed, Grandma took me
feeling upset. I can't play football because I can't see
upstairs to read me a story. On my bed there was a
the ball. I picked it up. lt felt quite heavy, and it made
lovely wool blanket. lt was really colourful. I remember
a noise. My brother told me it was a special football for
touching it and it was so, so soft. 'lt's yours. I made
blind people. There are little metal balls inside that make
it for you,' my grandma said. I still have the blanket
a noise when someone kicks or throws it. Perfect! Now
on my bed at home. lt looks really small there, but
I play football all the time.
I remember when I was younger it seemed so bigl

Adjectives lor
YllCABUTARY dercribing obiects
J Read the article again and answer the questions.

I What was Anja's grandparents' house [ike?

2 When did Anja first see the btanket? t Match the words in the box to photos A-F,
3 What was it like?
4 Why do you think Anja remembers it as big when @ colourful hard heavy large
in fact it's quite small? tittle lovely otd pretty
5 Who was Pete's present from? round small smooth soft
6 What did it feet tike?
7 Why did he feet sad when he first felt the Q tirt"n and check.
present?
8 What happened when he took it out of the box 2 ln pairs, describe the objects in the photos. Use the
and why? adjectives from Exercise 1 and others you know.

t Take turns to describe something in the classroom

tr TlrlilG P0iltls
Anjat memory is from when she was three years
old. What's your earliest memory?
to your partner for them to guess what it is. Use
the words from Exercise l to help you.

It's large, smooth and colourful. lt's

Pete's memory is of his special footbalt. What
made of paper and it's on the wall.
other special things can help someone like Pete?

A map?
Yes.

38 UlilT 6

72 UlilT 0
FAST FIIIISHERS
Fast finishers write down the presents which they think
Anja's grandmother gave her on each of her birthdays
WIRTER
when she was four, five and six. When the other students
Write this recipe for a magic drink on the board: have finished, fast finishers can tell their ideas to the rest
A cup of horse's milk ofthe class and see ifthe other students like the presents.
Six birds'eggs
hair of a friend of mine
(D fn" Reading text is recorded for students to listen, read
The
* and checktheiranswers.
A crocodile's skin
Two sleepers'dreams
Two things of yours
Q
Tell
rlrrulc pomTs
your
students earliest memory. Put students into
Ask students what they think this drink can do, for smal[ groups to discuss theirs. Then ask students to te[[
example, drink it and you can fly. you things that could help blind people. These could be
Then have students make their own magic drinks and put objects, like the football, or services, like mobile phone
them in pairs to tell one another about them. apps giving useful information to blind people. Write
the ideas on the board and read out the Background
lnformation box if necessary. Then have students discuss
BrcrcRouilD rxFoRrfit0t the ideas and add others in their groups. Share ideas as a
class.
Only about five percent of people who have problems
with their vision are completely blind. The Paralympics
include different classifications of visual impairment and UOGIBUlARY Adjeclives for descrhing objects
the football competition is a five-a-side match. The ball
has a noise-making device so players can follow it. There 1 Tell students to match the adjectives to the photos, ptay
are a number of other specially-modified products and the recording for students to listen, check and repeat.
services which can help the blind in everyday life. These Concept-check the meaning ofthe adjectives, For
include Braille displays on computers, where software example: 'The shape of an apple or the sun' (round),,An
converts text into Braille; over 100 radio-reading services elephant is thisi (large, heavy), 'How a baby's skin feets'
where presenters read from a range of reading materials; (smooth).
tactile paving to help blind people move around outside; (rl Answers
some currencies, such as the Canadian dollar, having &
banknotes which have Braille-like dots to indicate the The answers ore recorded for students to check and then
repeot.
different denominations.
A hard, heavy, old
B hard
Tell students about a present you got. For example: ,Two C tittte, lovely, pretty, small
years ago my sister gave me a machine which makes ice- D colourful, lovely, pretty, soft
cream. I love ice-cream so I use it a lotl' Put students into E hard, heavy, round, smooth
pairs to describe their presents. Share ideas as a class. F round, small, smooth

Ask students if their school has an online magazine and 2 Students should describe an object and their paftner
if it does, what is in it, and if it doesn't, what could be in should say which one it is. Ask some students to describe
it. Have students name the objects. Give students a time the objects.
limit to read the article and say what presents Anja and
Possible answers
Pete got. Check answers as a class.
A lt's a bett. lt looks heavy. I think they used them in schools
Answers years ago.
Anja: a btanket (D) B lt's a large box. lt's made of plastic or wood and it tooks
Pete: a footbalt for btind people (E) hard.
C lt's a small wooden house and it looks old. lt looks tike a
Ask students, 'Whose memory is the eartiest?, (Anjo,s). doll's house.
Tell studentsto read and answerthe questions, Check D lt's a blanket. lt's really colourful and it looks soft too. I
answers as a class. Ask,'Whose memory is the most think it's lovely.
E lt's a footbalt. Footbatls are hard and round.
interesting?'
F These are tittle metal balls. They are round and very
Answers smooth.

I lt was an old, wooden house and it was always cotd. 3 Demonstrate with some examples:
2 When she was three years old and staying at her
grandparents' house, 'lt's large and soft and it's on the floor.' (rug)
3 lt was beautiful, colourfuland soft. 'They're hard and heavy and you are al[ sitting next to
4 Because she was small, the blanket seemed big to her. one.'(desks)
5 lt was from his older brother.
6 lt fett round, hard and smooth (and quite heavy). Students do the same in pairs and then as a class.
7
8
Because he can't see and so can,t playfootbalt.
The batt made a noise because it had smalt metat batts
) vomruunv woRt(slEEr uiltT o

inside.

FAYOURITE THI]IGS
PLAN Teltstudents to write notes answering the three
questions. Ask students to inctude in their notes pairs of
adjectives in the right order, for example:
g, PREPARE FllR IHE EXAT wonderfut, old
lovely, cotourfut painting
12 tEV FOR SGll0oLS Listening Part 5
smalt, modern
4tr
(D erietty review what students need to do in this part of the
exam and if necessary read out the A2 Key for Schoots WRITE Students draw the picture of their object first, as
box on TB Page 30' this witt help them describe it. They coutd use a photo if
they are doing this as homework, Tell students to use Ben's
Te[[ students to read the background information about
email as a modelwhen theY write.
who is speaking and why carefutly so they understand
the context. They shoutd also read the task and make IMPROVE Students check one another's work' They
sure they understand the connection between the five undertine the adjectives and check the order is correct'
items and eight options, Students should be carefuI not They shoutd also check for other mistakes' Students then
to write down the first thing they hear as speakers may imagine that they are the director of the museum, read all
correct themselves and give the reaI answer' the 6maits and decide which object to put in the exhibition'
Have students describe the photo and ask, 'What are Model answer
they doing?' (looking in boxes).Ask students to read the l've got an interesting object for you' lt's a 1966 paper
poster
task and *k,'Who are speaking?' (Carmen and Murat\ of Tf,e Beattes, a fantlstic old pop group' lt's from my uncle's
and 'Who do atlthese things betongto?' (herrelotives)' house and I found it in his bedroom'

t
Ptay the recording for students to complete the task' From

47z
(D ptay the recording again for students to check their Ben

answers. Check answers as a ctass,

iilxEll lBluil
Answers Give students a less demanding writing task' Write this
1A 2H 38 4D 5F answer on the board and ask students to find mistakes
with the grammar done in this unit and the order of *
) luoloscnmnPmEzoo
adjective! and rewrite it (see Answers above for the
correct version).
l've got an interesting obiect for your' lt's o paper 1966
G
posier ofThe Beotles, an old fantastic pop group' lt's from

Z Adjective
pnrpmr To wRITE
'mine
uncles' house ond ! found it in her bedroom' G
s
By
order I

Ben
cET READY Books ctosed. lfyou are able, show students a

virtualtour of a famous museum [ike the Egyptian Museum Students may be able to write their own emaits after this'
in Cairo. Ask students, 'What museums do you know?'
'What do they have inside?'
Books open, ask students to read the notice from the
museum and say what two things you should send to the
GOOTER
Read out a list of adjectives and one noun' Students
put
s
museum (an email, a photol.Ask,'What do you have to tetl
the museum?' (what the object looks like, why it is specio/)'
Students then read Ben's emaiI and say what his favourite
the adjectives in the right
For example:
order and draw a picture of it'

wooden house old frightening tiny + frightening, tiny, otd,

E
thing is, Check as a class. wooden house
Ask'Why do we say big wooden boxbutnolwooden big cheese and tomato delicious pizza round + delicious'
box?' andexplain that there is an order of adjectives before round, cheese and tomato Pizza
a noun. Put the categories up on the board and give an green thing littte strange plastic t strange, little, green'
example of each (see Answers). plastic thing
Tellstudents to find the adjectives in Ben's email and the lf you have space, arrange students into groups of seven
texts on page 38 and put them in the table. Check as a (sbme of the students can have two words if the number
class. 'rs
smalter). Give six students an adjective from the six
different categories, for exam ple tria ng ular, i nteresti ng,
Answers
new,paper,large,blue and give the seventh student
opinion: beautifu[, lovelY a noun, for example hot. Students must line up in the
Size: small, little
correct order (lnteres ting, large, triangulor, new, bltle,
PhysicaI quality: smooth
Shape: round
paper hat) Elr
Age: old
Colour: red
Material: silver, wooden, woo[, metal Flr

t
FIE

74 UlllT 6
d PREPTRE FoR THE ExAtrr

Listening Part 5

I For each question, choose the correct answer. You will hear
-r. Carmen talking to Murat about some things she has found in her
lf grandparents' house. Who does each thing belong to?
Things People
0 clock A aunt
I computer B brother
2 hat T C cousin
3 toy bear D father

4 painting T E grandfather
5 jacket tr F grandmother
G mother
I Listen again and check
youranswers. H uncle
o

2 PREPARE T(l WRITE

Adjective order
GET READY

IilE CITY ilUSEUM olI qil

riisgunt.uk
Have you got a favourite thing or something
lrom the past you want to tell us about? Send l';: ai i:'. .l-, '_r':-?-.

us an email. Describe the object and say why I've got a beautiful, old, silver ring. lt was my uncle's.
it's special for you and attach a photo if you I keep it in a small, red, wooden box as it's very
have one. special. He gave it to me when I was ten.
Email : crtymuseu mf [email protected] k
I never wear it, but I like to look at it.

From
Ben

Read the notice from the museum and then read Ben's email reply. What's his favourite thing?
Put the adjectives from the email in the correct column in the table.

Adjective order
Opinion Size Physical quality Shape Age Colour Material
(pretty) (bie) (hard) (square) (new) (blue) (gold)

Find three more examples of pairs of adjectives in the texts on page 38 and add them to the table.
PLAN You are going to write to the museum about something special. Use these questions to plan your email.
What is it? Where/who did it come from? What does it took tike?
Plan your emaitto the museum.
What groups of adjectives can you use to describe your object? What order do they go in?

WRITE Write an email to the museum. Use Ben's email to help you. Write about 35 words.
Draw a picture ofthe object.
IMPROVE ln pairs, read each other's email. Check for mistakes with adjectives. Rewrite your emails.

FAYOURIIE TIII]IGS 39

FAYOURITE THI]IGS
I

t
sEc0ll DARV 001 E
IlI THE U K t
I Discuss the questions with your partner.

I Do you like going to school?

2 Why? / Why not?
rF
3 At what age do people start secondary school
) Work with a partner. What do you know about secondary
in your country?
ilI
schools in the UK? Discuss your ideas. Read the web page.
Were any of your ideas mentioned?
lrE
The secondary school
ts system in the UK The school year goes from September to July in England and
lrE
Wales, August to June in Scofland and September to June in

From the age of 'l 1 to 16, children go to

secondary school. Most take children of
Nodhern lreland. There are three terms and short holidays in
the middle of each term. The Christmas and Easter holidays are
usually two weeks, and the summer holiday is six weeks, or two
IE
all abilities and are called comprehensive months in Northern lreland.
schools. But there are also grammar schools,
where children take an exam to enter,
lEr
The school day at secondary schools goes from about g.4S am
especially in Northern lreland. ln Scofland,
secondary schools are called high schools
or academies. When they are 14, all children
choose the subjects they want to siudy at
to 3.30 pm. There's a break in the morning and another for lunch.
Most British school students have to wear a uniform. Each school
has its own colours for the uniforms.
trl
GCSE (or National 5 exams in Scofland).
These are national exams you take at 1 6.
Everyone has to do English and maths.
When students are 17 and 18, they take more exams. ln
Scotland, these exams are called Highers in the first year and
Et
Students also choose four or more additional Advanced Highers in the second year. ln the rest of the UK,
subjects from a list. This includes subjects like students go into the sixth form to study four subjects at AS level
languages and sciences but also photography in their first year and three of these at A level in the second year.
and drama. You need to pass these high-level exams to go to university,

t Read the web page again and complete the table.

TlLtilltc
Types of public secondary schools in the UK € P0tltTs
'*,_"-..-. -.-_.. schools - These schools take children of att abilities ln groups,
2
__-_,. __._- _ schoots - Chitdren need to pass an exam to get in these schools. compare the UK
3
"..-._--.--..._.-.....
schools or academies - These are second ary schoots in Scotland. secondary school
Secondary school England and Wales system with
Northern lreland Scotland
your own.
National exams at age 16 GCSEs 4
National 5 exams
National exams at age 1Z AS levels AS levels 5

National exams at age 18 6

A levels Advanced Highers
School year starts September 7
August
School year finishes June Ju ne

IO CULTURE

F CUTTURE
1

2 Ask students 'What countries are in the UK?' (Englond,

Learning Obiectives Scotlond, Wales and Northern lrelond) and 'ls the
. The students learn about the secondary school system in the secondary school system the same in all these
UK and what type of after-schooI activities schools provide. cou ntries?' (lt is very similor but there ore some
. ln the project stage,students design a web page fortheir differences.). Arrange students into pairs to discuss what
school including a description, photos and newsletter. else they know about secondary schools in the UK.
They then check with the web page, Point out that GCSF
stands for Generol Certificate of Secondary Educotion.
Vocabulary .',''',,,.',, .',,,"i',' .'', Ask students to say what the students are wearing in the
photo (schoo I uniform). Ask, 'Would you like to wear a
comprehensive schools grammar schools high schoots
academies uniform like this?'and 'What do you think is the purpose
of a school uniform?',
3 Go through the table so students know what kind of
information they need to fill each gap, for example, 1,
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: High school
2 and 3 will be types of school. Tell students to read
in the US
the web page more carefully and complete the tabte.
I Check as a class. Ask students if there is any information
missing which they would [ike to know more about, for
BtclcnouilD ttFonttTtolt example what the exam for grammar schools is like,
The education system in England and Wales is divided Answers
into pre-school (ages 3-4), primary education (ages
l comprehensive 2 grammar 3 High 4 GCSEs 5 Highers
4-11), secondary education (ages 1l-16), sixth form (ages 6Atevets TSeptember 8Juty
16-f8) and tertiary education (ages 18+). Over 90% of
pupils go to state schools, where the education is free,
FAST FIIIISHERS
and they follow a national curriculum which standardises
subjects, syllabuses and assessment. Confusingly, old Tell fast finishers to write down advantages and
and prestigious independent schools like Eton are called disadvantages of exams while the other students are
public schools, although they are not in the state system. finishing. For example: advantage - they motivate
students to study hard; disadvantage - they can cause
stress. When everyone has finished, collect these ideas
TYARTER and putthem on the board. You could then have a class
Write these anagrams of school subjects on the board. Do discussion about whether exams are a good idea and
the first one as an example and then see which student what an alternative could be.
can find the rest first.
ism u c (muslc), [oi gybo (b i o lo gy), yth oisr (h i story), h gtesn i * fn"
{D Reading text is recorded for students to listen, read
and check tleir answers.
(Engli sh), aoghregyp (geogro phy),tyechismr (chemistry),
semaatthicm (mothematics), aylsipch unctieaod - 2 words
(physical education)
p nlxtnc ponTs
Put students into groups and ask them to compare their
Ask students which of these subjects they enjoy the most
secondary school system with the UK's according to these
and why.
categories: age students start and finish; different types
ofschools; subjects studied; types ofexam and when
1 Books ctosed, put students into pairs and ask them to they are; length ofschool year and holidays; dress code. lf
write down reasons why children go to schoo[, not just necessary, give students some usefuI language:
educational, for example, to learn how to communicate go to secondory school ot the age of
We .,.
and cooperate with people of the same age, Ask students
for their ideas and write them on the board. We don't hove three terms, we hove ...

Books open, ask students to discuss the questions in We have notional exoms when we ore ..,
the book, Share ideas as a ctass. lf students don't Iike Students should discuss the advantages and
going to school, make the discussion constructive rather disadvantages oftheir school system compared to the UK,
than negative by looking at what would make their for example in their country they may have longer summer
experience more positive, for example if it was easier to holidays but they may study on Saturdays. Tell each group
get to school or there was a greater range of sports to do. to present their information to the rest of the class, To
Ask students, 'What is the best age for children to start avoid repetition in the presentations, ask each group to
learning and to start going to school?'. (This might not be focus on one difference, for example on exams.
the same age.)

SE(!(I]IIIARY SGHOIIT IlI THE UK

n
4 Pre-teach charity (money, food or hetp that is given
to 6 Put students into pairs to discuss how their school
people or things that need it, or an organisation
which compares to Woodedge schooI on each of the different
does this), and ask students to give so-me examples
from criteria. Students shoutd say in which areas one schoot
their own country. Give studenti a time limit to read the
is better, for example, their school may have more
website and say if the school is similar to theirs a nd,
if interesting after-schooI clubs. Share ideas as a class,
so, in what ways. Then give students time to read Ask
the students what their schooI or Woodedge could change
website more carefully and answer the questions.
Check to make it a better place to learn and spend time, foi
as a class.
example, school [unches could be healthier.
Explain that Save the Children helps vulnerable children
atI over the world and it started its work in 1919 by PR0JEGT ,q scrr oot web pose
feeding children starving after the First World War Tell students that they have to ma ke a web page
in for thei
Europe. Explain that the National Theatre is a major school. This coutd be a com plete ty new web page
state-funded theatre in London. Ask students what if the
school doesn ,t h ave o ne n Englis h or a new vers
information they think the parents and Teachers parts on
of Ask stud ents who it ts usefu fo (parents, new
the website contain, for example, parents may be able students,
to etc nd what kind of nform a tion n d pictu res it co u td
see examples of students, work. co ntai f stu de nts h ave access to m obile devices, teil
Answers them to loo k at some school webs ites n h etr co u
ntry and
h e UK to get some deas, Arrange stu dents
1 18 2 for the charity Save the Chitdren nto gro u ps.
3 no 4 four They could do this project n class or do it a s
5 trainers 6 the National Theatre homewo rk,
co ttecti ng nfo rm ati on individua llv, then putti d
n b it
together and c hecki ng it n cla ss. Students shou td
iilxEIt tBtHTY use the
Wood edge WE bsite as a mo del a nd incl u de some p hotos
Make the open questions into statements and or rtwork (rh ey m ay n eed to take some photos
write them fo th ts
on the board for weaker students. Tell students to a nd they cou td eve n ma ke s h ort video.)
say Stud e nts cou td
whether the statements are true or false and to say ma ke thei web pa ge a s a real web page or tu
why rn it into a
the fatse statements are wrong and correct them, poster ln class, stud ents should present nd
co m pare
1 Students leave Woodedge School when they are 1g, the r WC b pages Deci de W h ich web page has got
th e
(True) best content a nd whi ch one h s got the most attractive
2 Students need to bring money on November 13th presentation
to
buy hats. (Folse - The money is for chority)
3 same question PROJECT EXTEIISI||II
4 Each student can buy four tickets for the concert. (Irue) TeJlstudents to do a survey ofschool websites and
5 Students must wear trainers for the football flnd out how they compare according to the criteria in
competition. (Zue) Exercise 6. Students could choose school websites
in
6 On 30th November allstudents go to the theatre, (Folse the UK or a range of schools in other countries (if
they
- only Year 1J students) are in English). lf students put,schoolwebsite,into
a search engine they will be directed to websites
of
(u 5 Books ctosed, telI students they are going
schools in English. Students should work in groups
with
to Iisten to a
:,u"y9n" in the group responsible for finding and getting
50
student from the schoo[, Aleesha. nsk what questions
the information about one website. Studenti then put
they would like to ask her, for example, ,Whai year
are their.information together and make a presentation
you.in?' and 'What,s your favourite subject?i
Books open,
to
the class, The class can decide which sounds the
students check if their questions are the same most
as in the interesting school to study in.
book.
Play the recording twice for students to answer
questions. Ask students what they woutd
the
make for
I* cur-rune VtDEo: High schoot in the US
Charity Day. As an extension activity, have students When students have completed the tesson, they
work can watch
in pairs. One student asks the quesiions and the the video and complete the worksheet.
other
answers them as Ateesha. The students could
add two GllOTER
more questions which Aleesha,will answer using
her
imagination. Students think of five crazy activities for an alternative
schooI sports day. Give some ideas [ike u nderwater
Answers badminton and hotdog eating (speed an d quantity).
L I,200 2 She is Asian. 3 3.00 pm
4 What's in the news; money S hot food and
sandwiches
6 She has a card. (Her parents put money
into an online
account which she accesses with the card.)
7 singing and badminton 8 cakes

) ruoroscnrn TB ptc[ 2gl

F CUTTURE
{ Read the information on the Woodedge Secondary School website. ls this school similar to your school?
Answer the questions.

=r
EI Welcome to the Woodedge School website. We are a comprehensive
lmportant dates for November
Friday 13th: Charity Day Can
Er school for girls and boys aged 11-18. Our children come from
many different cultures and backgrounds. We are a popular school
and children who come here do very well in their exams. As well
everyone please bring e'l .00. This is
a non-uniform day. Wear your own
as excellent teaching, we offer many interesting after-school clubs, clothes, but no hats, please, and don't

Er including sports, drama and dance.

colour your hair. There will be things
for sale, so bring in some extra money.
All the money we make will go to the
charity Save the Children.
I At what age do students leave Woodedge School?
2 Why do students need to bring money to school on 13th November? Friday 20th: Autumn concert Tickets
3 Do students have to wear their school uniform on 13th November? 83.00 on sale now - maximum four per

il 4
5
6
How many tickets can each student buy for the concert?
What must students wear for the football competition?
Where are Year 11 students going on 30th November?
student.
Tuesday 24th: Years 7-10 Girls' indoor
football competition Sports Hall -
s5 Listen to Aleesha talking about Woodedge School.
trainers only, please.

=r 50
Answer the questions.
I
Monday 30th: Year 11 school trip
to the National Theatre

iI How many pupils are there at Woodedge?

2 What is Aleesha3 cultural background?
3 What time does school finish?
4 What do students learn about in PDT?

il 5 What kind of food can you get at lunchtime?

6 How does Aleesha pay for her lunch?
7 What after-school clubs is she doing this term?
8 What is she making for Charity Day?
PR&IEGT A :; liool
vi.ri,.b gragt:

Deslgn a web page for your school. lnclude

=t $ Compare Woodedge School with your own.

Talk to your partner about these things.
.
informatlon:
. a description ofthe school
this

after-school clubs
. . photos of your friends and the building
=n .
how tong the day is
mix of cultures
. a newsletterwith school eventsforone month

il .
.
.
numberofstudents
school concerts
special days (tike Charity Day)
Present your web page to the class.

il .
.
school lunches
school trips

11
t 04 tow wtTcH DtE dtuunt YoE0

t sEcolilllnY SGHooI tlt TltE ur

ll \
- I

'''E="''r'

{*
o ABOUT YOU
Q os Watch the video and discuss the questions.
What adventure holiday would you like to go on?
How would you like to get/travel there?
Who would you like to travet with?

AIID

Holiday aclivities

1 What activities can you do on adventure holidays?

,6 Match the words in the box to photos A-J.
rry
camping diving hiking horse riding
kite surfing mountain biking paddle boarding
sailing waterskiing zip wiring

Q tirt"n and check. Then repeat.

of
5t
Listen to Tara and her friend Dan talking about their
adventure holiday. Which activities from Exercise I do
they not mention?
4)
-' 3 litt"n again. Complete the table with Tara,s and Dan,s
holiday activities.
I PREPIRE FoR THE ExAilt
Monday Tuesday Wednesday Thursday Friday Speaking Part 2

S Work with a partner. Talk together about the

adventure activities in Exercise l. Do you
like these activities? Say why or why not.
{ Complete the sentences with the verbs in the box.
.-, J ln pairs, ask and answer the questions.
19 get back get lost getting on Do you think:
gettingto getting up . going sailing is dangerous?
. going camping is boring?
I Tara's ..._...--.-... __,- the airport by car. . going kite surfing is difficutt?
2 Tara and Dan have to.____-.,...*..__ from the mountains . going paddte boarding is amazing?
to the activity centre alone. . going horse riding is exciting?
3 Tara and Dan are ...-..-... _....-.,..-. a bus at 5 am in the . going mountain biking is hard?
morning.
4 Tara and Dan are._-.. _ , early on Monday morning.
........ $ ln pairs, ask and answer the questions.
5 Dan hopes he doesn't.,.--._-_- _ _ in the mountains. I Which of these adventure activities do you
ln pairs, ask and answer the questions. tike best? Why?
$ 2 Do you tike doing activities on the water?
I What time do you get up in the morning? whv?
2 When was the last time you got tost? 3 ls it better to do adventure activities when
3 How do you get to schoot? the weather is rainy or cold? Why? / Why not?
4 How did you get back home from your last hotiday? 4 Do you prefer doing activities on your own
5 When did you last get on a train? or with other people? Why?

42 UlilT 7

80 ulilT 7
I
I '! ! €t
J I I NI

Unit Overview AND

=] TOPIC Hotidays, travel and adventure
VOCABULARY Holidayactivities Holiday aciivities
AND LISTENING A conversation about an adventure hotiday

=li GRAMMAR Present continuous for future

PRONUNCIATION Sentence stress: present continuous
I Tell students to look at the photos and see if they can
name any of the activities before the matching task.
Check as a class. Concept-check some ofthe vocabutary,
READING BreconBeaconsadventureweekend

=li VOCABULARY Things to take on an adventure holiday

LISTENING Atalk about an adventure hotiday
for example: 'Walking in hitts and the country' (hiking).
Ask students if they have ever done any ofthese
activities.
SPEAKING Talking about an adventure holiday
(tl
=li EXAM TASKS Speaking Part 2; Listenin gPart2
5t
Answers
The answers ore recorded for students to check and then
repeot,
Resources : .
A horse riding B camping C kite surfing D mountain biking
E diving F sailing G waterskiing H paddte boarding
GRAMMAR REFERENCE AND PRACTTCE: SB page j.53; TB page 265 lzip wiring J hiking
PREPARE FOR THE EMM: SB pages on TB pages 250-251 and 245;
(,) 2 Play the recording and have students tick the activities as
TB pages 259 and 256 52
WORKBOOK: pages 28-31 they hear them mentioned. Then ask them to identify the
VIDEO AND VIDEO WORKSHEET: Adventurest
activities not mentioned.
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 7; Answers
Vocabulary worksheet Unit 7
diving, waterskiing
TEST GENERATOR: Unit test 7; Term test 1
(rl 3 Play the recording again and tett students to fiil in the
52
plan. Remind them that they will not hear the days of
WARiIER the week in order. Check answers as a class. Ask some
Put students into large groups. Tell them that they are general comprehension questions after the students
going on an adventure hotiday. You choose a pattern for fitl in the table, for example, 'Where is the hotiday?' (rn
things students can take with them, for example things the Pyrenees) and 'Who is taking a musicaI instrument?,
beginning with D, things that are the same colour, things (Toro, a guitor)
that have been in Units 1-6. One student begins, for
Answers
example, (if the pattern iswords beginningwith D), /,m
taking my dog, The next student continues, t'm toking o Monday: hiking
Tuesday: sailing, horse riding
dictionory. The other students can challenge the student
Wednesday: zip wiring
iftheythinkthething is not relevantto an adventure Thursday: mountain biking, paddle boarding
hotiday and ask them to explain, for example: Why are you Friday: kite surfing
toking o dictionory? The hotidoy is in a different country.
lf students can't answer the challenge or think of a tiring
TIXEII ABILITY
they are out ofthe game. Students continue until thereis
For weaker students, pause the recording after each
a winner.
activity and ask: 'What is that activity?' and ,When is it?,

O asourvou ) luuoscnrnrDptsE2gt
Q
0s
Vou can begin the class and introduce the topic ofthe unit 4 Ask students what phrases they know with get (for
by showing the video and asking students to complete the
example, geton/off and get morried are 42). Have
video worksheet. Then, read the questions intheAboutyou
students complete the sentences, Check as a class.
box and students exchange ideas in pairs.
Answers
lgettingto 2getback 3gettingon 4gettingup 5gettost
5 Have students discuss the questions in pairs. Ask
students to report back to the class about their partners.
As a variation, write the questions on the board (or
dictate them) with gaps for the get phrases, Students fitl
in the gaps then answer the questions,
CONTINUED ON PAGE 82

AIIYE]ITURE HOTIIIAVS T'l

3
.+
fry
I PREIABE Fon THE ExAH Books closed, write these two questions on the board
and ask students what the difference is. Whot time do you I

A2 rcY FOB SGH00IS Speaking eart 2 get up? (everyday routine) Whot time are you getting up?
6 Briefly review what students need to do in this part of the
(a plon for one time in the future) Books open, students

exam and if necessary read out the A2 Key for Schools correct the sentences. Check answers as a class.
box on TB page 38. Answerc
Tel[ students to listen to each question carefully and give 1 Taylor Swift is singing at the footbalt stadium next
a fulI answer. Even if the question isayes/noquestion,

3
Saturday.
like Do you think going comping is boring?, students need 2 We're meeting at 3 pm tomorrow at the bus station.
to answer in detail. Teach students polite phrases for 3 I'm very excited that you're coming to visit next summer,

E
asking for repetition, for example, Sorry, could you repeat 4 Are you bringing any money with you this evening?
that please?, as students will not lose marks if they ask
5 I'm not visiting my grandparents this weekend.

d
the examiner or their partner to say the question again.
(Examiners cannot rephrase questions in part 2 buittrey FtsT FtlilSilERS
can repeat them.) Fast finishers write down a reason to explain what is
Put students into pairs to discuss what they like and happening in each sentence. Forexample: 1 Taytor needs
don't like about each activity. Share ideas as a class. a stadiu m because she has a tot of fans.

7 Tel[ studentstotake turns askingand answeringthe

questions in pairs. Share ideas as a class. ) emnnmwont(slrETur[?

8 Have students discuss the questions in pairs. For extra

practice, have students then repeat the activity in e PR0l{UilCtATtolt i
I
different pairs. Monitor and collect examples of mistakes Sentence stress: pres€nt continuous
and good use of [anguage for feedback.
4 Tel[ students to read the sentences and predict which
parts are stressed. Ptay the recording to check, Elicit
GR[M]ilIR Present conlinuous lor luhre which types of words are stressed and which aren,t.

I Ask, Are the examples referring to the past, present (l Answers -

or future?' (future) and 'Are they about making plans The onswers ore recorded for students to check ond then
or just thinking what to do?' (moking ptans). Fsk repeat,
students to do the analysis task. Make sure that in I We're going kite surfing next week.
the example sentence, When are we going mountoin 2 Are you going mountain biking in the summer?
biking ..., students do not confuse be going to and the 3 They aren't buying a paddle board this weekend.
present continuous for the future. lf necessary explain, 4 He's going camping next month. E
5 ls she coming horse riding with us this evening?
that the present continuous for the future is used for 6 He isn't going hiking during the holidays.
definite arrangements which are going to happen in the
foreseeabte future. lf it is a tong-term plan, we use the be 5 Have studentsworkin pairs,saythe sentences and check I
going to future form: One day tamliving om going to live one another.
in a castle. At this level it is too early to teach students 6 lf possible, show some youTube clips of exciting places
the difference between the two future forms. for adventure holidays in your country and abroad, e,g, I
Answers Kamchatka (a mountainous region in Russia) and Krabi
(a resort for climbing and water sports in Thailand), Ask
I nowand thefuture 2thefuture 3 usually II
students what activities they could do in each place. For
) e nmrm REFEREToE tro pRtcItGE AilswER xEy IB p[EE
zos
example, hiking and climbing in Kamchatka, Arrange
students into pairs. They should choose a place and write
2 Ask students,'What do you call a book where you write a schedute with at least one different activity per day.
down your plans?' (o diory),,Who are Bella,s friends?, 7 Put pairs together to compare their adventure weeks.
(Gina and Anno) and 'How is she getting to Anna's party?' Demonstrate and make sure that questions and answers
(by train). Tell students to write down Bella,s plans. are in the present continuous: 'Diego, what are you
Check answers as a class. Then tett students to cover doing on Monday?' (On Mondoy morning, we,re flying
up the diary, ask questions and see ifstudents can to Sontiogo.). Students then make a new schedule,
remember what Bella is doing. For example: ,Silvia, is combining the best activities, and present this to the
Bella going mountain biking with her father?' (Nq sheb whole ctass.
going mountoin biking with her mother.)
c00tER
Answers
Te[[ studentsto write down a plan for a terrible weekend
On Saturday she's going diving with Gina at 10.30. She isn,t
For example, Saturday 9 om Visitthe dentist. Then put
going home for [unch at 12.30, She,s riding her new bike to
her grandpa's at 3 pm. She,s catching the irain to Anna's party students into pairs to use the present continuous to ask
at 6,30 pm, and answer questions about their terrible weekends.
On Sunday she's going mountain biking with her mum at Share ideas as a class and see which one is the worst.
9 am. She's doing her homework at 1L o'clock. She isn,t
cleaning her bedroom at 2 pm. She's watching the footbail
game at 2 pm.

82 UilIT 7
FI
FI
Presenl conlinuous for fulure $, Correct the mistakes in the sentences.
=I L Look at the examples. Then choose the correct
@ t taylor Swift sings at the football stadium
next Saturday.
words to complete the sentences below. 2 We meet at 3 pm tomorrow, at the bus station.
=I We're getting on a bus at five o,clock in the
morningl
3 l'm very excited that you come to visit next
4
summer.
Do you bring any money with you this evening?

Fr I'rn not taking my keyboard with me next week.

When zrre we going mountain biking and paddle
boarding?
5 I don't visit my grandparents next weekend.

I
I We can use the present continuous to talk
e PRoilUilCtATloil |

Sentence stress: present continuous

about now I the future I now ond the future.
2 The three exampte sentences are aboul now I { Look at the sentences. Decide which
l- the future. words in each sentence are stressed
3 We usually lnever use a time word with the and underline them.
present continuous for the future.
Ir 1 We're going kite surfing next week.
2 Are you going mountain biking in
)cnamman REFERET{oE AID pRAcTtcE nAGE 1bg the summer?
3 They aren't buying a paddte board
this weekend.
! Look at Bella's diary for this weekend. Write her
4 He's going camping next month.
plans using the present continuous and mention
the day and time for each activity. ls there 5 ls she coming horse riding with us
anything she isn't doing? this evening?
6 He isn't going hiking during the hotidays.
.!hc isrr't r.ltuitino lit:t tttottt tlt J prn o11 g11111!11y,.
(D tisten ani check. Then repeat.

$ In pairs, take turns to read out your

sentences from Exercise 2.

+-ffiEIE $ ln pairs, write a list of alt the activities you'd like

to do on an adventure week. Where would you
, Go diving with Gina' like to go? Now plan your week. Choose at least
one activity for each day.
Co hcme foi ifich'
f Work with another pair. Use the present
continuous to ask and answer questions about
Ride mY new bike to GrandPa's' each other's adventure weeks.

Take the train to Anna's PartYll What are you doing on Tuesday?

E] pT[Eflt On Tuesday, we're

Go mountain biking with Mum Choose the best activities from your group
to make a perfect week. Tell the class.
Do my homework.
= This is our perfect adventure week on

:I Clean nn'Y bedroom. the Black Sea. On Monday morning,

we're learning how to waterski and
then in the afternoon we're ...
Watch the football game'

ADYEI{TURE HOTIDAYS 43

q AIIVEI{TURE HOTIDAYS
t
t
Look at the photo on the leaflet and answer
t
the questions.
1 What kind of ptace are the students going f
2
to on their adventure weekend?
What activities do you think people can
do here? t
Read the leaflet from the school quickly and
check your answers to the two questions in
Exercise 1. t
Read the leaflet again and answer the questions.
1 What can the weather
Brecon Beacons?
be like in the T
2 Qtu<hntsan gokrg totlte Brccon Beaeom ln Wblsaforotr
E
Where can parents find information on what
students shoutd bring? 9adwntrcrveeksnd ln Maythbyear. The Brocon Becongare
3 Why should students not take too much in mountdns and the wce$cr thet! can bc sunny onc mlrute and
their bags? ralning or foggy and cold lho noxt Plea* make sur€ tM your ron
or daughter brlngs ths dght doh€s, soe tle klt llct betow.
4 What's the reason for the length of the walk?
5 How many nights are students spending in It's important stud€nts don't bring too many cloth€s because
each group is going to carry everything they need for camping
E
t
their tents?
6 How are they getting to Wales? and cooking.
There are lots of different walks in the mountains. We know that
some students don't walk very much, so our walk over the two days
Things lo take on an

E
I is only 25 km long.
adventure holiday
a Students spend Saturday and Sunday hiking.
a Students camp for one night, on Saturday.
@ 1 "u,.tl the words from the kit list to photos
t
A-1.
o Students sleep in tents in groups ofthree orfour.
f;) r-itt"n and check. Then repeat. We are travelling to the Brecon Beacons by bus, The bus leaves
lrom the school on Saturday at 6 am and returns on Sunday at 8 pm.
f Read the kit list again. Which of the things on
the tist do the students need for: Please contact Mr Jones at the school if you have any questions or
E
r@
would like more information.
wet weather? eating and drinking?
weather?
t
sunny sleeping?
cold weather? keeping ctean?
havingfun? not getting lost?
CLOTHES OTHER KIT

e TttKtlrc P0rltTs
walking boots
waterproof trousers
and jacket
backpack
towel
t
I
Do you like the idea of an adventure weekend sleeping bag
walking socks torch

n
with the school? Why / why not?
Do you like hiking? Why
underwear wash bag
/ why not?
Do you like camping? Why / why not?
T-shirts first-aid kit
pyjamas plate, bowl, mug,
What else woutd you like to do on an

C
sweaters knife, fork, spoon
adventure weekend? trainers (for the evening)

I
water bottle
n walking trousers (not
jeans!) YOU MAY ALSO WANT:

q h KIT FOR EACH GROUP

warm hat or sun hat
gloves G
tent sun cneam
map and compass sunglasses

n food playing cards

snacks
fC

buh
tr tr q
E $c*
:tC
44 UXtr 7
ilC

84 UlilT 7 D
Things io take on an advenlure
UOGIBUIIRT holiday

I Tell students to look at the photos and see if they can

IYIRITER name any of the objects before they match them to the
Ask students to give a score from 1 to 5 to each ofthe words, Ptay the recording for students to check.
activities in Exercise 1 on page 42; 1= very boring, 5 = Concept-check some of the words, for example: 'You
very interesting. ln pairs, they then compare and discuss look at these if you are [ost' (map ond compass), 'You eat
the scores. Demonstrate in front of the class with one of these to give you energy' (snocks) and 'You camp in this'
the stronger students: Mrs Sonchez, what do you think (tent). Tetl students to cover up the text and then say
oboutzipwiring? 'l gave it4. lt's interesting but may be what the photos are.
dangerous! Do You agree?'
o
55
Answers
The answers are recorded for students to check ond then
BIGTGROUII II IX FORilITIllII repeat.
The Brecon Beacons is a mountain range in South Wales A backpack B compass and map C first-aid kit
Dsteepingbag Esnacks Fsuncream Gtent Htorch
and the highest mountain is Pen y Fan (886 metres). The
I trainers J washbag K watking boots
name Brecon Beacons probably comes from the tradition L waterproof trousers and jacket
of lighting beacons (fires) on mountain tops to warn of
danger or celebrate special events. Apaft from its natural 2 Have students read the list again and say what the
beauty, the Brecon Beacons is of major geological and various objects are for. Check answers as a class.
historical interest with its minerals and castles. Because
Possible answers
of the mountains and changeable weather, the Brecon
Beacons is not easy terrain for hiking and the UK armed wet weather: waterproof trousers and jacket
sunny weather: sun hat, sun cream, sunglasses, T-shirts
forces use this area for special training.
cold weather: sweaters, warm hat, gloves
having fu n: playing cards
Ask students to look at the photo and tetl them that this eating and dri nking: food, ptate/bowl/mug/knife/fork/spoon,
is in Wales. Have students tell you what else they know water bottle, snacks
about Wales, for example, the capital is Cardiff, the flag steeping: pyjamas, tent, sleeping bag
has a dragon on it. Ask studentsto discuss the questions. keeping clean: Wash bag
not getting lost: map and compass, torch
Share ideas as a class.
Pre-teach kit (a set of things, such as tools or clothes,
used for a particular purpose or activity). Give students a Q rarruc PomTs
time timit to read the text and check their answers. Check Ask students, 'Have you ever been on an overnight school
as a class, trip?' and 'What would be good places in our/your country
to visit?'. Put students into groups to discuss the questions
Answers in the book. Share ideas as a ctass' As an extension task, in
1 mountains 2 hiking and camPing groups students could make a plan ofthe weekend, saying
what they are doing when and present this to the class.
Ask students, 'When are they going?', (Moy)'How long will
the hike be?' (25 km) and 'Who is organising this trip?' (Mr ) vocmuunv Ytont(sttEEr utlr T

Jones), Havestudents read thetext again and answerthe

questions in the book. Check as a class. Ask students to
tell you any questions they would like to ask Mr Jones,
for example, How much will the trip cost?. As an extension
activity, you could put students into pairs. One student is
Mr Jones and answers the other student's questions.

Answers
I lt can change very quickty. lt can be sunny one minute and
raining or foggy and cold the next.
2 On the Kit list
3 Because they are going to carry their bags and everything
they need for camping and cooking.
4 lt's because some students don't watk very much - so it's
quite short.
5 One night
6 They are gettingthere by bus.

FtsT Frilrs[ERs
Fast finishers underline allthe words on the kit list which
they don't know and ask other fast finishers what they
mean or lookthem up in a dictionary.

a
(D f fr" Reading text is recorded for students to listen, read
- and check their answers.

I
IDYE]ITURE HIILIDAYS q
iIITEII TBITITY
Weaker students often have problems listening to
Books closed, write down four dates which are important numbers, which are important in this exam task. Give
to you, for example: 15th March, 22nd May,3Oth June, J.st students extra practice by writing pairs of numbers on the
September. The students must say the dates and guess board. For example:
why they are important (for example: my birthday, Cup
8th July / 28th July
Finalday, start of the summer holiday, first day back at
schoo[). Books open, arrange students into pairs to say
16/60
the dates. Students then write and say four dates for 34s / 3s4
their partner to write down. 0s37t /05361
Answers Students copy the numbers. You say a number and
students have to circle that number.
The seventeenth of August
The twenty-first of November
The third of February
Students'own answers sPEtKtlr0
Ask students, 'What activity can you see in the photo?'
(kayakingl. Have students read the information sheet I Ask students if they would prefer to go on an adventure
hotiday with their parents or with their friends. Give
and predict the kind of information as a class.
students a time limit to read and answer the questions.
Answerc Stronger students could answer the questions, book
ladate 2a number 3 aworddescribingaplace closed, just by listening. Check answers as a class, Ask
4an amountin pounds 5a phone number some more comprehension questions, for example,
'Where's the horse riding?' (nearthe beoch), 'Does Dad
want to go mountain biking?' (no).
I PREPIRE FoR THE ExAM
Answers
12 TEY FllR SGIIllllLS t They're going kayaking in the morning and horse riding in
the afternoon.
Listening Part 2
2 He's going waterskiing with Laura's mum,
ln this part, students listen to someone speaking and 3 She's sleeping late.
write down one word or a number or a date or a time in
each of five gaps to complete a set of notes. One of the 2 Say to the class,'Let's watch an English film this
words is spelled out. Spelling is not penalised if the word weekend.' Eticit that Letb is used for making suggestions,
is recognisable unless it is a very common word or the it is short for let us and it is foltowed by the base form.
word is spelled out in the recording. Te[[ students to find this and the other suggestions and
responses in the text - the phrases in blue, Check as a
Tip Tell students that they have time to read the notes class. Tell students to repeat the phrases. Ask students
before they listen. They should think carefully about what forms follow these phrases: How about (+ -ing), t'd
what the missing word might be, for example is it a time, prefer (+ to-infinitive), Would you lke (+ 1e-;nllnitive),why
a place, an amount of money? Students should write don'tyou (+ base form),\'d love (+ to-infinitive),1'm not rlt
numbers as numbers, not words, so they don't make a that interested in (+ -ing).
mistake with spelling, The answer can onty be one word
Answers
or a number or a date or a time,
a
Let's, How about, I'd prefer, Would you like to, Why don't
you
*t 3 notes.
Play the recording twice for students to complete the
Check as a class. Ask students ifthey would be
b That's a great idea, l'd love to, Good idea
c l'm not that interested in, l'd preferto
interested in this adventure holiday. d lt's a shame
Answers (rl 3 Have students listen to then practise the conversation in
I
128th July 2 16 3 river 4 345 5 0$7r 255946 pairs. Books closed, see if they can do it without the text.
4 Ask students some basic comprehension questions
) ruoroscntn rD PIGE 292
about the programme, for example 'When is the
ctimbing?' (Soturday ofternoonl and 'What can you do if
) rnrmr ron IIE Emt iltcnnc xolEs Alo mswEn tcy It pAcE 2i6 you don't tike zip wiring?' (mountoin biking). Te[[students
to circle the activities they prefer.
E
5 Put students into pairs to discuss their plans and try and
get the other person to do what they want. Ask some
pairs to act out the conversation at the front of the class.
E
c00rER
Get students to [ine up according to their birthday, the
earliest to the left and the latest to the right. To do this,
they need to ask everyone, 'When's your birthday?'When
students have [ined up, check that the order is correct by
having students say their birthday.

86 UlilT 7
kt $: SPEAKIlIG

1
* Work in pairs. How do You say
these dates?
17th August
21st November
3rd FebruarY

Write down four other dates. ln pairs, say

them for your partner to write down. Laura is on an adventure holiday with her parents.
f-
Read the information sheet about Read the conversation and answer the questions.
2
the adventure holiday. What kind of I What are Laura and her dad going to do on Saturday
information are you going to listen for? morning and Saturday afternoon?
2 What's Laura's dad going to do on Sunday morning?
3 What's Laura going to do on Sunday morning?
9 PREPARE FOR THE EXAM
Dad: Let's go waterskiing on Saturday morning, Laura.
lislening Part 2 Laura: I'm notthat interested in waterskiing, Dad. How
about mountain biking?
3 For each question, write the correct Dad: I'd prefer to go kayaking or something like that'
answer in the gap. Write one word or Laura: Kayaking! That's a great idea!
s
5€ a number or a date or a time. Dad: What shatt we do in the afternoon? Would you like
to go horse riding?
You will hear a teacher telling students Laura: I'd love to. Where is it?
about an adventure holiday. Dad: lt's near the beach. lt's a shame about the
waterskiing. I wanted to do that. Never mind.
Laura: Why don't you go on Sunday morning with Mum,
Exciting New
and I can sleeP late?
Dad: Good idea. So, on Saturday we're going kayaking in
the morning and . ..
Laurai ... we're going horse riding in the afternoon!

f Look at the wo rds in the conversation.

Which phrases are used:
a to make suggestions c to disagree
b to agree d to exPress regret
Name:Actoss the Water
t,t,"n tothe conversation. Then practise it in pairs.
I 3
Start date: fll-- Read the programme for an adventure weekend. Circle
d-
Number of student places: {2} the activities you want to do.

Place: Cloac to a {31 GOLDEN SANDS BEACH

Cosk(4lf ..- Come ond join us this weekend!

For morp - phone:
infiorm*lon,
o_ SATURDAY

MORNING
SUNDAY

MORNING
surfing OR waterskling zip wiring OR rnountain biking

AFTERNOON AFTERNOON
climbing OR hiking tennis OR beach volleyball

EVENING Wrlte your name on the list or

barbecue OR night walk and speakto John.
picnic in theforest

$ ln pairs, talk about your weekend choices. Use Exercise 1

to help you.
Make suggestions, agree and disagree, depending on what
you are ptanning for the weekend.
) rnrnanr FtlR THE EHit PIGE 129 Can you get your partner to change their mind?

IIIYEIITURE HOTIIINS 45

mvEltTURE HoulllYs
-

o ABOUT VOU
ln pairs, look at the words. lmagine it's the year
2 ln pairs, answer the questions about the words
in Exercise l.
n
2040. Describe what these things are like. f Which things need electricity to work?
books cars computers homes 2 Which things are furniture?
planes smartphones televisions 3 Where in a home do you usually find each thing?
-
t Look at these actions. Write H (using my hands)
or f (using technology) next to each one. ln pairs,
compare your answers. Discuss the technology II
you use for actions you marked L
AiID
open your front door turn off the TV I
Furnilure and household appliances
turn on the computer lock the car
turn on the lights close the windows
I Match the definitions 1-12 to the words in the box. close the garage door

@ air conditioning barbecue (D

bin bookcase drawer 4 listen to a radio interview about homes of the
fridge heating lights roof future. What furniture do they talk about? II
seat stairs washing machine s Listen again. Number the information in the
f,o
order you hear it.
I This keeps your food cold. E
2 This makes your clothes clean. f, a changing the temperature, music and tights
3 This keeps you cool. in different rooms
4 This is a place for things you like to read. T b changes to the outside of buitdings
nc
5 This keeps the rain out of your home.
6 This is for cooking food outside.
7 These take you from one floor to another,
r d
having a computer as part of a table
homes of the future looking different from
homes of today
8 You put clothes and smal[ things in it. f] e using smartphones to turn washing
9 These make it easier to see when it,s dark. machines on and off
10 This is for sitting on.
$ ln pairs, discuss which things in your house
ll This keeps your home warm.
you would like to control using your hands
12 You put things you don't want in this.
and which you would like to control without
0 Lirten and check. Then repeat. touching anything.
h

f6 ulilT I

F
I
ulilr 8 t
Unit Overview I
AIID
TOptC The future
Furniture and household appliances
VOCABULARY Furnitureand householdappliances
I AND LISTENING An interview about homes of the future
1 Books closed, ask students, 'What rooms are there in
GRAMMAR Future with will, moy and might
a home?'. Then have students tell you what things are
PRONUNCIATION will and won't
usual[y in each room, for example, kitchen - cooker and
READTNG What will you put in your time capsule?
sink. Tell students to look back at page 24 if they can't
VOCABULARY Words with two meanings remember. Books open, students match the words to the
LISTENING Fiveshortconversations definitions.
WRITING too,also,oswell
Play the recording for students to check, Tell students to
EXAM TASKS Reading Part 4; Listening Part 4
cover up the definitions and have them look at the words
and remember the definition or think of a new one.

Resources x, Answers
GRAMMAR REFERENCE AND PRACTICE: SB page 154; TB page 265 The onswers ore recorded for students to check ond then
repeat.
PREPARE FOR THE EMM: SB pages on TB pages 240 and247;
l fridge 2 washing machine 3 air conditioning 4 bookcase
TB pages 254 and 257
5 roof 6 barbecue 7 stairs Sdrawer 9 tights 10 seat
WORKBOOK: pages 32-35 11 heating 12 bin
VIDEO AND VIDEO WORKSHEET: Time capsule
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 8;
2 Havestudents answerthe questions in pairs, Check
answers as a class.
Vocabulary worksheet Unit 8
TEST GENERATOR: Unit test 8 Answers
l air conditioning, fridge, heating, lights, washing machine
2 bookcase, drawer, seat 3 Students'own answers
WARiIER
Vtlrile furniture in [arge widely spaced letters horizontally
FIST FIlIISHERS
on the board. Ask one student to come up and write a
Fast finishers look back at the work on order of adjectives
ri word vertically using one of the letters. For example:
on page 39 and think of two words to go with as many of
c the words in Exercise 1 as possible, for example, expensive
o new oir conditioning, old white fridge.
M
P
FURNITURE 3 Demonstrate by asking students 'How do you cook a
pizza? Using your hands or using techn ology?' (using
T
technology), 'Which technology?' (you put it in the oven)
E
and 'How do you eala pizza?' (using your honds). Pre-teach
R
(light) switch and remote control by showing them in
Ask another student to add another word horizontally
the classroom. Have students mark the actions and then
using one of the letters. Continue adding words vertically
compare and discuss in pairs. Check answers as a class.
and horizontally untitthe board is a giant crossword.
Then rub out all the words and see ifthe students can Possible answers
remember them. open your front door - H
turn on the computer - T (using the switch)
turn on the tights - T (using a tight switch)
:tl
O asourvou close the garage door - H/T (using my hands or a remote
control)
students, 'lt is 2040. How old are you?','What job do

ts
Say to
turn off the TV - T (using the switch or a remote control)
you have?' and 'Where do you live?'. Then put students into
tock the car - HII (using my hands or a remote control)
smalI groups to imagine what the things in the book are close the windows - H
like, As feedback ask students, 'What things have changed

tn the most?'and 'Can you think of any completely new

things that we have in 2040?i
{, 4 Tell students that they are going to hear a professor talk
about homes of the future. Ask students,'What questions
do you want to ask the professor?'. Eticit questions and

tn possible answers. Have students listen and write down

the furniture. Check as a class.

Answers

tn seat, bookcase, table, drawer

CONTINUED ON PAGE 90

tn
L-
LIFE |lt THE FUTURE
xt 5 Have students reorder the information before they
listen again and check. Ask students to give you more
6 Have students put the words in order to complete the
sentences. Check answers as a ctass.
information about the information they have reordered,
for example, 'changing the temperature, music and Iights Answers
in different rooms'already happens in Bill Gates' house. 1 I may do 2 might technotogy hetp 3 may not be able
Ask students if there are any predictions which they 4 might not want
don't believe or don't want to happen. 7 Have students correct the sentences. Check answers as a
Answers class.

a2 b5 c4 dl e3 Answers -
) aurroscnrn n mEE 2s2 I A few other friends wilUmay/might come to my house
later,
6 Tell students to look at Exercise 3 and then say other
2 I met a new friend and I think you may/might/will tike her,
3 lt won't rain this evening.
things that happen at home, for example, feed the cat, 4 I'm not sure but the book may/might be on your kitchen
have a shower, make a cake. Put students into pairs to table.
discuss how they want these things to be done. Share 5 I'll/will meet you in the skatepark later.
ideas as a class.
) enmrmwonlsnltruuro
-TI
GRAiliIAR Future with mi[ e PR[llUllClATl[l{ witt and won't
I Te[[ students to read the examples. Write these two
(rl 8 Books closed, students listen and write down the four
60
sentences on the board: sentences. Books open, they check, then listen and
Joson is meeting Susie at sx of lock tomorrow. repeat,

Homes will be very different in the future. lNtXElr [BtuTY

Ask the students Are they about the past, present or Students who have weaker pronunciation probably have
future?' (future), 'We studied the first future form on page two problems - the rounded /w/ sound and the 'dark'
43. When do we use il?' (for plans and arrongemenfs),'ls /l/sound in the contraction '//. For /w/,exaggerate the
wil/ the same?' (no) and 'Why not?' (tt is a prediction, not a rounding of the lips when you drill will and won't. For 'll,
plon; we can't be sure.). ask students to compare the two /l/ sounds in /itf/e, the
2 Have students complete the rules. Check as a class. second is the sound in '//, the tongue being curled up
You can atso tellstudents the following: rarill is the most further back in the mouth.
common way of talking about the future; shall tor a
future meaning is now very rare, except in suggestions 9 Put students into pairs to talk abouttheir ideas from the
(Sholl we go.., ?/; the contraction '// is mainly used after Aboutyou box using the future forms. Demonstrate with
pronou ns, itJl be d ifficult. a stronger student at the front of the class. 'Do you think
II
Answers everyone will have a personal plane?' (They may do but it
still might be very expensive.). Share ideas as a class.
linthefuture 2often use 3without 4donotuse 5after
6 don't use 10 Tetl students to read the sentences and decide if and
II
when they think the things might happen.
) emnrm RErEn$GE tm pntclttlE AilswER tcv n ptoE 208
l1 Put students into small groups to decide their answers
to Exercise 10. Share ideas as a class. As an extension rIi
3 Have students complete the sentences. Check answers
activity, you coutd ask students to make a graph of what
as a ctass. Ask students if they agree with the speaker in
percentage of the ctass think each thing wilt, might and
questions 3 and 4.
won't happen, Students ask everyone in the class, work
trl
Answers out what percentage of students fit into each category
l won't be 2 wilt arrive 3 will use 4 Will peopte live and make a graph. (There are many online tools for
doing this and producing different kinds of graphs,)
Future with nayand mighl -l
GOllTER
4 Books closed, write the examptes on the board without Write these tongue-twisters on the board and get students
EI
may and might and have students complete them from to repeat them.
memory, Tel[ students to open their books and check. Woyne won't want to walk to work in wet, windy weother.
5 Have students complete the rules. Check answers as a What will we wectr on Wednesdoy when we welcome the
EI
class. Tellstudents to give an exampte for each rule, for winners?
example (I),1 moy study English ot university. We'll wosh your watch with warm water while you woit.
Angwers Then get students to make their own tongue-twister using ryt
I possible 2 often use 3 without'to' 4 do not use 5 after the /w/ sound.
6 don't use
'EI
) emnrm REFEREIIoc nilD pnAtlncE AlsvtER rcy rt ptGE 20i

'Er

90 ulilT I
- I Future with r/l $ Put the words in brackets in the correct
-- order to complete the sentences.
1 Next summer, (do I I I may) an
Look at these examples from the interview.
t online course on lCT. I'm not sure yet.
Ithink they'tl (witt) be very different from today's homes. 2 How.-..-". -_-__ (hetp / might / technotogy)
You won't (witt not) have to use your hands to do it. itl peopte in their homes?
Witt it work for the heating and the lights too? 3 We ____--_. * (be abte / not / may) to see
you tomorrow. We're very busy.
I Choose the correct words to complete the rules. 4 l-- * -_-_ (not / might / want) robots in
my house.
I We use will when we think something is going to Correct the mistakes in the sentences.
happen now I in the future. J
2 We often use I don't use'think' before will. @t A few other friends come to my house
3 After wilt, we use the infinitive without I with'Io'. later.
rI 4 We use / do not use third person 's'with witl 2 I met a new friend, and I think you can
5 To make a negative, we put'not' before I ofterwilL like her.
6 To make a question with will, we use I don't use the 3 It don't rain this evening. The weather

=l auxiliary'do'.
4
app on my phone says sunshine alt day.
l'm not sure, but the book witl be on your
kitchen table.
) cmmman REFEREIGE [lD pRAcTtGE plGE ls4 5 I meet you in the skatepark later. l've got

=il J Complete the sentences with the correct form ol will.

nothing else to do today.

I My phone isn't working very well. lt .- "--...".-."-"(not be)

e PRoilullclATtoil | urr"n dwon,t
=il 2
possible to text you later.
I think my sister__-_ (arrive) late because she
* 8 ut,"n and repeat.
missed her train.

=t 3 People

4 ...--'-_ (peopte
_ _"_*_
their smartphones.
(use) different new technology, not only

/ live) on the moon in the future? I don't

Houses will be smaller.
l'lt tive in a big house.
People won't use door keys.
I won't walk anywhere.
think so, do you?
=il Fuiure wtlh may and mighl

=t Z[
9 Work with a partner. Use will, won't, moy,
moy not, might, might not to talk about

a
Look at these examples from the interview.
your ideas lrom About you at the beginning
Seats, bookcases and things like that might not look of this unit.
very different.
But you may have a table or drawer with a computer lQ Read the sentences. Do you think these
inside it. things will happen in the future? When?

{ Might our homes look different on the outside, too? I Peopte witt tive under the sea.
2 During the summer, there might not be
Choose the correct words to complete the rules
$ any ice at the North Pole.
3 Space travel will get cheaper and might
{ 1 We use rnoy, might when we think something is even cost the same as a plane ticket.
possible I definitely going to hoppen in the future. 4 People may travel to Mars and live there.

-ll 2 We often use I don't use 'think' before moy, might. 5 There wil[ be cars without drivers.
3 Afler moy and might, we use the infinitive without'to' I 6 People might be abte to communicate
with'to'. with technology by just thinking.
7
ttr 4
5
We use
might.
/ do not use third person 's'with may and

put'not' before I ofter moy

Most people wilt live to be 100 and their
bodies won't get old.

b
To make a negative, we
and might. 1 1 tn groups of three, discuss your answers.
6 To make a question wilh moy, might,we use I don't use Use will, won't, mey, moy not, might,
the auxiliary'do'. might not,

h
ts
) cnmman REFEREToE AltD pRAcTtcE nAGE ts4
I think peopte might tive under the
sea in the future. What do you think?

LIFE I1I THE FUTURE 47

FE
F IIFE IlI THE FUTURE
"l
ti

rll

8--
lltff [n"i"',?rltfr i'itJ-and s€e real
:,1".:ffio[;t"touch
?lilil"llJ i"" to read about them
ll'l"J"'o;;"-'^T;'3o;i"J[i"
bissest time ".3!li'Jll'*4
qa nut more than ctuuu I
and
obiects
even a
E
1""'ll. i""Joi;s clothes
'li$l;l ;;;;, l-"-' L"lll iHJ"'
t ner
in {rnnt of his shoP'
'.1 1'-"] ll,I"'"""nei tlme caPsule bigger
tngre rrqe -. ' . -:ond time
a se'
ttran his' so he put
l#;i"' ; ;; ;:1:.H:;";ff
""
E
nolffi;;;i;;ffi;ig.;;Jffi.
^nndchildren
will oP€rr

rhinos they will tino'

llll3lm;;iln'it"rrt'"'
eu
abottt!' " E
i

/
4
answer the questions'
!
Read the texts again and

Which time caPsule, A or

1 is otder?
B
I
Look at the photos of the
time capsules' What do
you 2 is under the ground?
,t ril,i|n" .apsute isl Do you think time
are
capsules 3 might PeoPle oPen first?
not? 4 is smalter?
a good idea? WhY / WhY
5 is for someone's famitY?
Choose the best title for i nut totn"tf'ting for peopte
to read?
Read both texts quickty'
' each text.
with your Partner' Which time-capsute
1 Two are better than one 2 Out of this wortd
,
t. Discuss
o.
for
a'iinr,'tiir u" ilt" most interesting
"""
ii"'P"oPte *fto will oPen it?
WhY?
I
I PREPARE FOR THE EXAt{l

Reading Part 4
question' choose the correct
tr gs.Lffi TrL[ilG P0llfis
ll5#"",:il1"1'J,:"0
Read text A. For each
3 capsule
answer for each gaP' wtrat wif t vou put in your time
c pence pl"p[ future what life is
1A money B coin i" ir'"* in the
B travelled c teft tike today?
2A arrived
c available you put in your
3A usuat B different What eight things witt
B looks c learns grorp t[n" caPsule? SaY whY'
4A finds
c knows
B thinks
5A understands
c somewhere
nowhere
6A everywhere B

FtlR THE ExAtil PAGE 124

) rntrnnr

{8 ulllT I

uillT I
Il 3 Give students a time limit to do the task. Check as a
class,

=l WARilER
I Answers
ltr rc 38 4A sc 6c
El Tell students you are from the year 2099, Get them to
ask you questions about the world in 2099, for example, ) nem ron mE ExAm TErcHtltG ioTEs tltt ltlswEn xEI TB PloE 2bl
Do people still watch f/?. Write some categories on the
board, for example houses, food, school,work,towns,to ilxED tBtuTY
=t give them ideas for questions. Once students understand,
they continue the activity in pairs.
Do the first question together to demonstrate the
strategy. 'There is o before the gap so what does this

=l BtclcRoullll lllFoRlllTloil
One of the earliest time capsutes was the Detroit Century
tell us about the word?' (lt is o noun, singular and
countoble.), 'Which of the three words is singular and
countable?' (coin) and 'Why are the others wrong?' (money
is uncountable, pence is plural). Continue with more

=r Box, created on 31st December 1900 and opened on

31st December 2000. lt was filled with photographs and
letters from people who lived in Detroit. There are several
questions if necessary.

capsules ln space. The time capsules on the Voyager 1 and Ask students, 'Which time capsule is in Space?' (A). Have
2 spacecrafts each have a record with sounds, images and students read and answer the questions. Check answers
music representing life on Earth. as a class. Ask students, 'What do you think Harold's
children will do with attthe objects?'.
Have students discuss when and where they would travel Answers
in time. Books open, put students into pairs to describe 1A 28 38 4A 58 6A
I
the photos and discuss the questions.
Pre-teach solar system (the sun and the group of planets $o' rn" Readingtext is recorded forstudentsto listen, read
that move around it) and bury (to put something into and check their answers.
a hole in the ground and cover it). Give students a time :' Tell students to discuss what is interesting about each
timit to read and choose the titles. Check as a class. of the capsules before they decide which is the most
Explain thatoutof thisworldisalso an idiom meaning interesting. See if allthe class agree on which is the most
'extremely good'. interesting time capsule.

Answers
@ rarnrc PomTs
1B 2A Q Show the video and ask students to complete the video
06 worksheet. Then, read the questions intheTolking points
box and students answer the questions,
9 PREPAREF(lRTHEH(AM
Tell students that you witl put an apple, a shoe and a joke
in your time capsule, Get them to guess why and then give
t2 tEY FoR SGil00LS them your reasons: an apple because people in the future
Reading Part 4
probably won't eat realfood, there will be food tablets; a
ln this part, students have to read a cloze text with six shoe because it will show how tall people were (people will
missing words. There are six multiple-choice questions probably be much taller in the future); a joke so people can
with A, B and C options. The main focus is on vocabulary see what was funny for us.
but one or two of the missing words could be grammar
Each student makes a list of three things for the time
words, for example parts of phrasalverbs or pronouns.
capsule. Then, in groups offour, they choose eight things
and explain why their objects are important. Each group
Tip Tell students first to read the text quickly to get an
presents their time capsule to the ctass.
idea of what it is about. As they read they should think
about the grammar and meaning of the missing words.
I r:l
For grammar, students should think about the word class,
for example noun or verb, and form, for example singular
or plural; for meaning, which word matches the context
I:.1 ofthe sentence and whole text. Then students should do
each multiple-choice question in turn, making sure that
their answer fits grammatica[[y and make sense.
-

-)

IIFE I1I IHE FUTURE

Oz etay the recording twice then check as a class'
VOGABUTARY lYords wilh two meanings
Answers
1 Ask students to read the two sentences in the book. 1A 2A 38 4A 58
Say,'ln which sentence does /etter mean the same as
message?'(fhe second). Write he/lo in tiny letters on the ) ruonscnlnnPAoEm
board. Ask, 'Why is this difficult to read?' (the letters ore
tiny). Have students te[[ you the two meanings of the ) nnmr roR rllE Exlt lElclllxo llofts lllD llswER IEY IB PIGE 257

word.

Answers
letter = message
tetter = alphabet symbol
Z pnrpnnu To wRITE
too, olso, as well
2 Checkthatthe students know both meaningsof each
word by asking questions, for example'What is a sma[[ GET READV Books closed, explain that we have a time
clock?' (watch) and An apple is a , '. of fruitJ (klnd) capsule from some chitdren in 1965' Ask students to guess
three things that are in the capsule and why they are
Answers there, for example, a school book from 1965 (to show what
book: something you read or to reserve children studied then). Say that there is also a letter in the
kind: to be nice to people or another word for type or sort capsute. Ask students to write down three things they think
picture: somethingyou draw or anotherwordfor photo
ring: to make a phone call to someone or something you wear
the letter says. ,.
on your finger Books open, they read Liliana's letter and check their
waich: a small ctock you wear or to look at something ideas. They then answer the questions in the book. Check
continuously e.g. a fitm answers as a ctass,
Then draw students'attention to the words in blue and
FIST FI]IISHERS have students complete the sentences. Check answers as
Fast finishers think of as many words as they can which a class,
have two meanings and write examp[e sentences to show
Answers
the meanings. Examples: /lght (not heavy or not dark),
moy (modalverb or month), rlElht (correct or not [eft), Liliana makes five Predictions.
None of them are true now. Students' own answers about
second (unit of time or ordinaI number).
whether they think they will be true in a few years.
1 the end 2 the end 3 has
3 Tett students to go to page J'36 and complete the
sentences. Check as a class. PLAN lf students need help with ideas, write some
categories on the board and ask them to think of two ideas
Answers for each. For exampte:
1 ring 2 picture 3 kind 4 watch 5 book 6 kind 7 ring
. Tronsport: trovel by bicycle / no private cars
book picture 10 watch
8 9
. School: old people study / children teach them
) vmmuunr wonlsllEEx utllr I . Free time: o lot more / fast food not populor
. Home: Iive under the seo / 100-floor flats
Students should choose about five predictions.
WRITE Tetlstudents to use will (nof) for predictions and the
Have students read the task. Ask how many people are tinking words.
speaking in each question, IMPROVE Students then correct each other's writing and
make su ggestions for i m provements.
Answers
One person: questions 2 and 3 Model answer
Two people: questions 1,4 and 5
Hello,
l'm writing this in 2020. I think in 2070 there will be no cars
and we wil[ travel by bicycle. Atso otd people wilt study at
I PREPARE FoR THE ExAtrl
school and they might g; to university as wett. A tot of peopte
witt live under ihe sea but there wilt be big 100-ftoor ftats too'
12 TEY FOR SGHllllLS Life wilt be great!
Are my predictions true?
Listening Part 4
Maria
ln this part, students listen to a mixture of monologues
and dialogues on different topics' There are five different
COOLER
situations and five multiple-choice questions. The
questions test the main idea or point. Put students in sma[[ groups and give each group a dice
(or write numbers on a sugar cube). Tett them what
Tip Telt students first to read each question carefutly so the numbers on the dice mean: 1 and 2 = will,3 and4=
they understand what the situation is: who is speaking might,5 and 6 = wilt not. Students take it in turns to ask
and why. Tellstudents to underline key words in the a question about the future (their future or the future
questions and answers to help them focus on them as generally), roll the dice and say the prediction. For
they listen. example:
Witl I go to university? - 4 - I might go to university

ulilr 8
rI

il Words with two meanings

E
1 Some English words have two meanings. Read the
sentences. What are the two meanings of lefter?
@ There are 73 messages written on the time capsule in
2 PREPIRE T(, WBITE
too, olsoros well
GET READY More than 50 years ago, some
nr tiny letters.
..il r Some people wrote letters to people in the future and
put them inside their time capsules.
children buried a time capsule in their
town. ln a few years, people in the town
will open it. Read one of the letters in it.
Each word in the box has two meanings. What are they? How many predictions does Liliana make?
2 How many of them are true now or will be
book kind picture ring watch true in a few years?

.-il 3 ) Cotopage136. Hd)a,

I'm writiag *1is t^ 1965. Hete
are ng predkbans for LOL5.
I-
'lhete wW be dilps und,tt
lhe sen and" lhete m,4hb be
Read the five questions and the possible answers. ci*)zs on f,t1o,rs, tco. 'lhete
-- ln which questions will you hear one person speaking, and mag noD be ang Letrhe*s
in which questions wil[ you hear two people speaking?
bentse roboLs wilL t*nrh
II
g, PREPARE FtlR TllE ExAtl
+he stud*xLs. lfusb d.odnrs
ull be roboLs as nrell. Al.so,

listening Part 4 I thi* lhe*e will be cars lho,L

l.I
dtwe lhenselves.
] For each question, choose the correct answer.
Arc mg preAkfions *ue7
r
(lr You will hear two friends talking about technology.
Li0nna.
What do they think they witt use in the future?
A smartphones
B smart watches
C smart glasses Look at the words in btue.
We use too,os welland o/so to add more
2 You witl hear a teacher talking about an activity
information to our writing.
students are doing in class. What does she say?
LI A They will finish the project in groups. Choose the correct options to complete
B They will complete the project at home. the sentences.
C They will write the project on a computer. I loo comes althe beginning I the middle I
H the end of a sentence.
3 You wilt hear a boy talking about his shopping trip.
What did he buy?
2 As well comes at the beginning I the
middle I the end of a sentence.
A something to wear
B something to read 3 At the beginning of a sentence, also hos I
doesn't hove a comma (,) after it.
C something to eat
PLAN You are going to write a letter for a
4 You will hear a daughter talking to her father about
time capsule for your own town. Plan your
a new computer he is buying for her. What does she
ideas. What do you think the world will be
tike best about the computer?
like in 50 years?
A the software
B the colour WRITE Write your letter. Use Liliana's letter
C the size to help you and all your ideas.
Write about 60 words. Use olso, too and os
5 You will hear a boy talking to his mother about the
wellto join your ideas.
weather for his hotiday. What wilt the weather be like
tomorrow? IMPROVE ln pairs, read each other's
A lt'll be wet. letters. Check for mistakes and try to make
B lt'tt be ctoudy. your letters better.
C lt'll be sunny.

) lnmnne FtlR THE ExAM PAGE r3r

IIFE IlI THE FUIURE ol

Fs
i LIFE IlI THE FUTURE -\
I .f
I J tI

I LIFE SIILIS
To have good convercation, you should remember that:
q
.
.
when only one person talks and the other listens,
it is not a conversation!
some people are quiet, some people like talking more. d
. a good conversation includes erreryone.

d
Good

I magine you have to spend an hour with a student

I you don't know from another class. Maybe you're
going to take a test, or you're waiting to see the head
Group conversations are also ditficult to manage
sometimes, but there are some easy ways to make sure
everyone speaks, including yourselfl lf you are a person
i
rl
d
teacher. For some people, it's a difficult situation who can talk easily, then think about the others in the
because you don't know the person very well. For
other people, it's easy to start a conversation and say,
for example, How are you? or Areyou nervous?
group. lf you notice one person is not speaking, then ask
them a question. A simple Andyou? or Why? Or show
interest - Really?
t
Talking to an older person can be even more difficult.
For example, your parents' friends or aunts, uncles or
When you are in a group and everyone is talking at the
same time, it is sometimes hard to interrupt, especially if F
Ir
grandparents. Sometimes they ask all the questions you think this is not a polite thing to do. When you want
and you only answer! The best way to manage this is to to give your own opinion politely, you can use Excuse me,
think of questions to ask the other person. People like can I say something?fhen other people know you have

lr
to talk about their experiences and to give an opinion something to say,
about things.
We can all learn to have good conversations.

Ci
I Are these statements true (I) or false (F)
*,2 Listen to the conversations and answer the questions.
for you? ln pairs, compare your ideas.

I talk more than I listen.

Conversation
Conversatlon
Conversation
1
2
3
Does the conversation include everyone?
ls the girl, Poppy, polite?
How does the boy stop his grandmother's
rs
I'm quiet, so I don't want to talk.
3 Read the
q uestions?

text above and tick (/) the best sentence.

G
I prefer to talk in pairs than in groups.

I like to hear different opinions.

The text explains how to ...
a speak more ctearly,
b improve your conversation skills.
G
c ask questions,
d make more friends.
rd
rg
96 UFE SKttrs rd I
j LIFE sKlLLs
. The students learn that we can all improve our conversation
f rrr sxrns
HAVING A GOOD CONVERSATION

skills and a good conversation includes everyone. Tell students to read the information and check vocabulary
h . ln the project stage, students make a time capsule that will as necessary. lnvite students to say if they agree or
be opened in two years' time a nd present it to the rest of the disagree with any of the points in the text and to give
class, their reasons, Encourage open-class discussion and help
tll students make connections between their contributions.
1 Tell students to decide if the statements are true or false
for them, Put students into pairs to compare their ideas.
lr answer ask give make show speak
*, 2 remember
Books closed. Put students into pairs and ask them to
who their last conversation was with, what
they discussed and what their role was, For example, I
BTGTGROUXD ITFORTITIOT talked with my sister about a film we had both seen. She
Small talk, often used with people you don't know well liked it but I disagreed with her. You could ask students
or at the start of a tonger conversation, may seem trivial to repeat these conversations as a role-play in front of
I or meaningless but it is actually an important kind of the class.
conversation with a strong inter-personal function. There Books open, ask students to read the questions and
are three typicalsituations in which smalltalk takes underline the key words, for example, inctude everyone
place. The first is at the start of a conversation when in Conversation 1. Play the recording for students to
people don't know one another well or are unsure of answer the questions, Play the recording a second time
their intentions. Among other things, this establishes the for students to check as a class. Ask students more
relationship between the speakers, for example what questions about the conversations,
they have in common, and is an introduction to the main
Conversation 1: 'What are they discussing?' (whether to
part of the conversation. The second role of small talk is
get the bus or walk),'What do they decide?' (to get the
atthe end ofthe conversation to avoid the conversation
bus)
ending abruptly and one person feeling rejected. The
third role is to fill silences. ln many cultures, people feel Conversation 2: 'What subject do they need to do a
awkward during silences and smatl talk avoids gaps in the project for?' (science), 'What are their three ideas for a
I project?' (a poster, o presentotion, a model)
conversation. The content of smalltalk is less important
than its function and some topics are more appropriate Conversation 3t 'What is the boy's grandmother asking
than others in certain cultures. For example, in regions him about?' (his education)
I
* where the weather is variable, like the UK, the weather is
Answers
a common and appropriate topic for smalltalk because it
is easy to discuss and there is no chance of offending the Conversation 1 Yes Conversation 2 Yes

I Conversation 3 He asks her a question.

listener. Linguists have also found gender differences in
smalltalk. For example, women are more likely to pay one
another compliments than men.
) ruomcnmnrmE2go

3 Ask students to look at the pictures and ask, 'Where are

the teenagers?' (on the stoirs) and 'What's the difference
ITTRTER between the pictures?' (in the first picture the girl is
A silent conversation. Arrange students into pairs. Each seporote from the group of boystalking; in the second
student has a piece of paper and writes the first line of picture she is the centre of attention ond everyone is
a conversation. They then pass it to their partner. Their involved). Give students time to read the text and answer
partner continues the conversation with a new line and the question. Check as a class.
passes the paper back. Continue until the students have
a dialogue of ten lines or give a time limit. Students then Answer
read out the conversations to the rest of the class. Ask b
students, 'What is the difference between this and a real
conversation?'and 'Why is it more effective to speak?'. FtsI FtilsilERS
Tellfast finishers to imagine they are at a party and meet
someone they don't know at all or don't know very wel[.
Tellthem to write down questions which they could ask
this person to get the conversation going. For example: Do
you know (nome of friend) as well? Those jeans are great!
Where did you getthemT

ilNtltc A G00ll G0ltYERSATt0lt

4 Books ctosed, read out the beginning of each sentence 10 TetIstudents to complete the conversation. Check as a
and have students comptete them (orally or in writing) class. Have students repeat the conversation in groups of
with their own answers. Books open, tetlstudents to read three.
the text again and match the sentence halves. Check as a
class.
Answers
l What about you 2 Why 3 Excuse me / Can I say something
Answers
lc 2a 3d 4b Pf,lllEGT.a tin e copsute
5 Books closed, demonstrate with some examptes on the Put students into groups to discuss the questions. Tell
board using verbs from the word box. students to use the tips in Exercise 4 and the useful
language in Exercise 9 during their conversation. When
You need to sure everyone speoks in the
you give feedback, give examples of when students have
conversotion. (make)
done this, for example interrupted politely with Excuse
lf you're not sure what to do, o question. (ask) me?Each group draws theirtime capsule and presents it
Books open, have students complete the sentences then to the class.
check with the text. Check as a class.

Answers
PR|IJECT EITEilSIOT
lspeak 2answer 3show 4make 5ask Sgive
Tell students to imagine that they are school students
who open this time capsule not in two years'time but two
illXEll ABILITY hundred years'timel They should have a conversation
With weaker students, do this the other way round, First about what they think the things are in the time capsule
get students to underline examples of these verbs in the and give their opinions about why people used them.
text and then tell students to do the exercise. Demonstrate:
A: This small plastic thing might be a communication
-
* th"
Q Reading text is recorded for students to listen, read device.
II
and checktheir answers. B: I'm not sure becouse the screen is so small and ...
6 Put students in pairs to give examples of both situations, C: Con lsay something?
Give your own examples first to demonstrate, for
Monitor and give feedback as you did before.
example,'My friend was telling me about his holiday in
Italy and I preferred to listen because what he was saying
was really interesting.' and 'Everyone was saying they GllllTER
loved the film but I wanted to telleveryone that I didn't II
Ask six students to come to the front of the ctass. Ask one
like it.'Ask students to share their examples with the rest
student from the rest ofthe class to ask them a question,
ofthe class.
for example, Will people still go to school in the future?fhe
(rt 7 Ask questions to see what students can remember about six students take it in turns to say one word which makes
x
the texts about time capsules on page 48. 'How big is and continues a repty to the question untiI they have
the time capsule on the moon?' (the size'of a smoll coin) made a sentence. For example:
and 'When wit[ Harold Davisson's family open his time
Student 1: I x
capsute?' (2025).TeIIstudents to listen and write down
the country and object. Check as a class. Student 2: think
Student 3: thot In
Answers
Student 4: most
Russia, a doll
Student 5: people
(tt B Tel[ students to listen again and answerthe trr
questions. Student 6: will
Check as a class. Ask students,'lfyou chose one object
Student 1: stil/
from your country for a time capsule, what would it be?'
and 'lf you chose one object from another country, which Student 2: go EI
country and object would it be?'. Student 3: to
Answers Student4: school,

lBrazil 2ltisn'tspecia[ 3history 4pizza 5five lf the answer breaks down, for exampte there is a
grammar mistake or a student takes too long to think of a
(u g tellstudents to listen again and tickthe expressionsthey word to continue the sentence, replace that student with
65
hear, Check as a ctass and have students repeat them. another student and telt the other students to ask a new
Stronger students may be able to add some expressions, question. Keep changing the students at the front ofthe
for exampte, helping others to speak, ls that okoy?, ctass and have the class ask new questions.
i nterru pting potitely, Yes, but... tt
Answers
Tick attexcept: Realty? Come on! and Pardon?

) luuoscnrn n PmE 28{

98 UFE SKtttS
t
{ Read the text again and match the two halves of
the sentences.
*,s Listen again and answer the questions.

I 1 Which country is good at football?

I To start a conversation with someone you don't 2 Why isn't a footbatl a good object to choose?
know well 3 What did the children study about Russia
2 To have a good conversation with someone last term?
II 3 To hetp quiet people to speak 4 What object do they think about for ltaly?
4 To give your opinion when other people 5 How many other dolls are there in Laura's
are talking Russian dol[?
lr, a you should ask him/her questions as welt t'r,"n again and tick the expressions you hear.

t
as answer. *) 9
b you should interrupt potitely.
c you can ask how they feel. USEFUT tilOUIGE
d you can ask them a question.
Helping others to speak hterrupting politely
$ Complete the sentences with a verb from the box. Do we all agree? Excuse me
Find the verb in the text to check your answers. What about you? Can I say something?
Come on! Pardon?
answer ask give whv?
make show speak

I You should always_-.-*..-._...."- in English in the

ctass. tQ Complete the conversation with some of the
2 phrases from the Useful longuage box.
I couldn't . a question in the test because
it was very difficutt. Ali: I think we should choose a small country.
3 I wanted to . ., .,,.. ---- interest in his tife, so I asked (1)- "" _ -- -", Jamie?
him about his hometown. Jamie: I'm not sure. Maybe a big country is better.
4 Please._-_-.....-.._---_ sure you bring a calculator to Ali: (2) - -__ _ ?
class tomorrow. Jamle: Because peopte in the future wil[ know
I- 5 Can l --__--.--.. .... a question? What time does the more about a big country.
bus leave? tily: (3) -_
-- ? I think it's better to choose a
6 At the end of the video, you shoutd .-_-.-.---.-.-._.. your country with interesting history.
r opinion. Ali: Sorry, Lily. We didn't ask your opinion.
Do you preferto listen orto speak? Tell your
tily: Thanks, Ati. Then we can choose an object
6 partner about a time when you preferred to listen
from its history.
Jamie: Good idea.
and a time when you wanted to speak.

*,2 ln Newton school, the students are working on a

time capsule project. Each group has to choose a
rT country and an object from that country to include
in the capsule. Listen to the conversation. Which
country and which object does the group choose?
IF You are golngto make a time capsule
that you wlll open in two years'tlme.

'. Work in small groups.

Ftr * ln your group discuss these questions:

. Whatwillyou make thetime capsule
with:abox,abag,atin?
. How will you decorate it? Will you

Fs .
write anything on it?
Where will you keep it? Remember,

ttr .
in two years you are going to open it.
What will you put in it?
Draw your time capsule and present it to

tB tqtb*' the rest ofthe class.

ilrurtctG00DG0tvERstTtoil 5l
te
F Hlvrlrc I G00ll GoltvEnslTloll ,,l
I
I
,l
'r

UOCABUTIRY

f Use the correct form of get, go or toke to

I Choose the correct words to complete the sentences. [-
complete the sentences.
I @ r sne isvery good lwell at ctimbing.
At our schoot, we _______. exams at the end of 2 You have to bring a pencil and an ort's I orf book.
every term. 3 We meet / ore meeting at 5 pm tomorrow. ,lLl
2 Last summer, we _*'__. paddle boarding 4 Howwasyou I yourdinner yesterday?
when we were on holiday. lt was amazing!
3 I -.___--__* back from school at about 5.30 every @ Correct the mistakes in these sentences.
day. 5 I went to the beach and swam with parents, then
4 My friends --__ ____-_ sailing this afternoon at the we flew a kite.
activity centre. 6 I want to be a friend of him because he is funny.
5 Our ftight was at 6,00 in the morning, so we 7 I going to Mexico to visit Manuela, a friend.
up at 3.00. 8 We are meeting at the park at two o'clock
6 *. __ *-_.". the third turning on the left after the because before that I going to the dentist's.
supermarket. That's the quickest way to my
rlc
7
house.
I Put the words in brackets in the correct order to
My friends * tost in the mountains, but make sentences.
another hiker found them.
8 Next year, we can __*_-* another language
1 __*"_-__" (witt/ brother / study / My) drama when [!
he's otder.
and another science subject.
9 think I prefer
2 ____"___* (lt / not / might / snow) tomorrow.
I _*_- *.-_. kite surfing to 3
waterskiing. __-_"-*-_ (may i We / not / get) lost if we follow
the path.
2 Put the words in the correct column. 4 _*"___,____ (visit / you / Wilt) your grandparents at
the weekend?
air conditioning bookcase compass
5 What time --_,--.*__ (witl/ get / they) back? ttI
cotton first-aid kit fridge gotd 6 ._._--.- (l I take I may / not) my camera on the
heating leather map school trip.
metal
plastic roof silver steeping bag
7 --*____- (might / People / share) cars in the II
stairs tent torch future.
I What '_** ._ (we / wilt/ tearn) in today's
Engtish Iesson?
Materials Home Adventure ritl
t Complete the sentences with the correct adverb
form of the adjective in brackets.

3 Match the school subjects in the box to I Please write your name _.._- (clear) on the rtttr
the pictures 1-10. exam paper.
2 Our team didn't win on Saturday. I ptayed
biology chemistry drama (bad) of alt! IE
foreign languages geography history 3 You have to speak
--*-__* (toud) than that. No
ICT maths PE physics one can hear you,
4 Usain Bolt ran (fast) of atl the runners in

fi.@"r
the 2016 Olympic Games.
5 Our new television works.__--___ (good),
6 My dad had an accident last year. Now he drives
(carefut) than before.
7 My baby brother smiles (happy) of attthe
I 23 babies I know.
8 Fred usually gets up __-_____ (early) than his
twin brother.

E'rnc'' tz
1xy2- r+t
3X+Z
$
4 5 6 T 8 9 10.--..-___"_*_.

52 REVTEW 2

Ill(l REYIEW 2
ulllTs 5-8
3 Ask students what each of the pictures shows, for
example, f. is a soldier, 2 is a tennis racket and ball. Telt
VOCABULARY School subjects; toke; materials; adjectives for students to match the school subjects to the pictures.
describing objects; holiday activities; things Check as a class. As an extension activity, ask students
to take on an adventure holiday; furniture to draw more pictures representing school subjects.
and household appliances; words with two Students then work in groups, show one another the
meanlngs pictures and say what the subject is.
GRAMMAR Comparative and superlative adverbs;
Answers
posession; present continuous for fu ture;
I history 2 PE 3 biotogy 4 physics 5 chemistry 6 ICT
future with will, moy and might 7 foreign languages 8 maths 9 geography t0 drama
E)oM TASKS Reading Part 4; Speaking Part 2; Llstening
Part 4
GBAilMAR

I Tell students to complete sentences 1-4 in Exercise 1 and

correct sentences 5-8. Check as a class.
PHOTOCOPIABLE WORKSHEEIS: Grammar workheets Units
r-
5-8; Vocabulary worksheets Units 5-8; Review game Units 5-8; Answers
Literature worksheet; Speaking worksheet; Writing worksheet I good 2art 3aremeeting 4your
5 I went to the beach and swam with my parents then we
flew a kite.
WTRffiR 6 I want to be a friend of his / his friend because he's funny.
Write these on the board and ask students to tell you 7 I am/'m going to Mexico to visit Manuela, a friend.
Irra 8 We are meeting at the park at two o'clock because before
which one is different and why (there may be alternative
that I am/'m going to the dentistl.
answers),
biology dramo diving science (diving because it is not a
TITED TBILITY
school subject)
For questions I to 4, guide weaker students towards the
bodly well easily quickly (well because it is an irregular right answer.
adverb)
Question 1: 'Do we need an adjective or adverb here?' (on
shirt cotton silver poper (shirt because it does not describe
adjective), 'Which word is an adjective?'
an object)
Question 2: 'What kind of nouns do we use the possessive
mine there his hers (there because it is not related to
s with?' (people), 'So is art's right?' (no)
possession)
Question 3: 'ls this about the past or the future?' (the
horseriding, kite surfing, zip wiring, camping (camping future), 'What tense can we use for future plans?' (the
because it is only one word) present continuous)
moy, do, might, will (do because it is not a modal verb)
Question 4: 'Do we need a possessive pronoun here?'
(yes),'Which word is a possessive pronoun?'(your)

UOCABULARY 2 Briefly review the form of modal verbs: they go before

the main verb in statements (They might know might);
I Ask students to tellyou the three forms oI go (go-went-
they act as auxiliaries in questions (Will you go?); they are
gone), get @et-got-gotl and toke (toke-took-token) and
followed by the base fo rm (will to go). Ask students to put
then have them complete the sentences. Check as a
the words in brackets in the right orderto complete the
class. sentences. Check as a class.
Answers Answers
Itake 2went 3get 4aregoing Sgot 6Take Tgot Stake I My brother wilt study
9 going
2 lt might not snow
2 Concept-check some of the words, for example, 'this
3 We may not get
4 Willyou visit
keeps a house warm' (heoting), 'shirts are often made
5 willthey get
from this material' (cotton) and 'it stops rain coming in 6 Imay not take
your house' (roof). Tellstudents to put the words in the 7 People might share
correct category. Check as a class. 8 will we learn

Answers CONTINUED ON PAGE 102

Materials: cotton, gold, leather, metal, plastic, silver
Home: air conditioning, bookcase, fridge, heating, roof, stairs
Adventure: compass, first-aid kit, map, sleeping bag, tent,
torch

ulilTS 5-8
3 Briefty review how to form adverbs from adjectives and Give them time to read the questions then tellthem to
+
the form of comparative and superlative adverbs: add
-/y to make an adjective into a simple adverb (coreful!y1);
add rnore to make a comparative adverb (more carefully);
take turns to answer them. Remind students to use the
conversation strategies they learned on pages 50 and 51.
Give feedback at the end then arrange students into new +
add the + most to make a superlative adverb (the most
carefully). Remind students that good and bod are
irregutar and eticit the forms (good-well-best; bod-
worse-worst). Ask students to complete the sentences
with the correct adverb forms. Check as a class.
(u 3
6T
pairs to repeat the activity. Ask students to share their
opinions on the questions as a class.
A2 IEY FOB SGH00LS Listening part 4
Briefty review what students need to do in this paft of
the exam and if necessary read out the task description
+
n+
Answers and tip on TB page 94. Give students time to read the
1
5
clearty 2 the worst 3 louder / more loudty 4 the fastest
well 6 more carefulty 7 the most happity 8 earlier
questions and then ask questions about them to check
that students know what to listen for. n+
Question 1: 'What are the teacher and students preparing
I PREPARE FoR THE

12 XEY FllR SGllO0tS Reading

Extit
part4
for?' (o schooltrip)
Question 2: 'What subject are they tatking about?'
(historyJ
r+
I Briefty review what students need to do in this part of Question 3: 'ls the mother unhappy with her son for one
the exam and if necessary read out the task description thing or different thin gs?' (differentthings\, 'How do you
and tip on TB page 93. Ask students what they know know?' (the question says most unhappyl
about BillGates. Give students time to read the text. Ask
Question 4: 'Where did the friends go to?' (a sports
some basic questions about it, for example, 'When was
centre)
BillGates born?' (28th October, -1955) 'What's his wife's
name?' (Melinda). Question 5: 'Which answer is about good weather?' (C)
Ptay the recording twice for students to answer the
Tetl students to cover up the answers and go through the
gaps with them and see if they can work out what kind of
questions. Check as a class, Ask some more questions
word would be suitable. For example, 1 must be a verb about the recording, for example, 'What does the teacher
say about the backpacks?' (don't put too much in them),
and the rest of the sentence shows he was a very good
student so it could be loved. Then give students time to 'Did it take the gir[ a long time to finish her homework?'
(yes), 'What did the boy have for breakfast?' (foost),'Who
took at the answer choices and complete the task. Check
did n't bring ten nis shoes?' (the girl) and 'What a re they
as a class.
going to do in question five?' (go hiking).
You could give students more information about the Bill
and Melinda Gates Foundation. This is one of the biggest Answers
private foundations in the world and it has funded a wide 1A 2C 3C 48 5A
range of social, health and educational programmes
in the USA and abroad. For example, it makes a large ) ruonscnrnTB PrG[204
financiatcontribution to the World Health Organization
and it gives scholarships to students otltside the UK to c00tER
study at Cambridge University.
Put students into groups. Give each group a different set .I
Answers of ten words or expressions from Units 5-8 (or let them
1B 2A 3B 4C 5A 6C choose their own). Te[[ students they must make a story
using these words and expressions, The story should
also include at least one comparative or superlative
FAST FIIIISHERS
adverb and at least one future form, either the present
Tellfast finishers to write down three things they would continuous or will, may or might Give students a time
do if they were the richest person in the wortd, for limit to think of the story, make notes and decide who is
example, start a space tourism company. When the other going to say which part of the story. Then have each grou p
students have finished, fast finishers can present their present their story to the class. The other students listen
ideas to the rest of the class and the other students can and write down which words and expressions from Units
decide which is the best way to spend a lot of money. 5-8 were used and check that examples of the grammar
were included. At the end the class can vote for the most
* f n.
{D Reading text is recorded for students to listen, read
and check their answers.
interesting story.

A2 IGY FOR SGH00IS Speaking part 2

2 Briefty review what students need to do in this part of
the exam and if necessary read out the task description
and tip on TB page 82. Go through each ofthe pictures
and ask students to say what kind of home it is. Concept-
check the meaning of the adjectives in question 2: 'you
feel relaxed there' (comfortable), 'not safe' (dangerous),
'different from other ptaces' (unusual), 'not easy'
(difficult), 'pleasant and enjoyable' (fun). Put students in
pairs.

P REYIEW 2
g
For each question, choose the correct answer. For each question, choose the correct answer,
5t
1 You r,vilt hear a teacher talking to stude nts
about a school trip. What do they need
Bflill Gat@s to bring?
A sonre snacks
Bill Gates was born on 28th October 1955.
B a torch
He (t) _*_-_ reading as a child and did
C their v'ralking boots
very well in maths and science at school.
He went to Harvard University to study 2 You will hear a girl talking about her history
law in 1973, but he (2) __-_ __--_ more time honrework. What does she say about it?
on computers than in the classroom. ln
A She didn't urrderstand it.
B She didn't finish it.
1975, he left university without (3) -_, _
C She didn't have her book.
his studies and started Microsoft with his
f riend Paul Allen. Microsoft grew quickly to 3 You rvilt hear a woman talking to her son.
(4) _ ___ one of the biggest companies What is she nrost unhappy about?
in the world and soon Bill Gates was one
A He didn't eat his breakfast.
B He nrissed the bus.
of the world's richest men, ln 1994, he
C He got up late.
married Melinda French in Hawaii. Six years
(5) -_ _, he and his wif e started the Bill 4 You i.rill heartwo friends tatking about a
and Melinda Gates Foundation because they visit to the sports centre. What did they
clo there?
wanted to do good things with their money.
This company (6) , people all over the A They had a snack.
B They ptaycd tennis.
world with health and education.
C They went srvimming.
1A wanted B enjoyed c hoped 5 YoLr rvill hear a nran tatkingto his daughter.
2A spent B nrade c took What's the weather tike at the monrent?
3A ctosing B finishing c testi ng A lt's raining.
4A go B happen c becom e B lt's rvincly.
5A later B soon c next C lt's sunny.
6A sees B gi'res c helps

Work with a partner. You are going to talk about the

six homes in the pictures. Discuss these questions
with your partner. Take turns to speak.
==l Section I
1 Do yoti like these different homes? Why / Why not?
2 Do yoLr think
. sLeeping in a tent is conrfortable?
= . staying on a moirntairt is dangerous?
rE- .
..J .
living near water is unusual?
making a horne from a bus is difficult?
. steeping in a tree house is fun?

a
-a
Section 2
3 Which is better? A small home or a targe horne? Why? T
4 Which is better? A lronre on land or on the water? Why?
5 Which is better? A home you can move or a home
_-.-{
-ar that stays in one ptace? Why?

=a
-Gi
-4{

ul{tTs 5-8 103

r:i i
B
ar.I fi

o ABOUT YOU
How many sports can you name?
0
Which ones do you do at your school?
Do you play video games?
4.*. t
Which are your favourites?

UOGABUTARV
iii q
Spoils and activities
-7r,
,4
A

I Match the words in the box to photos A-O. ir

@ badminton board game
card game climbing cricket
dance class diving fishing
fitnessclass gotf karate puzzle
skateboarding skiing video game

4 tirten and check. Then repeat.

f Look at the photos in Exercise I

again. ln pairs, decide which
activities need special
equipment or a sports kit.

! Write about your favourite

sport or activitS using the ideas
below.

number of players
sports kit special equipment
how you play who wins

{ Read Max's message and the

climbing club rules. Answer the
questions.
I What sort of club is Cool
I You must show your membership card every time
yil come.
Zone?
2 What does Max want his @ Vou must not lend your membership card to anyone else'

friend to do?
3 Can you ctimb? lf not, would
6 You do not have to bring your own climbing shoes.

you like to learn? tl You must not talk to people when they are climbing'
4 What sports clubs are there in
You must not take photos 0r reclrd videos.
your school or local area? Do 6
you belong to any of them? ff you are under 12, you must climb with an adult'
6
You must climb with a partner if you are a beginner.
O
('.' You do not have to book if you core on a weekday'

g You must not shnd under people when they are climbing'

54 UilrT I @ lf you have an accident, you must tell a member ol staff'

t04 ulilT I
I
I l
I 5,1
I t

(rt Answers
rt Unit Overview The answers ore recorded for students to check ond then
Toptc Sports and leisure repeat.
VOCABULARY SPorts and activities A board game B gotf C climbing D cricket E dance ctass
I AND READING Coo[ Zone Climbing Centre Rules Fkarate G badminton H fishing ldiving J skiing
GRAMMAR must, mustn't, hove to and don't have to Kskateboarding Lcard game M puzzte Nfitnessclass
O video game
PRONUNCIATION must and mustn't
E VOCABULARY Sports vocabulary; Suffix -er 2 Ask,'What equipment do you need for cycling?' (o bike
READING What are eSports? ond o helmet) and 'What sports kit do you need for
LISTENING A conversation about eSports and mind sports football?' (shorts ond a football shirt). Tell students to
I SPEAKING TalkingabouteSports do the same for the photos. Help with any vocabulary
EXAMTASKS ReadingPart3 students don't know, [ike shuff/ecock, Check answers as
a class and write the new words on the board.

Possible answers
Resources
Badminton - racket and shutttecock
GRAMMAR REFERENCE AND PMCTICE: SB page 155; TB page 265 Board game - board and counters, dice
Ir PREPARE FOR THE EMM: SB page on TB page 239; TB page 253 Card game - cards
WORKBOOK: pages 36-39 Climbing - ropes, special shoes
VIDEO AND VIDEO WORKSHEET: Games Cricket - bat, ball
I] PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 9;
Dance class - special shoes
Diving - swimsuit, goggles
Vocabulary worksheet Unit 9 Fishing - rod
TEST GENERATOR: Unit test 9 Fitness class - sports clothes
Golf - ctubs and balt
Karate - special clothes
wlRilER Puzzte - pencil or pen
II Skateboarding - skateboard
Write the word skoteboording on the board. Underneath
Skiing - skis, boots, warm ctothes
wrile great and breoking, showing that the letters come
Video games - games consote
Irom skoteboording. ln groups, give students three
minutes to find as many words as they can from the word
FAST FITISIIERS
Draw a table on the board with these headings: Gomes,
tD asour vou Teom sports, Woter sports, Rocket sports, Winter sports,
Write the alphabet on the board. Give students three Others. Fast finishers classify the activities in Exercise 1
minutes to try and write a sport which matches each and see how many words they can add. The rest ofthe
letter (e.g. Athletics, Basketba[[, Cycling, etc.). Then have class can join in when they have finished.
students answer the questions in small groups. Share ideas Possible answers
as a class. Ask students, 'What sports and activities do you
Games: board game, card game, video game, chess
do to keep fit or relax?'.
Team sports: cricket, basketball, footbatt, hockey, rugby,
volteyball
AI{D Water sports: diving, sailing, surfing, swimming
Racket sports: badminton, table tennis, tennis
Winter sports: skiing, ice skating, snowboarding
Sporls and aclivities Others: climbing, dance class, fishing, fitness classes, golf,
karate, puzzle, skateboarding, cycling, running
1 Books closed. Elicit some of the vocabulary, forexample,
'You do this on a mountain in winter.' (skiing), 'Monopoly
is an example.' (boord game), 'This is one way you can 3 As a model, tell students about your own favourite sport
get into a swimming poo|' (diving). or activity. Try to include words from Exercise 2. Put
Books open. Ask students to cover the word box and see students into pairs to tell each other about their own
how many activities they can name in the photos. Then favourite things. Then have students write about them,
they look at the word box and do the matching, Ptay Ask some students to read what they have written about
the recording for students to check. Ask, 'Which of these their sport or activity to the class. Have the rest of the
activities can help you get fit?', 'Which are sports?' and class ask them questions [ike, 'How long have you done
'Which can you do sitting down?i this?''Where do you do it?i
CONTINUED ON PAGE 106

SPoRTS, GlilES Allll AGTIYIIIES *l

Possible answer Answers
My favourite sport is hockey. There are six players on each 1 You mustn't chew gum or bring food into the class.
team and they wear hetmets. You need a hockey stick and 2 You mustn't tatk while the teacher is tatking.
puck to play. The team that scores the most goals wins. 3 You don't have to wear special clothes.
4 You must put your phone on silent during the lesson.
4 Ask students which of the sports in Exercise 1 could 5 You mustn't teave a class before the end.
be dangerous. Te[[ students to look at the photo of a 6 You mustn't wear street shoes inside the dance studio.
climbing club and ask,'Why can climbing be dangerous?'. 7 You don't have to call if you need to miss a class.
(Remind students that the bin clim(b)is sitent and if 8 You must take off alljewellery before class.
necessary teltthem to look back at the words with silent
letters on page 20.) Ask students what rules a climbing
5 Tell students to look again at the past forms of must and
hove to in Exercise 2, Pre-teach goggles (gtasses you
centre might have, for example, Do not use mobile phones
wear when you swim or dive). Check that students know
when you c/rmb. Give students two minutes to read
that this exercise is now about the past: 'When was the
the message and rules and see which of their rules are
competition?' (lostweek),'So can we use must?'(no). Tell
mentioned. Then have students read the text again and
students to write the sentences. Check as a ctass.
answerthe questions. Check answers as a class.
Answers
Answers
I a climbing ctub 2 join the club
I They had to arrive at the pool at 8.30 am.
2 They had to wear a swimming hat.
3 and 4 Students'own answers 3 They didn't have to wear goggles.
O f n" Reading text is recorded for students 4 They had to bringsandwiches for lunch.
to listen, read
oo 5 They didn't have to stay until6 pm.
and check their answers.
6 Give example activities to help the students make their
musl, musln'i, have lo, don't have lo lists, for exampte housework, helping people,shopping.
Students compare tists by asking one another in pairs.
1 Pre-teach necessary (something you need to do, like go To demonstrate, get students to ask you questions: Drd
to school), Give a list of things. Students say if they are you have to mark any testsT'Yes, I did. I had to checkyour
necessary or not: drink (yes), eat chocolate (no), sleep progress.'. Share ideas as a class.
(yes),travel by toxi (no). Have students underline the 7 Have students correct the sentences. Check as a class.
examples and match the sentences. Check answers as a
class.
Answers
1 The skatepark is free - we don't have to pay anything.
Answers 2 You have to bring your pencil case to the next lesson. / You
t,2c 3a 4b must to bring your pencil case to the next lesson.
3 We don't have to bring food to the party - Jake! mum is
2 Have students undertine the main verbs and say what making everything.
the form is. Tell students what the past tenses of mus(, 4 When I was younger I had to live far away from my
have to and don't have to are. grandparents.
5 Dad says I don't have to hetp him on Saturday, so I can
Answers come to your house!
infinitive without to
) amnnm wonxsnErr uilrT I
) emrnm RffEREIoE ttD IRAGIIIIE tilswEn [Ey IB pAeE 265

3 Tettstudents to re-read the climbing club rutes and

e PRo]{UltCtATtolt :
must and mustn't
answerthe questions. Check answers as a class. (tl 8 After students listen and repeat, explain that the weak
70
(normal) pronunciation of must is /mesV before a vowel
I Answers
and /mos/ before a consonant, i.e. the finaI t isn't heard.
ltto rNo 3No 4Yes sNo 6No

I
The strong form /m,rst/ can be used for emphasis.
9 Have students listen and put a tick if they hear musf
lilXED tBtuTY and a cross if they hear mustn't. Check as a class, Tell
Weaker students may have problems understanding students to listen again and repeat the sentences,
the difference between have to and don't have to so give
another example, Draw a barred window on the board Answers
with a face behind it. Say,'Fred is in prison. Can he get up L/ 2/ 3, 4r' 5x 6/ 7x
when he wants?' (no), Say and write on the board,'Fred
has to get up at six o'clock.'. Ask,'ls it atl rightto stay in ) luoroscnrnrBPAGE2g4

bed?' (no), Say and write on the board, 'He mustn't stay
in bed.'. Say,'There are other people in prison. Does Fred
l0 Put students into pairs and tell them to go to page 137'
They choose a sport and a name for their club and write
need to see them?' (yes). 'Does he need to be friends with
rules using the modalverbs. Then put pairs together into
them?' (no). Say and write on the board,'Fred has to see
smal[ groups to telI one another about their club,
other people but he doesn't have to be friends with them.'.
GOOTER
4 Do the first sentence together. 'ls it OK to eat in class?' Get students to te[[you all the words for activities they
(no), 'So what form do we need?' (mustn't). Tellstudents have learned in this unit. Write them on the board.
to rewrite the sentences. Check answers as a class. lndividuaIty, students write down the three most difficult,
the three most dangerous and the three most expensive.

I
F uiltT
-
,nttsfr n ustr,tt, have ta,
\ don'l have lo Ii t-ast week, there was a swimming competition. Write
sentences about what people had to do and what they
didn't have to do.

Ii
t Underline the examples of must, rnust
not, hove to and don't hove to in the club
rules on page 54. Match sentences 1-4 to
Q Cost: f,5 to enter the comPetition'
meanings a-c. Use one of the meanings
twice. lhry harl to po:,t t5 [o etttcr tlte rotttpetltlorr

1 You rrLtst do this.

2 You have to do this. 1 Arrive at the Pool at 8.30 am
II 3 You rnustn't (rrust not) do this.
4 You dorr't have to do this. N Wear a swimming hat,
a Do not do this.
IJ b lt's not necessary to do this. ! Vou can wear goggles if you want, but it's not necessary'
c lt's necessary to do this.
{ ating sandwiches for lunch'
3 Underline the main verb after must and
I,I have to.ls it the infinitive with fo or
pm'
without to? $ Last race at 6 pm. Not necessary to stay until 6

II The past of must and hove to is hod to.

I had to fill in o form.
fi Think of eight things you had to / didn't have to do last
The past of don't have to is didn't hove to. week. Then ask and answer with a partner.
IT I didn't have to bring in o photo.
I had to clean my room.

GRAMMAR REFEREIIOE AIII) PRACTICE I had to finish my geography project.

ll
PAGE 155
Did you have to . .. ?
II
$ Read the climbing club rules again and Yes, I did.
answer the questions.
1 ls it OK for your friend to use your J Correct the mistakes in the sentences.
II
membership card? @ r f tre skatepark is free - we haven't to pay anything.
2 Can you chat to your friends while 2 You must to bring your pencil case to the next lesson.
c{imbing? 3 We mustn't bring food to the party - Jake's mum is
3 Can you take photos in the ctub? making everything.
4 ls it OK to climb alone if you are 14? 4 When I wasyounger, I must tivefarawayfrom my
-t 5 ls it necessary to book if you go on a gra ndpa rents.
Monday? 5 Dad says I mustn't hetp him on Saturday, so I can come
6 Can you stand under people when they to your house!
are ctimbing?
A
r+ Read the dance class rules. Rewrite them
using rnust, mustn't and don't hove to.
O PRor{ur{ctATton i rnust and ntustn't

:
*,s Listen and repeat.
You must listen carefully. /mas/
rrt :1 Don't chew gum or bring food into You mustn't speak now. /mnsnt/
the class.
iz Oont talk while the teacher is talking.
(lo For each sentence, put a (/) if you hear must
and a (rr) if you hear mustn't.
[IT ,s Special clothes are not necessary.
I
i4 Put your phone on silent during the
lesson. 4
2
5
3
6
7
r-t Don't leave a class before the end.
(D
6 Don't wear street shoes inside the tisten again and repeat.
7l
dance studio.
{ It's not necessary to call if you need
'Jl to miss a class.
I Take off all jewellery before class. :. # >> Work with a partner. co to page 137

tD.J

SP0RTS, GAilES AllD ACTIYTTTES 55

,-J|

-jl SP0RTS, GAiIES A]{D AGTIYITIES

-l
*

R\:
-.: \

f Look at the photos. What do you think is happening? Who do you think
# , ,*!,

the people in the photos are? Read the article quickly to check your ideas. - F
.,,'i'
I '',t

Playing a good video game is an exciting experience.

Games are full of light sound, action and surprises, and this
makes them fun to watch as well as to play. Because of this,
more and more people are taking part in eSports.This is
the short name for electronic sports - playing video games
against other people in competitions. There are huge
tournaments all overthe world, where big crowds watch
matches on giant screens, and millions more watch online.
Just like many normal sports, eSports players usually play
in teamt and have fans who follow them through every
competition. Prizes for important eSports competitions
are very large, and eSports champions can earn more than
f 1 million a year. That makes it sound like a great job, but
in fact itb not easy to be a winner. Players have to practise
for up to 1 4 hours
a day, so they don't get much rest. The
games they play change often and there are always new
9 PREPARE FOR THE ExAM things to learn.
ESports stars are not well known in the way that some
Reading Part 3
football stars are. However, some top eSports players now
f For each question, choose the iorrect answer. work for real football teams. For example, Koen Weijland,
a professional player ofthe
1 What does the writer say about eSports in the
first paragraph? footballvideo game FIFA, is
A They are more fun to watch than to play. part ofAjax, a famous Dutch
B They are becoming more popular. football team. As a little boy
C Most people don't undentand them. he wanted to be a footballer
and was a big fan ofAjax, so
2 What is hard for top eSports players?
A They don't have a lot of free time. for him this is like a dream
B They don't make much money. come true. And who
C They get bored of playing video games. knows, maybe one day,
esports stars like him
3 What is the writer doing in the third paragraph?
will be as famous
A explaining why eSports stars are not famous
as todayt top
B showing how eSports and normal sports can
come together footballers.
C describing the daity life of an eSports star
4 What is a 'dream come true'for Koen Weijtand?
A meeting some famous footballers
B winning a video game competition
t ln small groups, ask and answer the questions.

C working for his favourite footbatl team I Do you play video games? lf yes, which ones?
2 Would you like to watch an esports competition?
5 What is the best title for this article? Why / Why not?
A AreeSports a good thing? 3 Do you know any eSports stars?
B The history ofeSports 4 Do you think eSports is a good name for these
C What are eSports? competitions? Why / Why not?

56 UlilT I

t08 u]ilT I
As a variation, write the five questions on the board
and have students answer them without looking at the
options. Students should then compare their answers to
tTlRffiR the three options and choose the one which is closest.
Arrange students into groups. Ask them to write six crazy After checking the answers, ask some extra
rules for their country using rnust (not) and (notl have to. comprehension questions: Are all eSports team sports?'
Give some examPles: (no), 'What make eSports difficult?' (You hove to practise
o lot and the gomes change o /ot ) and 'ls Koen famous?'
Everyone must go to bed before nine o'clock.
(not yet).
Children don't have to go to school.
You must not eat vegetables at the weekend, Answers
Ask groups to present their rules to the rest of the class. 1B 24 38 4C 5C
The other students can vote on which rule is the craziest.
FIST FIXISHERS
Tellfast finishers to write down new words beginning
StGrcRourD lff0nffflot with e- and what they could mean, for example eFnend
The first video game competition was in 1972 in the USA (someone you only know online), eWaste (to waste time
with a game called Spacewar played on home computers. online), e-xcited (excited because of something online).
There have been online competitions from the 1990s but Have fast finishers tetl the rest ofthe class their new
professional eSports developed from about 2005. There words. The class can vote on which is the best or silliest
is controversy over whether eSports are real sports and word.
sometimes they are classed as mind spofts, like board
games. Exhibition eSport events were held at the 2018
4) fn" Reading text is recorded for students to listen, read
Winter Olympics in South Korea, where eSports are '' and check their answers.
particularly popular.
) nnmr ron TIE Enr T[acltilG lolts ttD txswEn [Et It IAGE 259

Write hiking, chess, Counter-Strike (or another video 3 Ask students, 'Which game did Koen play?' (F/FA) See if
game popular with your students), fishing on the board. anyone know5 about or ptays this game. (lt is the best-
Ask students to say which of these are sports and why or selling video sports game franchise in the world.) Have
why not. Put students into pairs to describe the photos students name some other popular video games. Put
on the page. Share ideas as a class. Give students a time students into groups to discuss the questions. Share
limit to read the article and check their ideas. ideas as a class. Ask students, 'ls it more difficult to be
an eSports star than a sports star?' and 'Which eSport do
I PREPARE FoRTHE ExtM you think you would be good at?'.
As an extension activity, tellstudents to work in groups
12 IEY FllR SGll00tS Reading Part3 and think of a new eSport and make a PowerPoint
2 Briefly review what students need to do in this part of the presentation (or a poster) about it. Students must
exam and if necessary read out the M Key for Schools describe what the esport is and how you play it, (lt
box on TB page 65. could be based on one ofthe video games they have
Tell students to first read the text quickly to get an just discussed or something completely different.) They
idea of what it is about. Then they should read each should give the rules and say why it wilt be popular.
question carefulty and be careful to check whether the Students then listen to one another's presentations and
possible answers are positive or negative. Tell students vote for one eSport to go into the eOlympics.
not to leave any questions unanswered but to guess if
necessary as they won't lose marks for wrong answers.
ln this situation they should try and work out which of
the answers is definitely wrong as then they are only
guessing between two rather than three options.
Do the first question together. 'Look at answer A, Does
the text say eSports are fun?' (yes), 'Does the text say it is
better to watch than play them?' (No, it says they are fun
to watch and to play.), 'Look at answer B. Does the text
say eSports are becoming more popular?' (yes), 'What
phrase means the same as more populor?' (more and
more people), 'So is B the answer?' (yes). Tellstudents to
read and answer the other questions. Check answers as
a class.

SP0RTS, GlllES A]ilt ACT|Y|TIES *l

UOGIBUTARY Sports vocabulary; Suffix -er

1 Books closed. Read out the definitions and see if (l) Tell students to look at the photo and ask, 'What kind of
students can give you the words. Books open, Te[[ 73
sport is this?' (o mind sport) Ask students what they think
students to find the words they have trouble with in the game in the photo might be. Ask students to read
the article and match them to the definitions. Check as the words in the box, say which ones are eSports, which
a class. Tell students that after toke portyou need the ones are mind sports and which they think witl be in the
preposition in and give an example: 'ln Unit 1 Grace and conversation, Play the recording for students to check
Danielwanted to take part in the Duke of Edinburgh's their ideas.
Award.'.
Answers
Answers You hear al[ of them except medat, prize and tournament.
Lf 2d 3b 4e 5a 6c (rl .' Tetl students to read the sentences and say whether they
2 Eticit the words; 'This person comes first in a are right or wrong. Ptay the recording for students to
competition' (winner), 'Someone on a sports team' check their answers. Ask them to correct the sentences
(playel and 'Lionel Messi is a famous one' (footballer). that are wrong.
Tell students to find the words and say what they mean
using the w ords win, ploy and footboll. Explai n the
Answers
spe[[ing rules to students. Lr'
2r Dad doesn't think it's a good idea to have mind sports in
Answers the Otympics.
winner - someone who wins 3 t Lily says you have to use your brain too.
player - someone who ptays 4r'
footballer - someone who ptays football 5 t Lily says the olympics are more famous,
6r'
3 Tett students to add -er to the words. Check as a class. 7 x Dad disagrees.
Te[[ students to work in pairs and for each of these
people say the name of someone they know or someone ) luoroscnnTnPAGE2s IT
famous, for example, Mrs Sanchez is a cleaner in our
school. @ raurnc PorlrTs

Answers Q
n
Show the video and ask students to complete the video
worksheet. Then, read the questions in the Tolking points
cleaner, climber, dancer, diver, gotfer, photographer, runner, box and students answer the questions.
singer, skier, swimmer, teacher, worker

iilxED IBTUTY sPElt0t0

For students who have problems with spelling, use I Putstudents into groupsto discussthe sentences.
word games to make them familiar with the rules and Monitor and encourage students to use the useful
common spellings of sounds. For exampld, to practise the language. Share ideas as a class.
consonant + vowel + consonant spetling, have students tt
As an extension activity, get students to design their own
write one letter down, then add another letter in steps
puzzles for a minds sports competition.
underneath untilthey make a word ending -er, For
example: Give an example of a number puzzle and a word puzzle: llt
s r Give the next number: 2,5,9,14,20,? (27: start by adding
3, then add 1 more than the previous number each time)
SW ru
Find a word for a part of the body. Put one letter on the
swi run
start and one on the end to make a new word for a part
swim runn ofthe body. (beari
swimm runne Then put students into groups to think of five more !J
swimme runner puzzles, Groups test their puzzles on another group,
swimmer
c00tER
Write these puzzles on the board.
4 Have students make five sentences, Put them into pairs
to compare their sentences. Have some students share Whot turns everything around but does not move? (o
their sentences with the class. To make this into a game, mirror)
write the words from Exercise 1 spaced out on the [eft Whot are two things you connot eat for dinner? (breakfost
side of the board. Then write the words from Exercise 3 and lunch)
spaced out on the right side of the board. Give one What is in the middle of nowhere? (h, the letter)
student a bal[. She throws the ball at the left side of the
ls an old hundred-dollar bill (use your own currency) better
board and then at the right. The student has to make a
thon o new one? (Yes, it is 99 dollars better.l
sentence with the two words her batls came ctosest to.
Repeat with different students.

) Ymmuunr woRt(slE[T ultr 9

1 t0 ulilT I --l
You will hear a girl called Lily talking to her dad about
73
eSports and mind sports. Which of these words do you
think you will hear? Listen once and tick the ones you hear.

games body brain

board
games chess competition
card
equipment football medat prize
Olympics tournament video games

Read the sentences, then listen again. Decide if each

sentence is right (/) or wrong (X).
I
Sporls Yocabulary;
1 Lity exptains to Dad what eSports are.
UOGABUTIRV Suffix -er
2 Dad thinks it's a good idea to have mind sports in the
Otympics.
T 3 Lity says fitness is the most important thing for
Find these words in the article, then
1 sportspeople,
match them to the definitions. 4 Dad agrees that thinking is important in sport.
@I part
take 4 prize 5 Lity says some chess competitions are more famous than
2 tournament 5 champion the Olympics.
3 fan 6 professional 5 Dad and Lity both think that otympic medals are special.
7 Dad and Lily both think that chess wilt be in the Olympics
a This person or team comes first in a
one day.
competition.
b This person loves a sports star or team.
c This describes a person who earns
money for something most people do as
) Tluflrc PonTs
a hobby.
Q or watctr the video and ask and answer the
questions.
d This is a competition that inctudes
What board games do you have at home?
several matches or games.
How often do you play board games?
e You sometimes get this if you do welt in
Do you like playing chess? Are you good at it?
a competition,
f This means to join other peopte in an Do you think that games like chess shoutd be in the
activity. Otympics? Why? / Why not?

2 Find these words in the text; winner,

player, footballer. What do they mean?

I! We can adci -er to some verbs and nouns

I to make a person. lf the spelling is
vowel + consonant + vowel, you must ln small groups, talk about the sentences. Say if you agree
double the [ast letter before adding -er.
I
with them or if you don't and say why. Use the phrases in
II
I win - winner the box to hetp you.
lf the word already ends in e, add -r
I eSports are not sports because you don't have to be fit
II to do them.
t Make people from these words. 2 lt's a good idea to have eSports in the Olympics.
3 Thinking and using your brain is important in every
@ clean ctimb dance dive sport.
Fil gotf photograph
ski swim teach work
run sing 4 Mind sports will be in the Otympics in ten years'time.

think/ I don't think ... That's true.

Fil
I

Make some sentences using at least one I agree / I don't agree ... I'm not sure.
d I suppose so ... Maybe
word from Exercise 1 and at least one

ts
word from Exercise 3. ln pairs, compare I seel
your sentences.

tr There were lots of photographers

at the sports tournament.

h SP0RTS, GAiIES AllD ACIIUIIIES 57

F SP0RTS, G[ilES lllll AGTIVITIES

trl
!
t

AlID o ABOUT Y(lU

Do your friends or family ever have problems?
Belalionships What kind?
What do you do when you have a probtem? Who do
you talk to? Do you often try to find advice online?
f Read the problems on the website. ln pairs,
discuss the problems and think of some advice for
each person.
t
.J
"J
s
.J
.J *I
J *l _{ JJ f;i"U rI i"J*t
Fl
ar
Ird''i
*J*t =J
t
I
;
f
I
:
I
I

g
I
"+. ;;
o t
t -
I go to dance lessons with some close friends of mine. The teacher moved me to a
higher-level group, but she says my friends have to stay in the lower level. l'm worried
about moving to a new class without them. I'll really miss seeing them! What should I do?
@ 13 A
g I am homeschooled and I don't spend much time with people my age. I am friends with
some of my neighbours, and I have old friends from primary school, but they often forget to
invite me when they go out. I have penfriends as well, but it's not the same as seeing people.
l5
o
II

My best friend won't stop copying me! I love wearing bright clothes and
looking ditferent from everyone else. But last month my friend started buying

O14
all the same things as me. Now we look exacfly the same as each otherl g I

n
4) 2 Listen to Dr Mandy giving three pieces of advice to the teenagers.
$ ln pairs,askand answerthe
'- Write the correct name beside each number. questions. Then write three more
I -", -. 2 " 3 .-_ -___
questions.

4) 3 listen again and make notes about the advice for each person.
I How many contacts do you have
'- Was any of the advice the same as yours?
ontine?
2 Are you friendly with your
4 Match the people 1-10 to the descriptions a-j. neighbours?
3 How many of your relatives live
@l guest
otd friend
a You live near this person.
b This person is a visitor in your home.
near you?
4 Who do you miss when you go
3 neighbour c You have this person's details in your phone or ontine, away on hotiday?
4 close friend d This person belongs to a group or ctub.
menrber With a different partner, ask
5
6 contact
e You like this person very much and you know each
6
other wel[. and answer your new guestions
7 best friend t You met this person a long time ago. together.
8 classmate c This person is part of your famity.
9 pen friend h This is your one specialfriend.
l0 retative I You study with this person.

i You don't meet this person, but you write to them.

076
tirt"n and check. Then repeat.

58 UlilT t0

F UlIIT I 0
. i i:!hL:i::

uncountable; we say sorne advice or o piece of advice.

Unit Overuiew
l

lli Share ideas as a class,

TOPIC The internet
{t) rf'u Reading text is recorded for students to listen, read
VOCABULARY RelationshiPs " and checktheir answers.
lri AND READING Teen troubles (u 2 Play the recording for students to match the name to
PRONUNCIATION th 75
each piece of advice.
GRAMMAR Verb patterns: gerunds and infinitives
lr READING Six great websites for teenagers Answers
VOCABULARY lnternet nouns and verbs 1 Ben 2 Katy 3 Andrea

LISTENING Young app developers talk about their work (rl 3 Have students listen again and make notes. Remind
Ir WRITING An email 7S
students that notes are not futl sentences, just the
EXAM TASKS Reading Part 4; Writing Part 6
important information. Ask students if Mandy's advice
was the same as theirs and if they agree with her, As an
I. extension activity, ask students to write a reply from one
Resources of the teenagers to Mandy, saying if they agree with her
cRAMMAR REFERENCE AND PMCTICE: SB page 156; TB page 266 advice and why or why not.
IT PREPARE FOR THE EMM: SB pages on TB pages 240
TB pages 254 and 255
and242i
) mnscnrnnPrGE2gb

WORKBOOK: pages 40-43

II liltxED tBtL|TY
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 10;
Vocabutary worksheet Unit 10 Some students wi[[ need more guidance on making notes.
TEST GENERATOR: Unit test 10 Play the first piece of advice again and show these notes
IT on the board:
studying alone isn't eosy
WARiIER think about joining some clubs
II Word association. Write the word winterin the middle of
remember to wait for people to call you
I
the board and get students to tell you words and phrases
Say, 'These notes about advice are not very good. Why?'
associated with winter, for example, cold, snow, my
birthdoy, skiing, and write them on the board, Explain or elicit the reasons.
-t studying olone isn't eosy - this is not advice
Arrange students into pairs. You say a word and they have
two minutes to write down associations. Example words: think obout joining some c/ubs - this could be written
teenoger, the Olym pics, Eng li sh. more simply, e.g. join clubs
-l
Then join pairs to make groups of four and ask them remember to wait for people to call you - wrong
to expla i n thei r associations, For exam ple: teenager - information, the opposite is true
ll problems, because we have got o lot of them! Play the other two pieces of advice for students to make
their own notes individually. ln pairs, students compare
them - first as notes and then with their advice in
II O lsourYou Exercise 1.
Books closed, Ask students to give you examples of
problems, for example, bad marks at school, noisy
neighbours, difficutt decisions. Books open. Put students
4 Books closed. Ask students to make a list of the last ten
II people they wrote or spoke to, for example Mario, Mrs
into groups to discuss problems, Then ask students for
Robinson, Dod, etc.They should then categorise these
different ways of dealing with problems and list them on people by relationship, for example friends, relotives,
the board. Ask students which way works best and worst in
teochers. Books open, Students do the matchingtask.
-t each situation.
Play the recording for students to check,
Te[[ students to cover up the people with their hand, read
itf AI{D the description and say who it is. Ask students to give
you an example about how they know or met each of
Relationships these people, for example,When itwos my birthdoy lost
.]II month I had o porty ond there were eight guests.
1 Pre-teach troubles (troubles are problems you
have). Have students read the problems, Ask some (rl Answers
76
comprehension questions, for example, 'What sport does The answers ore recorded for students to check qnd then
Andrea do?' (dancing),'How does Ben feel?' (/onely) and repeot,
lb 2f 3a 4e sd 6c 7 h 8i 9j 10g

tfl
'ls Katy pteased with her friend?' (no). Then put students
in pairs to discuss the problems and think of some
CONTINUED ON PAGE 114
advice for each person. Remind students that odvice is

:g USEFUT TTEBSIIES *l
5 To demonstrate, get students to ask you the questions, 3
.t
k
Tell students to look back at Exercise 1 to help them
Reply in ful[ sentences: choose the correct form. Check answers as a class.
Student: How many contacts do you have online?
Answers
Teacher: l've got a lot, but most of them are not really
close friends.
Put students into pairs to answer the questions and then
write additional questions.
I to buy 2 Waiting 3 carrying 4 to be 5 Swimming
6 sitting 7 running 8 to get / getting 9 getting l0 Saving

FAST FIlIISIIERS
q
6 Putstudents into new pairsto askand answerthe
questions they wrote in Exercise 5. Have some students
Fast finishers think of three sentences beginning / m
thinking of ... ,for example / m thinking of chonging my
f,=
ask their questions to the whole class, phone and compare with other fast finishers.
l-
e PRlllluilGlATl0il i gt 4 Tell students to correct the sentences. Check answers as
(D
77z writ" this sentence on the board and see if any of
the students can pronounce it correctly: ttheaghlmy
a ctass. As a variation, have students close their books
and read out the sentences for students to correct. I-
neighbour on the rlght hod eight dsughters, Ask how
Answers
many different sounds for vowel + gh there are (fhree).
1 I hope to see you very soon and I hope that you like my
lrd
Ptay the recording for students to listen to the different mobile phone.
sounds. Have students try to put the words into the 2 I want to write about my [ife.
correct column. 3 I like to play/playing computer games best.

Play the recording for students to check their answers. 4 You can get to my house by taking the number 6 bus. r,l
Ptay the recording again for students to repeat.
5 I think it's better to finish studying before we go out.
6 Would you mind coming with me to the shops?
Elicit from students that in all these examples, except
enough,the rule is that gh is silent after a vowel. Tell 5 To demonstrate write an example on the board:
students to think of other words which could go in each l'm worried obout _o lot of money. (spending)
column, for example /arl light, /e/ weigh, /N/ lough,lc;l Tell students to complete the sentences. Check answers
ought. as a class.
(u Answers Answers
The onswers ore recorded for students to check ond then I to make 2 Eating 3 to improve 4 Watching 5 playing
repeat.
6 Passing 7 to come 8 Chatting 9 going 10 Spending
/arl night: bright, flight, right
/e/ eight: neighbour, straight 6 Tet[ students that you have a problem, They must listen rtE
/fi/ rough: enough
and write down the infinitives and gerunds: ,lt's my best
/c/ bought caught, daughter, thought
friend's birthday soon and I'm thinking of getting her a
present. lt's difficutt to decide what to buv because she,s
l-
GRAilil[R Veft patterns: gerunds and infinilives got everything. I don't want to give her money because
she won't want to take it. I don't mind spending about 30
I Te[[students that when a verb is fottowed by another dollars. Have you got any advice?'
iT
verb, the second verb can be either a fo-infinitive or a Students must give you advice, for example Toke her to o
gerund (-rng form). They just have to learn which verbs nice caf6,
take an infinitive and which take a gerund. There is Arrange students into groups to do the same thing with a rE
sometimes a subtle difference between the infinitive and problem from Exercise 5 or a new one.
the gerund; compare I tried to warn Jack but he wos out
Each group then writes the most interesting probtem and
and I tried warning Jack but he did it anyway but this is
advice down and puts it on the classroom wall. Students i!;
beyond the level. Have students read the examples then
go round allthe problems and write some extra advice
complete the rules. Check as a class.
underneath.
Answers
> Gnffiilm wonxsflEEruilT t0
1 about, at, for 2 try, decide, forget 3 stop, miss

2 Tet[ students to read the sentences and tell you the form GOOTER
Write on the board Friendship ls... and give some
Answers
examples with gerunds to finish the sentence, for
verb + -ing exam ple, doing things together and being there when your
friend needs you. Get some more examples from the class.
) emrrm REFEREiloE txo pRrcTrGE ttsw[R tcx lr pteE 206
Arrange students into pairs. You give them a sentence
starter and they have two minutes to think of ways of
ending the sentence using gerunds.
Example sentence starters: Love is ,.. , Happiness is ... ,
My idea of a perfect weekend is ..,

r ulilT t0
e PnolulotlTtoil | er'
3 Choose the correct form of the verb. ln one
sentence, both forms are possible.

41t 7' Usten to the words and repeat them. Then 1 My friend decided buy I to buy a new pair
put them into the correct column. of sunglasses.
2 Woitl Waiting for people makes me angry.
bright caught daughter 3 I hetped the teacher by corry | corrying

enough flight neighbour her books.

right straight thought 4 One day, I hope to be I being a doctor.
5 Sr,vrm I Swimming in the sea on a hot day
is lovely.
larl lerl lat/ /t:l 6 I don't mind to sit / slttrng by the window.
nlght eight rough bought 7 I think to run f running is the best kind of
exercise.
8 Everyone loves to get / getting presentsl
9 I'm thinking of get I getting a new poster for
my room.
10 Sovrng / Sove a bit of pocket money every
Q
tt
tisten and check. Then repeat. week is a really good idea.

d Correctthe mistakes in the sentences.

@ r t hope see you very soon, and I hope that you
phone.
like my mobile
Uert pallerns: gerunds 2 I want write about my tife.
GRATITIAR and infinilives 3 I like play computer games best.
4 You can get to my house taking the number
I Look at the example sentences. Then complete 6 bus.
the rules about verb patterns. 5 I think it's better to finish study before we go out.
6 Would you mind come with me to the shops?
l'm worried about movingto a new class.
You'll get better at dancing. E Comolete each sentence with a verb from the box
Thank you for writing to the website. - in tnl gerund or infinitive.
Try to talk to her about how you feel.
lf you decide to do this, you can give her advice. chat come eat go improve
They often forget to invite me when they go out. pass play spend watch make
My best friend won't stop copying me. I Weneed acake,butwedon'tknow
l'il really miss seeingthem, how to do it.
2 __---_ chocolate isn't very good for you.
I We use the gerund Grng form) after
3 I need.---_*'-___ the marks I get in maths. Mine
prepositions: obout,J_-- are terrible.
(atso by, of, with,etc.\
4 ___--- TV tate at night makes you tired the
2 We use the infinitive + to after some verbs:
next day.
trv , .- (also choose,
5 l'm angry with my neighbour for --------."--. his
leorn, hope, plan, need, wontl
music really late at night.
3 We can use the gerund after some verbs:
6 ___-- my exam is very important to me.
stop , l?nish, don't mind)
7 Jack didn't want --------*_. to my party.
4 We can use eitherthe gerund orthe inflnitive 8 ___-_*_ with friends is really good fun.
after these verbs: stort, begin, enjoy, like,
9 My best friend spends all her free time.--*.-----
Iove, prefer. -(also to the shops with the new girl in our class.
10 -__*-_*. a lot of time indoors is quite boring.
2 Look at three more examples. What form do we
$- ln groups of three, each person writes a few
use when the verb is the subject of a sentence?
sentences about a problem. Listen to each other's
Studying alone isn't easy. problems and give advice. Who has the most
Leavingyour friends behind is difficult. interesting problem? Who gives the best advice?
Waiting for them to contact you first isn't always
a good idea.

) omnnm REFERETGE trut pntcrtcE prGE tE6

USEFUT WEBSITES lrFl

+
(rl
79
WEBSITES
Tick lll the things you use websites and apps for.
ptaying games
watching videos
chatting to friends
tr
n GREN
n
finding information I
doing schoolwork n
reading articles n
music
listening to I
etc.
sharing photos, stories, n A EcoGentral
What are your three favourite websites or apps? ln afterlhe.Eailtt'
This gite is all about looking
pairs, compare your answers.

Read what the people say. Which of the activities

il;;t.i"
"ffi
;Jttt
aborn difiersnt anirnals as
tttt"tion aboutforcsts' dserta
Your own
r+
in Exercise I do they want to do? aJ oceans. Vou can uPload to soe' \
q ftec onto tlre slta lor everyone

l'm worklng on a prQect about

B TeenPress
t
I
th€ human body at tfi€ mom€nt
and I'm lnterested ln learning This is one of the best sites on the
about anlmals. I llke havlng tun web forteenagerc who love writing.
You can sharcyourwork with offierc,
onllne too.
and tlrerc ls a meseage board where
you can cfiat about things that are
important to you.

l'm hoplng to become a writer

one day. I'd llke to Put mY G GhannelTwentY
stories onllne and discuss news
On this site, You can watch a daily
ldeas with PeoPle rry age' ililliri; lJ ="ar"tt
tor infonnation about
liJ-,tews gtories. Ther€ ars also videoe
on
lamous
' i#ersnt suulects, altdes about
.r-,1;,i, -..+..d':F. L&: !.., rtre aPP is
'*
t like
'E
to know wlrat ls ;;;: ;rrlEs arrd comPatition*
i #;nj-;;tt* on all kinds of smartphoneE'
,': happening ln the world.
p?_ l'm also interested ln
muslc and would lilc
D ScienceZone
..; to leam rnore about my Thercb lob of information on tfiis slte
i_i
favourite stars. about mahs, c{remistry and blology.
d,
You can'visit'some of ttre worldb mogt
famous museums and watch wildllf€ via
l'm interested ln natrrc and wlldlife
and want to l€am about wap to help
g rvebcams. Therc arc also someverycool
gameq such as Saro ffie planet,

tfie phnet I llke maldng short films

and want to share tfrem with othevs.
{ E Tune-in
There are mlllions ol songo
on t{rls tit" f"i yi.::
You can save your
i.."r""a or ligten to online'
lisL lf you'to in a band'
Read about six websites and decide which is best favourite songs in your ofr
for each person. ln pairs, compare your answers. your muslc and upload iL The
vou Gan rocord

u*m:rmu*wllj:ffiJft
EI J1
GI F lnside-the-couer

- ,'
ET tr g Finding out about yourfavourite wrftels ls easy
on tfiie site. Therc alo lots of inteneting artides
and information about the lategt books. you
can read blogs by $rell-known wrltere and post
..r,
ffi questions atd mossagos to

60 ulilT r0 B @ them. There are links to

o[ter sites too. I

116 UlilT 10
il Ask students if they know about any websites which

Fl, would be interesting for each person. Then tell students

to read about the websites and match them to the
people. You could do the first one together. 'Are any of
WARlilEB
these websites about the human body, animals and fun
Give students two minutes to write down things they love
things to do online?' (D - biology, wildlife, cool games)
and things they hate. For example, I love singing in the
shower. I hate getting up eorly. They then compare their Students should underline the key words and phrases in
answers in pairs before sharing ideas with the class. Exercise 3 and the corresponding ones in the websites
which give the answer. They compare their answers
in pairs. Check answers as a class. Ask students which
Btotcnouilo lilF0Rnrflol website would be most interesting for them,
The internet is a network which connects computers As an extension activity, ask students ifthey know a
so that they can communicate with one another, The website which would be usefulfor the following people:
World Wide Web is a way, not the only way, of accessing a foreigner who has just moved to your country; a
information through the internet. A British research teenagerwho is lookingfora part-time job;a parentwith
scientist, Tim Berners-Lee, developed the Web in the six children; an elderly person who has just learned to
1980s and he thought of the name World Wide Web. The use a computer. lf students don't know of any websites
first users of the Web were researchers and scientists but for this, they could do some research on the internet at
early websites included the webcomicDoctor Fun,WWW home and tell the rest of the class in the next lesson.
Useless Poges and Pizzo Hut.
Answers
An app is usually used to mean a computer program
designed to run on a mobile device like a smartphone lD 28 3C 4A
rather than a desktop computer or a web browser. One of
the first apps was a game called Snoke in 1998. FAST FITISIIERS
Write these comments from teenagers on the board and
Write your favourite websites or apps (they don't need to have students match them to the websites.
be Engtish [anguage ones) on the board and ask students l've just got an answer to my question from J. K. Rowling!
to say what they know about each one, for example it is (lnside-the-Cover),
for listening to music, and if they use it themselves. Make
I've now got olmost 100 pieces of music on my ploy list!
sure students remember how to pronounce website (Tune-in)
addresses (from page l-2). Tett students to tick what they
use websites or apps for. They could add other categories
I've just read your poem ond I loveifl (IeenPress)
if they need to, for example downlooding films. It felt like the lion wos in my bedroom! (ScienceZone)
Students make their own list of their three favourite Icon't believe thot Bruce Willis is President! (Chonnel
websites or apps, Arrange students into pairs. They Twenty)
should describe what the websites are and why they I never knew thot Russia has the most forests! (EcoCentral)
like them. Then they should go through each website
As a classactivity, you could ask students to give more
function in Exercise 1 and say if they like doing these information about each comment, for exampte, what
kinds of thing. For example: I don't like playing gomes question the teenager wrote to Rowling and what her
much but I know a great site for ploying chess, it's .,.
answer was.
Demonstrate with an exampte on the board:
Iknow o lot of people and I con't phone them oll, so this (D fn" Reading text is recorded for students to listen, read
isgreot for finding out what's going on with everyone. '' and check their answers.
(chotting to friends)
Students then match each text to the activities in
Exercise 1. Check answers as a class.

Answers
1 reading articles, finding information, playing games
2 sharing stories, chatting to other people
3 reading articles, listening to music, finding information
4 reading articles, finding information, sharing and watching
videos

USEFUI WEBSITES *l
UllCIBUtARY lnlernet nouns and ve*s

1 Telt students to look at the blue words in the texts and

decide if they are nouns or verbs. They then match the
nouns with the meanings 1-6 and complete sentences
I PREPARE FoR TltE ExtM

7-12 with the verbs. Check answers as a class.

A2 tEY FoR SGil00tS
(rl Answers Writing Part 6
80
The onswers ore recorded for studentsto check and then ln this part, students have to write a note or email of
repeat, at least 25 words. They are given the context and three
l the web 2 message board 3 tink 4 site 5 blog 6 menu content points to cover.
7 record I search 9 post 10 upload 1t download 12 save
Tip Students must read the task carefu[[y as they must
) vomruunv woRKslEEx ulltT to
cover a[[ three ofthe content points in their answer.

I PREPARE FtlR THE Exlit

/ rnrrnnr To wRtTE
Writing Part 6 An email
12 IGY FllR S0llll0tS Reading part 4
2 Briefty review what students need to do in this part of the
GET READY Tell students to re-read the description of the
websites and pay attention to how the sentences start.
exam and if necessary read out the A2 Key for Schools
Check answers as a class.
box on TB page 93.
Remind students that the three words will be simitar to Answers
each other but used in different ways. Students should I here is There ore ... is used seven times to start sentences.
/
read the words around the gap very carefully and may 2 You can...is used five times to start sentences.
need to think about grammar to get the right answer. 3 fh,s .. . is used twice to start sentences,
For example, in number 2, only B and C go afterthe Other ways: On this site ... , The opp/website r's . . . , The opp
preposition on and only C makes sense. that..., lf..., Finding out...

Give students a time limit to read the text and then ask, PLAN Students identify the three content points and make
'What is Catherine's website for?' (making frlends)Tell notes.
students to read the text again and choose the answers. WRITE Tell students they can use the website descriptions
Check answers as a class. Ask students if they woutd tike in Reading Exercise 4 to help them.
to use MeetMe.com.
lMPRovE Write these sentences on the board and ask II
Answers students to find the mistakes.
1A 2C 38 44 58 6C There is mony photos of animals. (There is ore)
To search for informotion is easy, (fr*seereh Seo rching) II
Students then check their own and their partner's work.

(rl i Model answer

Play the recording for students to match the speakers to
Dear Sal,
the kind of app. Check answers as a class,
My favourite website is DC Comics. lt's about Superman
Answers and other super heroes. You can get information about the
characters and there are games too. I like it because I love
Speaker 1 - c
Superman!
Speaker 2 - a
Dan
Speaker 3 - b

(rl Ptay the recording again for students to complete the ilxED tBtuTY
81
table, Check answers as a ctass. Write a frame for the email on the board, Weaker students
Answers can then filI in the gaps.

Speaker 1: 11,99p, 100, play a physics game My fovourite websiteis This is about
Speaker 2: 15, €1.50, 30, make a list of yourjobs You can I like it becouse
Speaker 3: 12, free, 70, learn about geography, do quizzes,
test yourself
) rnnm -
ron TIE Erltil TEtcllilG iloTts txl -
rrswEn rEy rB ptGE 286

) luuosonrrTnPAGI2go -
GOllTER
Give students a quiz on vocabulary from Units 6-10. Read
the definitions and they must write down the word.
1 A surface which is not rough. (smooth, Unit 6)
2 A small light you carry in your hand. (torch,Unit7)
!r
3 This keeps the rain out of your home. (roof, Unit 8)
4 You put things you don't want in this. (brn, Unit 8)
5 A game you play on a table. (boord game,unitg)
6 Someone who lives next to you. (neighbour, Unit 10)

118 U]{tT t0
I
FI

I @
1
nouns and six verbs.
lnlernel nouns and verbs

Look at the words in the texts on page 60. Find six

Match the nouns to definitions 1-6.

al
Listen to three young app developers talking
about their work. Match each speaker to what the
app they made helps you do.
1 This is allthe pages online that you can visit. 1
Speaker a use your time wetl
.T 2 You can write things here for others to read and Speaker2 b tearnthings
reply to. Speaker3 c playgames
3 lfyou click on these, they take you to another
website. Listen again and complete the table.
81
I 4 This is another way of saying'websitel
Speaker
5 These are online diaries,
6 You took at this tist to choose which part of a 123
I
website to visit. How otd was each person when
they wrote their first app?
Use the verbs to complete the sentences.
How much is it?

I
7 You can a short voice message and then How many people download it
share it with friends. per week?
8 You can * _.__-_-__ for information online by What can you do on the app?
typing a word into a box.
E 9 You can a message or question on the
internet for others to read.
10 You can ____ _._._-__ a fite from your computer onto
a website.
IE
11

12
You can ._...-_.--.-"..- a fite from the
computer.
You can
internet to your

....--___.._,__. a document or other fite on

2 PREPARE TO WRITE
Writing Part 6 An email
It your computer so you don't lose it.
GET READY Count how many times these phrases
(D tirt"n and check. Then repeat are used to start sentences in the texts in Reading
Exercise 4. Then find three other ways of starting
IE
(/ PREPARE F0RTHEEXAiI
sentences in the texts.
1 There is / There are ...
Reading Part 4 2 You can ,..
3 This...
f For each question, choose the correct answer. PLAN You are going to repty to this email from
your penfriend.
E

Catherine Cook was only 15

E myYearbook.com. She had
a new (t) _ to help Tell me about your favourite website or app,
She also had lots of grcat ideas
What's it called? What can you do on it? Why
make rnyYearbook.com different fio{n
E do you like it?
els€ on the (2) __.
myYearbook.com is now called MeetMe.con. Make notes to help you answer each question.

E
When you Join, you fill in a form and tO) ! wntrr Write your email. Use the descriptions of
a photo of yourself to the site. After that, you the websites in Reading Exercise 4 to help you. Try
can start (4) for friends to add. lt's to begin each sentence with a different phrase.
---
not difficult to explore the site and (5) _ Begin DeorSol, and end with your name.
people. You can play games, post (6) . do
IMPROVE ln pairs, read each other's emails. Check
quizzes and more. lt's available on the web and as
that you both included all the information from
an app.
your plan and that you started each sentence with
E
a different phrase.
I A website B computer C fite
2
3
A
A
information
record
B link
B upload
C internet
C copy ) nnrranr FtlR THE EXAM PAcE 126

4 A searching B finding C missing

5 A tatk B contact C speak
6 A screens B menus C messages

"l
USEFUT WEBSITES

USEFUL WEBSITES *\
Fr'r

FrI=-

F
'r'l
l-
I Discuss the questions

I Do you
with your partner.
like ptaylng or watching footbalt?
2 What can you see in the photos?
Read the text and check your
iE
ideas. Match the photos A-D to the
2 Do many girts and women play footbatl in your country?
paragraphs 1-4.
3 Do you ever watch girls or women playing footbatl on TV or [ive?

fl
,t
I (r li /^.1 I I g rI

O ln 1920, there was a match between two women's football O Nowadays, nearly three million girls
'I
teams at Everton's football ground in Liverpool. Around 53,000 and women play football in the UK, and there
people went to watch it! Just a few years earlier, during the First are 100,000 registered players who can play
World War, many men were fighting abroad. This meant there were official tournaments. There are only about 200 r
no football players and no important games. People loved the sport professional players, and many have to do
and wanted to watch it, so women started to play. Some of the other work to earn enough money, but you can
best players, such as Lily Parr, are still famous today. She became often see women's football on television. They
famous when she was only 14 and scored 43 goals in one season. sometimes play in really famous places, such
as Wembley Stadium in London.
Q) O year later, in 1921 , the Football Association (FA) decided
T
to stop women's football because they thought it was not a sport O ln schools, girls and boys play football
that women should play for paymerft. Fifty years later, in 1971, in the playground - there are teams with both
women could finally play football as a profession and not just as a boy and girl players. Recently, all-girl teams are
Iil
hobby. However, it wasn't until 1993 that the English FA recognised playing against all-boy teams. So football is
international women's football. After that, women could play in really a sport for everyone!
competitions with other countries.
f,

t,

,t
sry I
F:
€t

1'z0 GUTTURE
f
I

Learning Obiectives WIRiIER

. The students learn about the history and development of Tell students this story.
women's football and about different types of footbalt. 'A father and his son are driving home when the car
. ln the project stage, students find out aboutthe history of a suddenly goes offthe road and crashes. The son is quickty
sport in their country and make a presentation about it for the taken to hospitaI because he needs an operation. The
class, surgeon comes into the room, sees him and screams, ,,My
li son, my son!" Who is the surgeon?' (the boy's mother)
After students tell you the answer, tetl them that peopte
Vocabulary often take a long time to work it out, Ask students what
this says abut our attitude to women.
-r ground games profession tournaments stadium playground

1 Books closed. Ask students to find out, on mobile devices

I.t Resources or by asking one another, which ofthese countries has
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: Footbatt
not hosted a men's or women's World Cup: Australia,
England, ltaly, South Africa, the USA, Uruguay (Austrotio).
II Books open. Put students into pairs to discuss the
Btotcnoulilr nF0ntrtTtoil questions. Share ideas as a class, Ask students to think
The first men's footballWorld Cup was in 1930 and the of a country which has never hosted the Wortd Cup but
II first women's World Cup was in 1991 in China. ln 1.988 deserves to and explain why,
the Federation of lnternational Football Associations 2 Ask students, 'Why do you think footbalt is so popular
(FIFA) organised an international women's tournament around the world?l Tell students to describe the photos.
II in China and the success of this led to the first World Give students a time [imit to read the text and match
Cup three years later, although it was officially a World the photos to the paragraphs. Check as a ctass. Ask
Championship ratherthan World Cup. tn this first World students which men's football teams are popular in their
I! Cup the USA beat Norway 2:1 in the final in front of 65,000 country and whether they also have a women's team, for
fans. For the first time in a FIFA competition there were example Manchester City has both a men's and women,s
six female referees (women have also gone on to referee team. Ask students to name some players that they
I' professional men's matches). Like the men's competition, particularly like or don't like,
the Women's World Cup is held every four years and there
Answers
is a qualification stage. The USA has won the most World
Cups and two players, Miraildes Maciel Mota of Braziland 1B 2C 34 4D
Homare Sawa of Japan, have played in six World Cups, a
record not matched by any men. FAST FIilISHERS
The success of the Women's World Cup shows that Tell fast finishers to think of three new rules or changes
there is greater participation by women in sport and to the rules to make football games more interesting, for
appreciation of their performances but unfortunately example, you get two points for scoring a goat with your
there is still gender inequality. For example, the modern head.
Otympics began in 1896 but it was not until London 2012
that women competed in every sport (including footbalt).
While there has always been a marathon race (42
kilometres) for men, up to the Moscow Olympics in 19g0,
the furthest that female athletes could race was 3000
metres! Wages and prize money have also been an issue
with men typically receiving far more money than women
in the same sport. For example, the men's professional
golf tour in the USA offers more than five times the prize
money of the women's tour. There are exceptions, for
example from 2007 the Wimbledon and French Open
tennis championships started to offerequal prize money
to men and women, but the reality is that in many sports
women have to earn money in other ways even if they are
at the very top of their sport. Media interest in women's
sports is probablythe key to gender inequality (in the UK
only about 20% of sport on television is women's sport)
and the good news is that social networking is giving
sports women a wider audience.

THE BEAUTIFUL GIIIE *l

nr
3 Have students read the text again and answer the
questions. Check as a class.

Answers
I 53,000 2 because the men were fighting abroad
3 because the FA decided to stop women,s football
4in1993 5no 6no
PR0JEGT rhe history of o sport
Tel[ students that they are going to find out about the
history of a sport in their country and present this to the
class. Tell students that it could be an internationat sport
which is played everywhere, like football, or it coutd be
specific to their country, for example Sambo, a martial
art similar to judo, in Russia. Put students into groups
tC
]ilIXEII ABILITY and have them decide which sport they want to find out t-
Te[[ weaker students which paragraph to look in for each about, lt's a good idea for groups to tell you their sport
answer, at this point so that you can make sure there is a variety

Questionl-paragraphl of sports. Each group should decide who is going to get

which information. Students could get information from
r
Question2-paragraphl the internet, reference books orjust by asking other
Question3-paragraph2 people (if they have friends who do this sport), Students
Question 4 - paragraph2 can get the information out of class but they should
design the poster with text, pictures and photos in ctass.
Question5-paragraph3
Each group should practise before they actualty give the
Question6-paragraph4 presentation to the whole class. There should be time at l
the end of each presentation for comments or questions.
4 TetIstudents to match the words to the definitions. Give the class feedback on the content and language of
Check as a ctass, Elicit or exptain the differences between the presentations.
the words in 1 and 2: a ground is the area on which
people ptay; a stadium is the ptaying area and the
building around it; a playground is where chitdren play PROJEGT ETTEIISI|III
at school; a game is a match between two teams but a Tellstudents to make a questionnaire about allthe sports
-
tournament is a series of matches between different presented and give that questionnaire to another class.
teams. Ask students which is the best stadium they know. Put students into groups to think about what questions
Answers should be included. Put some examples on the board:
I ground, stadium, ptayground 2 games, tournaments Which of these sports do you do?
3 profession Which of these sports do you wotch?
(D f n" Reading text is recorded for students to listen, read Do you think both men and women con do this sport?
o'
and check their answers. As a class, decide on the best questions. Divide the

p nrrrrc potltTs
questions up so that each group makes a different set. put
a1[ the questions together and then have studenG give the
Books closed. Read out a tist of sports and activities and questionnaire to the other class. Students report back the
I
ask students to put them in three cotumns: more popular results.
with men, more popular with women, poputar with both.
lnclude football in the [ist. Students compare their answers
in pairs. Books open. Students discuss the questions. Share
Iot cur-runr vtDEo: Footbatt
When students have completed the lesson, they can watch
ideas as a class. Ask students how schools can encourage
the video and complete the worksheet.
both boys and girls to do sports.
(D I
83s nst students ifthey know about any othertypes of
football, for exampte beach footbali. (vou can tett
GOllTER
Arrange students into small circles, One student says a
students that the first FIFA Beach FootbattWorld Cup was sport or activity, the next says another sport or activity
held in 1995 and won by Brazil.) put students into pairs beginning with the last letter of the first word, and so on,
and ask them to try and complete the table with their around the circle. For example, hockey - yogg - athtetics
own ideas. You will probably need to telI students that - skiing, lf nobody can think of a sport beginning with
futsal is a type of five-a-side footbatt ptayed indoors on the last letter, they could try with the second to last (for
a hard surface. Play the recording and then check as a example, skiing - netball). See which group can make the
class. Ask students which of these types of footbatt they longest chain of words.
would [ike to watch or try.

Answers
LL920 2 indoor 3 Spain 41993 5 indoor
team) 7 Brazil
6 10 (5 in each

) ruonscnln rB pAtiE 296

GUTTURE
F,
Read the text again and answer the questions.
t
1 How many people went to watch the women's footbatt match in Liverpool in 1920?
2 Why did many women start playing footbatl during the First Wortd War?
3 Why did women stop playing football after 1921?
4 When did the Footbalt Association in England allow women to play in internationalcompetitions?
5 Do professional women players receive a lot of money nowadays?
6 Do boys and girls atways play in separate football teams?
d Match the highlighted words in the text to the definitions.
I three words for a place or places where people can play footbalt
2 two words for footbatt competitions
3 one word that means'job'

H T[tKtilG PolllTS
Are some sports in your country only for girts or only for boys?
Which ones are played only by girls or only by boys?

$ Look at the table about different types of football. ln pairs, try to complete the gaps.

When people first Number of lndoors or Where people

played it players outdoors play it most
I Usually two or four ndoors Europe and the USA
Table football I

Futsal 1930 ten (five in each 2

South America and
3
team)
FIFA video game 4
Maximum 8 5
Alt over the world

Footbal[ for the btind 1920s Both indoors and

outdoors

Q
83
Urt"n and check. Complete the information you didn't know.

PROJEGT The history

o{ a sport

Find out about the history of a sport in

your country. Make a poster to present
the information to the class. Use pictures
and photos to make the poster more
interesting. lnclude information about:
. when and where it started
. who plays the sport: only men, only
women or both
. some famous teams or players
. what competitions there are for
this sport
Present your poster to the class.
,

IIOW WITCH IIIE OULIURE YIDEO

IHE BEIUTIFUI GA]TE q

ff**
o AB(IUT YOU
What are the three biggest cities in your country?
What are they famous for?
What's good or bad about living in cities?

'tQ
! ! trl1
J

t'

+ J
I

t ln pairs, talk about the city where you live, or your

AIID capital city. What things from Exercises I and 2
does it have? What are their names?
Places in a city
4 What countries are these cities in? Which are rl ;I
capital cities? What are they famous for?
f Think about what can you do at the places in the
box. Write five questions. Then test your partner.
Beijing Cairo London Madrid ,I
caf6 church hospita[ tibrary City Mumbai New Dethi
Mexico

museum park police station

NewYork Paris Rio de Janeiro
post office restaurant shop
Rome San Francisco Tokyo II
sports centre theatre train station
university
*s Listen to the quiz. Match the questions to the
names of the cities. NI
Where do you go to buy a stamp? Question I Mumbai
Question 2 Tokyo
A post office. What do you use a bridge for? Question 3 Rio de Janeiro f'l
Question 4 Paris
Question 5 New York
f Match the words in the box to photos A-1. Question 6 Beijing
t3J
-. art gattery cathedral embassy (l $
85
Read the sentences and write the name of the city.
fountain mosque old town palace Then listen again and check.
shopping area skyscraper stadium I lt's the largest city in the world.
statue temple 2 Every year, there's a big carnivat here.
3 Lots of films are made here.
Q 4 The city has a lot of bridges,
titt"n and check. 5 The Otympic Games were in this city in 2016,
6 lt has a statue that's known around the world.
7 lt's the second-biggest city in China.
8 lts most famous cathedral is on an island.
64 UlilT lt

124 UlilT tt
Unit overview AI{D
TOptC The city
Places in a cily
VOCABULARY Ptaces in a citY
AND LISTENING Wortd cities quiz 1 Demonstrate the activity by asking your own questions,
GMMMAR Determiners for example 'Where can you book a table?' (o restauront)'
PRONUNCIATION the Students write five questions individua[[y, then they get
READING Signs, notices and messages into pairsto ask each other.
VOCABULARY Uncountablenouns 2 Elicit some of the words, for example, 'a very tall
LISTENING Six short conversations
buitding' (skyscroper). Have students match the words to
SPEAKING Making requests in different situations the photos. Check answers as a class.
EXAM TASKS Reading Part 1
(rt Answers
a4
The onswers are recorded for students to check ond then
Resources . repeat.
Astatue Bskyscraper Cshoppingarea Doldtown
GRAMMAR REFERENCE AND PRACTICE: SB PAgC 157; TB PAgC 266 E art gatlery F mosque G stadium H fountain I embassy
PREPARE FOR THE EMM: SB page on TB pages 235-237; J tempte K palace L cathedral
TB page 252
WORKBOOK: pages44-47
3 Put students into pairs to talk about their city or capital
cities
city. Have some students tetl the whole class.
VIDEO AND VIDEO WORKSHEET: Favourite
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 11; 4 To demonstrate, ask where other cities are and why
Vocabulary worksheet Unit 11 they are famou!, for example, Santiago (Chile - it is
TEST GENERATOR: Unit test 11 surrounded by mountoins). Put students into pairs to tell
one another aboutthe cities in the box, Check answers
and ask students what else they know about the cities.
YIIRlilER
Answers
Write the word CITY on the board. Tel[ students to make
Cities in copitol letters are capitol cities.
a new word by changing two letters, for example, CAT!. BEIJING - China CAIRO - Egypt LONDON - the UK
Have students do the same with CATS, for exampte, PETS' MADRID - Spain MEXICO CITY - Mexico Mumbai - lndia
Put students into pairs and give them three minutes to NEWDELHI - lndia NewYork-the USA PARIS- France
continue this, The pair which has made the most words is Rio de Janeiro - Brazil ROME - ltaly San Francisco - the USA
the winner. TOKYO - Japan
Students'own answers

O anourvou FtsT FilllsllERs

Have students answer the questions in pairs then share Fast finishers find out the language and currency of each
ideas as a class. country, for example, China - Chinese, the yuan.

BrorcRoullD lilFoniltTloil (rl 5 Read out this text: 'This is a very otd city. Two thousand
Since 1950 there has been massive growth in the number 8S
years ago peopte spoke Latin here. lt has some very old
of people living in cities. For example, in Spain the city temples and famous churches. Which city is it?' (Rome)'
population has increased from about 500/o to 800,6 of the
Play the recording for students to listen and match the
total population; in Venezuela, from 45o/oto95o/o.
questions to the cities. Check answers as a ctass.
Mythical cities include El Dorado, a city of gold and
treasure said to be in South America; Vineta, which angry Answers
gods sank to the bottom of the Baltic sea; Biringan in the Question 1 - Beijing Question 2 - Paris
Philippines, where the creatures who live there can take Question 3 - New York Question 4 - Rio de Janeiro
human shape; Gotham City, home of Batman. Question 5 -Tokyo Question 6 - Mumbai
The Monopoly game was originally based in Atlantic City (D g r"tt students to read the sentences and write the name of
in the USA. There are now versions for cities in more than 8s thecity, Ptaytherecordingagainforstudentstocheck.
100 countries. Ask students which of these cities they would like to visit.
Cities in Space may be far in the future but some people
Answers
take the idea seriously. The UAE government are building
a prototype Space city on Earth before they build the real l Tokyo 2 Rio de Janeiro 3 Mumbai 4 Paris
5 Rio de Janeiro 6 New York 7 Beijing 8 Paris
thing on Mars.
) lurtoscRtnIBPAGE29o

GITY LIYI]IG *l
GRAililAR lleterminerc Answers
We use both to talk about two things.
1 Books closed, Say, 'This is a city in England. The city We use o// to talk about a total number of things.
has a famous football team and was the home of the Another means 'one morel
best pop group in the wortd, The Beatles. Which city is
it?' (Liverpool). Then say,'First, I said a city and then the
) onmnm REFERETIIE AtD pntcltlE AtswER rEy It ptcE 200

city. Why?' (Firstyou soy o, then you say the when you 6 Books closed. Ask,'What is the biggest island in the
soy the word again.l, 'Did I say best pop group or the world?' (Australio). 'What is its capital city?' (Conberro) l-al
best pop group?' (the best) and 'Why?' (We use the with and 'Do you know any other cities there?',
superlotives,). Tell students to read the sentences and
Books open. Students see if they named the cities in the
complete the rules. Check answers as a class.

Answers
text. They then complete the text individuatly. Check
answers as a class. Ask students which city, Sydney,
Cairns or Melbourne, they would prefer to visit.
|E
We use o/on to introduce something for the first time.

Ij
I

We use the to talk about something atready mentioned

Answers
2 Fitt in the first gap together, Ask, 'Why isit a great lAll 2both 3Other 4both 5Another 6all Tanother
holidoy?' (Rosa tolks about the holidoy for the first time,l. 8 other
You can also telt students lhat a/an is common before
nouns used in descriptions, as in gap 10. Students then lilXED ABTUTY
work atone. Afterwards, in pairs, the students should For students who need more su pport, go through each
explain their answers to each other. Check answers as a gap in the text with them. For example, (1) 'Does this
class. mean every tourist?' (yes),'Which determiner means
Answers every?' (all); (2)'How many places are mentioned?' (two)
and 'Which determiner means two?' (both). E-
la 2the 3a 4an 5the 6the Tthe Sthe 9a 10a

7 Tetl students to correct the sentences. Check answers as

e PnoltultorATtolt the a class.
(u 3 Play the recording for the students to listen and repeat.
86 Answers
Ask ifthey can work out the rule. Check that they know
what a vowel and a consonant are, Ask, 'Are /e/ and I
I lt's the biggest museum in my town.
2 lt's not boring like other computer games.
eul vowel sou nds or consona nt sou nds?' (vowel so u nd s\ 3 The T-shirts both cost f15.
and And /p/ and lzl?' (consonantsounds). Tellstudents 4 This phone has a very good screen and camera.
there may also be a [inkingsound similarto/j/ between 5 I went to the park and I ptayed footbatt with my friends.
/6i:/ and the fotlowing vowel sound, e.g. the oldest = / 6 We went on holiday to tie Edinburgh,
6ijouldrst/.
) onmrmwonlslEETuurtl
Answers
idil before a vowel sound
8 Ask students what information they could include in a
/6e/ before a consonant sound city description; Exercise 6 on page 64 gives some ideas.
For example: where it is, how many people live there,
4 Demonstrate with the embassy /6i:/ and the Trevi Fountain interesting places, transpoft, cutture, why it is famous.
/60/. Have students put the words in the table. play the Students choose three cities and make notes for each
recording for students to check and repeat, one. They shouldn't include the name of the city in the
(u Answers description but they should give a choice of four cities
87 to guess from. Put the pairs into groups of four. Students
The onswers ore recorded for students to check ond then tg
read out their descriptions for the other pair to guess the
repeot.
/di/ the apple, the Arctic, the Earth, the lndian cities.
Ocean, the
orange, the umbrella
/de/ the dog, the North Sea, the River Nile, the Statue of GOOTER
Liberty Write these questions on the board. Students complete
them with o or the and then answer them.
5 Tell students to underline the examples and complete
the rules. Check answers as a class. Eticit the meaning of 1ls city usually smatler than
other (as well os the thing or person already mentioned). town? (o, o; no, biggerl
Tetlstudents that o// and both are followed by plural 2 What is highest capital city in the world?
verbs, another by a singula r verb, other + singu [ar noun (the; Lo Paz, Bolivio)
by a singularverb and other+ plural noun by a ptural 3 Name- city which has_different
verb. Write examples on the board: name today from its name in the past, (a, o; many
Allthe cities ore beoutiful. examples: Smyrnaflzmir, New Amsterdam / New York,
Both cities are beautiful. Bombay/Mumboi)

Another famous city is Granado. 4 Moscow has * famous square. What is the

The other fomous city is Granada.

name of _ square? (a, the; Red Squore)

Other famous cities ore Granada and Seville.

128 UlilT ll
-I
il Determiners 5 Read the examples below and underline all the
examples of oll, both, othe r and onothe r, Choose
the correct word to complete the rules.

-1
Read the sentences in Exercise 6 on page 64 again Al[ the questions are about cities.
and underline all the examples ol q/qn and the. Are you all ready?
Choose the correct word to complete the rules. The city has both beaches and museums,
-l
Central Park and Times Square are both popular.
We use the I o/on to introduce something for the There are many other great places to visit.
I The other famous thing here is the statue of Jesus.
first time.
We use the I a/onto talk about something already There's another beautiful church in the city.

-I mentioned; with superlatives; if there is onty one

in the world; in front of frst, second, etc. We use
We use all
oll I both to talk about two things.
I both to talk about a total number
rI I Complete the email with fhe or o/an
of things.
Another lOther means'one more'.
a l qrt
-
) cnatruan REFEREITcE ArD IRAGTToE pAGE rb7

- I'm having (1) .----_-_-_." great holiday in Rome $ Complete the text about Australian cities with oll,
with my family! Today we visited (2) both, other and onother. Use each word twice.
E Colosseum, and we went to t3) _
fantastic museum called MAXXI. Afterwards, my
brother and I each had (4) ",-_ . ice cream )
IE in (5) "--__""" -__ city centre. We both said it was
(6) _-__ - __.. best ice cream in F) ". .. _"._ "-
"
world! Tomorrow, we're going to see (8) -
-"
I- Trevi Fountain and also (9) _ -__-,palace
Australian cities have a lot to offer visitors to the
- but I can't remember which one. Rome is
country. (1) "" - ".,- . visitors to Australia should go to
(10) , ,-
- - really wonderful city! Sydney. lt's the laqest and oldest city in the country
{ and (2) "
-_*-" "-_-
the Opera House and Harbour Bridge
are important world-famous monuments. (3) "_" _-._"-"
ril popular cities are Perth, Brisbane and Cairns.
a- e PnoiluilcnTtolt ' tn. Cairns is in Queensland, in the northeast of Australia,
(4
From this crty, you can enjoy -_ -__
the rainforest
Stt ? t-isten and repeat. when do we say /di:/ and the ocean, including the Great Banier Reef.
- and when do we say l6al? (5) ""- ___ thing you can do in Cairns is learn
{ people
"--. "- ____ about the culture of the Aboriginal
(6)

/6ir/ the /da/ the of Australia.

.lr lE
the oldest the youngest Melbourne is F) - _-*_ - . Sreat Australian city. lt has
excellant museums and also a modern arts centre.
the east the north
Phillip lsland is not far from Melbourne, and you can
the Atlantic Ocean the Pacific Ocean see koaias, penguins, kangaroos and many
(8)
the Olympic the World Cup ",_--_ __-_ animals here.
Games

J Correct the mistakes in the sentences.

4 Put the words into the correct column
@ r tfs a biggest museum in my town.
in the table.
2 lt's not boring like others computer games.
the apple the Arctic 3 The T-shirts cost both tl5.
the dog the Earth 4 This phone has very good screen and camera.
the lndian Ocean the North Sea 5 I went to park and I played football with my friends.
the orange the River Nile 6 We went on holiday to the Edinburgh.
the Statue of Liberty the umbrella
$ ln pairs, write a city quiz.
487
Usten and check. Then repeat. . Choose three cities.
. Write some notes about each one,
. Describe the cities to another pair of students.
. Can they guess your cities? Can you guess theirs?

ctTY UYtltG
q
Fs
j
GITY IIYI]IG *l
+
9 PREPARE FOR THE ExAM

Reading Part I
Look at the signs, notices and messages. For 1_4,
where would you see them? For 5 and 6, where ii I For questions l-6, choose the correct answer.
the writer? Match each sign to a place in the box. ln pairs, compare your answers and say why
you chose the answer you did.
atschool in a shop bya river I A
Children cannot come here without
at a train station in a caf6 on a website an adutt.
B lt's not possible to see the animals a[ year.
C Summer prices are lower than winter ones.
E.
q
.. ,.r,,-,.,, '..,..,.:::..
:' .i ;. ,
",.,iri.,.,:1; ...-
2 A There's one trip in the morning and
. ttlildlife fafari park another in the afternoon.
t OplntiisdtirOctober ( B Go online to get more information about
the boat trips.
C One of the boat trips is longer than
the other.
3 A Some of these jeans aren't available in
':- - all sizes.

n
B The assistant can tell you which size
2
Boat Trips I rilri L.rir.
looks best.
C Staff here can help you find the right size.
10 am and 2 prn 3 hours 4 A You can leave your suitcases here.
B You must arrive early to leave your bag.
C lf you have two bags, you get a discount
fuil details available fiom Tourirt lnformation Oficc on the smaller one.
@ 5 What must Tilty do now?
A Go to the cinema as quickty as possibte.
3 B Let her friends know what to do next.
Jeanr for All 6
C Stay where she is until her friends arrive.
Why did Lity write this message?
A to give Jack some bad news about the
Nced a bigger or rmallcr p.ltf----- concert on Saturday
Ask the alsirtant B to tett Jack to get a ticket for
C to invite Jack to a concert
the concert

) rn*nnr FoR THE ExAr IAGE t2o

eC TtrKtc
lF
P0trTs
Watch the video and ask and answer
the questions.
Whatl your favourite city?
Why do you like it there?
ls there anything you don't tike about it?
What places in your city do you go to regularly
and why?

Jack
.' I'i

Can't call as class is starting, but are you free

Saturday night? We've got tickets for a rock
conced and Dad says I can bring a friend!

66 UlilT fl

128 UlilT lt l*
f Ask students ifthey have ever been to a safari park or

il; WARTER
taken a boat trip and what it was like. As an extension
activity, have students work in pairs, choose one ofthe
texts and write questions about it. For exampte, text 2:
train station?' and elicit some ts the trip on o river or lake?
Ask,'What happens in a

=lll ideas, for example: people catch trains, go to work, trains

leave for other cities, people say goodbye.
How much does a ticket cost?
Can I get o ticket online?
Arrange students into pairs. Choose another place in the Put pairs together to take turns asking and answering the
=l city from page 64 and give students three minutes to write
down what happens there' They then compare lists.
questions. For example:
Student A: ls the trip on o river or loke?
Student B: There ore two differenttrips, both around the
Books closed. Draw a box on the board' ln the box write,
loke.
Wet point!Ask, 'What is this?' (o notice/sign), 'Where
woutd you see it?' (on o seot in o pork, o door in school) Answers
and 'Why is it there?' (to warn you thotyou con get paint 18 2A 3C 4A sB 6C
on your clothes).
Write some of the places in Exercise 1on the board and FrsT FtilsilERS
ask students what sign or notice they might see there.
Fast finishers calculate how much it would cost for their
For example: by a river (Do not swim!)'
family to go to the safari park and leave two targe bags
Books open. Students answer the questions. Check and a small bag at the raitway station while they are there.
answers as a class, Ask some comprehension questions,
for example, 'What time is the first boat trip?' (I0 om) and
'Where are Tilly's friends waiting?' (ot the Si/ver Fish Cofd), ) mrm ron ilE Elltt nmnilG tt0lEs Atttt AtswER IEY rB Plct 252

Answers
1on awebsite 2 bya river 3 in ashop 4atatrain station
@ nlxrnc PomTs
Q Vou can give more information about the topic of the unit
5 in a caf6 6 at school @ by showing the video and asking students to complete the
video worksheet. Then, read the questions inthe Tolking
I PREPARE FtlR THE ExAll points box and students answer questions in pairs. For
extra speaking practice, ask students, 'How will cities
change in the future?'and write on the board different
[2rEY FoR S0lt00ts
factors, for example transport, homes, shops, for students
Reading Part 1
to think about when they answer.
ln this paft, students have to read six short texts and
answer a three-option multiple-choice question about
each one. The texts are not connected and they could be
emails, online messages or notices. The questions test
what the overall meaning of the texts are.
I
Tip Tell studentsto lookforthe sentencethatsays
the same thing as the text, but in different words. For
example, the sentence might say 'big towns' but the text
may talk about'cities'. They shouldn't choose a notice
just because it has the same words as the sentence. They
should think aboutthe meaning.

2 Demonstrate the strategy with students. Tell students to

read the first text, Ask, 'What three things does this tell
a visitor to the safari park?' (when it is open, how much it
costs, how to book), Say, 'Look at answer A. Does the sign
say children must go with an adult?' (no), 'Look at answer
B. Does the sign say the safari park is closed in some
months?', (yes) 'Look at answer C, Does the sign say that
there are different prices in summer and winter?' (no)
- and 'So which is the correct answer?' (B), Tett students to
answer the other questions themselves then check with
rr a partner, Check answers as a class.

til
ts GITY TIYITG
E
U(lCABUTIRY Uncountable nouns
Get students to categorise the phrases into questions
and replies before they comptete the conversations.
E
I Books closed. Ask,'What music do you like?'and get Questions: Can you tell me, Could l, Could you, Do you -
some answers. Tell students that music is an mind if l, ls it OK if I

T
uncountable noun so we can't say Whot musics .., . Ask Replies: I'd like to, l'm afroid not, l'm sorry but, No
students to give you examples of other uncountable problem, Of course, Sure, Thot's fine
nouns. Books open. Students see if the nouns they said
are in the box in Exercise 1. Concept-check some of the
countable and uncountable words, making sure that
Ptaythe recordingforstudentsto listen and check. Put
students into pairs to act out the conversations. Tell ,t
q
students that with a polite request, often the pitch starts
students use a/an in the answer if it is a countable noun. high and the intonation rises at the end.
For exampte: 'People who work in a company' (sto#) and
'lt is metaI and you buy things with it' (a coinl.
(rl Answers
Have students complete the table. Check answers as a 1 l'd like to 2 I'm sorry, but 3 Coutd you 4 No problem

class. Elicit that the determiners o, few and mony are nol
used with uncountable nouns; muchisgenerally used in
negatives and questions and o lotof in statements. Write
I
9Canyoutetlme 10Sure llCoutdl 12Ofcourse
I
5 ls it OK if 6 I'm afraid not 7 Do you mind if 8 That's fine
Itr
these examples on the board:
It hosn't got mony big cities. Does it have mony big cities?
iIIXEII ABITITY
Give weaker students more help with the meaning of the IG
phrases in the box in Exercise 2. Write sentences on the
There are a lot of big cities.
There isn't much bread. Do you have much bread? There's
o lot of breod.
board and have students change them in different ways,
makingthem more polite, usingthe phrases. Forexample:
-
I need some fresh air, Do you
mind if I open the
G
Answers
I furniture
7 electricity
2 homework 3
8 information
news 4 traffic 5 money
9 wildlife l0 staff
6
11 tuggage
food
window?, Could you open the window, please?
Yes, I can help you. - Of course., Sure.
E
l2 jewetlery

2 Demonstrate with an example on the board: sPEilfiil0

D=
fruit/oronge
C
How many you eot a week?
Ask, After mony do we need a countable or uncountable
I To make it more fun, give each pair a dice, They write
down six places and number them 1-6. Then they write
noun?' (countable),'Which of the nouns is countable?'
down six requests and number them 1-6. They throw
(orange) and 'Do we need to change the form ol orange?'
-do
(Yes, make itplural, oranges.). Have students complete
the sentences. Check answers as a ctass.
the dice twice. The first number is the place, the second
number is the request. Students make a conversation TE
using the phrases in Exercise 2.
Books closed. Read out one of either the countable or
uncountabte nouns from Exercise 1 and have students
tetlyou the matching noun.
Possible answer
(place) at the zoo / (request) feeding the lion
TE
A: Excuse me, do you mind if I give the lion some ice cream?
Answers
lfurniture 2projects 3article 4traffic 5coin 6food
B: Sure, but our lion only likes banana ice cream.
CE
7 electricity 8 information 9 animals 10 staff 1l suitcase 2 Each pair acts out their conversations while the other

3
l2 jewellery

Putstudents into pairs and telt them toturn to page

students listen and try to guess what the place is,

G(lllLER
IE
137. One student chooses an uncountable noun from
Exercise 3 and the other student asks a question about it
beginning How mony ..,7.
Ask students to ctose their eyes. Say,'You are at home
in your kitchen. Go to your fridge. Open the door. What
do you see inside? Open your eyes and write down
G
) vooaruunv wonxsrErx utlr I I everything you see.'
Students make a list using determiners, for example some EE
cheese, o lot of tomatoes.

Pre-teach bowling (mime the action) and cloakroom (a

G
place where you leave your coat). Ask about picture A:
'Where is the boy?' (at o shop) and 'Why do you think he
is speaking to the woman?' (He wants to buy something.)
[E
G
Arrange the students into pairs to describe the other
pictu re.
Have students read the conversations and say which
conversations picturesA and B show.

Answers
A6 B4

ll
l* ulilT
I UOGIBULIRY

f Complete thenouns
uncountable
table. Match the
Uncountable nouns

in the box to the

^ countable nouns in the table.
lSif
Read the six conversations. Which conversations do
picturesAand Bshow?
- -
electricity food ffiure
homework information
- jewellery luggage money
news staff traffic witdlife

Countable Uncountable 1 A: Hi. Can I help you?

I desk furniture B: (1) _--.." _*-., go bowting this afternoon.
2 project A: Ah, (2).-___-.-_.-._.-"_ we're closing in ten minutes. Come
back tomorrow morning.
- 3 article
B: Oh, OK. Thanks.
4 car
5 coin 2 A: Excuse me. (3) -___ _-_"_-... open the door for me?
6 meal B: (a) "_ - *-.-... There you are.
- 7 battery A: Thanks!
8 details 3 A: (5) leave my guitar here white I go round the
I 9 animals museum?
10 shop assistant B: (6) "__-"._"-"--.. You need to put it in the cloakroom. lt's
11 suitcase over there, next to the shop.
L2 necklace A: Thank you.
4 A: Excuse me. (7) _._...__-.,_-..-. open the window? lt's really
f Complete the sentences with the hot in here.
countable or uncountable form ofthe B: (8) _"---,_-__.l'm hottool
I words in the table in Exercise 1. 5 A: Excuse me. (9) _- the way to the skatepark?
_ __-,-
I I haven't got much in my room
B: (10) along this road for about
_____*. Watk
__--_-_.*--.
100 metres, then turn left. You'tl see the park on
- just a bed and a chair.
your right,
2 l've got two science .-_.._--_*-_ to finish
A: Greatl Thanks very much.
this weekend!
3 There's an interesting *.-_-__-_ about
6 A: Excuse me. (11) have a can of lemonade,
ptease?
Rihanna in this magazine.
B: (12) -""_*,_"-*. That's 11.50, please.
- 4 There's too much --.-__*'*_- on the streets
in my town, Complete the conversations with the phrases from the box.
r-
5 Have you got a 50p *
-_____? I need it for
the drinks machine.
6 Mum prepared a lot of **-----_ for our
me Could
Can you tell I

picnic.
Could you Do you mind if I

tIl 7 Dad says my new radio doesn't use

to l'm afraid not
I'd like
l'm sorry but ls it OK if I
much. -,,_ ,. No problem Of course
8 You can find all the "---__-_* you need Sure That's fine
t- about the competition on the website.
9 The number of -_.-._._-_*-.__.. in Africa is going
down. Listen and check. ln pairs, practise the conversations.
10 I couldn't find a member of _----__*-
E
to help me.
11 I took a really small _.__-_-----.when I
went on hotiday.
12 My sister gave me a lovely piece of
- ----*_*_- for my birthday.
I ln pairs, write three new conversations. For each
conversation choose:
3 > Work with a partner. Go to page 137.
I
. a different place - shop / cafe I park / tourist information
office, etc.
. a different request - something to eat / drink / a ticket /
hetp / advice / directions, etc.
-
f Role-play your conversations for the class for them to

-|l guess where you are.

t GITY LIVIlIG
q
I
I T

o ABOUT YOU
How often do you go to the cinema?
1[r
What's your favourite fitm? Who is in it? What is it
about? Why do you like it?

i;.r1"1::,i::ir.l.s,r;j
UOGIBUtIRY AlID : '-.",...:::i,j
i . r ,--2.-.. *R;*-rY;r nE#

Types of film

I Match the types of film in the box to the pictures A-l IE

@ action film adventure film animated film
comedy drama horror film musical
science-fiction film thriller Itr

S Lirt"n and check.

I ln groups, answerthequestions.
1 Name an example of each type of movie in Exercise L.
2 Which is your favourite type of film? fiEa
3 What's the worst film you've ever seen? Why didn,t
you tike it? Some stars have fans who will go and see any movie
they are in, Unfortunately, not all movies that have big 1fiI
J Read the blog about the,tricks,movie companies use stars in them are successful, and using famous actors
to make their films into hits. lltatch the ,tricks'a-e to can be expensive!
paragraphs 1-5.

a Make a movie that might win a prize.

b Make a film that has a story or characters that the There are lots of movies which come from books, comics,
audience knows and [ikes. computer games orTV shows. Just think of Harry potter,
c Advertise the movie well. WonderWoman, X-Men, StarWart etc. People already il!
d Use actors who are really famous. love these, so they can't wait to see the film.
e Make a film which people will write or talk about,
{ Read the blog again. Are the sentences right (/) or
wrong (f)? People often check to see what newspapers or

1
2
Great acting is the most important aspect of a good fitm
lt costs film companies a lot of money to use famous
actors.
websites are saying about a film before they go and
see it. Also, people who love a movie willtell their
friends how good it is.
]I
3 Peopte only use reviews in papers to decide which fitm
i

4
to watch.
The job of a famous actor includes tetting the pubtic important, As well as posters and trailers,
is really
TE
how good the fitm is. most big films will now have a website that gives extra
5 Awards can make more peopte go to see a movie. information about the film. Alsq when a new film comes
out the stars ofthe movie usually travel around the world
$ ln pairs, look at the points in Exercise 3 again and and give interviews to get people interested in the film.
discuss what is most important to you when choosing
a film to see.
-..---:-::
Awards llke the Oscars and the Golden Globes
let people know which films are good to watch. r:a
A movle that gets an award often becomes much
68 U]ilT 12 more popular than before.

ll2 u]ilT t2
1 Have students match the types of film to the pictures.
!l Play the audio for students to check and repeat. Name
ToPIC Films and cinema some films which your students wi[[ know and have
VOCABULARY TYPesoffilm students say the type of film, for example, Beauty and the
AND READING What makes a movie a hit? Beost (animoted film), Lo Lo Land (musicol), A Cambio de
- GRAMMAR Relative pronouns who, which, thot Noda (droma),
PRONUNCIATION Spelting and sytlabtes (rl Answers
T READING Showing today at Star Cinema 90
The onswers ore recorded for students to check and then
VOCABULARY Conjunctions repeat.
LISTENING A conversation about going to the cinema A comedy B adventure film C animated fitm D action film
WRITING An invitation to the cinema E drama F science-fiction fitm G thritler H musical
EXAM TASKS Reading Part 2; Listening Part 3 I horror fitm

2 Put students into groups to discuss the questions. Share

ideas as a class. Ask students, 'Which types of film are
Resources most popular in your country?' and 'Do people prefer to
GRAMMAR REFERENCE AND PMCTICE; SB page 158; TB page 266 watch films from your country or foreign fitms?'.
I PREPARE FOR THE EMM: SB pages on TB page 238 and 246;
3 Pre-teach hit (a thing that is very popular and
TBpages253 and257 successful). Ask students to look at the title of the blog
WORKBOOK: pages 48-51 and give different answers to that question.
Ir PHOTOCOPIABLE WORKSHEETSI Grammar worksheet Unit 12;
I Pre-teach trick (an effective or quick way of doing
Vocabulary worksheet Unit 12
something) and trailer (short parts of a film or television
TEST GENERATOR: Unit test 12 programme which are shown in order to advertise it).
Have students match the tricks to the paragraphs. Check
answers as a class.
TTARiIER
To revise words from Unit LL, write anagrams of (some Answers
of) these places on the board: library, stodium, cathedral, ld 2b 3e 4c 5a
mosque, mL!seum, theatre, paloce, temple, stofue, sports
Ii centre. Tell students that they are places in a town or city FIST FITISHERS
with the letters mixed up. Do the first one together: rbyrail
Have fast finishers think of more films based on books [ike
; librory. Then students work individuatly, with books
the ones in paragraph 2. Ask them to write down two films
II closed, to see who can finish first. Let weaker students
which were worse than the books and two films which
look back at Unit 11, You can give the first letter of each
were betterthan the books. Fast finishers can then te[[ the
word if they need it.
class when they have finished the matching exercise and
II see ifthey agree.

O nnourvou
Books closed, show some film clips and ask the class if these 4 Writethese sentences on the board and have students
II say whether they are right or wrong based on the text
look like interesting films and why. Alternatively, ask students,
'When was the last time you went to the cinema?','What and why.
did you see?'and 'Did you like it?'. Books open. Students Agood movie is o big hit. (Wrong - filmmokers need to
I' answer the questions in pairs, Share ideas as a class. moke a good movie into a big hit.)
Harry Potter wos o book before it wos o film. (Right - the
ATID film come from the book.)
II
Tell students to read the text again, decide whether the
Types of lilm sentences in the book are right or wrong and correct the
wrong sentences. Check answers as a class and have
.J
students telI you where they found the answer.
BT|iTGROUTD IilFllRTATIllII
The Oscars, or Academy Awards, are a set of 24 different Answers
IIi awards. The Oscar ceremony was first held in 1929 in I t - a great story and exceltent photography are also
Hollywood and now it is shown live in over 200 countries. important 2 / 3 x - they also use reviews on websites
Three films have won 11 Oscars: Ben-Hur (L959),Titanic 4/ sr'
(1997) and The Lord ofthe Rings: The Return of the King
4) fn" text is recorded for students to listen, read
-Ii (2003). The youngest winner of a competitive Oscar was -' and Reading
check their answers.
Tatum O'Neal, aged ten. The Golden Globes are awards for
both films and television shows. MerylStreep has won the 5 Put students into pairs to discuss. Ask students ifthere
-Il most Golden Globes, eight. are any other things which are important, for example, if
you can download the fitm and watch it online.

-11 Ftrils *l
-f
q
I
0RAtlil[R f,elalive pronouns who, which,Ihal

Explain thatwho,which andthatare relative pronouns

and that we use them when we want to give more
information about peopte and things, They also combine
information into one sentence. Show this with the first
exampte from the blog:
Answers
I
2

3
f IMAX cinemas are popular with peopte who tike 3-D films.
c The cinemas have speciatseats which move, and
sometimes you'll feel wind or water during the film,
d lt's not possible for children who are under 13 to go in
alone.
4 a You need to wear special glasses which let you see in 3-D.
5 e Some IMAX cinemas have screens which are as tatl as four
I
G
double decker buses - about 16 metres.
This is a question. Filmmakers always ask themselves
thisl
6 b There's a 3-Dfitm called Bugs/ which shows you the
world of rainforest insects.
This is a question that filmmakers are always asking
themselvesl
Have students undertine the other examptes in the blog
5 Have students correct the mistakes. Check as a class.

Answers
G
and complete the sentences. Check answers as a class.

Answers
I My favourite colour is blue so I bought a mobile phone
which/that was blue.
2 There are two windows which/that don't close very we[[,
C
I who / that 2 that / which 3 He told me about something interesting which/that
happened in the film.
) enmnm nEFEnETE Ailtt pRmI[lE msutEn [Er tB PAGE 280
4 I want to sell a TV which/that is two years otd.
5 lt's a music concert which/that is going to be in Sao Paulo.
2 Write an example on the board: 6 There are some great books which/that can help you learn
I know someone an Oscor. Engtish.

Ask, 'ls the information about a person or a thing?' (o

person) and 'So which words can we use?' (who/that).
) emmm wont(srEEr uiltT 12

Have students comptete the sentences. Check answers

as a class.
-won e Pn0lrulrGrATrol{ Spelling and syllables
Answers
(rl 6 Books closed. Write, don't say, the Engtish town name
92

lwhich/that 2who/that 3which/that 4who/that Loughborough on the board. Ask,'How many letters are
5 which / that 6 who / that in the word?' (12) 'How do you pronounce it?' See if any
students get ctose to /'lafbre/, Ask'How many syllables
are there?' (2)
iilxElt tBtuTY
Books open. Explain the task and play the recording,
Weakerstudents will mix up who and whrch. Give them
pausing it after each word to give the students time to
extra practice in this, Read out a list of nouns and have
students put them next to who or which.
think and write, Check answers as a class.
who: David, the children, her sister, a friend, our Answers
neighbours, anyone action - 6 letters, 2 syllabtes
which: the mouse, my scarf, news, a language, Tom's adventure - 9 letters, 3 sytlables
because - 7 letters, 2 syllables
bag, some milk
children - 8 letters, 2 syllabtes
chocolate - 9 letters, 2 syllables
3 Books closed. Ask,'How are cinemas changing?' Books cinema - 6 tetters, 3 sytlables
open. Have students look at the photos, describe them dictionary - 10 letters,3 syllables
and give more ideas about the future of the cinema. different - 9 letters, 2 syttables
horror - 6 letters, 2 syttables
Pre-teach bean bag (a soft seat consisting of a large cloth
interesting - 11 letters,3 syllables
bag filted with dried beans or something simitar) and hot
medicine - 8 letters, 2 syttables
tub (a [arge, usually wooden, container full of hot water photography - 11 letters,4 syilables
in which more than one person can sit), Have students sometimes - 9 letters, 2 syltables
complete the text, Check answers as a class. where - 5 letters, 1 syllabte
which - 5 letters, 1 syltable
Answers while - 5 letters, 1 syllabte
l who 2 that 3 which 4 that 5 that who - 3 letters, 1 syttabte

4 Ask students to look at the photo at the bottom right of 7 Put students into smal[ groups and tell them to go to
the page and ask,'What kind of cinema is this?' (/MAX) page 137 and read the task. Students design their own
and 'Have you ever been to one?'. Tell students to match cinema then one person from each group presents their
the sentence hatves. Check answers as a class. Then tell ideas to the rest ofthe class.
students to join them with who or which. Check answers
as a ctass. Ask,'Do you think att fitms witt be 3-D in the GOllLER
future?' and 'What about 4-D or 5-D?'. Put students in pairs and ask them to make a sentence
using as many of the words in the box in Exercise 6 as they
can. The sentence which uses the most words from the
box and is grammatical and makes sense is the winner,
For example: The horror film which we saw at the cinema
was interesting because of the actors who were in it. (six
words)

u]ilT 12
F
\
Relative Bronoun$ wlro, Match the two halves ofthe sentences andjoin
rrthich, lhat
{
them with who or which.
1 IMAX cinemas are poputar with peopte
4 Find and underline the examples ol who, which
"!" 2 The cinemas have speciat seats
and that in the blog post.
3 lt's not possible for children
4 You need to wear special glasses
Choose two words to complete each sentence.
5 Some IMAX cinemas have screens
1 We use who I that I which when we talk about 6 There's a 3-D fitm catted Bugs!
- people.
a
2 We use who lthot lwhichwhen we talk about let you see in 3D.
..-..........-....-....

thi ngs. b " .- shows you the world of rainforest

I nsects.
i

c . _,. -.. move, and sometimes you feel wind

}} cnnt'tmnn REFERET{oE AtiD pRAoTrcE pnn[ lbB or water during the fitm.
d -." "_ are under 13 to go in alone.
Choose the correct answer for each sentence. e ._._.........-........._... are as tal[ as four double-decker
Write A (who/thot) or B (which/thatl. buses - about 16 metres.

1 fitms make me taugh.

f tike 3-D films.
I tike " - "-_"
2 I have a friend watches two movies a q Correct the mistakes in the sentences.
day during the holidays.

I,
3 There'sacinemanearmyhome ... .-., isover @r My favourite cotour is blue, so I bought a mobile
phone who was btue.
100 years otd.
4 I know a person knows Jaden Smith. 2 There are two windows don't ctose very welt.
He totd me about something interesting
5 I can't remember the name of the fitm _ ",- _,_
3

was on TV last night. happened in the fitm.

-l 4 I want to sell a TV who is two years old.
6 There are quite a lot of actors.._-._ ._-. -.-.,
can speak
two or more languages. 5 It's a muqic concert it's going to be in Sdo Paulo.
6 There are sonle great books can hetp you learn
II
? Choose the correct words to complete the text E ngtish.

ir e PR0t{utlclATl0l{ i Speuingandsyrrabres
Ginemas of the Listen and repeat the words. How many
1!'e letters does each word have? How many
II syllables?

ln the past, people (l) who / which wanted to see action adventure because

II a film had to go to the cinema. That's not true any

chitdren chocolate cinema
dictionary different horror
more, and these days many cinemas can't find
interesting medicine
enough customers (21 which / that are happy to pay photography sometimes where
II their high ticket prices. That's why some cinemas are which while who
starting to try different ideas. There are cinemas
(/cll.)/r /etli /.i,
l3l which / who have giant beds instead of seats, O -.1.qj,//1;lr11,s

ir and one in Malaysia (4) who I that has bean bags.

Others have sofas, dining tables or sven hot tubsl
Some cinemas even show '4D'films. These are 3D J )) Work in sma[[ groups. Go to page 137.
filmswith specialeffects (5f who / tlnthappen ln the
7l
s./ 9
cinema at the sarne time as in the film. These can be r llI

!il
raln, wind, smoke and smells. The seats also move
around, so you really feel like you are ln the moviet )
,f,
Er t
{,i
1 uf
\

a
\ ! , i,{.".
;"1

Lil
te FtLltS q
t
r-
Th e D fe ke Ad ven tu f es
Tom Drake ts on holiday with his family, visiting various European cities. He doesn't
enjoy
sightseeing or museums, so he ts really bored and can't wait to go home. But things

C
change
when the family visits a casfle, where Tom s€es two men steal painting. He ts tn
big trouble
when the men come after him. Things get really exciting when Tom finds out who
the men
are and what their real reason for stealing the painting is.

I
t IE
fr
"ll$Xfry;E"r chris were sood rriends when rhey were ritue, but now they hare
each other. Everyone thinks Hannah is really cool, but no one wants to be Chris's friend,
she won't help him. Then, one morning, they wake up in each other's bodies. They have
and she says
to learn to
rE
understand each other better, or th€y'll stay this way forever. This film will make you laugh you
till cryl

carly James is a brilliant young tennis player, but has lots of problems in her
life. she's not close to her parents because they're often away on business,
and she
doesn't find schoolwork easy. But while she's preparing for a big competition, she starts
working with a new coach. lt seems he is the one person who really understands her.
He knows that she can be a big star if she listens to him and works hard. Finally, things rfl
start to improve for Carly, but can she do well in the competition?

,>f
; Read about the films on the cinema web page. What type
of film do you think each one is?

g, PREPARE FOR THE EXAM

VOGIBUIARY Conjunclions
Reading Part 2

f For each question, choose the correct answer.

Conjunctions are words that join parts of
Write A for The Droke Adventures, B for Body Swop
sentences together.
or C for Gome, Set, Match,
I enjoy fitms. I don't Iike going to the
I Which film is about someone who is in danger?
cinema.
2 Which film is about someone who gets the hetp she
I enjoy films, but I don't like going to the
needs?
cinemo,
3 Which film is about someone who isn't very poputar? I want to go shopping. I haven't got any
4 Which film is about someone who might win a prize? clothes.
5 Which film is about someone who learns why something I want to go shopping because I hoven't got
happened?
any clothes.
6 Which fitm is about someone who is happier after
I'm having a party on my birthday.
meeting someone new?
l'm visiting my famity on my birthday.
7 Which fi[m is about someone who doesn't like a
I'm hoving o porty and t'm visiting my fomily
family member?
on my birthday.

@ fnese words can also be conjunctions:

rlu0ltc P0tltTs if or so that

Which of these films would you like to see? Why? when where while
Do you prefer watching films at home or at the cinema? Why?

70 ulilI t2

136 UlilT t2
FAST II]IISHERS
Fast finishers use relative pronouns to write explanations
of these nouns from the text,
IYARTER
museum (a ploce which has old stotues, pointings and
Write these instructions on the board or dictate them:
other things)
Find somebody who ...
friend (somebody who you like and spend time with)
has a birthday soon.
f- tennis (o sportthottwo people play with a smoll bolt)
can count to ten in more than three languages.
porents (people who have children ond look after them)
has an interesting pet.
stor (somebody who is fomous)
b went to bed late.
coach (o person that trains people to do sport)
needs a new phone.
When the other students have finished, fast finishers can
saw a film yesterday.
5t read their sentences to the rest of the class for them to
Students have ten minutes to find as many answers as say the word.
possible by asking each other. They then share their
information as a class. (D fn" Reading text is recorded for students to listen, read
-t , -' and check their answers.

Ill
Ask, 'Where do you find out what films are on at the
cinema?' and elicit the cinema's web page. Pre-teach p nrxlnc PoutTs
come after (try to get), forever (for alltime in the Ask, 'How do you think these films finish?' Have students
future) and swap (to give something to someone and give you versions with happy endings and sad endings. For
get something from them in return). Tell students that a example, The Drake Adventuresi Emily finds out that the
na game and a set are part of the scoring system of tennis men are not really criminals and that they are taking back
and that the umpire says gorne, set, match when there the painting which somebody stole from them and sold to
is a winner. However, game, set, match is used more the m useum; 6orne, Sef, M otch: Carly is just about to win
II generally to mean that someone is the winner in a
I the tennis competition but she hurts her foot, loses the
situation. match and can never play again.
Give students a time limit to read about the films and Put students into pairs to discuss the questions in the
write down the type of each film. Check answers as a book, Ask students to tell you the advantages and
class. disadvantages of watching films at home and at the
Answers cinema. For example, at home you can watch a film at any
Ii
a time on your [aptop; at the cinema there is a big screen.
A thrilter/action B comedy C drama

YOCABUT[RY Conjunclions
III
t I PREPARE FoR TltE ExAM
I Books closed. Write on the board: 'ls it more interesting
A2 tEY FllR SGll00tS Reading part 2 to watch a film or read a book?'and discuss briefly. point
II
t 2 Briefly review what students need to do in this part of the out or in the question and explain that it is a conjunction
exam and if necessary read out the A2 Key for Schools - a word which joins sentences or parts of a sentence.
box on TB page 41. Compare the question on the board with ,ls it better to
II watch a film? ls it better to read a book?'.
Tell students to read each word in the questions
carefully. For example, in question 7 it says a member of Elicit other conjunctions students know, but and ond,
her family so you know it is about only one person. This is and ask for example sentences. Tell students to read the
II why text C is not the right answer, because it says Corly is information on page 70, find the conjunctions in the web
I
not close to her porents, two people. page and then match the two halves of the sentences on
Ask students some comprehension questions, for page 71.
IT
example,'Where does Emily's adventure begin?' (ln o Answers
costle), 'How can Chris and Hannah get their bodies
back?' (They hove to leorn to understond each other
lb 2c 3e 4a 5 d 69 7t
I'l better.l and 'What is Carly training for?' (a tennis
competition). Have students match the questions in the
exam task to the film. Check answers as a class.
r,l As an extension activity, give students two imaginary
'[ines'from the films and ask them to guess which film
they came from: 'One day you will be a championl'
r't (Game, Set, Motch) and 'l'm not going to the cinema with
himl' (EodySwop).ln groups, students should make up
six lines from the films for other groups to guess which
film they are from. Strong students could make up
-A
mini-dialogues.

Answers
tA 2C 38 4C 5A 6C 78

rlf'
Fttits *l
rr
in
2 Students complete the sentences then compare
groups, [r=
) vocmuunr wonlsllEEr ulllT 12
Z Anpnrpanr To wRITE
invitation to the cinema
cET READY Books closed. Ask, 'What is the
best cinema
IC
and,'How much
*f.t"* V", [ive?', 'How do you get there?'
gooks open' Have students look at the
Jo ii.f..tt cost?i
the old or
I PREPIRE tlln THE EXAltl
oori"t unA ask them if they
ih" il
have
version of Ghostbusters'
the questions'
seen
Te[[
Ask,
either
students
'Why do
to
you
read the
think
emait and answer
a new Ghosfbusters film?' and 'Are the
original
12 rEY ton scHo0ts ,f.r"V tta"
Listening Part 3 fitms usuatlY better?'.
ln this part, students have to [isten to a
dialogue and
They I Answers
.nt*.i tiu" three-option mu ltipte-choice questions'dates r r-"o z Ghostbusters 3 on Saturday at 6'45
;; i" listen for specific information, for example I
The answers
and prices, as well as feetings and opinions' Have students match the prepositions to their
function'
wil[come from both sPeakers'
Answers
ents
Tip Often alt th ree o ptio n s are me ntioned so stud aat bon con dat eto
one Te It students
sho u td be carefu to ch oose the correct students to
th at th ey witt hea th e recordi ng twice so they sho u ldn't Cat[ out some days, times, ptaces, etc' for
(on)'
WO rry if they ml ss a n answe th e fi rst ti me. suppty the correct preposition' For example''Monday'
'three o'c[ock' (ot), etc.
someone
(D is a great way to PLAN Books closed. Ask, 'When you are inviting
r- prt students in groups and ask,'What
ideas? Make a list to see a film, what do you need to think about?''
'i ;;;t;ie a birthiavi Huut vo' got anv
a caf6 or visit Brainstorm answers and then, with books open'
compare
together.'. Give some examples, like go to
a class and the butlet points' Students then plan their
the circus, to start them off' Share ideas as itrem witfr
group has the best way to celebrate' i nvitation individuatlY'
decide which
prepositions and to
going to cete!3te. WRITE Remind students to think about
Tett the class that a boy ca[[ed Fintey is in this unit'
hL Uirtnaay at the StaiCinema and he is catling his friend try to use the grammar and vocabulary studied
and have students IMPROVE Teltthe students to underline allthe relative
Ana to inviie her. Ptay the recording
answer the questions individuatty' oronornr, coniunctions and prepositions in their
Then
put rtrdents in pairs to compare answers' Play the i;;ltti";: They read it through again as a fina[ check'
e4z
(D paying
answers' tl'rey swap letters and check each other's
work'
recording again and have students checktheir
lf necessary, stop the recording after each question so prrii.rttt attention to the words underlined'
one at a time' Ask who
students cin check the answers Model answer
(Students
changed their answers, which onesand why'
can look at the Hi Sasha,
tighifina it easier to exptain if they at
w";i. going to wortdclass Cinema tomorrow afternoonsee
audioscriPt.) with us? We want to
io'ctoit . Woutd you like to come
people who want
u n"* tif*, old Times.lt's about two old
Answers back to their
t" trifJ t iit. machine which can take them
meeting at Claudio's flat at
18 2C 3C 4C 5A t.fl"oi a.Vt. lt sounds coo[! We're
hope you can comel
i+,s0 una *.'te going to walk there' I

Marina
nrxEll lBltlTY
a text
Students who are weak at listening may understand
cannot understand G(lllTER
*fl.n tf't.V see it written down but Getthem to
it when it is read as connected speech' To hetp
learners' Students ptay Bingo to revise the new words'
the new words
tat<e ptrrases from the audioscript, write them on the Oiu* t ti*-.quarelrid in their books' Eticit
the board' Students
Lorti unA show how they might be changed in connected ttorn tf it unit and make a list on
each square in their grid with a word
from
speech. For examPle: snoutA fittin
the list.
it'll have to be Saturdoy - the /1r/ in hove may not
be
order or give
pronounced and to is probabty the weak form /tel' Read out words from the list in random
they
going J"iinitiont. lf students have that word their grid'
in
Are we going to see -Are may be reduced lo lel and off all six squares is
iross it off. The first student to cross
to coutd become /gone/
come an(d) may be
the winner.
Mum will come and get us in the cor -
After you have demonstrated with the whole
ctass'
may
tinked together andlhe /d/ not pronounced;gelgs-lin grouPs'
students PlaY in sma[l
also be tinked together,

> ru0loscnlFl Il PIGE 207

)rnrrmrroRTllEExltlTElclllllcllolEslllDlllswERlGYIBPIGE25l

unlT 12
*1 Find and underline allthe conjunctions on the
cinema web page. Studythe sentences carefully,
then match the two halves ofthe sentences below.
I My friends and I go to the cinema
2 My friend says that
if 2 PREPARE TO WRITE
Aninvitation to the cinema
3 I tike eating popcorn while GET READY Read the invitation to the cinema
4 We usuatly sit at the back, where in the email and answer the questions.
5 I don't like it when
6 I could have a party for my birthday or I Who is Jake inviting?
7 The film was very scary, so 2 What film does he want to see?
3 When does he want to go?
a we get the best view of the screen.
b we have enough money and there is a good Look at the prepositions. Which preposition
film on. do we use with:
c the Harry Potter books are better ihan the films. a times? b days? c streets?
d peopte talk during the fitm. d places where you do something?
e l'm watching a film in the cinema. e if you are moving to a place?
f I didn't stay tit[ the end.
AO: qrt
g we coutd go to the cinema. I
1...,

] Complete the sentences so that they are true for

you. Then, in groups, compare your answers.
Hi Leo,
I often listen to music while I'm
l'd tike to tive in a ptace where.._. Would you like to come to the
ln the future, I am sure that -___, - , cinema with me and a few friends
I'm happiest when __,_ __, on Saturday? We want to see
I only get angry if __ _ Ghostbusfers. lt's about a group of
This weekend, l'tt_,-,,,___ _-_ or women who try to find ghosts in
New York. lt sounds really good! lt's
on at Galaxy Cinema and it starts at
6.45 pm. We're meeting at the bus
| .,...., ..... i- -, ,.-. stop on Friar Road at 6 pm. Let me
know if you can come!

9 PREPARE FORIHEEXAM Jake

Listening Part 3 PLAN Plan your own invitation to the

cinema. Make notes.
1 For each question, choose the correct answer.
. What day are you going?
s 94
You will hear Finley inviting a friend to the
cinema.
. Which fitm are you going to see?
. What's it about?
I What day witt they go to the cinema? . What time does it start?
A Friday . Which cinema are you going to?
B Saturday . How are you getting there?
C Sunday
wRrTE write your invitation. Begin with H/
2 What does Ana say aboulBody Swap?
Dear and your friend's name. End with your
A lt's a bit too short.
name. Use some
B lt's got famous actors in it.
relative pronouns,
C lt's poputar with her friends.
conjunctions and
3 What time does the film begin?
prepositions in your
A 6.10 B 6.30 C 6.45
invitation. Write
4 How much are the tickets?
50-80 words.
A f5.00 B t7.50 c 110.00
5 How wittthey get home? IMPRoVE ln pairs, read
A They',ttget a tift. each other's invitations.
B They'ttwalk. Check for mistakes with
C They'lt getthe bus. relative pronouns,
prepositions and
2 ln pairs, compare your answers. Then listen conjunctions.
again to check your answers.
o
94

) nnrranr FtlR THE ExAM PAGE t30

Fttits 71

F Frtils q
iq
F
l=
BRAI ltsT0R MIlIG t=
I When do you need ideas from other people?
Tick the sentences that are true for you.
to
to
to
do projects at school
decide what to wear in the morning
make a room more attractive for a party
t UFE SnLrS
Bninstorming is
different ideas:
.
a way

to solve a problem
to think of
rI
rr
to do homework . to create something
. to plan something
to buy a present for a friend
ln pairs, compare your answers. Brainstorming is thinking of lots of ideas r=
t
in a group or individually. lf more people
f Think of an example where you worked with other take part, then there are more ideas.
people to get ideas and tell the €lass.

Last term, we had a science project. We had

to think of an experiment to do in groups.
f=
t
E
Read the text and match groups A-D to the
brainstorm techniques 1-4.
t l'?r-
:at

Y we brainstorm? C
1^ffi th' 2[ffi
rl
G
r a

restaurants
Iocation School triD to the nrcuntains

Food Drink Clothes t II

buildings
sandu,iches udt(r ULTf rll brt kp"ck,
- bi-st:uits juice sweater whistle
bools

monunrcnts shops

3ffi 4
Al,irrr.'firr our \clrnl pd

i'An(
/ Archie Leo FlrffL,l
f
? 7

nq f Jacft Tucker
/ 7
hemburgels
,anSrr/e

r LIFE SKIttS
WIRTER
Write these sets of words in two columns, with the words
. The students learn what brainstorming is and how it can be
in each column mixed up, on the board (or dictate each
usefuI in solving problems, being creative and making plans.
group of words separately) and have students match the
. I n the project stage, students
use a brai nstorming technique
words to make compound nouns.
to make a poster for a young filmmakers' competition.
brain storm
i head ache
BTGTER|IUTD III FORTITIOT tooth paste

The brain is at the centre ofthe nervous system and it is

pop corn
the most complex organ in the body. The brain of humans
sun bathe
lfl
is very large compared to other animals and it needs
film maker
about 20% ofthe blood and oxygen processed in our
baby sit
bodies. lf you are thinking hard, that percentage might
fire works
Ir bed room
rise to 50%. The length of btood vessels in our brain is
about four times the distance around the world.
card board
Check as a class. Then put students into groups and give
The basic function of the brain is to control and
coordinate our physicaland cognitive activity by them a time limit to write down more compounds. See
cotlecting information from sense organs, like the eyes, which group has the most.
and processing information based on past experiences.
Almost all animals, even worms, can changetheir
behaviour based on experience and this reflects changes
in the brain. Neuroscience is the field which researches
I UFE SKTLS
BRAINSTORMING

the brain and the nervous system generally and thank to Tell students to read the information and check vocabulary
technological developments neuroscientists have been as necessary. lnvite students to say if they agree or
able to carry out experiments showingwhat happens disagree with any of the points in the text and to give
II their reasons. Encourage open-class discussion and help
where in the brain.
There are different, but connected, types of learning and students make connections between their contributions.

II
memory that the brain relies on. First, working memory L Books closed, ask students to write down situations
isthe ability of the brain to store information about what when they need ideas from other people. Give some
is happening now, A lot of information can be collected examples: when you are planning a trip, when you
in working memory but storage is only temporary and have a personal problem and don't know what to do.
II the information is forgotten unless it is activated in Books open, have students see if any of their situations
another way. Episodic memory is the ability to remember are mentioned in Exercise 1. Tell students to tick the
details of an event and this information may never be sentences that are true for them. Put students in pairs to
TI forgotten. Semantic memory is the ability to remember compare and discuss. Ask students to te[[ you in which
facts and relationships. lnstrumental learning changes situations it is most important to get other people's
behaviour based on positive and negative experiences. ideas.
II Motor learning relies on repetition to make our actions 2 Put students in small groups to tell one another about
automatic. Allthese types of brain activity may be used a situation when they worked with other people to get
when we approach a task, especially complex tasks. ideas. Ask some students to tell the whole class.
II The brain never stops changing and there are ways that 3 Ask, 'Do you do brainstorming by yourself or in a group?'
we can keep it active and healthy. As with any organ of (both) and 'ls a smallgroup better than a big group?'
the body, using your brain is the most effective way of (yes). Ask students to describe the pictures and say how
II keeping it healthy. Brainstorming is one way of exercising they are connected to brainstorming. Tell students to
the brain. There is also a link between physical exercise match the paragraphs to the brainstorming techniques.
and the brain because exercise increases blood flow to Check as a class. Ask students what they would write in
II the brain and makes connections between nerve cells. We the empty circles in the lmage circles if the topic was free
should also try to improve our diet and avoid stress. time.

Answers
-l rc 2A 3D 48
FASI FITISHERS
Tell fast finishers to add more lines to the mind map, for
example, museumsr good schools, clean environment,
,It and then two more headings to the lists, for example,
Route and Teachers,

-i BRilltST0Riilllc *l
4 Tett students to read the texts again and answerthe
iilxED ABTUTY
questions.
Go through each question with weaker students.
Answers
Question L: 'Do we use Do or Sho// for suggestions?'
1 no, only the secretary (Sho//), 'Which means otthe beginning - first or firstly?'
2 in lists under different headings
3 one ortwo words Question 2: 'Which phrase introduces a question?'
4 no, some students drew pictures Question 3: 'Which is an adverb - then or last?'
5 the topic
Question 4: 'ls this a question?' (no)
6 yes
7 cards Question 5: 'ls there a verb in this sentence?' (no), 'So can
8 They putthem in groups and then chose the best overall we use a modalverb?' (no)
idea.
Question 6:'Which is an adverb - nextor ofter?'
5 Put students into pairs to discuss which brainstorming
idea they think is best. Check ideas as a class. As ) ruuoscnrm TB PrcE E?
feedback, collect ideas from the ctass and write the
advantages and disadvantages ofeach method on the PR|IJEGT.nn oa verttsement
board, for exampte, a mind map is good because it is very
Ask students if they have evertaken part in a competition
visual but some of the ideas might be more important
and if so what kind of competition it was, what they had
than others and the mind map doesn't reatty show this.
to do and whether there was a prize. Tell students there
(D f n. Reading text is recorded for students to listen, read is acompetition to come up with an idea for a film and
"- and check their answers. make a poster for it. They need to brainstorm ideas. Tell
(rl 6 Ask students how each brainstorming method coutd be students to look back at page 68 forsome ideas about
used to plan a party. For example, you could use cards to the types of film they could make. Put students into
write down important things to think about for the party. smallgroups and tellthem to decide on a brainstorming
Students then tisten and identify the brainstorming technique, brainstorm ideas, choose the best ones, then
method on the recording. Check as a class. make the poster. Tellstudents they could use more than
one brainstormingtechnique. Each group then presents
Answer their ideas to the rest of the class, who decide which
a mind map poster would win the competition. Then ask groups how
(rl 7 Tetl students to tisten again and answer the questions.
welltheir brainstorming technique(s) worked and how
96 they coutd have organised this better.
Check as a ctass. As an extension activity, ask students
to draw the mind map forthe party (school party in the
middle with [ines for food, drink, theme and date), Have
,r
PROJEGT EITETSI|IT
students imagine they are planning a school party. Put
Tell students to imagine that they are directors at the
them in groups to brainstorm ideas using this mind map.
film school. The directors have noticed that there are
Answers not enough female filmmakers. Put students into small
1 food, drink, theme, date groups to brainstorm ways of encouraging more women
2 (Any two of) under the sea, pirates, cinema, Roman times to become filmmakers. Each group can present their ideas
3 Japanese, French, Spanish and answer questions from the rest ofthe class.
4 five
5 decorations
GOOLER
*, B TetIstudents to choose the correct option. Put students
into pairs to check with one another. Play the recording Put students into sma[[ groups. Telt students this story
again forstudentsto listen again and check, and ask them to use a brainstorming technique to find
solutions to this problem.
As an extension activity, have students role play the
conversation in grou ps of fou r as if they were discussi ng 'A man went to a toothpaste company and told them he
the same ideas but using a different brainstorming could increase their profits by 100/o immediately. He said
technique, for example lists. that if the company gave him 1 million dollars he would
tetl them to do something. After this, without spending
Answers any money or reducing the quality of their toothpaste,
I Shall we, first 2 Why don't we 3 Then 4 Let's their profits would increase by 100/0. The company agreed,
5 What about 6 Next the man told them what to do, and their profits increased
100/0. What did he tettthem to do?' (Io increose the size of
the hole in the toothposte tube by 10%.).
Ask students if they have similar puzzles, Students
could present their puzzles for the groups to brainstorm
sotutions.

r UFE SrfttS
Read the texts again and answer the questions. r^'lrt Listen again and answer the questions.
{ ;', =
IiROUP A 1 What are the topics they mention first?
I Did alt the students write down their ideas? 2 List two of the themes the students suggest.
2 How did they organise their ideas? 3 Which nationatities do they mention?
4 How many topics do they have at the end?
GROIJP f] 5 What is the name of the finat topic they
3 What did the students write in the circtes? mention?
a Did att the students write in the circles?
$ Choose the correct options.

il
GROUP C

5 What did the students write in the middte circle?

6 Did they tearn new information? USEFUT t[ilGUIGE
t I of
Do we Sholl we all write down a list
I
GROUP D
suggestions first I firstly?
7 What did the students use to show their ideas? 2 Whydon'twe lWethinkto make a mind map?
8 What did they do with ideas that were the same? 3 Then I Lost,what about the other circles?
4 Whot obout I letS start with the theme.
$ ln pairs, discuss which brainstorming idea you
5 Sholl we I How obout different nationalities?
think is best and explain why.
6 Next I After,we'll have to choose decorations.
(rl c Listen to four students planning a school party
Which brainstorming method do they use?
t1t) Listen again and check.

Group A
We chose one person in our group to be the
secretary who wrote down the ideas. We put the
ideas in lists in different columns. When we had lots
of ideas, we numbered them in order of importance.
Then, we crossed out the ideas we didn't like so
much. ln the end, we planned a fantastic eventl You see this advertisement for a competition
and decide to take part.

ln my group, we drew lots and lots of circles on the

YOUNG FILMMAKERS
page. Then, we took turns to put an idea in each
I bubble or circle, We didn't write sentences. lnstead,
I
we wrote one or two words which expressed our
idea, although some people drew a picture. Some
of the ideas were crazy, but it was fun to see things
llave you got an idea for a new filnr?
I that other people thought were important. Make a poster with the title, names of
the actors and a scene from the film. 'i,

Write a short description of the scene

I you choose.
The winners will spend a day at the film
We decided to draw a circle in the middle of the
page and write the topic in the centre. Then, we
school, learning to use cameras and
create special effects.
II drew lines which connected the middle circle
to the other circles. Each of the circles contained
ideas about a different part of the topic. lt was . Work in small groups.

I!
good because everyone knew different pieces of . Read the situation.
information, like names or places, so when we . Decide which brainstorming technique you
finished, we had a lot to write about. are going to use.
. Brainstorm ideas.
II Group D . Choose the best ideas and make a poster
for the competition.
Each person in the class wrote one idea on a card. . Present your poster and explain your film
Then, we put all the cards on the board at the back
idea to another group or to the ctass.
of the room. We put the cards that had the same
-l
ideas together in groups on the board and then we
voted to decide on the best one. BRArilSToRliltG 73
-l

f,JI
BRlrltsToniillrG *l
I
I

UOGABUTARY

I Match the words t-8 to a-h to make compound

f Choose the correct words to complete the
nouns. Use each word once only.
t|l sentences. E
I shopping a class 1 My dad hodn't I didn,t hoye to work yesterday.
2 card b fitm 2 I'm happy with your idea abofi go going
3 old c game shopping.
f
4 fitness d board 3 I think that I lost it on the
5 art e assistant lo sofa in the living
room,
6 action f area 4 I bought three shirts who which cost j.O,
7 message g galtery and f25,
I f f 17
8 shop h town
] Find the odd word out in each set. Say why @ Correct the mistakes in these sentences.
it
does not fit. 5 Oh, and we must forget to take our video
and
0 blog tink @
'Prize'
site
is the odd one out. The others ore
obout the internet.
I traffic stadium cricket fan
oll
camera.
5 I wilt try call to you on Wednesday,
7 Where can I find an information about the bus
times?
f
2 horror skier musical adventure 8 My favourite meal is pizza. I love it, especially
the pizza who my mum cooksl
3 embassy mosque temple cathedral
4 guest member statue relative ] Put the words in the correct order to make
5 climber diver runner gotfer sentences.
6 board game puzzle videolame
badminton 1 lots/t/to/tistening lof lkindslof /enloyl
7 skyscraper tournament music/different/.
champion
professional 2 for I contact / Coutd / to / school / you I try I
the/me/?
t Write the missing letters to complete the word 3 anyone / speak / exam / mustn,t to
/ I
each sentence.
in
Students/the/.
before I
I Ben loves all kinds of sporL He's starting
a t I this / is/than interesting/think/
/ film /
k
the/one/more/other/.
lessons on Saturday.
2 I was really sad when my mum was
5 helping / the / I / with I mind
lactivities / don,t /
in hospital tomorrow / you / sports/ ,
lm her a lot.
3 you have a
6 worried /was/ about/another/ Frank/ dance/
Do c ______ at the school? joining/class/.
Then I can phone and ask for that person.
4 I don't want to ptay cards. Let's do
7 caught/ bus/outside/ hospital I that I Elsa I
a stops/the lthel.
P----_instead.
5 My favourite type of film is a t Complete the sentences with the correct form
of
laugh,
the verbs in brackets.
I
IE
6 lt didn't take a long time to u
_____ alt
I might stop.-_.--___-_- (have) piano lessons next
the photos to my blog. year.
7 I found a great new website for teens. you
2 My best friend hopes__*.-*_ (take part) in the

r
don't cricket match on Saturday.
have to pay. lt,s free to j
_ _ _. 3 decided
8 I got my mum a necktaie-foTlier birthday
as
We
- (visit) the art gallery first.
I know she loves j 4 I forgot _-__:::-id") my maths hoii"*o'rt iurt
___ night.
5 My mum really misses _ (see) my brother
now that he's at university in the USA.
6 You need (write) your names on this
list before we start.
7 I didn't enjoy*-__*- (watch) that horror film
last night.

74 REYIEW 3 _.:t-,
...','.

144 REUIEW 3
J ul{lTs 9-12

ilIIED TBITITY
VOCABUTARY Sports and activities; sports vocabulary; Concept-check any ofthe words which you think weaker
relationships; internet nouns and verbs; ptaces learners might not remember before you do the exercise.
in a city; uncountable nouns; types of film; For example, 'a very ta[[ building' (skyscroperl,,you can
get a visa from here' (embossyl, 'a type of film with a lot of
conjunctions
must, musnt, have to and don\ hove toi verb
singing and dancing' (musicol).
GRAMMAR
patterns: gerunds and infi nltives; determiners;
relative pronou ns w ho, which, thot 3 Have students write the missing letters. Check as a class.
EXAM TASKS Reading Part t; Listening Part 3
You could do this exercise orally, books closed, with
stronger students.

Answerc
1 karate 2 missed 3 contact 4 puzzle 5 comedy 6 upload
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Units Tjoin Sjewetlery
9-12; Vocabulary worksheets Unlts 9-12; Review game Units
9-12; Literature worksheet; Speakingworkheet; Writing
worksheet
GRIMilAR
I Tell students to complete sentences l-4 in Exercise I and
WIRTER correct sentences 5-8. Check as a class.
Put students into pairs. Tellthem to look through Units Answers
9-12 and find three words from each unit. Each pair needs I didn't have 2 going 3 the 4 which
to make sentences with relative pronouns defining these 5 Oh, and we mustn't forget / must remember to take our
words, for example: video and camera.
This is o gome which you can ploy on a toble. (board game) 6 I willtryto call you on Wednesday.
7 Where can I find an information / some information about
This is somebody who lives nextto you. (neighbour) the bus times?
Put pairs together and have them test one another. I My favourite meal is pizza. I love it, especiatty the pizza
which my mum cooks.

2 Ask students to reorder the words to make sentences.

UOCABUTARY Check as a class.

I Books closed, say the first half of a compound noun and Answert
have students complete it, for example: book(cose), I I enjoy listening to lots of different kinds of music.
tap(top), bath(room). Students could then do this 2 Could you tryto contactthe school for me?
in groups, taking it in turns to say the first part of a 3 Students mustn't speak to anyone before the exam.
4 I think this film is more interesting than the other one.
/
compound noun. Books open, have students match the
I think the other film is more interesting than this one.
words to make compound nouns. Check as a class. 5 I don't mind helping you with the sports activities
tomorrow.
Answert
5 Frank was worried about joining another dance class.
lf 2c 3h 4a 5g 6b ?d 8e 7 Elsa caught the bus that stops outside the hospital.

2 Tell students to find the odd word out and explain why. 3 Have students complete the sentences with the correct
Check as a class. See if students can think of alternative form of the verbs. Check as a class.
answers, for example, fon is the odd one out in 1 because
fon can refer to a person and the others are things. Angwers
lhaving 2totakepart 3tovisit 4todo 5seeing
Answer: 6 to write 7 watching
I troffic is the odd one out. The others are all aboutsport.
2 skier is the odd one out. The others are all types of iilm.
3 embossy is the odd one out. lt is the only one that isn,t a
religious building.
4 statue is the odd one out. The others are all people.
5 diver is the odd one out. The others are alt peopie who do
land sports.
6 bodminton is the odd one out. lt,s the only sport.
7 skyscraper is the odd one out. The othersare all sports-
related.

ulilTS 9-r2 t{5l

it offers. Give students time to read the situation and
I PREPTRE FtlR THE ExAM

12 IEY FOR SGH00LS Reading Part r

questions and then ask questions to check that students
know what to listen for. I
I Books closed. Ask students to remember and write down
Does Sereno like the new sports centre? (yes)

an example of a short notice, email or message which

they have seen or written recently (they cou ld translate
Con you give on example of o board game? (possible
onswer: Scrabble)
I
it into English if it was in their first [anguage - help them Why do you think Ed might want to contact the gomes
with this if necessary,) Put students into pairs. They club? (possible onswer: He needs some informotion about
shoutd show their text to one another, exptain what o teom he wants to join)
it means and give any extra information about it. For /s the sports centre open atthe weekendsT (yes)
example:
Where do people usually climb? (at a climbing wall or in
Student A: Diana sent me on SMS. lt said,'Can we meet the mountoins)
at 6 not 7?'
Play the recording twice for students to answer the
Student B: Why did she send you the message? questions. Check as a ctass.
Student A: We are going to the cinema but the film
As an extension activity ask students to think which
begins at 6.30 not 7.30.
activities would be appropriate forthe fotlowing
Student B: What did you onswer? teenagers:
Student A: I wrote bock, 'Sure! No problem,' Mario: quite fit but [azy, doesn't like team sports
Have some students read out their texts and talk about Marina: not very strong but likes to test hersetf
them in front ofthe class,
Gemma: hasn't exercised for a long time and needs
Briefly review what students need to do in this part of the motivation
exam and if necessary read out the A2 Key for Schoots
Sebastian: likes to do sport with other people but
box on TB page 129. Ask questions about each text
doesn't have much time
before students read the questions.
Leo: spends all his time on computer games so is not
Where does Ben want to go? (fhe cinema)
very fit
How much does the skateboard cost? (20 pounds)
Answers
Why can't Penny phone her aunt? (her bottery is lowl
18 24 38 4A 5C
Are all pizzas the same price? (no)
What did Andy forget? (his umbrella) ) ruoloscnm rB PIGE 2gg

Can anyone go to the dance classes? (yes)

Give students time to read the questions and then do the GOOTER
task. Check as a class. Write some or a[[ of these sentences on the board (or
Ask students some follow-up discussion questions about dictate them). Tel[ students to correct the mistakes and
the texts: explain why they are wrong. With weaker students you
could underline the vocabulary or grammar which is
When was the last time you missed a bus or train? What
wrong.
happened?
Monopoly is an example of a card game. (eard - board)
ls there anything you want to sett?
We must to leave in ten minutes. (mustto leove)
When was the last time you got a pizza?
You don't have to be late for the exam. (de#Fhete
When was the last time you forgot something important?
to - mustn'tl
Can you dance? lf not, woutd you like to learn?
The diver got to the top of the mountain. (dArer - climber)
Answers A closed friend is a very good friend. (c/osed)
rA 2A 3C 4C 58 6A Don't forget doing your homework, (deing - to do)
I posted for some information for my project. (peifed -
FtsT FHTSITERS seorched)
Tetl fast finishers to write a text message from Jim to Ben We saw a match at the palace. (palaee - stodium)
Say that they must write exactly ten words.
I need other pen. (efher- onother)
For exampte:
ls there many traffic today? (nany - much)
Ben
The comedy was realty frighteningl (eeffiedy - horror film
No problem, see you outside the ticket office. or frightening - funny)
Jim saw a fitm what was great. (wha+
I - which/thot)
lf I get home, I always ptaywith mysister. (l{- When)
A2 IEY FOR Scllll0ts Listening part 3
You coutd atso include sentences where the vocabulary
(D Z ari"tty review what students need to do in this part of the and grammar is correct.
exam and if necessary read out 42 Key for Schools box
on TB page 138. Ask students if there is a sporls centre
near them, how often they go there and what activities

146 REYIEW 3
:

I
t
t g
I For each question, choose the correct answer,

I A Ben wants Jirn to go to the cinerna without

I B
C
him.
Berr will catch the next br-rs.
Ben is rreeting his rrum at the cinenra.
2A There is sonrething nrissing fronr the
T B
skateboard.
The skateboard is several years old.
C The skateboard is too srrall for Diana.

il 3A
B
Penny asks John to send a text to
Aunt Sandra.
Penny wants to catt Aunt Sandra.

t il

Needs wheels
t20
NearlY new
Small size
C
4A
B
Penny rreeds to getAunt Sandra's address.
Alt pizzas are f ree in the evening.
Two pizzas cost the same as one.
C The cheapest pizzas cost f6,

il 5A
B
Andy telts Ctare that he found her unrbrella
in the bookshop.
Andy rryill contact the bookshop to tell them
Ctare witl cottect his umbrelta.
H C Andy dropped his umbrella ancl wants Ctare
to find it for hirr.
6A l'here are ctasses twice a week.
H B
C
Att classes are full price at the moment.
The classes are for adults only.

tr For these questions, choose the correct answer.

g You will hear Serena talking to her f ricncl Fd aboLrt

e7 the rrew sports centre.
1 What does Serena like best about tlte new sports
centre?
g Starting at f,6
A slre can take fitness ctasses.
B she can play racket sports.
Buy two, get one free
pm-9 Pm onlY
C she can go ctimbing.
6
2 The sports centre ctoses
f, A at the sarne time every day.
B later on Saturdays and Sundays.
C eartier in the holidays.
g Clerre

I left rry urnbrellar in the trookshop. Can

3 Serena thinks Ecl witl like ctimbing because
A he already knows the teacher.
you pick it up for nre? I'll lei tltenr knornr B he doesn't like teanr sports.
yoLr're conring. C he's got a strong body.
E Andy.
4 Ecl likes board games because
A they nrake hirn think.
B he doesn't have to nrove around.
i 5
C he can't ptay them at school.
Ed can contact the games club
A by text.
n B
C
by letter.
by emait.

t
t
t uilrTS 9-12 147
b
l

IE=
t
;

10 things to do
l-
t-\ $ E
E
before You're 16
r{ /f'.
A & E
E
Start with these ten activities' Download
activiiies off as you do them'
and at any time. When
another slction, Animals,
you
You
have
People
more. Compare your activities with
can do
finished
or Sport'
7
the app and tick the
them in any order
these ten' click on
and download ten
your friends'
,
A i, E
t=
@ ,.i
List as many outdoors activities that you can
think of.
Which ones do you tike doing?
E
Which ones don't you like doing?
E
r'f
Match the phrases in the box to the pictures on the website A-J. E
camp under the
kayak down a
ptay in the
stars climb a tree
river look for fossils
snow record birdsong
explore a cave
pick wild fruit
track wild animals
E
.
try rock ctimbing

Listen, check and repeat.

t
100
Listen to Juan talking to his friend Susanna about the activities
on the website. Which activities would Juan tike to do?

Listen again and comptete the table about Susanna, Which activities are new for Susanna and which are not new?
I

) E
loo
hr

A A
b-
Activity is

/lr
,,iti;t.
l*
s\
r:,iI#
Ii \ ,
E
,-'sr

New
Not new
When?
Where?
rhl
Look at the table. ln pairs, ask and answer the questions.
1 Which of the outdoor activitics on the website do yoLr tike doing or would yoLt like to do? Why?
EI
2 Which ones don't you like doirrg or wouldn't you like to do? Why?
EJ
I

76 UlilT t3
c
148 Ul{tT 13 EI I

__l
t I

the website. Explain that the outdoors means the place

Unit Overview where you do things outside. Ask, 'ls this the complete

=tl TOPIC Activities and achievements

VOCABULARY Outdooractivities
list of activities?' (no), 'Can you explore a cave before
you kayak down a river?' (yes) and 'When do you need to
start?' (novv).
AND READING The Great Outdoors: 10 things to do before

=il GRAMMAR
you're 16
Present perfect with ever and never
Have students match the words to the pictures. Check
answers as a class. Ask students which of these activities
they have already done. Playthe recordingforstudents
PRONUNCIATION Past particiPles
READING Life quiz to check and repeat. Then ask students to cover up their
=il1 VOCABULARY PastParticiPtes answers, say a verb and have students complete the
LISTENING An interview with an explorer activity, for example, look (for fossi/s), Do the same with

=fl SPEAKING
EXAM TASKS
Doing your own Life quiz
Reading Part5
*,
the nouns: wild animals (track).

Answers
The answers are recorded for students to check ond then

=fl1 Resources
repeot.
A kayak down a river B climb a tree C camp under the stars
D ptay in the snow E explore a cave F look for fossils
cRAMMAR REFERENCE AND PRACTICE: SB page 159; TB page 266
G track witd animats H try rock climbing I pick witd fruit
=fl1 PREPARE FOR THE EMM: SB page on TB page 241; TB page 254
WORKBOOK: pages 52-55
J record birdsong

VIDEO AND VIDEO WORKSHEET: Life experiences

=ill PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 13;

Vocabulary worksheet Unit 13
FASI FIlIISHERS
Tell fast finishersto write different nouns that can go with
each of the verbs, for exa mple, comp (next to a river),
TEST GENERATOR: Unit test 13
=tl climb (a mountain), pick (mushrooms).

tvlRiIER The Reading text is recorded for students to listen, read

{,
FilI Pretend to be someone from space who visits Earth for
the first time. You have a lot of questions! Demonstrate 2
and check their answers.
Tett students that they are going to listen to two friends,
-q
Etl with one of the students. For example:
Teacher: Who areyouT
Juan and Susanna, discussing the activities on the
website. Ask students to listen and tick the activities
Student: l'm a student. Juan wants to do. Check answers as a class,
Teacher: Whot's o student? Answers
Student: Someone who learns things, like English.
kayak down a river, look for fossils
Teacher: Whot'sEnglishT
When students understand, arrange them in pairs to do (tl 3 Ptay the recording again and have students complete the
100
the same. Encourage them to use relative pronouns when table about Susanna. Check answers as a ctass.
exptaining things. Ask some general comprehension questions about the
recording, for example, 'Who found the website?' (Juan),
'Why hasn't Susanna explored a cave?' (She doesn't like
O lsourvou going underground.) and 'Where did she go climbing?'
Books closed, Write these activities on the board: (on a climbing wol/). Ask,'Which activity do you think
picnicki ng, ski i n g, su n-bathin g, go rdemng. Ask,'What Susanna enjoyed the most?' 'Do you think climbing on a
do they have in common?' and elicit that you do them climbing wall is a reaI outdoors activity?'
outdoors, Books open, Students answerthe questions in
pairs. Share ideas as a class. Ask, 'Which outdoors activities Answers
can you can only do in good weather?' (for example, New: explore a cave, look for fossits, track wild animats
sunbothing) and'Which outdoors activities can you do Not new: kayak down a river, climb a tree, camp under the
without spending a lot of money?' (for example, running). stars, play in the snow, try rock climbing, record birdsong,
pick wild fruit
When?/Where?: kayak down a river - last year in Spain
ir{D camp under the stars - last summer in Scotland
try rock climbing - a few weeks ago at school
pick wild fruit - yesterday in grandma's garden
0utdoor activities
record bird song - last week at school

I Books closed, Te[l students to write down five things that

) lnoroscntnnPAGE2gs
they woutd like to do before they are 16, for example,
ride an elephant, do the Key for Schools exam. Books CONTINUED ON PAGE 150
open. Tell students to see if anything on their list is on

LIFE EXPERIEI{CES *\
4 Telt students to number the activities according to the 3 Tell students to correct the sentences. Check answers
order that they would do them, so they write 1 next to as a class. Point out that with the superlative, as in
the activity they want to do first. Put students into pairs sentences 2 and 4, we often use the present perfect
to discuss the questions. Share ideas as a class and and give more examples, for exampte, /f's the highest
see which are the most poputar outdoor activities. Ask mountoin I've ever climbed.
students to think of good places near where they live to
do each of these activities, for exampte: lt would be fun
Answers
to kayak down the river Ebro. I l've nevertried sleeping underthe stars before.
2 These are the best apples l've ever picked.
3 My mother has never played the piano.
GR[iIlilAR Present pedect wilh ever and never 4 And it is in a forest, The best place l've ever visited.
5 No, l've never failed an exam.
I Books closed. Ask a student,'Did you walk home from
school yesterday?'. lf 'no', ask'Have you ever walked ) enmnm uuTwtlnr(srEET 1g

home?' (lf the first answer was 'yes', ask a different

student.). Write the two questions on the board. Ask,'ln
the first question, am I asking about a specific time in
e Pn0ltultotATtoil Past participles
the past?' (yes), 'So what tense is it?' (pastsrmple) and (rl + Play the recording and pause after the first two words.
101
'ls the second question about a specific time?' (Nq ift Ask, 'ls the -ed in comped an extra syllable? (no) and 'ls
asking aboutany time in the post.). Explain that in this the -ed in recorded an extra syllable?' (yes).
case we use the present perfect and eyer. Books open. Play the rest of the recording and have students
Have students read and then complete the rules, Check complete the table. Then play the recording for students
answers as a class. to listen, check and repeat. Elicit the rule: you pronounce
-ed as an extra sytlable when the word ends in a lt/ or /d/
Answers
sound. You can also tell students how -ed is pronounced:
1 past 2 past 3 can't 4 ever 5 never
/d/ for verbs which end with a voiced sound other than
ld/; ltl for those which end in an unvoiced sound other
) anrnrm REFEREIcETTD pnmrrcEA$wEn [Eyn IAGE2E6
than lt/; /rd/ for verbs which end in a ltl or ldl sound. As
an extension activity, give students a time limit and telI
iIIXEII ABILITY them to add the past participle of as many verbs as they
The form and meaning of the present perfect will can to each column, for example, camped - opened,
be challenging for weaker students so extend the walked; recorded - visited, needed. For the verbs under
presentation and provide more practice. ln the comped sludents could add how the -ed is pronounced
presentation, explain that eyer means'in your [ife' and (opened = /d/ wolked = lt/)
never has the meaning'not ever'. Also point out that for
regular verbs, the past participle is the same as the past
(rl Answers
102
simple form but the students should be careful about The onswers are recorded for students to check and then
spelling rules (frovel - trovelled, worry - worried, elc.). repeot.
For practice, download the song Brighton in the Roin to camped: climbed, exptored, finished, jumped, ptayed, tidied,
tried
play in class or show it on YouTube. The song begins'l've
recorded: collected, ended, hated, painted, wanted
never been to Athens and I've never been to Rome'and
every [ine has the present perfect with neyer. Brighton in 5 Ask students to add two more questions of their own.
the Roin is so ideaI for teaching the present perfect that Dritt the questions first, making sure that the students
online you can find many worksheets to go with it. lt is an use the correct -ed pronunciation, and the short answers.
authenticsong and it has both regularand irregularverbs, Studentsthen ask and answerthe questions in pairs, Te[[
so you will have to present both together. them to give additional information in their answers,
for example Hove you ever comped under the stars? Yes,
2 Demonstrate with an example on the board: I have. I camped with my friends in o forest last yeor. As
feedback, have students report back their partner's

IF
They / pick / three opples. (They have picked three opples.)
answers to the class, for example, Morio's never kayaked
Tell students to make sentences and questions, Check down a river but she's always wonted to climb Mount
answers as a class. Then ask students to make the EIbrus!
sentences into questions and the questions into positive
and negative sentences.

Answers
GllllLER
Put students into groups. They make five present perfect
G
sentences about themselves or peopte they know, for
I My mum has visited a safari park.
exam ple, I have never walked home from school. Four TF
2 l've never camped in the winter.
3 Have you ever picked fruit from a tree? sentences should be true and one false. Students take it in
4 Has Kris ever climbed a mountain?
5 We've never returned to the amazing campsite in the
woods,
turns to say their sentences and the other students should
guess which is false, IF
6 My tittte sisters have played in snow.
G
IF
150 ulrrT 13 rE
Presenl perfect wilh everand never

=r Read the statements and questions. Then, choose the correct words to complete the rules
t
il Statements Short answers
Questions
l've picked wild fruit. Have you ever kayaked down a river? Yes, I have,
l've never tracked witd animals. Have you ever climbed a tree? No, I haven't.
il

t
1 pR0lluilclATl0il
I We use hoveor hos and thepresent I post
participle of the main verb to form the present e | n"rt participres

t]
r-
perfect.
2 We use the present perfect to talk about
4{
l0l
Listen to the past participles and decide
in which words we say -ed as an extra
experiences in the post / present I future. syllable.
3 Wecon lcan'tuse words like lostweekorago
II with the present perfect. Write these verbs as past participles in
4 We use never I everin present perfect the correct column.
questions about people's experiences.
It 5 We use never I everin present perfect climb collect end explore
statements about people's experiences. finish hate jump paint
play tidy try want
-r ) cnammm BEFEREIoE AID pRmTrcE IAGE tb9
camped recorded
Make sentences and questions in the present
2 perfect.
II
{E
I My mum / visit / a safari park.
2 I / never camp / in the winter.
lt 3 you / ever pick / fruit from a tree?
4 Kris / ever ctimb / a mountain? 4lo2 tisten and check. Then repeat.
5 We / never return / to the amazing campsite
in the woods.
II
6 My tittle sisters / ptay / in snow.
Make questions about the activities on the
3 Correct the mistakes in the sentences. 5
lr website on page 76 using the present perfect.
@ I I never try sleeping under the stars before. Then, in pairs, ask and answer them.
2 These are the best apples I ever picked.
3 My mother has never play the piano. Have you ever played in the snow?
II 4 And it is in a forest. The best place I never visited.
5 No, I've ever failed an exam. Yes, I have.

Have you ever explored a cave?

rL No, I haven't.

F[

IIFE ETPERIEI{GES
f.E-=-q'_ rq=
I I I-..,-l
{:: : !l ,'t
1.:*H*.ss*+tab*.s;;d

dt PREPARE F(tR THE EXAM

Reading Part 5

f Read the introduction to the quiz. For each question, write the correct answer.
Write ONE word for each gap.

Hi Nina

Have (0) .---.--S--".."-. look at this quiz. I found it (1)

- -""- -- - the internet and thought you'd like to see it. lt,s
about people's different life experiences, both good (2) _ _ bad. Don't worryl I did the quiz and there
-_ "_--_
are quite a (3) _,"-"--"_ -"_ things I haven't done. Some things are more fun (4) _ for example
. -__"- - olhers
who wants to ride a horse? However, I read that it's important to have different kinds of life experiences
because they help us learn (5)
---"-*- the world. Let (6) _ __-. __--_ know what you think.
Marco.

) rnmanr FtlR THE ExAtil nAGE t2E

Match the questions in the Life Quiz to photos A-1.

=
,, Answer the questions in the Life euiz. ln pairs,
compare your answers. Are your answers the
3r
E
same or different?

I B ')f

-
o
u Iz
$ n"ue you ever srirum with sharks?

@ n"u" you ever broken anything valuable?

@ Haue you ever met a farnous person?
@ Hau" you ever had a bad dream?
@ Haue you ever eaten Korean food?
@ Xau" you sver been in a fllm?
@ Hau" you €ver made fresh pasta?
@ Hau" you ever slept in a tent?
E Ttlltltc
Q to Watctr
P0tltTs
the video and ask and answer
the guestions.
@ naue you ever gnown vegetables to eat? What's the most amazing thing you've ever done?
What's the most interesting place you've ever
@ Have you ever ridden a horse? visited?

@ Hau" you ever llown in a plane? What's the most unusualthingyou've ever done?
Have you swum with dolphins?
@ nau" you ever sent a message in a botile? Have you ridden a camel?
Have you eaten a frog?

78 UilT t3

It ulilT l3
FIST FIIIISHERS
Put fast finishers together and have them write a short
reply from Nina to Marco. Check the replies. Then choose
lvlRffR one of the texts and write it on the board with gaps for
Write on the board, or dictate, these sentences' Students grammatical words. The rest of the class should complete
should discuss if they are true or false. (They could find the email using the same strategy they used in Exercise 1.
the answers on their mobite devices or in reference For example:
books.)
Hi Morco
1 lt has never snowed in Australia. (Folse - itoften snows
in the mountoins.) Thonks a lot emoil!This quiz is
ond lwill do ittomorrow. See
2 No one has ever travelled to Mars. (True - only
unmonned spoce craft have trovelled to Mars.l
Nina
3 A teenager has never climbed Mount Everest. (Folse - -(for)the
Jordan Romero was the first teenager to do this - he was -(a)greatideo
13 years old.l )-(you)soon!
rneirm ron flE Extt TEtcHtilG tolEs tm ttswEn IEY IB PISE 254

4 Nobody has ever walked from London to Paris. (True - .i. Books closed, put students into pairs to think of six
it's impossible - there is o seo between them,\ questions that could be in the life quiz. Tellstudents that
5 An animal has never learned English, (True - opes hove the questions must be in the present perfect and give
Iearned some words.) some examples, for example, Have you ever walked on o
frozen lake or river? or Have you ever stoyed in o terrible
hote/7. Books open, ask students to describe each photo,

I PREPTREFoRTHE ExAM Then tell students to match them to the questions, Check
as a class.

12 TEY FOR SGIIOOLS Answers

Reading Part 5 lE 2F 3H 4L sB 6J 7C 8A 9K 101 llc l2D
ln this part, students have to read a short text, either an .; Have students answer the questions themselves. See
emailor a message, and complete it with six words. These which student has done the most things and ask which is
words are grammar words like prepositions, pronouns
the most difficult thing to do. Drill allthe questions and
and determiners. point out that there is usually linking in you ever so it is
pronounced /ju:weve/, Have students ask one another
Tip Tell students to first read the text quickly to get an
the questions and compare their answers. Encourage
idea of what it is about. Then they should look at each gap
students to use follow-up questions and demonstrate.
and read the sentence around it carefully. Tell students
For example:
to think of one word which completes the sentence
grammatically. They should not think of content words Teacher: Fernondo, haveyou ever swum with shorks?
like nouns and adjectives because they will not be the Student: No, I haven't, Have youT
answer. lf the gap is difficult they should go through the Teacher: No, I hoven't ond I don't want to becouse I'm
grammatical categories and think about the grammar of afroid of them!
the missing word, for example: Do I need a preposition? lf
As feedback, ask students to report back on their
yes, which preposition? lf no, do I need a pronoun?
partners' answers.
Books closed, ask students to remember as many of
I Ask students to read the email and then ask some
the twelve questions as they can. Books open, students
comprehension questions, for example, 'Who found this
check.
quiz?' (Morco) and 'What is the quiz about?' (people's
different life experiences). Tell students to look at the Q
t* rn. Reading text is recorded for students to listen, read
example. Ask,'Why is the answer o?' (There needsto be and check tieir answers.
on orticle before the noun look.).
Do the first question together. Ask,'What grammar @ ralxnc PomTs
word do we need before a noun?' (o determiner or o Q
ro
ere-teactr camel (a large animalthat lives in the desert and
has one or two raised parts on its back) and frog (a small
preposition), 'ls there an article here?' (yes, fhe) and 'So
animal with long back legs for jumping that lives in or near
what preposition do we need before the interne?' (on).
water). Show the video and ask students to complete the
Tellstudents to complete the rest of the email. Check as
video worksheet. Then, read the questions intheTalking
a class and have students explain, in their first language
pornts box and have students answerthe questions. Share
if necessary, why they chose each answer. Ask students
ideas as a class.
if they agree with Marco that different kinds of life
experiences help us learn about the world and, if so, to
give examples.

Answers
lon 2and 3few 4than Sabout 6me

IIFE EXPERIE]ICES *l
Play the recording and ask students to name the three
Past parliciples
places Christina tatks about. Check as a class.
I Go through the verbs and have students say the past Answers
simple form. Ask students, 'What tense are the questions
Brazil I Brazilian rainforest
in the quiz?' (present perfect) and ,So what forms are
North Pote
the main verbs?' (past porticiples). Match the first as Africa
an example then students work individualty. Tettthem
that these are all irregular verbs, Dritt alt three forms.
(rl Play the recording again and have students complete
As an extension activity, read out some other irregular and answer the questions. Check as a class. Ask students
verbs and have students write down the three forms, for which of these trips sounds the most interesting and
example: forget I forgot I forgotten, weor f wore f worn, what kind of preparation Christina would need to make
do I did I done, lose I lost I lost. for them.

Answers Answers
be / was / been (6) I got lost on any of yourtravels? yes, in the Brazilian
break / broke / broken (2) rainforests.
eat / ate / eaten (5) 2 She was looking for insects.
fty/flew/flown (11) 3 That she got lost in the rainforest.
grow lgrew lgrown (9) 4 wanted to come home early from a trip? No, she hasn,t.
have/ had / had (a) 5 She was skiing.
make / made / made (7) 6 She wrote in a diary.
meet / met / met (3) 7 She will be with other people, not alone.
ride / rode / ridden (10) 8 She witt cycle / ride a bike.
send / sent / sent (12) 9 lt'tl take four months.
steep / stept / stept (8)
swim / swam / swum (1) llrxED AEtuTY
2 Put students in pairs to choose photos and make Write the answers to the questions in a different order on
sentences about them in the present perfect. As the board. Weaker students can then match the answers
feedback, ask some students to share their sentences to the questions,
with the class,
3 Write on the board: 'What is the most exciting thing you ) luoroscnrnTBIAGE2e9
have ever done?i Give your own example, for exampte,
'l've ridden on the back of a motorbike on a mountain
road.' Put students into small groups to ask one another.
As a class, share ideas and decide which student has
done the most exciting thing. Then ask, ,What is the most
I Put students into pairs and tetl them to write down
eight life experiences, some positive and some negative.
boring thing you have ever done?, and get some answers.
Give examptes, such as, learn to ride a bike and fait a
) vocaruunv wont(slEEr ultT t3 test, TelI each pair to choose six of the experiences and
make them into present perfect questions. Combine
pairs into smallgroups and have them choose eight
of the questions. Each student then writes the eight
questions down. Give students a time limit to go round
the class asking their questions to different students.
Bto[GRoultD iltronrtTtor Then tell students to go back to their original groups and
The Tour dAfrique from the north to the south of Africa is
report back on the answers to their questions. Using the
one of the longest cycte races in the world. lt takes place phrases from the box, students then tell the whole Class
from January to May each year and both professional and
about the answers to their quiz.
amateur cyclists take part. Atthough the start is always
in Cairo and the finish is always in Cape Town, the exact GO(lTER
distance and number of countries visited varies each year.
Arrange the chairs in a circle in the middte of the room.
A typical race covers around 12,000 kilometres and goes
There should be one chair fewer than the number of
through ten countries. The route is divided into about tOO
students. So, 19 chairs ifyou have 20 students in your
stages where competitors need to cover between 40 and
ctass. Te[[ the students to walk around the chairs, you read
200 kilometres in a day but there are also rest days.
out a list of verbs. When students hear an irregu [ar verb,
they should sit down. For example:
Ask students, 'How many different countries have you
* been to?' and 'What do you calI somebody who likes to
open, try, live, work, move, share, do - sit down

go to places other people haven,t visited?, (an explorer). One student wit[ not have a chair so they are out of the
game. Students who try and sit down at the wrong word
Te[[students they are going to listen to an interview with
are also out of the game. Keep taking away a chair and
an explorer. Ask students, ,Which ptaces would you like
to explore?'. continue in the same way until there is a winner. you can
make the activity shorter by having fewer chairs so several
students witt be out of the game at each stage.

III

F u]ilT t3 Ej
VOCABUTARY Past parliciples SPEAKIlIG

I What is the past simple form of each verb in the box? I No*,you're goingto writeyourown
Life Quiz.
@ *o* match each verb to a past participle in the quiz.
a ln pairs, think of other life experiences
be break eat fty grow have you think are important. They can be
make meet ride send sleep swim good or bad.
b ln pairs, write six questions beginning
Hove you ever ,, ,
] ln pairs, take turns to name a photo from the Life euiz
and make a tru€ statement about it.
c ln small groups, read each otherb
questions and choose eight questions
PiCturel I've ridden a horse. picture A
you think are the best.
d lndividuatty, write the eight questions for
the Life Quiz on a piece of paper. Make
l've never slept in a tent. I tike sleeping inside. sure there is room to write answers for at
least two students.
II
J ln groups, ask and answer questions about the most e Ask your questions to at least two other
exciting thing each of you has done. Tell the class. students in the class. Don,t ask students
from your group.
f ln your original group, discuss the
answers students gave you to the eight
questions.
g Report back to the class about the
flr Listen to the radio show. Jim is talking to Christina Wells,
an explorer. Which three parts of the world does she talk
results of the Life euiz. Use the phrases
in the box to help you.
about?
We asked ... students.

-1 2
Listen again. Complete the questions about each trip. Some ofthe students we asked have ...
Then in pairs, answer the questions. Most of the students we asked have . . .
Trip 1 Most of the students we asked
I Complete Jim! question to Christina: Have you ever haven't...
None ofthe students we asked have ...
.--. .._-.?
2 What was she doing in the rainforest? All ofthe students we asked have ...
3 What information did she not want to share with people?
Trip2
4 Comptete Jim's question to Christina: Have you ever
__'.'..-..?
5 How was she travelling to the North pole?
6 What did she do to hetp her think more clearly?
Trip 3
7 What is different for Christina about this trip?
8 How wilt she travel?
9 How long will it take?

g IIFE ETPERIE]IGES
! I
I
I

o ABOUT Y(lU
Do you tike shopping? Why? / Why not?
-1.4-4"
''

-,:'*
What shops do you go to the most? -.4>;a
3*

AilD
Shops

I Match the shop words in the box to the

& h
Photosn-l'
@
bakery bookshop butcher,s
caf6 chemist's clothes shop
department store market
newsagent's shoe shop
sweet shop supermarket

Doors open
Q listen and check. Then repeat. 6th March

f Where can you buy these things? Choose

from the shops in Exercise 1. Sometimes,
there is more than one possibility.
,fll*tliy,9pook/
apptes bread burgers 52 Moin Street
chocolates
magazines
sun cream
dictionary
sandwich
tea towets
,
socks
Do you like sweets and chocolates?
Come and choose from the hundreds we
@
trainers have in our shop.
You can even try before you buy!
Opening 20th March.
@
J ln pairs, think of at least two more things
you can buy in each shop.

{ Read the advertisements in a magazine. {.}r^rs: Fq,<rt Af,ter Amoth'rl. {*

13River Avenue j1,\*
What kind of shops are they?
We've got everything you need for your feet #.
$ Where can you ... There's something for everyone in our store. a:a
ff
1 Walking boots on sale.
surf the internet? ir' I
2 buy something to wash your hands with? Our first day is 3rd April. ''aE-

3 buy something for a lower price

than usual?
4 have some free food?
Shop and Try
5 pick up something you bought online?

S Read the advertisements again and answer in York.

the questions. on in store.

I What is the date of the magazine?

2 When does each shop open?

Chemistt
30 Grove Street
Opcnlng
As well as medicines, get soap and make-up here.
Everything you need for baby too.

80 ulilT 14
Free coffee.

uilrrl4
[e
I
I T \ \
I I It I \

Unit Overview , '

Point out the apostrophe and s with butcher,s and
newsogent's and say you sometimes see chemist,s too,
TOPIC Shopping and money
VOCABULARY Shops
(rl Answers
105
AND READING York Times The onswers ore recorded for students to check and then
GRAMMAR Present perfect withTust, yet and already repeat.
A sweet shop B chemist's C department store D cafe
PRONUNCIATION lntonation: questions and statements
Eshoeshop Fsupermarket Gbookshop Hclothesshop
READING Pocketmoney Imarket J butcher's K newsagent,s L bakery
VOCABULARY Units of measurement and money
LISTENING A conversation about a birthday picnic 2 Ask students, 'Where can you buy tablets and medicine?,
WRITING An email (a chemist's, a supermarket). Tell students to write
down
EXAM TASKS Writing Part 6 where you can buy each thing, Share ideas as a class. Ask
students, 'Do you prefer to buy things from supermarkets
and department stores or go to smaller shops?'
Resources Possible answers
GMMMAR REFERENCE AND pMCT|CE: SB page tGO; TB page 266 apples - market, supermarket
PREPARE FOR THE EXAM: SB page on 'tBpage242;TB page 255 bread - bakery, supermarket
WORKBOOK: pages 56-59 burgers - butcher's, supermarket
PHOTOCOPIABLE WORKSHEETS: Gramma r worksheet Unit 14; c.hocolates - sweet shop, department store, supermarket
dictionary - bookshop
Vocabulary worksheet Unit 14
magazines - newsagent's, bookshop, supermarket
TEST GENERATOR: Unit test t4; Term test 2 sandwich - caf6, bakery, supermarket
socks - clothes shop, department store, market, supermarket
sun cream - chemist's, department store, supermarket
WIRiIER tea towels - department store, market, supermarket
Write these verbs from Unit 13 on the board, well spaced trainers - shoe shop, department store, market, supermarket
out: be, breok, eat, fly, grow, hove, mo ke, meet, ri de, 3 Put students into pairs and teltthem to write down at
send, swim. Bring in a ball, or improvise with some paper
least two more things you can buy at each shop. Share
screwed up into a ball, Arrange students into two teams,
ideas as a class.
lined up facing the board. The first student in team A
throws the ball at a verb. The first student in B must ask Possibte answers
a Have you ever ,..2 question using the verb closest to bakery: cakes, buns
where the batl hits the board, for example, Hove you ever bookshop: school books, reading books
sent on emoil to the wrong person?, One of the students in butcher's: beef, chicken
team A must answer. The second students in the line do caf6: tea, cakes
the same, team B throwing the bal[, Teams get a point for chemist's: face cream, medicine
clothes shop: T-shirts, jeans
asking a grammatically correct question and for giving
department store: hats, furniture
a grammatically correct answer. Continue untit att thJ marketl fruit, vegetables
students have played and add up the points. newsagent's: newspapers, pens
shoe shop: sandals, shoes
sweet shop: soft drinks, sweets
O nsouryou supermarket: flowers, food
Ask students, 'What was the last thing you bought?'and
4 Books closed, pre-teach advertisement (show some
'Where did you buy it?i Then they answer the questions in
examples from youTube or a magazine) and ask students
pairs They may already know some vocabulary for shops
if they have a favourite (they could find it on their mobite
but if they don't they should say the name of the shop,
devices orjust describe it). Books open, tell students to
Share ideas as a class. Ask,,Do you preferto go to shops or
read the advertisements and say what the shops are.
shop online?'
Check as a class.

Answers
AIID
Reading Time - bookshop with a caf6
Something Special- sweet shop
Shops
One Foot AfterAnother - shoe shop
Shop and Try - clothes shop
1 Ask students to name what is in each picture, for Brown's Chemist's - chemist's
example, ln picture A there ore some sweefs. ln picture B
there is o green slgn. Then ask students to match the 5 Ask students, 'Where can you get something for your
words to the photos. six-month-old sister?' (Brown's Chemrst,s). Te[[ students
Play the recording for students to check and repeat. to read the advertisements again and answer the
questions. Check as a class.
CONTINUED ON PAGE 158

sPElililllc itoltEY t5? I

*
Answers Answers
1 Reading Time 2 Brown's Chemist's
3 One Foot After Another 4 Something Special
She's already bought socks, biscuits, a scarf, boots, a water
bottte, gloves and a hat.
+
+
5 Shop and Try She hasn't bought a blanket, a toothbrush, a T-shirt, fruit or
a pillow yet.
6 Te[[ students to answer the questions. Check as a class.
4 Giveyourown examplesfirst, forexample,'l'vejust
Answers asked Sandra a question.' and 'l've just remembered
I
2
21 March
Reading Time - 6 March
something important.'. Te[[ students to write down six
things then compare their lists with a partner. Share
,[F
Something Special- 20 March
ideas as a class. Ask students to report back about their
One Foot After Another - 3 April
partner, for example, Pedro has just learned a new word.
Shop and Try - 24 March
Brown's Chemist's - 19 March 5 Demonstrate with an example on the board:

(f f fr" Reading text is recorded for students to listen, read

Mox just hos been to the shop. (iu*eas+een - has just
'* and check their answers, been,)
Tell students to correct the mistakes in the sentences.
Check as a class.
GR[ililtR Prcsent pedecl with jusl, pl and already
Answers
1 Ask students which shops are open now and which wi[[
I You've already borrowed my book for a week.
open soon. Tet[ students to match sentences a and b to 2 l've just bought a new smartphone but I haven't put music
the two shops, Check as a class. on it yet.
3 I've just seen a football match with my father.
Answers 4 I've already bought something to eat.
Shop and Try - a Brown\ Chemist's - b 5 lf you haven't found them yet, I think they are in your bag.

2 Tel[ students to read the examples in Exercise 1 again

and then match the sentence halves to complete the
) emrnmwonrcrEtruffitf

rules. Check as a class. Point out the word order: olready

andlusf come after have and before the main verb;yet e PR0ltUltCtATt0lt i

goes at the end of the sentence. lntonation: questions and statements

Answers
(rl 6 The purpose of this pronunciation exercise is to prepare
rd 2b 3c 4b students for Exercise 7. Students listen to the recording
and repeat. Eticit thatyes/no questions usually have
a rising intonation and that statements have a fa[[ing
ITITED IBILITV
intonation. lf students have problems hearing the
Weaker students may benefit from a more visual difference between a rising and falting intonation, hum Il
presentation. Bring three cans of soft drink into the the sentences, not saying the words, as that can make
lesson. Two should be unopened and one,finished. Put the intonation more obvious. Students can then hum
them on your table. Ask students to gather round you. the intonation patterns themselves as a first stage before
Open one can and say 'l've just opened the can.' Get
II
saying the sentences with words.
students to repeat this after you and write it on the board,
Show the empty can and say'l've atready finished this.'
7 Books closed, demonstrate by writing a short tist of your

Get students to repeat this after you and write it on the

board. Open the last can, drink some and say 'l've just
own routine on the board and get students to ask you
questions about you r day so far with yet and alreody. For rld
example, 'Have you prepared your tessons for tomorrow
opened the can but I haven't finished it yet.' Get students
to repeat this after you and write it on the board. Go to the
half-empty can and ask, 'Have I finished it yet?' (no) Elicit
yet?' Books open, students make their lists and then
ask each other questions. Monitor and make sure that
students are using a rising intonation on the questions
r{c
You haven'tfinished ityet. Ask,'Have I already opened it?'
and a fa[[ing intonation on the answers.
(yes) Take the empty can and ask,'Have ljust drunk it?' 'lll
(no). Students then complete the rutes in Exercise 2.
c00rER
Tel[ students to stand up. Telt them to sit down if what you
) enmnm tilD pnrlTltlE AlswER tcy
REFEREIoE ptGE 2m TB
say is true about them today. Say some sentences with
rEt
3 Books closed, arrange students into pairs. Ask them the present perfect, yet an d alreody, for example:
to write eight things which you need for a camping Sit down if rE!l
trip (students could look back at the kit tist on page ... you've sent a text today.
44). Books open, they compare with the picture and
... you've drunk some coffee.
shopping [ist. Ask the students'How many things has r;idt
Carla atready bought?' (seven) and 'How many hasn't ,,. your mum has phoned you.
she bought yet?' (five). Students then make sentences ,,. you've already watched a video.
saying what she has already bought and what she hasn't ... your best friend has said 'Hello' to you. rEr
bought yet. Check as a class. Ask students in which shops Ii
,.. you haven't been to a shop yet.
she could buy the things she still needs.
The last person standing is the winner.
lt

l{
l* ulilT
I

Present perfect wilh jusft Write a list of six things you've just done. ln pairs,
I
yel, aheady
{
compare your lists.
I've just opened nty book.
1
* The date of the magazine is 21st March.
whi.h shops are open and which shops will be 5 Correct the mistakes in the sentences.
open soon?
@ r vou just
already borrow my book for a week.
Reading Time (6th March). lt has a tready opened. 2 l've bought a new smartphone, but didn't
I
Something Special (20th March). lt has just opened put music on it yet.
One Foot After Another (3rd Aprit). lt hasn't 3 ljust see a footbalI match with my father.
opened yet. 4 I already have bought something to eat.
Has One Foot After Another opened yet? No, 5 Are you still looking for your keys? lf you don't
it hasn't. find them yet, I think they are in your bag.

Choose the correct sentence, a or b, for these two

shops. TodaY is 21st March. e PRorultctATtoil I

lntonation: questions and statements

Shop and Try oPens on 24th March.
Brown's Chemist's opened on 19th March.
II alt hasn't opened yet. *? 6 t't,"n and repeat.
blt has just oPened. Has your brother arrived yet?
Yes, he's just arrived.
II ) Study the examples in Exercise 1' Then match 1-4 Has your sister arrived Yet?
- with a-d to make sentences about the Present Yes, she's already arrived.
perfect.

1 To talk about something which happened a

very short time ago, Make a list often things you do every day. ln
2 To tatk about something which we expect to
7 pairs, ask and answer questions about today.
happen in the future,
3 To talk about something which happened not Have you done your homework Yet?
long ago, or sooner than someone expected,
4 To ask about something which we expect to Yes, l've already done mY homework.
happen in the future,
a we use the present perfect negative with yet. Have you used the comPuter Yet?
ril b we use present perfect questions with yet
c we use the present perfect with olready. Yes, I've just used the comPuter.
d we use the present perfect with iust
Ill

) cnamman REFERET{cE AttD PRAoTIoE PAGE 160

II ? Look at the things in the picture that Carla has

- lust bought for a camping trip. Then, look at her
shopping list. Answer the questions using yet
a
ril and olreody. a
/
a

I Which things has she already bought?

2 Which things hasn't she bought Yet?
pillow n water bottle I
r'l
blanket n hat n
socks t] gloves n
II
>
biscuits n T-shirt L]
IF
boots n scarf n
toothbrush f]
fruit n
-l

SPETDIilGTOTET 8I

;- SPElllllllG ]tl0llEY q
+
q
7i(L 4lt't ,2tt'tttl You might be surprised at the
&
Most teenagers receive pocket money every
week, But not everyone gets the same amount of
answer. Teenagers in the UK spend more
oftheir money on food than on clothes.
ls that true for you too? Teens do more
I=
'lt'
rh
money. Have you asked your friends how much shopping online than before and online
theyget?You might be surprised. And if you're a girl clothes shopping is cheaper. 5o perhaps
you'll be amazed to learn that boys often get more this is one reason they don't
than girls of the same age! spend so much on clothes.
Teenagers up to the age of about 1 5 in the
UK have about f5 a week in pocket money. But in
Italy, France and Spain, the same age group gets
Some parents do!
They only let them buy some
$
I=
things. Other parents want
about €9, which is a bit more. ln the U5, pocket
money is called hn allowancei Most teenagers get
an allowance of about S30, which is more than
their teens to save all their
pocket money and spend
it on something big in the
rT
f20 or €25. future, or not spend it at all.
Quite a lot ofteenagers do. They have to do
things in the house, like washing-up and cleaning
and then they get their pocket money. lfthey
don't do thejobs, they don't get the money. Some
tr TAtKltG P0tltTS
What was the most surprising thing foryou in the articte? I
teenagers have part-time jobs toq which means
they have more than their pocket money to spend
each week.
Units of measurerneni I
and money

f Complete the sentences using words from the box.

@ centimetres dollars and cents euros and cents

ln pairs, ask and answer the questions. grams kilograms kilometres litres r
1 What is pocket money? metres mittilitres pounds and pence
2 Do you get pocket money?
3 I You buy food in or
How much doyou geta week?
2 You buy drink in -*-__--_.._ or
____--__-_. .-*-_-_____.
n
4 Do you spend more ofyour pocket money _.--____._____.
3 You use.*--__--*--.., --_--._.._-.--.. and._-_-_*--__.-- to buy things

t
on food or ctothes?
4 You find out how far away something is in _-_____ *-*,
Read the article quickly. Match the question a nd .-._.-_. .-.---,-._.

to the correct paragraph.

f Work with a partner and decide how you say the
a
b
So what happens in different countries?
Do teens have to work for their pocket
money?
amounts.

260 g €15.34 700 mt 55cm 2.5 t

t=
c
tl
Do parents tetl teens what to spend pocket 37p f19.99 6 kg 62c Szt 1.65 m
money on?
d What do teenagers spend their money on?
(D
e Do all teenagers get pocket money?

Answer the questions about the article.

I
J
g
listen and check. Then repeat.
Complete the descriptions for photos
words in the box.
l-4 with the rl
tl
What's the difference between the pocket
money girls get and the pocket money
boys get?
a pair of a set of a slice of a variety of
2 Where do teenagers get more pocket money,

ft
t)*!
the USA, the UK or ltaly, France and Spain?
3
4
What is pocket money called in the USA?
What do some teens have to do before they
get their pocket money?
-lirc
" *+DF*
;rP-
ri:-,..
* lr
H
I pizza 3
tJ
5 -..,._.--- .-.-_--.-_ cups
How do some teenagers add to their pocket

6
money?
What do some parents want their chitdren
tO -,...,t?g
82
to do with their pocket money?

UlilT t4
2 ._...-..,... sunglasses 4 drinks
H
d
F ul{rT l4 t,r
il Units of measuremenl and money
FT
WIRIIER BAGXCR0UilD |ilFoniililoil
FN Students write down everything they've eaten today.
ln pairs they ask each other questions in the present
ln Britain, there are some units of measurement, called
imperial units, not widely used in other countries. For
perfect to see if they've eaten the same: Have you had example, often distances are given in miles (1 mile = 1.6

Fil ony chocolote? They then compare lists to see who is the
heatthiest and who has eaten the most.
kilometres) and people say their weight in stones and
pounds (l stone = 6.4 kilograms). Britain also has the
oldest currency in use, the pound, dating back to the 8th
Point to your pocket and ask, 'What is this?', Then put century.
students into pairs to discuss the questions. Share ideas There are about 180 different currencies in the world but
as a class, Students may fee[ uncomfortable answering about 22 are dollar currencies, for example the Canadian
fl question 3 so tell them to skip it if necessary. dollar and Singapore dollar,
Ask, 'What are the teenagers doing in the photographs?'
(saving money, doing housework). Give students a I Books ctosed, take a ruler and ask students, 'What is
rl time limit to match the questions to the paragraphs. this?' (o ruler), 'What is it for?' (lt's for meosuring things.)
Check as a class. Ask students to convert the different and 'How?' (in centimetres ond millimetres), Ask students
currencies into their own currency as this will make the if they know any more words like these. Books open, tetl
nr pocket money figures more meaningful. Ask students if students to complete the sentences. Check as a class.
teenagers should only get pocket money if they do jobs Point out that in American English some of these words
around the house. end in -er rather than -re, so are spett mete4 milliliter,
ki lom ete r, etc. Po nt out that ki log ra m is oft en shortened
i
Iil Answers
lo kilo.
le 2a 3b 4d 5c
Answers
Ask students,'How much pocket money does a Spanish
1 kitograms or grams
teenager get every month?' (obout €36 = €9 x 4) and 'Why 2 litres or mittititres
do teenagers buy clothes online?' (/tb cheoper.), Telt 3 dotlars and cents, euros and cents and pounds and pence
students to answer the questions in the book. Check as a 4 centimetres, metres and kilometres
class. Ask students, 'What do your parents let you spend
your pocket money on?' and 'What don't they let you 2 Go through the pronunciation of numbers, especially
prices, by writing some on the board and getting
spend money on?'.
students to say them aloud. Then put students into
Answers pairs to say the amounts, Ptay the recording for students
1 Girls don't get as much as boys. to check and repeat. Point out that the British usually
Iil 2 They get the most in the US. write and say p not pence. Then ask the students to find
3 lt is called an allowance, out how much these things are and say the amounts:
4 They have to dojobs around the house. the price of a cinema ticket; the distance to the nearest
5 They have part-time jobs. airport; how many titres of water you need to drink a day;
-lr 6 They want them to save it to spend on something big in the
how much a pound is worth in your money.
future, or not spend it at atl.
(D f n" Reading text is recorded for students to listen, read (tl Answerg
Id tot lm
and check tleir answers, The qnswers are recorded for students to check ond then
repeat.
FAST FITISIIERS Two hundred and sixty grams
Ifr Fifteen euros and thirty-four cents
Te[[ fast finishers to think of three things that they would Seven hundred millititres
like to save up their pocket money to buy, for example, a Fifty-five centimetres
new phone, a holiday to the seaside, They could catculate Two point five litres or two and a hatf litres
-i how many weeks it would take them to save this money. Thirty-seven pence
Nineteen pounds, ninety-nine pence
Six kilograms
IF p rauuc PomTs Sixty-two cents
Twenty-seven doltars
Ask students,'Why do you think boys often get more One metre sixty-five centimetres or one point six five metres
pocket money than girls?', Put students into pairs to
II discuss their reactions to the article. Share ideas as a 3 Tett students that a common pattern is noun of noun and
class. Ask students,'Do you think your parents got pocket give as examples a loaf of breod and a poir of frousers.
money?' and 'lf so, what did they spend it on?'. lf students Tel[ students to complete the descriptions. Check as a
Ii don't know, they could ask their parents and report back in class.
the next [esson.
Answers
1 a slice of pizza
2 a pairofsungtasses
3 a set ofcups
4 a variety of drinks

4
SPElllllllc ilollEY
*
4 Ask students what other nouns could go with the first ' Putstudents into pairs and have them read aloud the
nouns, for example, o slice of bread, a pair of sclssors, o
set of points, a variety of snocks. Tell students to com plete
the sentences. Check as a class.
conversation in Exercise 4. Then tell them to write two
conversations and practise them. As feedback, have
some pairs perform their conversations for the class.
G
Answers
I a pairof 2avarietyof 3a sliceof 4a setof

ilxED IBIUTY Z Writing

pnrpnnr To
Part
tYRtTE
6 An email
Ask weaker students whether these words are foltowed by
singular, plural or uncountable nouns: [2 IEY FOR SGH00IS writing Rart e
s/ice (a thin section)+ uncountabte Briefly review what students need to do in this part of the
blt (a smaI part) + uns.rttt6,. exam and if necessary read out the 42 Key for Schools box
on TB page 118.
pair (lwo things, or something with two parts) + plural
students to look back at the emaitthey wrote on SB
Te[[
sef (a group of similar things) + plural
page 61. Te[[ students to leave time to check their email for
va riety (different th i ngs) + plu ra I
spetting, punctuation, grammar and vocabulary mistakes.
To show the meaning, ask students to think of more cET READY Dictate a list of punctuation marks, including
combinations for each word, for example sef + books, full stops, capitaI letters, apostrophes and question marks,
clothes, friendsi bit + time, bread, money; slice + bread, to students to write down as symbols. Students then
cheese; pair + trousers, shoes. correct the note and compare with each other before you
check the answer.
) vocmuunr trtlntslErI ullr lf
Answer
Dear Dad,
Lana and I need to get some things for Pia's party. Ptease can
you take us to the supermarket this morning? Thanks! See
Books closed, ask students to [ine up according to their you later.
David
birthday, January on the left and December on the
right. They do this by asking one another When's your PLAN Students read the task and make notes.
birthday?, Books open, put students into pairs to discuss
WRITE Students expand their notes into sentences.
what they like to eat on their birthdays. Share ideas as a
Remind them that they need to pay attention to the tenses
class.
in the prompts because they wil[ normalty use the same
(D, Give students some time to read the task. Then play the tenses in their reply.
ll0
recording and ask them to tick what David and Lana
IMPROVE Students pass their notes to one another to
have already got for the picnic, (They should put the
check that they have covered a[[ three content points and
ticks on the teft of the words, as they will have to write
that there are no mistakes.
the quantity after each word when they listen again in
Exercise 3.) Check as a class. Model answer
Answers Hi Sam,
I have just bought a set of Lego for my sister because she
They have already got pizzas, crisps, apples and a blanket. toves it. I got it from the supermarket near my house.
(David has got her present but Lana hasn't yet.)
Best,
(u Ptaythe recording again and askstudentsto note down
Cecilia
110
'how much' next to each item on the list. Check as a
class. GOllTER
Send students this text message (or write it on the board)
Answers They must send it back to you with the correct spetling
pizzas-3=24slices and punctuation (orwrite it in their books).
crisps-4bigbags
hoppy new yeor ru coming 2 the party 2nite
apptes -1.5 kilos
lemonade - 3 litres i need 2 know
fruit juice - 2 [itres
cu soon
water - I titre
Answers
) lurroscnmrBPreE2sg
Happy New Year! Are you coming to the party tonight?
I Ask students to read the conversation in pairs and then
I need to know.
See you soon.
answer the questions. Check as a class. Point out that we
can use if not (and the positive ffso) instead of repeating
a clause. For exam pte: We con meet at 6 p.m. lf we can't
meet at 6 p.m.,7 p.m.willbe ollright. / If not, 7 p.m. will be
all right.

Answers
1 I could ..., I can ... if you like 2 lf not ,G
t{ .H
P uilT
Complete the sentences with the words from ln pairs, write conversations. Use the ideas below
4 and the conversation in Exercise 4 to help you,
Exercise 3.
Then, in pairs, practise the conversations.
I l've just bought __ __- _ ,. . shoes. Do you like
them? I You're ptanning a day out at the beach with your
2 Let's have --,.-_..,...-,.,_.._ music styles at the party. friend. You forgot about the food.
We can have rock, btues and rap. 2 You're planning a visit to a new shopping centre,
3 Can you pass me the knife? l'll cut you You forgot how you're going to get there.
cake.
4 Ourteacher has got _-*-- _...... keys fortheschoot. l..'

Work in pairs. Tell your partner what you tike to

2 PREPARE TO WRITE

eat on your birthday.

Writing Part 6 An email

David and Lana are planning a birthday picnic for GET READY Read the note from David to
110
their friend Pia. Listen and tick (/) the things they his dad. Correct the punctuation. Add futl
have already got. stops, capital letters, apostrophes and
question marks.

dotr dan"

fo* Pab P*u*

Tl,ny^r Lan* and. L nee), Lo ge.b sone lhings hr
. Pi;r:as * fruit juice piaspar{ inl^se qh you boke us to lhe
supermoi<& tfiio monring lhanks sa gou
e crisps a water
IALPT

a
dnviA,
F
L
ln pairs, compare your corrected notes.
Ploe
PLAN You have just bought a birthday
o cake* blan\et present for your sister. Write a message
about it to your English friend Sam.
c lemonade * praents! ln your message
. say what you have bought for your sister
. say why you chose it
. say which shop you bought it in.
Listen again. Look at the list in Exercise 2. J wntrr 25 words or more. Make sure you
II 110
How much of each food and drink have they got include information about all three ideas
or do they want? in your answer. Think carefully about
punctuation.
Read the next part of Lana and David's
IT lMPRovE ln pairs, read each other's notes
conversation and answer the questions.
and look for mistakes. Check that you have
Lana: Hey, just a minute, we forgot about music. both included all the necessary information
We haven't chosen the music yet. and thatyou used punctuation correctly.
IX
Wecan't have a party without music. What
shail we do?
Davld: I could bring my guitar, I suppose.
= Lana: Yes, and I can text everyone who's
coming, if vou like, and ask them to bring
instruments, too. Right. ls that alt?
David: Oh, I nearly forgot. The biscuits! l'tt try and
-. make them this afternoon. lf not, l'lI make
them in the morning.
Lana: OK.
J
I Which two underlined phrases make offers and
suggestions?
EI 2 Which undertined phrase says what the situation
witl be when something does not happen?

-l

-- SPEllDlllG il0llEY ilrt

E

,'
;:
,;: i, l,: :r; ',ii' inli ;.1
,'.r ;:.r..ri1i.j::r,->'J il qbi
.::: r5G{t4i
(tl
'li E
ln pairs, discuss the questions.
.1 Whcre clo you usually 11o slropltinil?
.l Dcl yoir ol yoilr parcrtts cvetr shop in rnart<ets?

Match the types of rnarkets in the box to the

photos A-D. How rnany objects can you name
that you can buy irr them? Do you have sintitar
You should definitely visit
the Queen Victoria Markei
in Melbourne, Australia. The
E
rnarkets in your country? market started in the 1870s. Today, it,s open b
every morning on Tuesdays and Thursdays t:
food market clothes marker to Sundays. There's also a night market
antiques market florver rnarkct

Read about three famous markets. Which

on Wednesdays from 5 to .1 0 pm. There
are more than 600 shops and stalls in the
market. The fresh-food areas sell fruit and
E
one isn't a food market? kr
vegetables, cakes, fish and meat (including
kangaroo and crocodile steaks!). t:
E
':i
>'+'

',
h.r
,.

ff b
'i

'{ lb
t-
b."rf; 'l
.A h-
"i
, -, .-Lt'
t I--
"it
b
-4>o' lE

(* b-
l
,i
St Lawrence Market in Toronto. L--
-f Canada. started rn 1803. but they
t;. bUilt tire burldings you can see
I
today in 1904. The market is open Tuesday to
hr
lF-
Saturday fronr B arn to early evening. you can
buy many different things there from more tltan
l>-
'I
00 stalls, especially fresh food and delicious
honrerrade products. A fun thing to clo is
h-
cooker;r classes rn the Market Kitchen. Here,
h-
you can learn to make djfferent dishes and
take thenr home to eat! The farmers' nt;rrket
h-
opens on Saturdays at 5 anr, ar-rd local farnrers
hr
conre to sell nrcat, fruit. vegetables, eggs. etc. H
84 CUTTURE

h-
l-.

164 CIUtTUNE t-
h.
Learning Objectives WIRTER
The students learn about famous markets, and markets and
Say'l went to the shops and I bought some bread.'Ask
another student to repeat the sentence but add one more
shopping in general,
thingthey bought, for exampte, I went to the shops ond t
ln the project stage, students find out about a famous market
bought some bread ond o red T-shirt. Tell another student
in their country and make a presentation about it for the class.
to continue in the same way, for example, I went to the
II shops and I bought some breod, a red T-shirt and two cons
of cola. Put students into large groups to do the same,
Vocabulary continuing untilone student can't remember. See which
stall steak jewellery jazz built home-made group can make the longest unbroken story.
II

Resources I Books closed. Ask students to write down as many

different shops they can remember then tell them to
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: Famous check with page 80. Books open. Put students into pairs
Markets to discuss the questions. Share ideas as a class, Ask
students, 'Do you ever argue with your parents about
I
what to buy or not to buy?'.
BIGTGRI,UilD ITFORTITI|III
2 Telt students to look at the photos, match them to the
The first open-air markets probably developed in Persia
types of markets and then say what you can buy in them
in about 3000 BC and the Persian word bozaar, meaning
Ask students to give an example of each type of market
an enclosed marketplace, spread into many languages.
in their country.Ask students, 'Why do you think some
Bazaars were usually in major cities close to trade routes. people prefer to shop in a market outside rather than a
They were important not only for the goods they sold but
supermarket or onli ne?'.
also as meeting places where travellers could get news
and pass on information. Answers
The Grand Bazaar at lstanbul is one of the oldest and PhotoA-food market
most famous continuing markets in the world. Work on PhotoB-clothesmarket
the bazaar started in 1455 and the first goods sold were Photo C - antiques market
PhotoD-flowermarket
textiles and jewels. The bazaar has gone through several
Students'own answers
stages ofexpansion and reconstruction and survived
earthquakes and fires. Today it is one of the most popular 3 Give students time to read and say which market isn't
II tourist attractions in the world. About 25,000 people a food market. Check as a ctass. Ask students which
work there and there are between 250,000 and 400,000 market would be the most interesting for tourists.
visitors each day. The challenge of modern restoration is
to keep the traditional attractions ofthe bazaar but make Answer
I
conditions better for those working and visiting there. Hell's Kitchen market

Another type of traditional market is the floating market,

where goods are sold from boats on rivers. Floating FAST FIilISHERS
- markets are common in south Asia, where waterways Tell fast finishers to write down ways that each market
were the centre of trade before road and rail systems could get more customers. This could be marketing,
II developed, but many are now mainly tourist attractions. competitions or special offers, For example:
One of the most famous and well-visited is Damnoen
Queen Victoria market - free kangaroo steak for anyone
Saduak floating market in Thailand, about 100 kilometres who can jump over a stall
from Bangkok. The market is only open in the mornings,
Hell's Kitchen market - 250lo discount in rain and 500/o
-l before the sun gets too hot, but at its peak hundreds of
discount in snow
boats sell everything from fish to souvenirs. You can even
have a Thai massage on some ofthe boats! St Lawrence market - free coffee for anyone who arrives
J as the farmers' market opens
The biggest markets in the world are online now eBay,
an auction website where customers bid for a huge range
(D f nu Reading text is recorded for students to listen, read
of goods and services, was founded in California in 1995.
-l The directors of the company became instant billionaires "' and check their answers.
when eBay went public in 1998. The first thing sold was a
broken laser pointer and eBay is famous for the strange
things people have bought and sold there, including one
Brussels sprout, a town in California, an aircraft carrier
and a new species ofsea urchin.
-r

-f,
sH0PPtlrG Alilt it0ltEY c-l
4 Ask students, 'Which market is the newest?' (Hell's
PlllJEGT.e marret
Kitchen). Have students read the text again and answer
the questions. Check as a class. Ask students if peopte Tetl students to say the names of famous markets in their
go to these markets mainly to shop or mainly just to look country and write them on the board. Ask students what
a round. they already know about each one. Put students into
sma[[groups. (Make sure that the groups are different
Answers from the last project.) Tell them to choose different
1A 2B 3B 4AandC 5C 64 ZA markets, for variety. As a variation, you could allow
students to make up their own markets, perhaps unusual
5 Tell students to find the words that match the definitions.
ones [ike an underwater market specialising in seafood,
Check as a class. Ask students what they woutd tike to
and describe them.
learn to cook in St Lawrence market.
Have students organise theirgroups so each person is
Answers responsible for finding out about one area and finding
l stalt 2 steak 3 jewellery 4 jazz 5 built 6 home-made pictures and photos. Students find out the information on
the internet or in reference books and then report back to
iilxED [BtuTY the group. The group decides what to put on the poster
and then designs it including pictures and photos. Each
Pre-teach these words to weaker students before
group takes it in turns to present their poster to the class
Exercise 3. Exercise 5 then tests the students' retention of
and answerquestions. Leave feedback untiI you have
the vocabulary presented,
heard allthe presentations and make error correction
anonymous so students don't feel embarrassed hearing
6 Askstudentsifthey have beento London and ifso if their own mistakes.
-q they have visited any of the famous markets there. Ask
students to listen and say which part of the market Alice
liked most, Check as a ctass. Ask students which market PR|IJEGT ETTETSIOII
she visited (Comden Lock). Ask students what etse they Tellstudents to work in the same groups and design a
would like to know about this market. Tellstudents website for the market they presented. First, they shoutd
that Camden Lock Market is centred on the banks of a see if the market already has a website. lf it doesn't
cana[ (a lockis a gate in a canalwhich controls water have one, students should decide what information
levets;a conalis an artificiatwaterway), Teltthem that the website should contain (they can base it on their
when Camden Lock Market started in the 1970s, it was poster presentations) and which student is responsible
a market for craft goods but now the range ofgoods has for that part of the website. lf the market has a website,
expanded, students should decide how to improve it. Students
Answers then make a plan of the website, either as a poster again
or a Powerpoint presentation. Each group pins their
the ctothes stalls
presentation on the wall. Groups then go round the
7 See if studentscan saywhetherthe sentences are right website plans and write comments and suggestions on
-q or wrong without listening again. Play the recording them. lf groups have thetime and lT skills, they coutd
for students to check. Ask more questions about actua lly make real websites.
the recording: 'What two other places did she see in
London?' (Buckinghom Polace ond the Scrence Museum),
'What colour was the handba{' (green) and 'How much
Itt culrune vtDEor Famous Markets
When students have completed the lesson, they can watch
money did she have teft at the end of the day?' (five
the video and complete the worksheet.
pounds).
GOOTER
Answers
lx 2r' 3,. 4x Sr' 6/ Put students into pairs, a market trader and a customer.
The market trader is selling a carpet to the customer and
) luoroscnnTrBIAGEsm they must negotiate a price. The market trader wants a
high price (minimum $200), the customer wants a low
price (maximum price $220). Let students negotiate - they
@ nmrc potltTs
can make up details such as the quality and condition
Put students into pairs to discuss which market they woutd
ofthe carpet. The student with the best price, based on
like to visit. Share ideas as a class. Ask if there are any
their minimum or maximum, wins. (lf they can't reach an
other famous markets they would like to go to.
agreement in the time [imit, they both losel)

:- EE

I66 GUTTURE EE
rI
EI
=l { Read the text again and answer the questions.

Which market(s) ...

r.&;, 1 is sometimes open at 9 pm?
2 has fewer visitors if it is raining?
k,
:i4tFs.,.
3 can you buy a guitar in?
4 is over 100 years old?
5 can you learn to cook in?

I
+ b-
*r 6 sells unusual meat?
7 is the biggest?
I I

5 Find words in the text that match the definitions.

1 a kind of small shop (text A)
I
.'t
at 2 a piece of meat (text A)
t. T:=n* 3 rings, necklaces, etc. (text B)
4 a kind of music (text B)
EI 5 constructed (text C)
. -.. ,r..':
" * ='ti
6 food that people prepare
themsetves (text C)

-
B Hell's Kitchen maftet is
an outdoor street market
in New York, USA. lt
only opens at weekends from 9 am to
5 pm, with nearly a hundred stalls on
*e
*z
Listen to Alice talking to her friend Dan about a market
in London. Which fart of the market did she like most?

Listen again. Are these statements right

I
(/)
Alice went to Camden Lock Market last Saturday.
or wrong (I)?

2 Camden Lock Market is very big.

the streets - but if the weather is bad, 3 You can buy fresh fruit and vegetables in the market.
there aren't so many people selling or 4 Alice ate pizza in the market.
buying. lt started in 1976, and you can 5 Alice bought three T-shirts and a handbag.
buy antiques, such as old furniture or 6 Alicel friend Lisa likes Justin Bieber.
E!
clothes and jewellery. lf you enjoy music,
it is a great place to visit because there
are often jazz concerts, and you can
buy musical instruments there, as well.
e TIHI]IG POIilTS
Which market would you tike to visit:
Queen Victoria, Hel['s Kitchen, St Lawrence
Local artists also show their paintings, or Camden Lock? Explain why.
sculptures and photos.

-t

PROJEGT A market

G Find out about a famous market in your

country. Make a poster to present the
information to the class. Use plctures
t and photos to make the poster more
interestlng. lnclude information about:
. where it is
. when it is open
=r . what you can buy, see and do there.
Present your poster to the class.

-
G

fl ilow t{ATclt fiE 0uLruRE YiltEo I I

,all

EE
o ABOUT YOU
How many hours of free time do you have per week? t
right amount, too much or too little?
ls this the

,,t

Free-lime activilies
AIID
E
I ln pairs, match photos A-E to activities in the questionnaire. Which
of the activities do you think are most popular in your class?
E
@
rE
Questionrrai l.(! E
Activities I do I'd like to I'm not at all

chatting
thb rrythls intercryted h thb
E
E
collecting
cooking D

going out with friends

,
going shopping
listening to music il=
making things
photography
playing an instrument
7* iCI
playing computer gam€s
playing sport
reading books
t
singing, acting, dancing
spending time online
.d I

watching TV

f Do the que.stionnaire in your class. Walk around the room and ask people which activities
they do in their free
time, which they'd like to try and which they are not interested in. wriie your results for each Lctivity or hobby
like this: +H+ I I
'tI
t ln small groups, look at all your results and write some sentences.
ln our closs, lots of / sonte / o fevl people olreody clo these nctirritiesi...-.-_.--...-._--.-..,
ln our cluss, lots of / sone / o few people want to trjz thgr. ctctivities:
ln our class, rto one likes these octiyitles

Were you surprised by any of your results? Why?

.._.-.--..-..._.-..J ....-.-._..._..._..._-..._, ._..,...-.-_....-....._l
d I

'tr
86 UlilT t5
tt

UilIT 15 \r
ltt
along a wooden track in orderto knock down bottle-
shaped objects), knit (to make clothes using wool and
TOpIC Having fun two long needles to join the wool into rows) and badge
VOCABULARY Free-timeactivities (a piece of plastic, metal, etc. with words or pictures on
AND LISTENING Three young people talk about free-time it that you wear on your clothes for decoration). Then
activities students match the photos to five of the activities in
GRAMMAR Present perfect with forand since the questionnaire and discuss which activities in the
PRONUNCIATION Weak forms
questionnaire they enjoy, Ask students to predict in pairs
READING Myhobby-geocaching which activities wi[[ be more popular with boys and
VOCABULARY Collocations about having fun which with girls and explain why. Check as a class.
LISTENING A girt talking about her unusuat hobby Ask students questions about the photos, for example:
SPEAKING An interview about an unusual hobby Photo A: 'Where are they?' (a clothes shop), 'What do
EXAM TASKS Reading Part3 they want to buy?' (o shirt) and 'Which shirt would you
choose?'
Photo B: 'How do they feel?' (excited) and 'What game do
you think they are ptaying?'
GRAMMAR REFERENCE AND PMCTICET SB page 161; TB page 266 Photo C: 'Are they doing this inside or outside?' (rnside)
PREPARE FOR THE DGM: SB page on TB page 239; TB page 253
Photo D: 'What do you think she is making?' and'How
WORKBOOK: pages 60-63 long do you think it wil[ take her to make it?'
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 15;
Photo E: 'Can you read anything on any ofthese badges?'
Vocabulary worksheet Unit 15
and'Which of ttem do you like best?'
TEST GENERATOR: Unit test 15
Answers
A going shopping B ptaying computer games
tulnTER C going out with friends / ptaying sport D making things
On the board write some adjectives that describe how E collecting

people feel, for example happy, tired, hungry. Elicit more Students'own answers
from students. Ask a student, 'Why are you [adjective]?'
2 Ask students to give you examples of some of the
and tell the student to answer with a sentence in the
activities, for example: going outwith friends - going
present perfect and just or yet. For example:
to o caf1, having o pafty; going shopping - the shops
Teacher: Whyareyouhoppy? on page 80; making things - origomi, models. Then tell
Student: l've just passed my maths test. students to stand up and go around the classroom asking
questions to the other students. Give students a time
Demonstrate with more examples, then arrange students
into pairs to do the same. limit to do the survey and make sure that they ask full
questions (for example, Which octivities do you do in your
free time?l and give full answers (l do .. . ond ...). Students

I nrourvou
Books closed, tellstudents to write down how many
could also ask follow-up questions for each activity
students do, for example: (listening to music) Where do
you download music? How often do you go to concerts?
hours a week they spend on: studying, sleeping, eating,
housework, travelling and free time, (Students can add They should record the results as they ask the questions.
other categories.)
lillxElr tBruil
Books open, students answer the questions in pairs, Share
With weaker students, write the three questions on the
ideas as a class. Ask students to go back to the [ist they
board and drillthem.
wrote down and change the number of hours to make an
idealweek. Students then compare their lists in pairs. Which activities do you do in your free time?
Which octivities would you like to try?

UOCABUT[RY lltD Which activities ore you not interested in7

With stronger students, get them to add three more
Free-lime aclivilies activities to the list and ask about them.

I Books closed, arrange students into pairs. Askthem

3 Put students into small groups. Tel[ them to add up their
to write down as many free-time activities as they can
results and complete the sentences. Students compare
in two minutes. Each activity must have a verb and a
the results with their predictions, see where they were
noun, for example, reoding books, listening to music,
right and wrong and discuss if anything was surprising.
Books open, students see if any of their ideas are in the
They could turn the results into a chart using Excel orjust
photos, Ask them to describe the photos. lf necessary,
draw one. Ask some students to report back the results
pre-teach bowling (a game in which you roll a large ball
to the class,

FREE TIiIE *l
(D q pre-teach pin (a type of badge, with a sharp point;
FIST FIIIISHERS
113 peopte wear them on their jackets). Play the recording
Tellstudents to make new sentences which finish with the
and ask students to write the activities below each since/for part of the sentences. For example:
speaker. Check as a class,
My brother has loved footbal/ since he was three years old.
Answers We've been at school for four hours.
Owen - spending time online You could ask fast finishers to make some of the
Kyle - collecting, PlaYing sPort
sentences true and some false. When the rest of the class
Eiin - playing an instrument, reading books, photography
have finished, fast finishers read out their sentences and

ln s
(D S." if the students know the answers before you play the the class guess if theY are true,
recording again. For the wrong answers, ask students to
correct the information. Check as a class' Ask students 3 Give an examPle on the board:
which person, Owen, Kyle or Erin, would be the most
I've been in this room slnce .., (10,30 / the lesson sforfed),
interesting person to have as a friend.
Te[[ students to complete the sentences with their own
Answers ideas and then compare with a partner' Share ideas as a
Lr' 2t (youlearnatotfromir) 3r' 4r' sr' class,
6 rt (l use my dad's camera) 4 Books closed. Write an example on the board:

) luotosontnnmoESo We've collected badges since o long time. (sine - for)

Books open. Tell students to correct the sentences.
Check as a class. Have students explain what the
0R[ftlilAR Presenl perlect with forand stnce mistakes were.

1 Ask students to guess which free-time activity you are Answers

talking about: I lt's been my hobby since I was ten years old.
l've done it for a long time. You need water but you don't 2 I've needed one for a month.
get wet. (fishing)
3 l've had it for a Year.
4 I've wanted to buy this T shirt for several weeks.
My friend Boris has played it since he was a teenager' lt's 5 lt has been oPen forone month'
the only time he can be aking. (ploying chess)
We've only done it for a year but the fridge door is
) amtnm wonxsllEEr utfi ts
atready fullof them. (collecting fridge magnets)
My brother has ptayed these for a month and no one has e PR0llUllClATl0l{ i weat< forms
had much sleep since he started' (ploying the drumsl (Ds Students listen to the sentences and compare how the
Repeat the sentences for students to write down. Ask l14
underlined words are said and how they are written.
them to undertine the phrases with for and since. Ask, Ptay the recording again for students to listen and
'What tense are these sentences with for and slnce?' repeat. Elicit from students that function words [ike
(present perfect),'Which says from whdn: for or since?' auxiliaries and prepositions have weak forms (write the
(since) and 'Does for say how long or how much?' (how transcription of the weak forms with schwa /e/ on the
long). board if students know phonetic script) and that these
Te[[ students to read the sentences and complete the
rules. Check as a class.

Answers
forms are usually used in sentences'
6 Demonstrate in front of the class with one of the stronger
students. ln pairs, students do the same.
t
7 Students use this information to write sentences about
l for 2 since
their partner. They then get into groups and read the TE
) enrxnm nEFEREIGE ltlt Pnicrrc[ AISIIER IEt ll PlcE 208 sentences to each other. They should listen to what
is said about them and check that their partner has
2 Do thefirst two together. 'ls number 1 about a start remembered it correctlY. EE
date?' (yes) 'So we need ...?' (slnce) and 'What about 2?'
(No, it's obout how long.). Tellstudents to complete the Gll(lTER
sentences. Check as a class. Then have students put the
slnce time expressions in order, from the most distant (/
Say to students,'One, two, three, four' and get them EE
to chant with you. Do the same thing adding ond,'One
wos three yeors o/d) to the most recent (yesterdoy).

Answers
lsince 2for 3since 4for Ssince 6since Tfor Ssince
and two and three and four'' The rhythm in the chant
witt stay the same. You can show this by clicking your
fingers on the numbers. Explain that this is because ond is
E
pronounced quickly, without any stress. lf students know
9 for
phonetic script, write the weak form of and lenl onthe
board, Continue the chant with students untiI they can do
E
it on their own usingthe weak form.

E
E
ulilT 15
t
{

(D 4' t-isten to three young people talking about what they do in their free time.
r13 Write the activity or activities from the questionnaire below each speaker.

Owen Kyle Erin

E 5 t'r,"n again. Are the sentences right (/) or wrong (I)?

f?
I Owen keeps his computer in his bedroom. 4 Kyle does two different sports.
2 Owen thinks he uses his computer too much 5 Erin has got a new guitar.
rl 3 Kyle stilt cotlects pins and badges. 6 Erin has her own camera.

Present perlect with forand since

1 Look at these examples. Then, complete the rules below

I with for or since. e PnoilultGtATtoil | w",rro,..,
T
l've had my own computer for three years.
I haven't bought any football cards for a long time *s Listen to the sentences and
notice the pronunciation
ofthe
l've played the guitar fo r two years.
underlined words.
l've had this guitar since January.
l've had one of them sirrce I was ten. I've had this since I was three.
I My dad's had his camera since he was a teenager. He's played basketbatl fortwo years.
l've just walked home from school.
1 We use __ with an amount of time, such as a .They haven't been to your house
number of hours / months / years. since Saturday.
I
2 We use __ with the time when the action started, l've bought some nice shoes.
such as a day / date / age.
Q tisten again and repeat.

) cnammnn REFERET{cE nilD pRAcTrcE IAGE r6r

x f Complete the sentences with for or since. $ ln pairs, ask and answer.

I Jack's lived here ____-__ he was three years old. Do you have a hobby?
2 Mum's been asteep _-________. four hours.
I 3 l've been a member of the ctub "_ "_._- -_ last month.
4 Sophie's had her new phone'_*-- ._- three days.
5 We've had our puppy ---.__--___ 3lst October.
6 The students have worked together __-_. _ -- Monday What is it? What do you do in your free time?
7 You've been at this school -_--.-.--.-._.--. six months.
8 l've had a headache'-*_--_--_yesterday. How long have you enjoyed doing it?
9 They've known Jules__ a long time. Doyou need anything special to do it?
T
3 Complete the sentences so they are true for you. ln pairs,
compare your answers.
1 I haven't read a comic since.--**--*-.... What do you need?
2 I haven't watched a cartoon for,____- ___--. you usually do it with other people?

!r
Do
3 I've played --_
--*-_ for _
4 l've been able to ----_____*. since I was.'.--__._.-.-...
5 I've lived in my home since.__-._--*-'.-. J Write sentences about your partner.
6 I've had this pen for-___-*. ln groups, read out your sentences.

tn 4
7 l've known my best friend since

Correct the mistakes in the sentences.

How much did your partner remember
about you?
Andrei hcts done kctrote since he was seven

ElT
o2 I lt's been my hobby from I was ten years old.
I've needed one since a month.
tle hcts o specictlwhite jocket and trousers
called o gi. He hos o blue l:elt. He's hod it
3 l've had it since a year. for six ntonths.
4 I've wanted to buy this T-shirt since several weeks.

il 5 lt has been open since one month.

FREE TIlilE 87
;1I
*l
I

Eet FREE TI]IE

Look at the photos and the title of the blog. what do you think geocaching is?
Read the btog once to check your ideas.

13 g€s€ffi€hflmg g
Etog Post written bY LucY Barton, aged
14 #i
I started geocaching because of my uncle - he! It's a fantastic feeling when you find a
done it for years. Geocaching is a treasure hunt cache! You have to open the box and
qe that you do with an app. The 'treasure' is a box
called a cache that someone else has hidden.
put your name in the little book inside.
Often, there are things in the cache as
There are 2 million of these, all over the world! well. You can take something out to
It's a really fun hobby and l'm so glad my uncle keep if you want to, but if you do that,
told me about it. We have a great time doing it you should always put something new
together, but if he's busy I 9o with friends, or do inside for the next person.
it by myself. Next yeaq l'm going to start using the
The app takes you quite close to the cache, paid version ofthe app. Then, I can
and then it gives you a puzzle to help you find make and hide my own caches! l'm
exactly the right place. A lot of older people also going to tell all my friends and
are geocachers, so some ofthe puzzles are family about geocaching. lt's such a
difficult for me as they are about movies and great way for everyone, from adults
W shows that I haven't seen. But I to little kids, to spend time together,
don't really mind - | can always enjoy themselves and get to know
look them up on the internet! their local area.

i,p

Reading Part 3

] Read the text again. For each question, choose the correct answer'

1 What do we learn about Lucy from the first paragraph?

A She has done her hobby for longer than her uncte.
B She didn't enjoy her hobby much at the beginning'
c She doesn't always do her hobby with other peopte.
2 What does Lucy say about the puzztes?
A They can be hard for her because she's young.
B lt's a shame so many of them are about films.
C People shouldn't look ontine to find the answers.
3 What mustyou dowhen You find a box?
A check how many people have already found it
B leave something of yours for the next person
C write down who you are in the tittte book
4 What does Lucy plan to do in the future?
A spend more time geocaching in the city

5
B get other people interested in geocaching
C spend less money on going geocaching
What do we find out about geocaching from this article?
e TAIKI]IG POI]ITS
What makes geocaching
a good hobby?
A lt's becoming more popular every year.
B lt takes a long time to learn how to do it' Would you like to try it?
c lt's a good hobby for people of all ages. Why / Why not?

88 UlilT 15

ulilT l5
il Ask students to look at the photos and ask, 'What do
you think they're looking?] 'What do you think is in the

=Ii TTARIIER
box?' and 'What do you think the boy is writing down?'.
Then ask students if they've heard of geocaching,

Hf Draw this on the board and ask students what it is,

/'dgir.eu.kreJ.rq/, or can guess what it is (give students a
hint that the prefix geo- also goes with geography). Give
students a time Iimit to read and check their ideas.

I Exlil
=t PREPARE FoR TllE

A2 IEY FllR SCll00tS Reading Part 3

=l 2 Briefly review what students need to do in this part of the

exam and if necessary read out the 42 Key for Schools
box on TB page 65,

=il Point out that the questions test main ideas and details
but they may also test opinion and feeling. They are in
the order that the information is presented but the last

=I It's a footballfield!
Divide students into two teams. Team A attack from left to
question may be a general question about the whole
text, for example 'What's the best title for this article?' or
'What is the writer doing in this text?'.

=r right, Team B attack from right to left.

Toss a coin to see who kicks off. They start in the middle'
Ask a question to the team which kicks off. Examples:
Tell students that they should read the questions
carefu[[y because they can atso give a lot of information
about the text, for example question 3 tells us that

=il 'What is this [point to something in the room] in English?'

and 'What is the past participle of [verb]?"
geocaching involves finding a box; question 4 tells us
that Lucy talks about her future plans.
lf the team get the question right, they progress to the Ask students, 'Who wrote this?' (lucy Barton), 'What

=I next line on the field; if they get it wrong the 'ba[[' passes
to the other team.
do you need to go geocachin 8' @n app\ and 'How do
you find a cachp?' (You solve a puzzle.l. Tel[ students to
answerthe questions in the book. Check as a class.

=l White a team has the ball, keep asking questions until

they get to the goal tine (the furthest lines on the left and
right) - this is a goal and the other team restarts the game
Answers
lc 24 3C 48 5C
from the centre,

=l Have a time limit for the game (not 90 minutes!) or the

first to, say, five goats wins.
iltxED [BIUTY
With weaker students go through some or al[ of the
lf you have a large ctass, get students to write a list of
=t questions and answers, then split the class into groups to
ptay with a referee to ask these questions.
questions as a class. For example, Question 1: 'Where is
the answer to this question?' (in the first paragroph), 'Who

il lf students don't [ike footba[[, you can change this to

tennis, hockey, etc.
started geocaching, Lucy or her uncle?' (her uncle), 'SoA is
wrong. Does she like geocaching?' (Ieg she soys it's fun,),
'Does she say she didn't like it at the beginning?' (no),
'So B is wrong. C is the answer then but what words does

=l BrGtGRoUilr ttFonilrTnt
Geocaching is a technological update of the much older
Lucy use to say she sometimes goes geocaching atone?'
(by myselfl.

game letterboxing. ln letterboxing people also try and find

=l boxes in public places and sign a log book to show they

have found it. However, originally, the clues to finding the
boxes were spread by word of mouth or written in special
(D f f'e Reading text is recorded for students to listen, read
ttt
and check tieir answers.

@ ralnrc PolrTs
=l books. The hobby is called'letterboxing'because people
used to leave letters or postcards in the boxes for finders
Ask students if they agree with Lucy that both chitdren and

;il to post.
Geocaching became possible because GPS technology
gives users the exact coordinates of a cache. The
adults would enjoy geocaching. Put students into small
groups to discuss the questions in the book, Share ideas as
a class. Ask students where they would hide a cache and
what they would put inside it. You could atso ask students
first cache was made in 2000 and was a black bucket to make a puzzlelor other students to find where their

=t containing among other things a can of beans. There is

some controversy over geocaching. For example, some
people think the caches are litter and they can be hidden
geocache is.

=l in places which are dangerous to get to. However, there

is at least one case ofa geocache saving lives: in 2008

EI two hikers were lost in the snow in Oregon but found a

geocache and were able to give their location to rescuers.

fl
EI FREE TIiIE q
See if students can answer the questions before the
IIOGABUTARY Collocations about having fun f] second listening. Then play the recording again for
students to check. Ask students how they think Libby
I Books ctosed, write on the board.
would answer the questions in Exercise 3, for example, /t
tliked it. was o fontastic feeling when I saw all my bees around the
This is good. hive.
Ask students to think of more interesting ways of saying Answers
these, for example, /f wos brilliant! lt's superfunl. Books
open. Tel[ students to underline examples of the phrases
Lx 2x 3r' 4r' Sl 6x 7,
in the blog. Check as a class, ) luoroscnrn TB PAGE sr
Answers
a really fun hobby
l'm so glad
sPr[Kr1r8
We have a great time
It! a fantastic feeling
1 Te[[ students to match the hobbies to the photographs,
It's such a great way Ask some questions connected with the hobbies, for
example:
2 Demonstrate with an example on the board.
Jewellery making: 'What jewellery would you tike to
It _brilliant to see you yesterdoy. (was) make?'
Tell students to complete the sentences in the book and Dog training: 'Who do you think gets fitter - the person or
remind them to change the form of the verb if necessary. the dog?'and 'You can train dogs but are some animals
Check as a class. impossible to train?'

Answers Fencing: 'What skills do you need to do this wel[?' and 'ls
it dangerous?'
lhad 2Spending 3enjoys 4spent,was 5have
6 was/is, was/am 7 enjoyed Remote controtled vehicles: 'What type of vehicle wou [d
you like to own?'
FtsT FtiltsilERs Ask genera[[y, 'Which of these hobbies is the most
Tellfast finishers to go through the completed sentences u nusuat?'.

and take as many words out as possible so that the Put students into pairs. Students must decide who is the
sentence is stitl grammatica[. They cannot make any journalist and who is answering the questions. (Weaker
changes to the rest ofthe sentence or add any words. For students witt find it easier to answer the questions.) They
exampte: should also decide what the unusuaI hobby is. Get some
1 I had a wenderfcl-{*me-a*the partyht-n+ght, ideas from the class and write them on the board so
pairs can choose, Tel[ thejournalists to use the sentence
2 Spending time with friends is my favourite free-t-ime
beginnings in the box to help them. t
activity.
2 Give students time to practise their interviews. Telt them
to look back at Exercise 6 on page 87 for some ideas
3 Go through the sentences completing them with your
and remind them to use weak forms. Pairs then take it
own examples. For exampte:
in turns to perform their interviews in front of the class.
I finished the l0-kilometre run last weekend. The rest of the class can ask questions to the person with
2 my cousins in Barcelona. the hobby once the interview is finished. You can then
3 I went bowting with some other teachers. repeat the process with the jou rnalists and interviewees
swapping rotes or putting students into new pairs.
TelI students to complete the sentences with their own
ideas and then compare with a partner. Encourage
GllllTER
students to ask their partner follow-up questions about
Arrange students into groups. Read out (some of) these
the sentences and demonstrate with yours, for example,
questions about vocabulary from Units 11-15. To hetp
'What time did you run the 10 kilometres in?', 'How
weaker students, give them the first letter of each word.
often do you see your cousins?'and 'Where did you go
bowting?'. As feedback, ask some students to read out t The home of a princess. (palace, Unit 11)
their sentences and see which are the most interesting. 2 Rings and necklaces, etc. (1ewel/ery, Unit 11)

) vocmuunv tvtlnlslEEr ullT tb 3 A type of film about future worlds and technologies.
(science-fiction, Unit 12)
4 A rock with the shape of an animal or plant that died a
long time in the past. (fossi/, Unit 13)

(rt 5 You a tree. (climb, Unit 13)

Tel[ students to look at the photograph at the bottom left
116
of the page and say that this is beekeeping. Ask students 6 A shop where you can buy medicine. (chemistS,
why someone woutd want to do beekeeping. Pre-teach Unit L4)
hive (a container like a box where bees live). Ptay the 7 lt means a piece of pizza, bread, etc. (s/rce, Unit 14)
recording for students to listen and answer the questions. 8 Talking in a friendly way face-to-face or ontine.
(chatting, Unit 15)
Answers
She's speaking to her class. She's done her hobby fortwo
years.

174 UlilT t5
I
I Collocations about
having lun

1 Look at the phrases in the box. Which ones 116

Listen to a girl talking about her hobby - beekeeping. Who
L rtein the blog? is she speaking to? How long has she done her hobby?
fr Listen again and decide if the sentences are right (/) or
116
have fun wrong (I).
a great time
- ala
I Libby got her bees as a birthday present,
2 Libby went on a beekeeping course with some other
spend time with a friend teenagers.
I doing a hobby 3 Libby loved beekeeping as soon as she tried it.
be glad a Libby does more for her bees in summer than in winter.
feel happv 5 Libby thinks her bees know what she looks tike,
I enjoy yourself 6 Libby says it's good to have lots of bees in her hive.
an activity 7 Libby says collecting the honey is her favourite part of
beekeeping.
I a(n) fun feeling
briltiant day out
exciting hobby
fantastic feeling
I
f ln pairs, prepare an interview. One of you is a journalist.
The other has an unusual hobby. Use the examples of
f Complete the sentences with the correct
II unusual hobbies in the box, or you can choose your own
form of have, spend, be or enjoy.
I I _, _-----__ a wonderful time at the party dog training fencing jewetlery making
tast night. remote-controlled veh icles
2 __-_-_ -._- time with friends is my favourite
free-time activity.
3 My brother ptaying computer
games more than anything else and is
realty good at them.
4 I __ _,__----- most of yesterday at the
beach. lt ___-------_ a reatly fun day. ,
I
5 I always __----_-_-fun when lsee my *
cousins,
6 lt ________--*- an amazing feeting to win the
I race! l_._-___-___- so gtad I entered!

I
? My dad and my brother went fishing and
they reatly -__ _____ __ themselves.

Complete the sentences so they are true

I b G. ,.:;
IHft
J
for you. ln pairs, compare your answers.

I
I lt was a fantastic feeling when | , -- .

2 I love spending time with " - "-"

3 The tast time I had a good time was when v
4 I atways enjoy myself when l-, , _- .
ln the interview, the journalists must ask at least
5 My idea of a fun day out is ___ .._ _. ,
five questions:
6 I was really gtad when _ **-.._.---..

I Tel[ me about...
How long have you.. .?
When did you...?
How do you feel about...?
Why did you...?
How did you get the idea to.. ,?
Are you gtad you...?

I Practise your interview. Then, role-play your interview

in front of the class.

FREE TIlilE 89

-
II
FREE TlltlE *l
tlr

o ABOUT Y(lU
How do you feel about learning Engtish?
2 Now do the quiz. Choose only one answer
for each question, Turn to page 137 to see
your results. Do you agree with them?
ls it a fun hobby?
ls it boring and not very useful? ! ln pairs, compare your quiz results.
ls it important for your future?

C/ PREPARE F(lR IHE EXAM

listening Part 4
UOGABULABY AIID
{ For each question, choose questions
the correct
d$ answer. Read through the
Words to descrihe language learning lli before you listen.
I You will hear a boy called Danny
f Comptete the quiz with the words in the box. tatking to his friend. How did Danny TI
improve his Spanish?
@ articles exercises guess tist look up A by writing to his penfriend
meaning mistakes spell topic translate B by practising online II
C by spending time in Spain
.ij 2 You will hear a teacher talking to her
class. What does she want them to

r"- dfl* work harder on?

A their grammar
n B their pronunciation
C theirvocabulary I'r
3 You will hear two friends talking about
some homework. Why hasn't the boy
done his homework?
l.I
ta, A He forgot to make a note of it.
B He wasn't at the lesson.
C He wrote down the wrong thing.
Whot kind ol longuoge leorner ore you?
4 Youwill hear a girl telling her mother
about her new friend, Yumi. What
Q When do you use Engllsh outslde the classroom?
iI
'r.,nr' A to read (1)*----_,"-- "online languages does Yumi speak wetl?
i]"+ ,:i:-'r. A Engtish, Russian and Swedish
B when l'm on holiday abroad
:ffil}i
C to watch Englishlanguage movies and TVshows B Swedish, Japanese and Engtish
D only when l'm doing homework C Japanese, Swedish and Russian II

@ What do you do when you find a new word in a text? 5 You will hear a boy giving a classmate
A (2)-"*_"_- - _it___._.__-- inadictionary some important news. How did he find
B try to (3) _ __-_ _ _- what it means out about the news? rI!
C askmyteacherto (4)--* --*_'_-itinto mylanguage A from a family member
D ask my little brother for the (5). .__*_* B he heard from a teacher
C the teacher totd him
Q Whatt the best way to learn vocabulary? rEt
A from a (6) ----.-- -__--- of words
I by doing vocabulary (71 ._

(
D
by reading bookand magazines
five minutes before a test
;,r,:
i S5 tn pairs, compare your answers. IE
Then, listen again and check.

@ Wtricn of these sentences do you agree with?

A lt's important to be able to (8) ---_-___--_ correctly. rlE
B Making (9) __-----"_""-, is an important part of learning.
C Pronunciation doesn't matter as much as grammar.
D I only learn if the (10) *_ ,___.___-... of the lesson is interesting.
Hello Ronjour
'rE
90 ulilT r8
IE

UlIIT I 6
)'

Pre-teach abroad (in a foreign country). Students

Unit Overview complete the quiz then check as a class. Tel[ students to
TOPIC Languages translate all the words in the box into their own language
VOCABULARY Words to describe language learning on a separate piece of paper and then translate them
AND LISTENING Five short conversations back to Engtish. Ask students if they think this is a good
GRAMMAR Present perfect and past simple way of learning and remembering vocabulary.
READING Languagesoftheworld
Answerg
VOCABULARY Largenumbers
l articles 2look, up 3 guess 4 translate 5 meaning
PRONUNCIATION Word stress in numbers
6 tist 7 exercises 8spett 9 mistakes 10 topic
LISTENING A talk about different [anguages
WRITING lnformation about your English class 2 Have students do the quiz and then look at their results
EXAM TASKS Listening Part4; Speaking Part 1 on page 137. Ask students if they agree with the results.

FAST FIilISHERS
Resources Tell fast finishers to add one more option to each of the
questions, for example: Question 7 - (E) to ploy computer
GRAMMAR REFERENCE AND PMCTICE: SB page 162; TB page267
gomes. Then tell fast finishers to write the atternative
PREPARE FOR THE EMM: SB pages on TB pages 247 and 249;
options on the board. At the end of Exercise 3 you can ask
TB pages 257 and 258
students if they do any of these things.
WORKBOOK: pages 64-67
VIDEO AND VIDEO WORKSHEET: Different languages
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 16;
3 ln pairs, students compare their quiz results. Ask them,
'Do you think your.English has improved much since the
Vocabulary worksheet Unit 16
school year began?'and 'What do you need to work on
TEST GENERATOR: Unit test 16
most?'.

ITARTER
Arrange students into groups. Give them two minutes to
I PREPIRE FOR TIIE EXIiI

write down English words which have come into their A2 IGY FOR SGll00tS Listenins part 4
language, for example le camping in French. See which
(rl a Briefly review what students need to do in this part of the
l17
group can find the most words. Afterwards ask students exam and if necessary read out the A2 Key for Schools
why their language has taken these English words and if box on TB page 94.
this is a good thing. Tell students to listen for words and phrases which signal
that important information is coming or a contrast is
being made, for example'however'in question 2 and
O nsourvou 'How do you know?'in question 5.
Ask students, 'Do a lot of people in (your country) speak
Give students time to read the questions carefully. Ask
English?' and 'Why? / Why not?i Put students into pairs to
students a question about each question to check that
discuss the questions. Share ideas as a class. Ask students,
they know what they are listening for. Question 1: 'What
'How many hours a week do you think you should learn [anguage is Danny learning?' (Sponrsh), Question 2: 'lf
English in school?' and 'Would you like to learn another
the teacher said the present perfect, would the answer
language as well as English?'.
be A, B or C?' (A), Question 3: 'What problem does the
boy have?' (He hasn't done his homework.), Question
AI{D 4: 'Which language does Yumi definitely speak we[[?'
(Swedrsh - it is in allthree options.) and Question 5: 'What
$lords lo describe language learning do you think the news could be about?' (maybe a sports
competition). Play the recording for students to answer
1 Books closed, ask studentstothink of some questions the questions in Exercise 4 individua[1y.
about learning English, for example Hove you ever sung a (rl 5 Put students in pairs to compare answers. Play the
song in English?. Books open, check the meaning of some tn
recording again to check as a ctass. Ask students, 'Why is
of the words in the box, for example 'How do you spe[[
homework important?','What kind of homework is most
dog?' (D-O-G) and 'You do this when you think you know
usefulfor you to do?' and 'How else can you work on
something but don't know for sure.' (guess). your English outside of class?'.
Say to students, 'A[[ these words are about ...?'
(languoge leorning). Tell them to look at the first item in Answers
the quiz and say, 'After reod we need a ..,?' (noun) and 18 28 3A 4C 5A
'Which noun in the list makes sense here?' (orticles).
) rulroscnrnrrmGEiol

IAI{GUAGES llF THE WORTD q

SRllrlillR hesenl pedect and past simple 5 Write on the board:
I
I This grammar has already been presented in the book
but it is the first time the two tenses are contrasted. Write
He finished / has finished,so itls my turn now.
Ask students which tense is right and why (has finished,
rule 2d). Tell students to complete the sentences in the
I
on the board:
Ihove known Alex for two years. He wos o first-yeor
student when I met him
book. Check as a class.

Answers
T
Ask students to name the underlined tenses. (present
perfect, past simple)
6
I watched
5 arrived
2 have atready
6 danced, ate
bought 3 have

Tell students that we often answer a question with the

seen 4 watched
E
Ask, 'Do I stil[ know Alex?, (yes), ,So can the present
perfect mean something not finished?' (yes),,lsAlex a
first-year student now?' (no) and ,So can the past simple
present perfect when we talk about whether this has
happened in general but we use the past simpte to
talk about a definite past situation or action. Write this
G
mean something in the present?' (no).
Books open, tell students to mark the sentences present
perfect or past simple. Check as a class.
example on the board forstudents:
Have you ever been to Rome? E
Yes, I have, I went there last summer.
Answers
I past simple- 2 past simple 3 present
5 present perfect 6 past simpte
perfect 4 past simple
Have students complete the conversations. Check as a
class.
iG
2 Books closed, elicit the rules from the students. Ask:
'Which tense goes with time words like ye sterday and
Answers
1 A: Haveyou done B:finished
2 A: did you go B: went, has lived
ic
ago?' (past simple), 'Which tense goes with neyer and
3 A: Have you ever eaten B: had
yet?' (present perfect),,Which tense goes with something
that started and finished in the past?, (postslmp/e) and
4 A Did you enjoy B: have neverseen, liked IG
'Which tense goes with something which finished in the 7 Put students into pairs to write and practise four
past but is sti[[ important?' (present perfect). Books open,
have students complete the rules. Check as a class.
dialogues similar to those in Exercise 6, Monitor and
make sure students are using the present perfect and iG
past simple correctly. Have some pairs perform their
Answers
1 a past
b present
simpte b present perfect 2 a present perfect
perfect c past simple d present perfect
dialogues at the front of the ctass. As a variation, you
could ask students to expand the dialogues in Exercise 6
ratherthan make new ones.
Ic
) pnlilltlE tilswEn try tD ttEE 2et
)
3
cmnrm

Tett students
REFEREIIoE AID
emrnm woRlsnEET ufltl t6
fG
to match the sentences to the different uses
ofthe tenses. Check as a class,
Answers
GOOTER
Read out sentences in the past simple and present
perfect, lf the sentence is true for them, students get up
It
ld2a3c4a5b6a7d8d9c. and swap chairs. Examples:
4 Books closed, students write down ,Heilo' in as many You got up before seven o'clock. iG
languages as they can. You have worked hard in this lesson.
Books open, students read the text quickly and see if
they had any languages which Susanna can't speak.
Your mum was born in a different town.
Someone has said something nice to you today.
IG
Then tell students to complete the text. Check as a ctass.
Ask students, 'Which language do you think was most
difficutt for Susanna to learn?' and ,What woutd you tike
to see or read about on her blog?,.
Once students understand the activity, they can take it in
turns to say sentences for other students to foltow. lc
Answers
t studied 2 was 3 learned 4 moved 5 studied
has
ItI=
6 heard
7 decided 8 has written 9 has been l0 has had

lrllXEll [BIUTY
iE3
Go through all the gaps and have students explain their
choice of tense (in their first language if necessary)
according to the rules in Exercise 2. For example: I rs
iIII
present perfect because she probobly hasn't stopped
l.earning these languages; 2, 3 and 4 are past siipte
because they are facts which finished in the post.
,iEil
rEt

r
'El

u]ilT l8 >-=l
il
trI
Presenl perfecl and
Er i N,l ,',
I
I
past simple { Complete the text with the present perfect
or past simple form of the verbs in brackets.

1 Look at the sentences from the recordings

on page 90. Which are present perfect and An smozing languoge lestnet
=I which are past simple?
1 She lived in Sweden three years ago.
Susanna Zaraysky (1) _ (study) tl
languages (Engtish, Russian, French, Spanish,
2 She learned Russian last year. Italia n, Portuguese, Croatian, Ladino, Hebrew,

=r 3 She's spoken Japanese since she was

a baby,
Arabic and Hungarian) and speaks eight of them.
Susanna (2) _- (be) born in Russia and
4 Did you go to Spain in the holidays? first (3) (tearn) Engtish when she t4)
--
=l 5 l've alreadyfinished mine.
6 The teacher gave it to us three days ago.
(move) to California. She (5)
-- _
Spanish at school. Then, one day, she (6)
some tourists speaking in ttalian and
(study) rrench and

(z)--
(hear)
(decide)
2 Complete the rules with presentperfect or to learn that language. Portuguese came next and then
=r past simple. all her other languages.
Susanna (8) .--_"-
(write) several books and
1 We use the (9) _- (be) on W many times. She (10)

=l a *._-- with words and phrases

like yesterdoy, ogo, Iost year, in the
holidoys.
(have) a special interest in language and music for
many years. On her blog, you'l[ find many interesting
articles about this, as wett as video clips and language-

=l 2
b ___ with words like since,
already, yet, just, ever.
learning advice.

=l
We use the $ Choose the correct verb form to complete each sentence.
a _-_to talk about an action
@r Yesterday, I have wqtched I wotched a swimming
that began in the past but
competition with my brother.
continues into the present.

=l b --- to tatk about someone's

general Iife experiences.
2 I alreody bought I hove olreody boughtthe tickets for the
film tonight.
3 l'm in Melbourne, and I sow I hove seen the beach and

il c _--to talk about an action

that finished in the past.
d .-__-totalkabout an action that
finished in the past, but the result is
the sea,
4 My friend John hos watched I watched the competition
with me.
5 We hoye orrived I arrived home at eight o'clock in the
important or interesting now.

=r GRNililAR BEFEREIICE AIID PBACTICE

evening.
6 It was a great party. We hoye donced ldonced att night
and hoye eaten I ote too much food!

=l J
PAGE 162

t',tatch the sentences

of Exercise 2.
to uses a-d in part 2
$ Complete the conversations with the present perfect or
past simple of the verbs in brackets.

I A: ._-_" __".* (do) your homework yet, Tania?

B: Yes, I (finish) it an hour ago.
I Have you done the German homework
yet? 2 A: Where ---_--_-_- (you go) on holiday last summer,

FI 2
3
l've noticed you're all using a good level
of vocabulary these days.
Did you meet anyone interesting?
Robin?
B: We *___--.*-- (go) to New York to visit my sister.
She _--""* _--- (tive) there since 2014.
4 I haven't missed any lessons this term. 3 A: """-_"""" - (you ever eat) curry?
5 She's tived atl over the wortd! B: Yes, I (have) some yesterday. Deticiousl
6 She hasn't learned much English yet.
7 l've just heard some amazing newsl 4 A: --_-_----_- (you enjoy) the Toy Story |ilms when you were
8 Our French teacher has won first prize in little, Sergio?
a competition! B: I " "_--_-"--_ (never see) any of the Toy Story films.
9 We had a lesson with her this morning. But I ----___- (tike) Despicoble Me.

J ln pairs, make conversations. Ask a question in the

present perfect, and answer in the simple past, Use the
conversations in Exercise 6 for ideas.
rpr4Ber
Hallo l+-;o
TA]IIIUAGES OF THE WORTD 91

TA]IGUAGES OF THE WORTII *l

+
I=
t
E
Look at questions 1-4. ln pairs, discuss the questions. Read the texts again and answer the questions.
Then, read the texts quickly to check your answers.
I What are the three biggest [anguages in the world?
I How many languages are there in the world? How many speakers do they have?
2 2
E
What European [anguage famity does Polish belong to? Which continent has the most languages?
3 Which Asian tanguage has the most speakers? 3 Which country has the largest number of [anguages?
4 What are some common second tanguages in Africa? 4 What is special about the Basque language?
5 What has happened to some ofthe languages of
Australia and Oceania?
E
LANGUAGES
f here are around 7'0d) different languages
in the
I other aro in groups or'families'. some languagosworld
of theWORLD
today. Languages that are similar to each
I E
Many of the smaller languages have no writing,
have a lot of speakers and others have
so when the last speaker dies, the language
very few.
dies too. E
Europe has 284 different languages'
One language family here is Romance
Asia.
Asia has 2,303 languages. Chinese has a billion
IT
and ltalian' Another is Slavic
Lrguag.t, *t'i.h includes SpanLh, Portuguese
laniuales, such as Russian, Polish and Czech'

English belongs to the Germanic

group' and is the third largest language
speakers - more than any other language in
the world. Hindi is the world's fourth largest
language, and Arabic comes fifth. Some parts
IT
in the world:335 million
sDeak it as a second
people
language.The
sleak it as a first language and 505 million
Basque

iiu.ry unrruul. lt doesn't belong to any

language from spain and France
language familyl
of Asia have a very large number of languages.

tt
tr @
/4:z
uta
I F
Salutl This area has 1,31 1

languages in total.
The main language
of Australia and New lrr
Zealand is English, but
there are a lot of smaller
languages too, PaPua New
lrI
Guinea has onlY around
8 million People, but it
*.s has 832 languages - more
than any other countrY! tiI

s- Yaana!
UnfortunatelY. some
Aboriginal languages are
Anei.oas = very small now and have r-
:.
tr only one or two sPeakers.

tt
This area has 1,060 languages. English
and Spanish have the most speakers
on these continents. SPanish, with
Afntu I frI
406 million speakers, is the world's
secondlargest language. Portuguese
While in Canada
is spoken in Brazil.
people speak mainly English and
Human language ProbablY
began on this continent'
There are 2,146 languages
here. ManY PeoPle in Africa
e cIttnltc Potltls
12 Watch the video and discuss 'E
French.There are also manY other
the questions.
can speak more than one
native languages, for examPle Mam, a What languages do you speak?
language because, as well
Mayan language, which peoPle sPeak What tanguages are you studying?
as their own language, theY
in parts of Mexico and Guatemala. What [anguages do your parents speak?
also speak English, French
or Portuguese. r'E
i,

92 ulrrT 16
rEi

r
I
ulflT 16
r-r
Students quickly read the text and see which countries
from the Warmer are mentioned (Spain, Russio, lndia,
Conodo, Mexico ond New Zealond). Put students into
pairs to discuss the questions. Then give them a time
WARITER
limit to read and see if they were right. Check as a class.
Arrange students into groups. You say a country and
students write the capital: 'Spain' (Modridl, 'Russia' Answers
(Moscow),'Kenya' (Noirobi),'Canada' (Ottowa),'Mexico' I 7,000 2 Slavic 3 Chinese 4 English, French, Portuguese
(M exi co City),'Chi [e' (So nti o gol,' Norway' (Oslo),' New

Zeatand' (Wellington),'South Korea' (Seoul),'lndia' (New Ask some oraI questions first: 'Give an example of a
Delhi - not De/hi). Give one point for the name and one Roma nce [a n gu a ge.' (Spo n i sh, Po rtu g uese, Ito li o n, Fre n ch)
point for correct sPelling. and'Where did language probably begin?' (Africo).Tell
students to answer the questions in the book. Check
as a class. Ask students, 'What information in the text
BrorcR0uxll ltFoRtltTlot surprised you most?'.
Fossilevidence suggests that modern humans evolved
Answers
in Africa about 200,000 years ago. 50,000 years ago
those humans started to leave Africa and spread to 1 Chinese - a bittion speakers; Spanish - 406 miltion
speakers; Engtish - 335 million speakers
other continents. Between these periods we devetoped
2 Asia (2,303 tanguages)
a system of language and this gave us a tremendous 3 Papua New Guinea - 832 languages
advantage over other animals, and other species of 4 lt does not betong to any language famity.
human-like apes, allowing us to spread over the globe 5 They have become very small and have few speakers.
very successfully. Why and how language evolved in
humans is very controversial. For example, [anguage FIST FIilISHERS
may have evolved gradually or it may have appeared
Write these language puzzles on the board for fast
quite suddenly over a short space of time; there may be
finishers to sotve:
a natural language gene in humans not found in other
animals or we may have developed language because of Which English word is most often pronounced incorrectlyT
our need to interact and socialise. (incorrectly)

Of course, there is no direct evidence of what this early Whot do you findiwice in o lifetime, but once in every yeor,
language sounded like as it was a longtime before people Twice in o week but never in o doyT (the letter e)
started to write down language. The earliest records we Which word, if pronounced right, is wrong, but if
have of written language date to Sumerian tablets from pronounced wrong is right? (wrong)
about 3000 BC written in modern-day lraq. However, we Whot is unusuol obout this question: Wos it o cor or o cot I
can use evidence from archaeologt, anthropology and saw? (it's o palindrome - it reods the same backwords.)
linguistics to give us some idea of how and why language
developed. Archaeologists have found earty human skulls (D rn" Reading text is recorded for students to listen, read and
and analysis shows that humans had bigger brains than ttt
check their answers.
other animals and at one stage our mouths and throats
changed so we could produce a wide range of sounds.
Anthropologists have studied how language is connected Q rnlxrnc PourTs

to culture - we know that humans painted on cave walls Q

12
vou can conclude this section by showing the video and
asking students to complete the video worksheet. Then,
and produced other forms of art. Linguists have studied
read the questions intheTalkingpoints box and students
how remote tribes, for example those in Papua New
answer questions in pairs.
Guinea, learn new languages, like English, they come
into contact with and also how children learn their first Ask students, 'Do you think there will be more or fewer
language. languages in the future?', 'Why is English an international
language?'and 'Could another language replace English as
Once humans started separating and crossingthe globe
an internationat [anguage?'.
over many thousands of years, it was natural for a number
of languages to emerge. For example, people would have
needed new words to name objects which they hadn't
seen before. Language families like Romance, Slavic and
Turkic (spoken by peoples in Eurasia) probably reflect the
main migration patterns as people settled, grouped and
came into contact with a new environment.

=il The growth of different languages is now reversing

because of globalisation. Smaller languages are dying out
as the new generation prefers to learn languages such as
English which are seen to offer more opportunities. On
=11 the one hand this is perhaps a natural process and the

EI world might be a simpter place to live if everyone speaks

a few major languages. On the other hand, language
diversity is like biological diversity and the death of a

II language is like the death of a plant or animal species.

IN TAIIGUIGES OF THE WORTII *l

iIIXEII ABILITY
I PREPIRE FoR TllE ExAl'l
Give weaker students extra practice. Read out some
A2 KEY FllR SGHO0LS speaking Part I more catculations forthem to do but make sure that the
answers are the numbers 13 to L9 or in tens from 30 to 90'
1 Briefly review what students need to do in this part of the
for exampte, 32 - 18 (14),8 x 5 (40). Put weaker students
exam and if necessary read out the A2 Key for Schools
in pairs to do the same.
box on TB Page 22.
ln this part there are two phases' ln phase 1 the examiner
witt ask each student factuaI information of a personal
6 Put students in pairs to take turns saying numbers from
the text and what theY refer to.
kind, ln phase 2 the examiner witl ask questions about
two topics, for example, the student's family, schoo[, ) vocmuunr woRl(slllEr utlT 16

hobbies, home, etc. The examiner witI speak to both

students but wilt ask each one different questions.
Tell students to answer in full sentences rather than just
words or phrases. For examPle:
Books closed, draw a rainbow on the board and ask
Examiner: Where do You come from? -(t students to name the colours in English (red, oronge,
Student: Segovia I live in Segovia, a very old town not yellow, green, blue, indigo, violet)' Ask them to name a[[
far from Madrid. the colour words in their [anguage, Do they know of any
Put students in pairs to take turns asking and answering [anguages which have more or fewer words for colours?
the questions. Ask students, 'What woutd you like to do Books open, students see if they know any of the answers
more of in Engtish lessons? Less of?'. already, Then playthe recording. Check as a class,

Answers
Large numbers
I L2 in Russian and Greek; 11 in English
2 three (one,two,monY)
I Teach students the arithmetic signs of + (ptus), - (minus),
3 They use one with their family, the other when they need to
x (muttiplied by), and + (divided by) and read out be polite.
some catculations for them to do, for example: l7 + 44 4 They use north/south/east/west.
(61), 11 x 8 (88),90 + 6 (15). Te[[students to match the 5 There are talking dictionaries and smartphone apps to help
numbers to the words, Check as a ctass. young people learn the language.

Answers ) luoroscnnrIBPAGEstl2
176 one hundred and seventY-six
7,468 seven thousand, four hundred and sixty-eight
76,000,000 seventY-six million
7,000,000,000 sevenbillion

2 Telt students to undertine and write out the [arge

numbers. Check as a class.
Z pntpnnr To wRtTE
Information about your English class
Answers cET READY Write i om an english teocher on the board
and ask'What's the problem?' (No capital letters for I ond
Seven thousand. Two hundred and eighty-four. Three
Engtish and no full stop,).Te[[ students to read Maria's text,
hundred and thirty-five mittion. Five hundred and five miltion,
Two thousand three hundred and three' one thousand and find examples of the capita[letters.
and sixty. Four hundred and six million' Two thousand one PLAN Tetl students to use the notes to plan a paragraph,
hundred and forty-six. One thousand three hundred and
wRITE Tettthe students to took back at Maria's paragraph
eleven. Eight million. Eight hundred and thitty-two'
as a model as they write.
(rl 3 Ptay the recording and then put students into pairs to IMPROvE Students pass their paragraphs to one another
119
practise saying the numbers. to check that they have inctuded a[[ the required
information and have used capital letters correctty.
e PR0llull0lATll|ll i word stress in numbers
Model answer
q rtrdents, 'How many sytlables are there in
())
r20 Rrk
bnguoge?'(ttvo) and 'ls the stress on the first or second
l'm Artur and I'm from Sopot in Potand. Almost everyone in
this ctass is Polish but there are two girls from Ukraine and
sy[[abte?' (first). Ptay the recording for students to listen, a Lithuanian guy. We all speak Polish, and some English of
mark the stressed syttabte and work out the rute. Check course, but the Ukrainian and Lithuanian students know
as a class. Russian too. I tove tistening to American rock music and one
day I want to be in a band.
Answers
thirlcen, thtrty, fifteen, fifty, eighteen, gighty, nineteen, nhcty GOOTER
For numbers 13-19 the stress is on teen. For twenty, thirty,
forty, etc. the stress is on the first syttabte.
Write this on the board: lwentto Oo on Ooo. Tel[ students
that o shows an unstressed syltable and o is a stressed
5 Put students into pairs to practise saying the numbers' one. They need to put in words that match the stress
pattern, for exampte, lwentto POland on HOIidoy,l went
to PEter's on SAturday. Repeat with more sentences, for
example: t love Oo but I hote oOo. (lemons .'. tomatoes)

182 UlllT 18
E-
g, PREPARE FOR TllE ExAltl

Speaking Part 1

You will hear a man giving some information about

Ask and answer with a partner
f different languages. ln pairs, discuss the possible answers.
1 Where do you come from? I How many colour words are there in Russian and Greek?
2 What languages do people in your country How many in Engtish?
speak?
2 How many number words does the pirah6 language
3 Do you enjoy studying English? of Brazil have?
4 Tell me something about what you do in 3 Some languages have two sets of vocabutary. Why?
your English lessons.
4 Some languages have no words for /eft, right, in front of
and behind, How do they say where things are?
5 How is modern technology hetping smail languages?

Large numbers t21

Listen and check.

1 Match the numbers to the words.

@ 176 seven billion

7,468
76,000,000
7,000,000,000
one hundred and seventy-six
seven thousand four hundred
and sixty-eight
2 PREPARE TO WRITE
lnformation about your English class
seventy-six miltion
GET READY Read what a Spanish student wrote about her
English class.
] Find and underline all the big numbers in
the text. Write them in words.
g Listen and check. Th€n, in pairs, practise Mg narne Ls l't\ann o-nd' I ame {tom Spah.
-<l saying the numbers.
Mosb of the peopLe un mg €ngli,sh d.ass ate

e Pnor{ur{crATtoil
Word stress in numbers
|
{tom Spair tno, buL one of mg cLassma}zs
Ls kom Chunr- *nd. l*lo ate {ton LorcAor '

IT'e Laxguo4es peopLe speak rn mg dass ate

(D
t'o4' listen to the numbers and underline
the stressed syllable. can you make Spanrsh, Calalan, Chmese w:d" EngOsV l Ltke

a rule about the stress in numbers? I

speaktng tn EngLtsh, but fi.nd. LLstxxrng
thirteen thirty dt+'hLuLL. I ptan to spend. more hne leatncnq

fifteen fifty voc,abuLotg n Lhe tufure.

eighteen eighty
Look at how she uses capital letters. Find examples of
nineteen ninety these uses:
. afterafutt stop . for nationalities
. for people's names . for languages
$ Work in pairs. Practise saying the . for countries . for'l'
numbers. PLAN Plan a paragraph about your English class. Make
notes about:
. people's nationalities
$ Work in pairs. Student A, say a number from . [anguages people speak
the text. Student B, close your book. Can . languages people in the class are learning
you remember what the number refers to? . your likes, dislikes, plans about learning English.

Two hundred and eighty four. WRITE Write 50-70 words, using all your notes.
IMPROVE ln pairs, read each other's paragraphs. Check
That's the number of that you have both included all the information you need

q languages in Europe. and have used capital letters correctly.

$ a'
tAltGU[GES 0F THE Wonut 93

LA]IGUAGES OF THE W||RLII *l

t
r
I
II :
I
i

G
IE
\ \
G
r
\ \

UFE
To tearn
SILrS
somethingwetl, you need to
G
o useanotebook . revise
. practise . try
It's normal to make mistakes when we
are doing something new. But we can
G
ave you ever thought about how babies
learn from our mistakes as well.
L,|
I
i:#'
E.'r: E-Hrn
G
ffi
I learn to apeak?For the firat months of their
lives, they cry and make noises, but, in general,

G
childrcn start formlng woldr when they arc
about 12 montha old. Which are the firct words
f Think about how you learn and answer
thcy caf 9ometimec, they arc thc words they hear
the questions.
molt often, sometimes the wolda for things they like.
1
2
How did you learn that 2x2= 4,
2x3=6,2x4=8,etc.?
How did you learn to ride a bicycle?
They usuafly st6n with wordc like mama,papa or dada.
Some gcienUst8 say that sounds like ma, da, pa and ba
l=
3 How do you learn to remember names arc thc eaclest aoundr to make, lo when parcnts are
and dates in history?

Match questions 1-3 in Exercise I to

vcry happy becauae their child ie saying mama,inlael.
the baby lr juct cxpcrlmcntlng with making noisesl
I=
2
answers a-c. Then match them to one of
the ideas in the life skills box.
All children begin learning their language first by listening
and then speaking. They start with words for objects, IG
a At first, I couldn't do it, but my brother like car or dog, then verbs for actions, llke drink or eat,

b
helped me to go along our street every
day untit one day I could do it by mysetf.
We said it in class and repeated it lots
slowly adding other kinds of words to make sentences.
They can understand more difficult words and
sentsnces, but they can't say them, Some children
,&
'k++
-..
f=
and lots of times. speak more than others fiust like adultsl) and some eirF . +' ..
c I work with a friend and we ask each
children speak earller than others, but by practising,
"i1:+ll.ri''.,
v:i ,i ri
*!'t;,*,.
..
.
[=
other questions about the things we
they all learn in the end. \ii,, '
learn in class.

3 Did you learn to do these things in the

same way? ln pairs, discuss how you
One mothertells the story of her son who
didn't speak until he was four years old.
tr=
learn. Before then, he pointed when he wanted

{ Read the text. Circle the language skills

it mentions.
something or just made strange noisas.
One day, he came into the kitchen for E=
breaKast and said, 'Gan I have some
a reading
c speaking
b tistening
d writing
chocolate cereal, please?'And then, he
never stopped chatting.
lI=
So when you start to learn another language,
remember that it took years for you to learn
yoursl lf you keep listening and trying hard
tr=
to speak, you improve, just like in your
own language. IG
.>

,Fil

r IIFE SKILTS
II
lr
. The students learn how children learn their fi rst language and
I UFE SKttS
EFFECTIVE LEARNING

what makes second language learning effective. Te[[ studentsto read the information and check vocabulary
l- . ln the project stage, students make an information page about as necessary. lnvite students to say ifthey agree or
an English-learning resource and add it to a class file. disagree with any of the points in the text and to give
their reasons. Encourage open-class discussion and help
students make connections between their contributions,
lr
I Askstudents ifthey agreethatwe neverstop learning,
Tell students to answer the questions in smal[ groups.
forming experimenting adding practising chatting
trying hard Share ideas as a class.
2 Tel[ students to match the questions to the answers and
then to the tfe skil/s box, Check as a class.
I BMIGNOUru ilFORTITIOII
Answers
Llnguists agree that all children are able to learnfirst a
language perfectly but there is disagreement first about lb- practise 2a -try 3c-revise
rr how this happens and second about how slmilarthis 3 Ask students, 'Which of these is/was the most difficult to
process is to people, children and adults, learning a
learn?'. Have students discuss how they learn(ed) these
second language. One position is that humans, uniquely skills in pairs. Share ideas as a class.
in the animal world, are genetically wired to learn
I
language and just need input from people speaking
4 Ask students if they can remember what the first word
they said in their own language and in English was
around them to construct a language system. So language
(if they don't khow about the first word in their own
learning is automatic and unconscious - anyone can and
will learn any language. ln this way the development of language they could ask their parents after class as
parents often remember). Give students a time limit to
language is similar to general physiological development
(all normal children also naturally learn to walk and read the text and circle the language skills. Check as
a class. Ask students to name languages which have a
naturally develop the abitity to digest solid food). An
alternative explanation is that we learn language through word similar to mama for mother (for example, English
social lnteraction because we need language to do things. - mllm, Greek, Russian and Sponish - mamq Swedish -
ln this approach, language is part of the waythat children
mammal.
see the world, build relationships and develop an identity, Answers
and its primary purpose is to communicate,
The text mentions listening (b) and speaking (c)
The big difference between leaming a first and second
language is that most people do not learn a new language
FtsT flilsfiERs
perfectly despite putting a lot of time and effon into
Tellfast finishers to write down an example of an activity
it. There is a theory that there is a critical age, usually
using each of the four language skitls that they do in
before teenage years, after which it is much more difficult
English classes. For example, reading - motching headings
to become a native speaker of a language, Those who
and paragrophs. Some activities could involve more than
believe in a language gene argue that our biological
one skill, for example role-play involves listening and
instinct to learn a language switches off atthe end of
speaking. When the rest of the class have finished, put
childhood. On the other hand, it is nevertoo lateto learn,

Fr
all the fast finishers' ideas on the board and have the
for example Joseph Conrad, one of the greatest English
novelists, was born in Poland and didn't speak English
other students add to them so that you have a taxonomy
oftask types. Put students into small groups to discuss

h fluently until his 20s. There is also a myth that the earlier
you start to learn a second language, the better. This is not
true - research shows that teenagers who start learning
a language overtake those who started learning it pre-
school. The language learning debate continues.
which activities they find most usefu[, interesting and
challenging.

{l* th" Reading text is recorded for students to listen, read

Fr
f
and check their answers.

W[RTER
Put students into pairs. Tell them they each need to teach
their partner something. Give some examples: how to tie
a tie, how to count to ten in another language, how to

Fr cook or prepare something, some lines of a poem or song,

the rules of a game.

I
Fr
Give students time to teach one another. Then put
students into small groups to discuss how easy it was to
learn and to teach these things.

EFFEGTIYE tEARlIIlIG q
r:. Demonstrate with 'bo is a difficutt sound for children
PRIIJEGT sharing resources
to make.' (Wrong). Tet[ students to read the text again,
decide if the sentences are right or wrong and correct Tell students that they are going to work in groups and
the wrong ones. Check as a class. Ask students which prepare some information pages about resources for
languages they think are most difficutt to learn as second learning Engtish. Ask the class for examples of things
languages. they have read and watched in Engtish and write them
on the board. Ask students to be specific, for example,
Answers the website or the name of the cartoon, and give a brief
1 tc Babies make noises in their first few months. explanation to the rest of the class. Put students into
2/ small groups. Each student should choose a resource
3r' or think of one that hasn't been mentioned and make
4 L They start with words for objects. an information page about it. Teltstudents to read the
5 x He made strange noises. Funland example. The page should include fulldetails
6 r You need to try hard to speak.
about what the resource is, how students can access it
:': Te[[ students to match the words to the definitions. and why it is effective. Each group takes it in turns to
Check as a ctass. Ask students why they think the boy present their information pages to the ctass. lf they have
suddenly produced a whole sentence after four years of time, they coutd even demonstrate the resources, for
sitence. (Tet[ students that there is a similar story about example, show part of a video on a computer. Encourage
Albert Einstein and the Einstein syndrome describes students to use the expressions in Exercise 9 and answer
chitdren who start tatking tate.) questions. Each group then puts their pages into a class
fite - this could be paper or electronic or both. Each week
E Answers a different group should be responsible for updating the
I trying hard 2 experimenting 3 practising 4 chatting file by adding new resources and comments on existing
5 forming 6 adding resources, for example, a link to a similar resource. lf you
(tl Ask students what would motivate them to learn Engtish have severat English classes, you coutd put allthe files
123
better, for example, to pass the Key for Schools test, Play together for a school resource. (Be carefulto make sure
the recording and ask students if Mario mentions any of activities are not repeated,)
their reasons.
Answers PR|IJECT ETTEIISIII]I
Because he met some boys who spoke Engtish and wanted to Ask students to work in groups and create their own
communicate with them Engtish activity for the class file. Tellthem it could be a
(rt speaking, listening, reading or writing activity and ask
See if students ca n com plete the sentences without
123 them to took at the class file and their Student's Book for
listening again. Tell students to listen again and check.
examples. (lt could be a variation on an activity rather
Ask students, 'How many hours of Engtish did Mario have
than something new.) First, students should think of
a week?' (three hours). 'How many do you have?i 'ls this
different activities and choose the best one. Then, they
enough?'.
should design it. Next, they should ask you to check it,
Answers Then they should try out the activity on other groups to
l vocabulary, sounds 2 beach 3 drew pictures 4 an email see if it works. Finally, they should add it to the class file.
5 online dictionary 6 stay with

GOtlTER
iIIXEII ABILITY
Te[[ students to write down three things that they would
Go through altthe gaps with weaker students before they
like to learn. Give some categories: [anguages, games,
tisten and elicit what coutd go in each gap, the word class
sports, practicalskitts. Put students into pairs to compare
and possible words. For example, in 1 the two words must
and discuss why and how they want to tearn them.
be nouns becouse they come ofter the ond they must be
connected to the English Ionguage.

(u Books ctosed, ask what words and expressions Mario

123
used to structure his presentation to the class. Books
open, have students check if any of their words and
expressions are in the exercise. Play the recording and
check as a ctass. Ask students to add any more useful
words and expressions for a presentation, for exampte,
I olso wont to sly ,..

F
Answers
Expressions 1,2, 5, 6 and B

) luoroscnrrT rB PmE ttl2

.i
, Put students into pairs to discuss their experiences.
Share ideas as a class.

t86 UFE SKtLtS \E

-
(il g

f
t-isten again and tick (/) the expressions Mario
.')

t
uses to make his presentation.
- i)iii'v 0ti i",lCW:'

Babies can learn anY language' USEFUT UTGUIGE

"*l-,unnr"n" I
II is more difficult than another' Hello, my name's Mario
2 I'm going to tatk about .. .
first words
Most children say their 3 The first thing I want to tell you about is
between 11 and 14 months old' 4 Next,
- A boY trom the USA'
Michael KearneY' 5 For example,

when he was four

6 Finatly,
..oo* nt. first words
school 7 Tosum up,
I and finished secondary 8 Does anyone have any questions?
"i"*. "'O
when he was six Years
old'

Oo you know any people who speak English?

l,0
Do you try to talk to them in English?
ln pairs, discuss your experiences.
$ Read the text on pag€ 94 again. Are the sentences
(/)
right or wrong (I)?
1 Babies make their first sounds when they are
about a year old.
2 Their first words are often words they have heard

3
a tot.
Some scientists think that babies aren't thinking
s****
I Fr ldd4d,
about their mother when they say mamo.
4 Babies use verbs before nouns when they start :::::::;
Desu'qljan thvs
speaking,
I 5 The boy who didn't speak until he was four didn't
Ls * voc.tbu|ou.g "i"--""-,1 .1.\
make any sounds at all, g*me. You ' -;;;r,'
6 You can learn a new language better if you listen have ln ruA. :qr*Ec
more and talk less. i€
Ii d"zinhnns or word-s
I

6 Match the highlighted words in the text to the i and, mai.<h lhen ln lhe Pirbtres.
definitions. i
* fun game, buL gou t1o'v9
i Opl4ion', lV's
- I making an effort to do something l tn be good, aL fishtxg\
2 doing new things to find out something
l
3 repeating something again and again
4 tatking Work in small groups.
5 making the shape of something lndividually, think of something you read in
6 increasing the number of something English that was interesting - a web page,
a blog, a game, an article, a book, etc. or
fll "rt Listen to Mario talking to his class about learning something you enjoyed watching in Engtish -
t)t
English. Why did he improve? a video, a film, a series, a cartoon, an activity

- -(l I Listen again and complete the sentences.

from your coursebook, etc,
ln your group, prepare a short information
1 Mario didn't [ike Engtish at first because he page about each idea.
couldn't remember the and ......__ -.-.__. lnclude: the title, what it is, where you can find
ff
2 He met the brothers at the __________ _. it (the link to a web page or a video etc.), your
3 He wrote the words in a book and -_*_-.-.-._.-.-. to opinion, photos, screenshots or drawings.
show the meaning. Present your idea to the class. Try to use some
4 After the hotiday, he sent his new friends of the expressions from Exercise 9 and be ready
-a 5 When he needed a new word, he used an __.____.__.___. to answer any questions about it.
6 He's going to ___-___ his friends next summer. Create a class file for everyone and add new
pages when you find other interesting things to
read or watch in English.

EFFECIIYE LEIRilI]IG 95

- EFFEGTIYE LEIRIIIIIG
-l
\ I
\

f Complete the sentences with a word from the box.

doltars grams litres metres pair pounds set slices

1 I've tost my ,-----* ---- of coloured pens. Can I borrow yours?

2 There are ten of us, so let's cut the melon into ten..----.-..----*-.
3 I think l've tost my new -.---.---* of gtoves. My mum won't be pleased!
4 The jacket was on sale for 30 --*------- and 99 cents.
5 We need 250 ,---- - - - of flour to make the cake,
6 My dad's nearly two -...,,.,---- *- tatl. That's much taller than me'
7 lnour famity, we drink two _---____-_ of mitk a day. We all have it on our cereal.
g I haven't got any money for the bus. Can you lend me two ^..---------- 50 pence, please?
2 Match words from A to words in B to make verb phrases about life experiences.

A B

I camp a cave lt
2 climb under the stars
3 explore wild animals t\ il
4 kayak in the snow
5 look for down a river
6 pick a tree
7 play witd fruit
8 track fossits

Now, write a sentence using each verb

phrase.

3 Look at the photos and comPlete the r d_-,,-_- "" _.

2S
names ofthe places.

3m

4 s sb 6s

96 REYIEW 4

188 REYIEW 4 C
ulllTs 13-16
sentences. Check as a class. As an extension activity,
have students work in pairs and expand these sentences
VOCABULARY Outdoor activlties; past particlples; shops; into short dialogues. Write an example on the board:
units of measurement and mone$ fre+time
l< Student A: I've lost my set of coloured pens. Can I borrow
activities; collocations about having fun; yours?
words to describe language leaming; large
numben
Student B: You lost your ruler lost week, Why do you lose
things so often?
GRAMMAR Present perfect with everand neye4 present
Student A: I don't know but I need the pens to drow a

il
perfect withjust, yet and alreodlS present
mop,
perfect with forand srnce; present perfect and
pastsimple Student B: problem but please don't lose mine!
No

EXAM TASKS Listening Part 5; Wrlting Part 6; Speaking Part 1 Ask some pairs to perform their dialogues at the front of
the class.

Answerc
I set 2 slices 3 pair 4 dollars 5 grams 6 metres 7 litres
TI PHOTOCOPIABLE WORKSHEETS: Grammar workheets Units 8 pounds
13-16; Vocabulary workheets Units 13-16; Revlew game Units
13-16; Literature worksheet; Speaking worksheet; Writing 2 Tell students to cover up column B and try and
worksheet remember what goes with each verb. Then ask students
to look at column B and match the words. Check and
then te[[ students to make a sentence using each verb
WIRTER phrase. Give an example: 'l love camping underthe
Write VOCABULARY vertically down the middle of the stars in summer.l Ask some students to read out their
board. Tellstudents that you wi[[ give definitions of sentences. As a variation, ask students to make a story
words from Units 13-16. Allthe words will use one letter including allthe verb phrases (they don't need to be in
from vocobulary and students should write them down the same order as in the exercise). Begin a story as an
horizontally to include the letter from vocobulary. example: 'l was tracking some wild animals and I saw a
it has the past participle hod (hoVe) cave. I decided to explore the cave and ...'.
animals which died a long time ago inside rocks (fOssils) Answerc
a shop where you can buy medicine (Chemrbtb) I camp under the stars
talking in friendly way (chAtting)
a 2 climb a tree
3 explore a cave
a thousand million (Billion) 4 kayak down a river
what you have when you enjoy yourself (fUn) 5lookforfossils
keeping lots of things of the same type (coLlecting)
6 pick witd fruit
7 play in the snow
for example, 2 + 2= 5 (mistAke) 8 trackwild animals
a shop where you can buy meat (bufcheR's) students' own answers

an adverb used in present perfect questions and negative 3 Books closed, ask students to tellyou which places they
sentences (yet) have been and bought things in the last week. Write all
You could repeat this exercise with the word GRAMMAR, the places on the board and, books open, tell students to
finding words which have one of the letters in grammar check if they have mentioned every place from Exercise
and making definitions. Students could even work in I on page 80. Ask students to describe each picture on
groups to make the exercise themselves. (Check the page 96. Then students name the places. Check as a
words and definitions before they test other groups.) class. Ask students,'Why do people go to smaller shops
when they can get everything in a supermarket?'and
'What is your favourite smaller shop and why?'.

VOCABUTARY Answerc
I department store 2 sweet shop 3 market 4 ctothes shop
I Books closed, ask students, 'Which is heavier - 500 5 bookshop 6 supermarket
{ grams of gold or 500 grams of sugar?' (Neither, they
weigh the sameJ). Go through the meanings of the units
FIST FIIIISIIERS
er of measurement. Ask students, 'Which is worth more, a
dollar or a pound?' (a pound),A pair is how many?, (two)
'Do we say a slice or a set of cake?' (s/lce), ,How many
Tellfast finishers to write down things which you can buy
in each place, for exa mple, furniture, clothes ond electrical
goods in o deportmentstore.
metres is a runningtrack?' (4001,,Do we measure liquids
{ orsolids with litres?' (liquids) and ,ls a gram of something
heavy?' (no). Books open, ask students to complete the

uilTs t3-t0 1dl

0RAililln I PREPABE FoRTHE ExAm

1 This grammar section covers uses of the present perfect 12 KEY FOR SGllO0tS Listenins Part s
and the difference between the present perfect and the 0f
t?./t
eri.tty review what students need to do in this part of the
past simpte. Before students do the exercises, spend exam and if necessary read out the M Key for Schools
some time revising the form and meaning of the present box on TB page 74. Give students time to read the
perfect. For form, eticit that we need hove/ho5 + past questions and then play the recording twice. Check as a
participle to make the present perfect and read out class.
some regular and irregular verbs and have students te[[
you the past participle, for example , decide-decided,
Answers
break-broken For meaning, askthese questions and add 18 2C 3A 4E 5G
examptes to show each point: 'Do we use the present
perfect to talk about past experiences?' (yes), 'lf we ) ruoroscnrn TB PAEI il2
say exactty when something happened, do we use the 12 IGY FllR SG||O0LS writins Part 6
present perfect or the past simple?' (postsrmple),'Do we
use olreodyin present perfect negative sentences?' (no),
2 Briefly review what students need to do in this part of the
exam and if necessary read out the M Key for Schoots
'Do we useiustin present perfect positive sentences?'
box on TB page 118. Give students time to write their
(yes) and 'Do we use since and the present perfect about
emaiI and take it in for checking.
points in time like dates?'(yes).
Then ask students to complete sentences 1-4 in Exercise Model answer
1 and correct sentences 5-8. Check as a ctass and have Hi Sam,
students say why sentences 5-8 are wrong. Can you come camping with us next weekend? We're going
to camp next to the [ake. Please bring some of those great
Answers biscuits you make.
I haveneverseen 2hasalreadybought 3for 4teft Thanksl
5 I have never been to a wedding and I want to come. Jane
6 Tom left his science book at school and he needs it because
he hasn't done his homework yet. 12 IEY FOR SGH00IS speaking Part I
7 My mum has played the violin since she was six. 3 Briefty review what students need to do in this part of the
8 I havetexted you an hour ago but you didn't answer. exam and if necessary read out the 42 Key for Schoots
box on TB page 22. Have students make the questions
2 Tell students to write a question for each answer.
then check as a ctass. Put students in pairs to ask and
Check, then have students write their own answers. Put
answer the questions. Monitor and co[lect examptes of
students into pairs to ask and answerthe questions.
good language and errors forfeedback.
Answers
Answers
I Have you finished your homework (yet)?
I How many languages do you speak?
2 How long have you lived in this town?
3 Have you ever visited Russia? 2 How long have you studied/spoken this/these languages?
4 Have you read any English books this year? 3 Do your parents and grandparents speak the same
5 Have you ever cooked a pizza? language?
6 How tong have you known your best friend? 4 What tanguage(s) do they speak?
Students'own answers 5 Which languages would you like to learn? Why?
6 Have you evervisited (any) countries that speak a different
3 Tetl students to complete the text. Check as a class. language?
7 Do you like learning English?
Answers 8 What's the most difficult thing about Engtish?
thaveloved 2was 3spoke 4began 5moved Swent 9 What's the best thing about learning Engtish?
7 learned 8 haven't started
GllllTER
tilxED tBtL|TY On one side of the board write about ten regutar verbs.
Weaker students will have trouble with the difference On the other side write about ten irregular verbs. Arrange
between the present perfect and the past simple. Give students into pairs and give each pair a dice (or a sugar
them more practice by writing this text which is similar on cube to write a number on each side). One student rolls a
the board and having them choose the form: dice. lf the number is even, they choose a regularverb, if
it is odd, they choose an irregularverb. The student has
I was born neor Paris but / lived / have lived (hove lived)
to ask a present perfect question usingthat verb and their
in Barcelono since I was eleven.lzlle moved / have moved
(moved) to Spoin in 2016. I am fourteen now so lwas I
partner has to answer, for example: E=
have been (have been) here for three years. / travelled / StudentA: Have you sento texttodaY?
have travelled (travelled) to France last year to see my B: Yes, I texted you!
grandparents but / didn't stay / haven't stayed (didn't stoy)
Student
Tel[ students to take it in turns rolling the dice, choosing
E=
there long, a verb (they must choose a different verb each time) and
asking one another present perfect questions.
EE
E=
I9ll REYIEW 4 E=
II

GRAilMAR

t Choose the correct options to con

of your body and elicit
sentences.
,a!
L They have never seen f never
like it.
2 My dad has olreody bougf
paint.
3 lhave haditsince lfor
4 Last night, my sister /
the train.

@ Correct the mistakes in the sentenu.

5 I never been to a wedding and I want to c.
6 Tom left his science book at school and he
needs it because he doesn't do his homework then
yet.
7 My mum has played the viotin for she was six.
8 I have texted you an hour ago, but you didn't
answer.
Writing Parlr
I Write questions for the answers. Then, answer
the questions about yoursel l. tJse never, j ust, yet I You would like to go camp..
or alreody in your answers. weekend.
O Hove you ever done o Saturday job? Write an email to your English friend, Sa,-.
No, l've never done a Saturdayjob.
. Ask Sam to come with you.
I Yes, I've just finished my homework. . Say where you want to go camping.
2 l've lived in this town for five years. . Tell Sam what to bring.
3 Yes, I have. I visited Russia in 2018 for the
Write 25 words or more.
Wortd Cup!
4 Yes, I've already read three English books Speaking Parl 1
this year.
5 No, l've never cooked a pizza,
J Make questions. Then, in pairs, ask and
6 l've known my best friend since I was three answer the questions.
years old.
I How many languages/you speak?
t Complete the text with the correct form of the 2 How long have you studied / spoken this /
verbs in brackets. Use the past simple or present these languages?
perfect. 3 your parents / grandparents / speak /
same language?
| (f)
-_---*. (love) tanguages since I (2) ___._*_._ 4 What language(s) / they speak?
(be) a littte boy. My dad is English and my mum is
5 Which languages / woutd / tike / learn?
Spanish, and when I was young, they (3)
whv?
(speak) both tanguages to me at home. So I
(4)..____ (begin) learning English and Spanish
6 ever visit countries that speak / different
language?
as a baby. Then we (5) *._*_"_- (move) to Turkey
7 like / learn / English?
for my dad's work, and I (6) ___._*--_ (go) to
primary school there. I (?)
I What / most difficult thing / about
--_ _--_-._. (learn) Turkish Engtish?
quite quickty in school. Now, we live in Japan.
(8) _*____" (not start) learning Japanese yet.
9 What / best thing / about tearning English?
|
But I'm going to learn it soon.

il ulilTs r3-t0 *l
GRAMMAR
g PBEPARE FOR THE ExAM

Lielening hrt !
t Choose the correct options to complete the
iD sentence5. t answer.
For each question, choose the correct

1 They hove never seen I never don'tsee a city 4t"

You will hear Ella and Tom talking
like it.
2 My dad has dlreody bought I alreodybuythe about people's hobbies. What is each
paint. person's hobby?
3 lhave had itsrnce/foroneyear. PEOPLE HOBBIES
4 Last night, my sister left | hove /eft her bag on 0 Suzy F A collectingthings
the train. B cooking
1 Jason
2 Laura C doing sport
@ Correct the mistakes in the sentences.
D horse riding
3 Tom
5 I never been to a wedding and I want to come. 4 Elta E listening to
6 Tom left his science book at school and he 5 Maria music
needs it because he doesn't do his homework F photography
yet. G playing an
7 My mum has played the violin for she was six. instrument
8 I have texted you an hour ago, but you didn't H shopping
answer.
Wdling Parl0
] Write questions for the answers. Then, answer
the questions about yourself. Use never,just, yet f You would like to go camplng next
weekend.
or alreody in your answers.
0 Have you ever done a Saturday job? Wrlte an email to your English friend, Sam.
No, I've never done a Saturday job. . Ask Sam to come with you.
1 Yes, l've just finished my homework. . Saywhereyou wantto go camping.
2 I've lived in this town for five years. . Tell Sam what to bring.
3 Yes, I have. I visited Russia in2018forthe
Write 25 words or more.
Wortd Cup!
4 Yes, I've already read three English books Speaking Parl I
this year.
5 No, I've never cooked a pizza, t Make questions. Then, in pairs, ask and
6 l've known my best friend since I was three answer the questions.
years old.
1 How many languages/you speak?

t Complete the text with the correct form of the 2 How long have you studied / spoken this /
verbs in brackets. Use the past simple or present these languages?
perfect. 3 your parents / grandparents / speak /
same language?
| (1) ___" (tove) languages since I (2) _-_ 4 What language(s) / they speak?
(be) a tittle boy. My dad is Engtish and my mum is
5 Which languages / would / like / learn?
Spanish, and when I was young, they (3) whv?
(speak) both languages to me at home. So I
6 ever visit countries that speak / different
(4) *_*_ (begin) learning Engtish and Spanish language?
as a baby. Then we (5) _**-__ (move) to Turkey 7 like I learn / English?
for my dad's work, and I (6) ___* (go) to 8 What/ most difficultthing/ about
primary schoolthere. I (7) _*"-** (learn) Turkish Engtish?
quite quickly in school. Now, we live in Japan. 9 What i best thing / about learning English?
| (8) __.- (not start) learning Japanese yet.
But I'm going to learn it soon.

il ulilTS t3-16 *l
.,E

o ABOUT Y(lU
Q ta watctr the video and discuss the questions.
Have you ever hurt yoursetf? What happened?
Have you ever had an accident? ,El
Have you ever broken a bone?

g... ,*.llll
tt-'.'r" ';A

UOCIBUtIRY AJID ,

Body parts
rtF
f Match the words in the box to the body parts 1-12.
@ ankte back blood brain ear finger e lll
heart neck stomach thumb toe tongue

Listen and check. Then repeat.

*
*z Name the body parts A-H, Listen and check.

Work in pairs. One of you says a letter or a number, the

3
other says the bodY Part.

4 Match the definitions with the words from Exercise 1.

You may need to make some of the words plural.

1 You've got ten of these on your feet.

2 Your food goes into here whbn you eat.
3 You think with this, -.------. , tll
4 This joins your leg to Your foot.
5 You've got four of these on each hand. --'.--
6 Thiscarriesthingsthat keep us heatthyaround our bodies'
7 This joins your body to your head' ------,--""
8 You've got one of these on each hand. --..*"*---
9 You hear with these. rlr
10 This is opposite to the front of your body. --,-.--"-- "

11 This sends btood around your body.

12 You use this to tatk. --"-----,
Read Ben's blog on page 99 about what happened to him
- yesterday. Which parts of his body did he hurt?

$ Are these sentences right (/) or wrong (I)?

1 Ben got a bike for his birthdaY'
2 There were often quite a tot of people on the cycle path'
3 The two cyctists knocked Ben off his bike'
4 The two cyclists came back to hetp Ben.
5 Ben was abte to ride his bike after the accident, r!l
6 Ben had btood on his clothes when he got home.

98 UlllT 17

192 UlllT 17 t
t l

n Unit Overview AI{D

TOptC Heatth
VOCABULARY BodYParts Body parts
AND READING Accident!
GRAMMAR Reflexive pronouns
1 Books closed, point to parts of your body and elicit
the words, includingthe ones in the box, Books open,
READING Teen health
students match the words in the box to parts of the body
PRONUNCIATION ld and lul
VOCABULARY Adjectives to express emotion (rl Answers
125
LISIENING Fiveshortconversations The onswers ore recorded for students to check ond then
SPEAKING Giving advice repeat.
EXAM TASK Listening Part 1 I brain 2 blood 3 finger 4 toe 5 ankle 6 thumb Z neck
Sear theart l0stomach lltongue 12back

2 Tetl students to name the body parts A-H

Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 163; TB page 251
(tl Answers
126
t PREPARE FOR THE EMM: SB pages on TB pages244-245; The answers ore recorded for students to check qnd then
repeot.
TB page 256
Aeye Bteeth Carm Dhand Efoot Fmouth Gnose
WORKBOOK: pages 68-71
H head
I VIDEO AND VIDEO WORKSHEET: Health
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit t7; 3 Put students into pairs to test themselves on the body
Vocabutary worksheet Unit L7 parts. You could also do this the other way round:
TEST GENERATOR: Unit test 17 students say a body part and then their paftner says the
letter or number.

WABiIER iIITEII ABIIITY

Dictate these six sentences (or write them on the board for Pair a stronger student with a weaker student for this
weaker students). Three of them have grammar mistakes stage and encourage the stronger student to explain to
their partner why they think their answer is correct.

=I
with the past simple or present perfect. Students write
all of the sentences down and correct the ones which are
wrong. 4 Have students match the definitions with the words in

Fr l've atways wanted to be a doctor. (right)

Have you done your biotogy homework yesterday? (#ete
yoa4one - Did you do)
Exercise 1. Check as a class, Books closed, say one ofthe
words and have students say the definition.

il Tim hasn't taken his medicine yet. (nghf)

She waited for two hours but the doctor is still not here.
Answers
I toes 2 stomach 3 brain 4 ankle 5 fingers 6 btood
7 neck 8 thumb 9 ears 10 back 11 heart 12 tongue

il (waifed- has waited)

Once I went to hospitalto visit one of my friends. (nght)
My sister has worked in a chemist's before she went to
5 Te[l students to [ook at the picture of Ben and ask,
'Why do you think he looks so happy?'and 'Where is he
cycling?l Pre-teach cyclist (someone who rides a bike)
university. (has+vorked - worked) and brake (the part of a vehicle or bike that makes it

=I O anourvou
stop or move more stowly). Ask students,'What could go
wrong when you are cycling?'and 'Where are dangerous
places to go cycling?'. Give students a time limit to read
Q Vou can begin the class and introduce the topic of the unit the blog and find out what happened. Check as a class.
13 by showing the video and asking students to complete the Ask students, 'Do you think this was Ben's fault?, and
video worksheet, Then, read the questions inthe About you 'Why didn't the cyclists stop and hetp him?i

=t box and students answer questions in pairs. lf their answer

to all the questions is 'no', they should think if any of these
have happened to friends or anyone in their family. Share
Answer
his ankle and his ear
ideas as a class. Ask, ,ln what situations can accidents
=il happen?'.
CONTINUED ON PAGE 194

=t
:il
=r STAYII{G HEITTIIY *l
5 As an exampte, say 'Nobody knew it was Ben's birthday.'
Ftsr FHtsilERs
(Wrong - people sent him texts.). Tellstudents to answer
write down a sentence which could
Tet[ fast finishers to
the questions. Check as a class and have students
follow each sentence. For example:
correct the wrong sentences, Ask students, 'What do you
think Ben did next?', 'Have you ever fallen off a bike?' Peter wasn't badly hurt and drove himself to the hospita[.
and 'ls cycling dangerous?i As an extension activity, Itwas only ten minutes awoy.
put students into pairs and have them role-play a Simon and I really enjoyed ourselves at the party. We met
conversation between Ben and one ofthe cyclists the o lot of our friends there.
next day, for exam ple: When the rest of the class have finished, fast finishers
Ben: Why didn'tyou stop? can read out one oftheir sentences and the rest ofthe
Cyclist: Sorry but we didn't see you. Are you all right students say which ofthe sentences in the exercise it
now? follows.
Ben: Yes, but ...
5 Write these sentences on the board and ask students to
Answers complete them with the right pronoun and explain why.
L r' 2 * (The path isn't usually busy.)
Dan knows Klaro is on octress. He saw in a film.
3t (Benfetloffhimself.) 4r (theyrodeaway) 5 { 6 r'
(her = Klara, subject ond object ore different)
(D fne Reading text is recorded for students to listen, read Klora is an octress. She sow in o film. (herself,
"' and check their answers. subject ond object ore the same) -
Tell students to look at the first sentence and say why
0RfftlillR Rellexive pronouns it's wrong (the shirt is for the person who bought it so the
-
subject and object ore the some). Students correct the
I Books closed, take a few students to a mirror or the sentences in the book. Check as a class.
window. Say,'Look in the mirror/window. Can you see
yourselves?'. Write the question on the board and ask: Answers
'What is the subject of this senten ce?' $rou), 'What is the I bought a new shirt for myself which was very nice.
I

object?' (yourselves) and 'Are they the same or different 2 Ourfriends had a realty good time together and everybody
people?'(thesome). Books open, students read and enjoyed themselves.
3 You need to bring a photo of yourself with your name.
complete the sentence in the box. Check as a class. Point
4 She went by herself. No one went with her.
out that some verbs, like wosh and dress, often take 5 We were both hungry so we went out and bought
reflexive pronouns in other languages, but not usualty in ourselves some sandwiches,
English. We say get washed/dressed.

Answer
) emrnmwonrslEtruiltT17

the same 6 Tett students to read and answer the questions. Check as
a class. Ask students, 'How do you think Sara hurt her big
2 Tellstudents to complete the table. Check as a ctass. toe?' and 'How can the doctor help her?'. Put students
Drilt the reflexive pronouns: you say a subject pronoun, into pairs to read outthe conversation.
students say the object and reflexive pronoun (e.g. she -
her - herselfl. Answers
I She's hurt her big toe. 2 She's going to the doctor.
Answerc 3 Anna's going with her.
a himself b herself c ourselves d yourselves
7 Ask students to teltyou of different (not too serious!)
) emnrm REEREilcE ttD pnulTtcE mswEn rcy IB 261 pAeE
accidents and write them on the board, for example,
hitting your head on a low ceiling, slipping on some ice,
3 Have students match the sentences to their meanings, Tett students to look at the word pool and ask in what
Check as a class. Ask students to think of three things situation each phrase coutd be used, for example: Help
that they like to do themselves and three things that they yourselves! (o birthdoy porty at homel, They didn't enjoy
cannot do by themselves, and ask them to explain why. themselves that doy (a school trp). Put students into
For example, I like to tidy my room myself. You can't ploy pairs to write conversations using phrases from the word
footboll by yourself because you need o team. pool and looking at Exercise 6 as a modet. Give students
Answers time to practise their conversations and then ask pairs
to perform in front of the whole ctass. Listen and make a
La 2b note of any mistakes with reflexive pronouns and write
4 Demonstrate with an example: We did it _ the mistakes on the board for students to correct at the
becouse noonewould help us. (ourse/ves). Have students end of the activity.
complete the sentences in the book. Check as a class.
Exptain thalHelpyourselyes in question 7 has a speciaI GllOTEB
meaning: you invite somebody to take something, Write these sentences on the board and have students
especially food or drink, without asking. comptete them with their own ideas:
This weekend I'm going to by myself.
Answers
Most teenagers like to enjoy themse/yes
t himsetf 2 ourselves 3 mysetf 4 hersetf 5 themselves
6 yourself 7 yoursetves Once my best friend hurt her/himself
l've never myself.
-
ulilT 17 -
/*
i
\a.i I
t

il I
,t

This is me with my new bike - before the accident! Have you ever fallen off your bike and hurt
yourself? Well, here's my story.
It was my birthday (thanks for all the texts) and this amazing bike was my pr6sent. I went for a ride

=t by myself along the bike path. The path isn't usually busy. But that day there were two cyclists
coming towards me. I slowed down as quickly as possible but I forgot it was a new bike with good
brakesl I stopped really suddenly and fell off. I hit my ankle and it really hurt. The two cyclists

H rode past and didn't stop. I sat on the ground and watched their backs as they rode away. They
were enioying themselves too much to think about me! I got up by myself and picked up my bike,
which luckily was OK. My heart was beating fast as I cycled slowly home and people were looking

trt at me! When I got there I found out why - there was blood all over my T-shirt from a cut on my ear.

=g
Look at the examples from Ben's blog and Correct the mistakes in the sentences.

=q complete the Grammar box.

Have you ever fatlen off your bike and hurt
@ t
2
I bought a new shirt for me which was very nice.
Our friends had a realty good tinre together and
,? everybody enjoyed.
They were enjoying
=El Complete the table with reflexive pronouns:
too much. 3 You need to bring a photo of you with your nante
4 She went'herself. No one went with her.
himself , yourselves, herself , ourselves. 5 We were both hLrngry, so we went out and
=q We use , when the subject and the object of
bought us some sandwiches.

Read the conversation and answer the questions,

the verb are the some I o different person. 1 What's Sara done?
==l I
you
myself we c
yourself you d
2 Where's she going?
3 Who's going with her?
1

he a they themselves
Anna: Hi, Sara, are you ok?
==l she b Sara: Hi, Anna, no, not reatly.
l've hurt my big toe. Lookl
l',' Anna: Oh no, that's horriblel Are
==l i'r.;jr:j riilll i: i r:. , t1,,::i:
Sara:
you going to the doctor?
Yes.

Ee Look at two more examples from Ben's blog and

match sentences 1 and 2 to meanings a and b.
Anna: Are yoLt going by yourself i
Sara: Yes, bLrt l'lt be fine,
1 I went for a ride by myself. Anna: No, you won't. l'll come with you.
2 I got up by myself. ln pairs, write your own conversations about
an accident.
We trse the expression by myself, yourself efc. to
= mean a olone or b without any help. Use the conversation in Exercise 6 to help you.
Choose different sentences from the box to
include in each conversation.
= Complete the sentences with the correct reflexive
pronouns. Practise your conversations. Then role-play
conversation in front of the class.
=e 1 Peter wasn't badly hr-rrt and drove
the hospital.
to
a

.4
---
2
3
Simon and I really enjoyed
I hurt
at the party
when I fell off the chair.
Hetp yourselvesl
I tried it myself and it was delicious.
4 Zoe told that she wasn't ill. They didn't enjoy themselves that day.
5 Ben and Sara prepared all the food by He couldn't do it by hinrself.
6 Be careful! Don't cut. with that knifel We bought ourselves new clothes after that
7 'YoLi can help to paper and pens,' the Did she cLit herself?
= teacher said to the students.

Er{
--r
STAYIIIG HEATTHY 99

=
r-"1
-n STAYIIIG HEATTHY 195 i
ts
o
:i !

o_
Yesl But how do you know when it's too loud? Can someone sitting next to you
on the train hear the music on your earphones? They can? Do they get upset?
Do they get angry? Well, then you need to make it quieter. Remember, you
need to look after your ears, so you'll be able to hear well when you,re older.

Work with a partner. Look at Today's Topics on the

Teen Health website. What do you think the answers
to the questions are?
Adiectives to
Look at the questions on the leen Heolth website.
express emotion
Match them to the paragraphs.

Work with a partner. Read the texts again. Tell your

partner what they say about:
I Match the words in the box to photos A-J.
I earphones 5 feetings @ angry confident embarrassed
2 hearing well 6 a friend, parent friendly lazy lonely surprised
3 too much sport or teacher unhappy upset worried
4 ptaying sport after 7 a plate of chips
meals 8 variety ] Complete the sentences with the adjectives
in Exercise 1.
ln pairs, ask and answer the questions.
1 Do you listen to loud music on your headphones?
1 I feel very _-. -_.-..-..- _. today. Atl I want to do is
sit here and read my book. I don't want to
2 Do you eat heatthity? What do,you like to eat?
do any exercise.
3 Do you do too littte or enough exercise?
2 I was so when the teacher asked
--,'-..__.. _ ,_..
me to read my story. My face went redl

e PRollul{cl[TIoil i tu;t and tat

3 lt was my first day at the new school today
and everyone was reatty ---,.-_..-...--_.. lt was

*s Listen and repeat the sentence. Do both the

oo words have the same sound? 4
great!
I read a lot of French magazines, so l'm
really "".. __ _, .. about my French exam.
These types of fsqd are gosd for you. 5 My brother doesn't have any friends and he
gets very....---..._"_- _ by himself.
What other words sound like:
6 You look ..-....._.___. ... You didn't think you'd get
a food? b good? 1000/o in that test did you?
7 That woman over there is very.-,._ ,-,,- . .
She's shouting reatly loudly.
8 I can'tfind my phone anywhere. l'm really
ln pairs, discuss whether you agree with the website's
- " -_ _ " that l've lost it,
answers to the teenagers' questions. 9 You look -,__-,,- today. Usually,you're
smiling and taughing! What's the matter?

e TIIKI]IG
Do you
POI]ITS
worry about any of these things?
What do people your age usually worry about? t
10 He was very , , ., when he failed the
exam. He didn't want to talk to anyone.

ln pairs, tell each other about different

situations when you had some of the feelings
What do you worry about? Why? in Exercise 1.

tEi
100 u]ilT 17

F ulilT 17
i,
:
r**'-.-1.:.*-'-r.i
| t;
:! I 'iI e PR0r{u1{GtATt0l{ lu:l and lul
I (rt 5 Play the recording for students to listen and repeat. Elicit
tl9
that the sounds are different. Explain and demonstrate
lllRIER
that the sound in food is longer and the lips are usually
Telt these jokes:
rounder. Give students a time limit to find other words
Patient: Doctor, Doctor, nobody listens to me! that include /u:l and /u/.
Doctor: NextPleose!
Answers
Patient: Doctor, Doctor, I think I need glasses,
The sounds are different.
Doctor: Yes you do, you come in through the window,
Possible answers
Tell these other 'Doctor, Doctor'jokes for students to
guess the last [ine (i.e. what the doctor replies). a food: btue, move, school, room, two, shoe, cool
b good: put, could, would, wood, sugar, woman
Patient: Doctor, Doctor, I've broken my orm in two
ploces. (Don't go there agoin.)
ilxED tBtuTY
Patient: Doctor, Doctor, everyone thinks I lie. (l con't
Read out the possible answers, mixed up, to weaker
believe thot.)
students and have them decide whether the words
I Patient: Doctor, Doctor, Ifeellike o dog. (Sit!) contain fuJ or /u/.

Scratch your head and look worried, Ask,'How do I i Put students into pairs to discuss. Ask students as a class
feel?' (worried) and'What do you think my problem what they agree with most and least. Have students tell
is?' (Your car didn't starttodoy? etc.). Put students into you what information they would change, delete or add
pairs to describe the photos and say what they think the
to on the website.
problems are. Then ask them to read the questions and
say what the answers might be. Share ideas as a class.
Pre-teach ache (a feeling of pain over an area of your
tr TALKtG P0rilTS
Ask students to discuss the questions. Share ideas as a
body which continues for a long time). Tell students class. Write the things students worry about on the board.
to match the questions to the paragraphs. Check as a Ask students to rank them in order of how serious they are.
class. Ask students to suggest other important topics
or questions they would [ike answered, for example
UOGIBULARY Adiectives lo erqress emolion
butlying.

Answers I Tell students to match the words to the photos. Check

as a class. Ask, 'Which three of these adjectives have
I Can it be dangerous to listen to loud music?
2 How much exercise should I do? a positive not negative meaning?' (confident, friendly,
3 ls it 0K to feel sad sometimes? surprised). Act out some of the emotions and have
4 Are some foods healthier than others? students say what the adjective is. For example, yawn
and prop your head up on the desk(lozy), strut down the
Put students into pairs and ask them to tell one another
corridor (confident).
what the text says about each item. Check as a class.
Answers
Possible answers
A lazy B embarrassed C upset D tonety E angry F worried
I Sometimes on a train the person next to you can hear the G confident H surprised I friendty J unhappy
IJ music on your earphones. / Listening to loud music on
earphones can be dangerous. 2 Read out this example to demonstrate:
2 lf you play music too loudly now, you won't be able to hear
I] well when you're older.
Iwas _ when I got to the front of the queue in
3 Too much sport can be bad foryou - you can hurt the supermarket and then remembered that I didn't have
something. enough money to pay, (embarrassed)
4 lt's not a good idea to ptay sport just after you've eaten. You Tell students to complete the sentences. Check as a
I1 can get a stomach ache, class.
5 lt's normalfor feelings to change - everyone feels unhappy
sometimes. Answers
6 Tatkto a friend, parentorteacher if you feel sad /about
I Llazy 2embarrassed 3friendty 4confident 5lonely
your problems.
7 A plate of fruit is healthierthan a plate of chips. 6surprised Tangry Sworried 9unhappy l0upset

b 8 lf you eat a bit of everything, you'll be healthier.

fft" Reading text is recorded for students to listen, read
t* and check tieir answers.
-Q
3 Remind students that many adjectives have -ed and -ing
forms and that -edforms usuatly describe how you fee[.
Write these examples on the board:

b Put students into pairs to discuss. Share ideas as a class. I was surprised when I came first
A
in the test.
surBrisingnumber of teenogers never watch W,

h
i )
Put students into pairs to compare experiences. Share
ideas as a class.

Yoomuunv woBlsrEET uuT r?

Fr
F STAYITG HETTTHY 1'1
(u 2 Play the recording twice for students to choose the
correct pictures. Check as a class, Ask students which of
R
the three activities in question 5 they would rather do
Brctcnouilr ttFoRtilTtor that evening.
There are health factors which teenagers can't control,
for example, the genes they inherit from their parents or
the environment they live in, but lifestyle choices have
Answers
1B 2A 3C 4A 5A G
=

a very big impact not just on teenagers now but on their

adult lives. A sensible balanced diet is very important as
about 20% ofteenagers are obese. The amount of calories
) luoroscnrnTBPAcEao3
E
teenagers need depends on their age, gender, build and
level of activity. Dieting is more effective than physical
exercise in reducing weight (you would need to swim fast I
sPElnil0
Ask students to describe each photo. Pre-teach pick
E
E
for an hour to use up the calories in a 100-gram bar of (to choose something or someone). Tel[ students to
chocolate) but dieting needs to be carefully monitored, match the sentences to the photos. Check as a class. Ask
especially fasting (not eating any food for an extended students, 'Which situation is most serious?',
period of time) and skipping meals. Most teenagers
need more calcium, fibre, protein and iron and less of
the added sugar found in soft drinks and sweets. Tips
for controlling your diet include eating with your family
Answers
lc 24 38 4D q
rather than separately, cutting down on fast food and
having fruit and vegetables for snacks.
Teenagers need to be physicatly active for about 60
FtsT FtlilSilERS
Te[[fast finishers to think of one more thing the teenagers E
E
are worried about to go with each photo. For example:
minutes a day but this does not have to be done all Photo A - I ployed bodly ond my team lost an important
at once and it can include moderate exercise such as match,
climbing the stairs or walking at a good pace. There
are many apps which calculate what you do each day
and allow you to set goals and compare with previous
days and other people. Some teenagers take sport very
2 Put students into pairs. Tel[ them to role-play being one
ofthe teenagers in the photos and someone giving them
advice. Tetl students to use the [anguage in the box and
G
seriously, for example professional gymnasts are at their
peak in their teens, but doing too much too young can
the Teen Health website. Weaker students coutd write
down their dialogues before they say them. As feedback, I=
d
damage the body when it is stiltdeveloping. Moderate but have some pairs rote-play their dialogues at the front of
regular exercise is more effective for general health. the class.

GOllTER
I PREPARE FoRTnE ExAli Write these sentences on the board or, for stronger

12 KEY FllR SCll0OtS tistening part . I

students, read them out, Ask students to make them more
naturaI by using reflexive pronouns.
E=

4
1 Briefty review what students need to do in this part of the Thomos looked at his body in the mirror, (Thomas looked ot
exam and if necessary read out the A2 Key for Schoots himself in the mirror.\
box on TB page 50.
Don't cut your hand with that knife, (Don't cut yourself with
Point out that the questions are often about numbers
so they should 'say'the number in each of the three
pictures, for example the times in question 1, in their
thot knife.)
I did it without the help of other people. (l did it by myself,)
I!
heads to help them know what to listen for. Nobody took us to the station but we still got there. (We got
to the stotion by ourselves.l I
Put students into pairs to tell one another what is in each
picture. Check as a class. Ask students more questions Poula doesn't think obout anybody else, (Paula only thinks
before they listen: obout herself.)
'Lt
Question 1: 'Who do you think is speaking to who?' (o
troiner and someone in the teom or two people in the
teom)
'E
Question 2: 'Where do you think the girl is?' (in o cofd)
Question 3: 'How much are the cheapest earphones?'
(f 10,20) 'rr
Question 4: 'What season do you think it is?' (autumn)
Question 5: 'Wi[[this dialogue be about the future or the
past?' (future)

Answers
I three clocks 2 three pictures of food ,E
3 three prices in pounds and pence
4 three pictures of the weather 5 three activities

198 UlilT t7
e_--
Everyone tells you it,s not healthy to sit at the
computer all day. For one
thing, it's very lonely and ,"k" yo, feel lazy. eut doing too much
sport can also be bad for ".nyou. your body is still young, so you shouldnt
do too much exercise. you can easily hurt,orn"ihing.
About an hour of
sport a day is right for a teenager. you should also
tiink about *hen yo,

=r do sport.. For example, you can get a stomach ache if you

after you've eaten.
pf"y,"""iJ;rr,

o
=r Everyone feels unhappy from time to time, so you,re
be suqcrised. lt's normal for.your feelings to change
not alone. Dont
at your age. ls there
i
something you're worried about? Find friendly
ierson to tafk to, like
=r your mum or dad or a teacher. you might get
a-bit embanassed, Urt yor,tt
be glad that you did. lf you talk about-youi problems,
they aren.t so bad.

@
=r : The answer to this is yesr |m sure you know

!t t:,
that a prate of fruit is better
than a plate of chipst But what your g.rnini Uoay, your
heart and
g
your orarn need is variety. lf you are careful

=t l,u:ri"V
aoout
oll"atthy.food
stuctying
and eat a bit of everything,
then you are heahhier. Dont forget fiesh fruit, vegetatbs
gives you energy and c-an hetp you
and doing exams.
and egi; i;"9
f.Ii*niiJlit
=l
I f took at photos A-D below and match them to the

=l PREIARE FoR TltE ExAM

listening Parl 1
things the teenagers are worried about 1_4.
I I failed my exam.
2 They haven't picked me for the team.
I Look at the pictures. ln pairs, discuss what you
=r can see in each one. 3 My parents don,t understand me.
4 I think it's broken.
:T f
sI
130
For each question, choose the correct picture.

What time is basketball practice today?

2 W?t in pairs. Take turns to be the teenager
asking a question about one of the probllms in
Exercise t and the person giving advice. Use
the
ideas in the leen Heatfh website and the phrases

=il in the box to help you.

T ... Why don,t you ...

Ery
2 How about
Which food does the girl choose?
Why not... you should ...

il lfailed my exam. What can I do?

tr
You should ask the teacher what you need
3 Which earphones does the boy buy?
to work on. you're always tistening to music.

*':'',iR Maybe you should spend more time studying.

{
g>
4 What's the weather tike?

{ 5 What are they

Gl*"G*
ffu#t
ng to do?
W
''t
.if3:,-
*a. .-ii

:\-ry$
,. . ..

*, ,q

F
, l0l

q silYtltc HEITTHY rdl

I
)

ITiG

o ABOUT Y(lU
(/ PREPARE FOR THE EXAM
lifl-
Write a list of atl the things you've read in the last Reading Pail 1
three days.
How many books are included in your list? What kind I For each question choose the correct
answer.
of books are they?
I What is Amber doing in this message?
A teltingKat when she'll finish her
book $lllr
B asking Kat for some advice about
UOCABUTIRY
tltp a book
G finding out if Kat wants to borrow
Books and reading a book
2 What must students do?
Look at the messages, signs and notices. Where would you A take the books they've borrowed
I back to the library
see 3,41 5 and 6?
B collect the books they've ordered
1 from the library
Kat
I've just finished an amazing book - the kind you pick up
4
t3l C choose which books they want to
take out of the tibrary
and then can't put down againl I'll lend it to you, if you wanl
.Amber 3 Next Tuesday, students wiil be able to
A find out how to write a book.
B listen to a well-known writer.
C get some books at a speciat price.
4 The receptionist wants people to
A ask if they cannotfind the right
book.
Everyone - please remember! lf you don't return your library
B return books to the correct place
books by the end of term, you will have to pay for them. after using them.
C give books back to him when
3
HtrrcREsr scHoot 5
they've finished them.
A Every customer will get a free book
The writer Jill Hadfield is speaking here next Tuesdayl lf today.
- you buy a bookafterhertalk, she'll write in itforyou B There's a discount on all books for

q
"11,
- today only.
C You can get three books for the price
of two today.

i
\
Put books back on the right shelves
when you've finished with them.
l -t lt ru r.t r' ( L (l.tt i t
"i
i \t
6 A Miss Taylor wants to give the books
to another ctass.
B Miss Taylor has new maths books to
lend to the class.
E
C Miss Taylor would like to know who
5 borrowed her books.
lf you buy two books today, we'll
give you another fiom this table
FOR FREE! 4I
J ln pairs, compare your answers. Discuss
why you chose each answer and change
C,lass 9A any you think are wrong. ,rlrr
Evwgone who Look a- ma.lhs textbook home,
plxasebrng iLbo{* to schooL tomorrow. lf gou el
i-
don'L, I won't be 6bl.L la kxd" lhen to 98. 'llt
$.
Mios Tagtor
'ttr;

t02 ulilr 18
'Dr

fE
It ulilT 18
I
,

Unit Overview AIID

TOPIC Llterature
VOCABULARY Booksandreading Books and reading
IT AND READING Signs, noticesand messages
GRAMMAR First conditional
1 Tet[ students to read the first message and ask, 'Whose
book is il?' (Amber's) and 'Did Amber like the book?' (yes).
PRONUNCIATION Sentence stress
Have students read the second message and ask, 'ls the
I READING Books to make you laugh this summer
secretary giving the students some new information?'
VOCABULARY Words about books
(no) and 'Do students need to give back the books
LISTENING A talk about a reading competition
today?' (no). Ask students where they would see texts
I WRITING A story
3-6.
EXAM TASKS Reading Part 1; Reading Part 2; Writing Paft 7
Answers
3school 4library 5bookshop 6classroom
Resources l

I
GRAMMAR REFERENCE AND PMCTICE: SB page 164; TB page267
PREPARE FOR THE EMM: SB pages on TB pages 236-237, 238
d, PREPARE FllR TllE Exlil
and 243; TB pages252,253 and 255 A2 IEY FOR SGllOlltS Reading part r
I
WORKBOOK: pages 72-75
2 Briefty review what students need to do in this part of the
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit t8; exam and if necessary read out the 42 Key for Schools
Vocabulary worksheet Unit 18 box on TB pageJ29.
TEST GENERATOR: Unit test 18
Tell students to think about the purpose of each text, for
I
example,4 is giving an instruction and 5 is making an
offer,
WARTEB
Read out the titles of these books (you could also include Make sure that students understand the difference
some famous books in your language) and ask students to between lend and borrow. Give a book to a student and
say the author. You could also do it the other way round say,'l'rn lending Maria the book. Maria is borrowing it.'
by naming authors and having students say what books Te[[ students to read and choose the answers.
they have read (if they say the titles of English books in 11, 3 Put students into pairs to compare their answers to
help them to translate them into English.) Exercise 2. Model the discussion:
Horry Potter ond the Goblet of Fire (J.K. Rowlingl Student A: What do you have for 1?
The Adventures of Huckleberry Finn (MorkTwoin) Student B: I put A because she writes about finishing a
The Hobbit (J.R. Tolkien) book.

Chorlie ond the Chocolote Foctory (Roold Dohl) Student A: Yes but she says she has finished the book,
not that she willfinish it.
F ro n ke n ste i n (M o ry Sh e I I ey)
Animol Farm (George Orwell)
Student B: You're right, so A is wrong. What answer do
you have?
Treosure lslond (Robert Louis Stephenson)
Student A: C because 'if you want?' means 'Do you
Ask students if they have read any of these books or know want to borrow the book?'
anything about them or the authors.
Student B: Yes, you're right!
Check as a class. Ask students to tell you ways that they
O asourvou can improve on this exam task, for exampte, learning
Ask students what kind ofthings they read at school, at more vocabulary, reading signs and notices on the
home and outside and write them on the board. Examples: internet and trying to understand them.
books, websites, emails, signs, leaflets. Elicit different Answers
types of books, for example, odventure, children's, crime,
horror, science-fiction, thriller. Then have students write
lC 2A 38 48 sC 6A
down a list of what they have read and name the type of {D tnu Reading text is recorded for students to listen, read
books. Put students into pairs to compare. You could also "' and checktheir answers.
organise this as a whote-class activity (or large groups
CONTINUED ON PAGE 202
if you have a big class) by giving students a time limit to
collect information from the other students in the class
about what they have read and then compare this in small
groups, As a class see what books and other things most
people have read recently and why they have read them.

FR(liI GOYER TO GllYER

-l
f
FAST FI]IISHERS
Te[[ fast finishers
Amber. For example:
to write a message from Kat replying to
4 Tellstudents to complete the sentences. Share ideas as
class.

ilrED IBTUTY
a

q
Amber
I'm glod you liked the book! lt sounds great but I don't hove
a lot of time now because I om getting ready for my Key for
Schools exom. Con I borrow it in the summer?
Make Exercise 4 a two-stage activity for weaker students.
First, give them endings to the four sentences with the
words mixed up as below. They rearrange the endings of
the sentences. When they have a model, they then write
4
Kat
As an alternative activity, write the example above on the
board but leave out some words and have students work
in groups to complete it.
their own endings to the sentences as in the original
activity,
1 don't / train / you / more (yrcu don'ttrain more)
2 so / witl/ everyone / be / happy (everyone will be so
T
TN
happvl
4 Remind students that a phrasalverb is a verb
preposition/adverb and elicit some examples: 'What do
you do first in the morning?' (woke up ond get up) and
'What does a plane do?' (take orf). Tett students to find
+ 3 film / I / a /see/and /witt I go (t will go and see o filml
4 you I back I it lto / promise I give (you promise to give it
bock)
d
the phrasaI verbs and match them to the meanings.
5 Tell students to correct the sentences. Check as a ctass.
Check as a class.
Answers
Answers
1 lf I will go, I witt play with my friends,
n
agiveback bpickup cbringback dfindout etakeback 2 I'l[ be happy if you come to my party.
f put down g put back h take out 3 lf you join this class, you'll/will tike it.
4 lf you like, we'tt/will go by car. ,I]
5 Tett students to complete the sentences. Check as a class
5 My mum will be angry if I don'twearthese trousers.
Answers
lfindout 2 pickup 3 broughtback 4takeout ) enmnmwonrcilEErunTrl
I
5 put, down 6 give, back 7 take, back 8 put, back

6 Put students into pairs to choose a situation from page

e PnoltultctATt0lt Sentence stress
138 and write a conversation using phrasal verbs. Ask o5
t32
Ask students why the words in the example are stressed
students to perform their conversations in front ofthe (They are importont becouse they show the controst:
class. The other students should say what phrasal verbs I'll/you and cake/sandwiches,). Play the recording for rEl
were used. students to listen, mark the stress and repeat.
7 Ask students, 'Do you prefer to buy books or borrow
Answers
them from a library?'and 'How often do you go to the lrlX
tibrary?i Put students into pairs or groups to ask and
I They'll come if you invite them
2 lf you pass the exam, I'll buy you a present.
answerthe questions in the book, Shale ideas as a class. 3 You'tt miss the bus if you don't hurry.
Ask students, 'Do we stil[ need paper books and libraries 4 lf you hetp Tom, l'll help Pete. r-l
now that many books are electronic?'
7 Tetlstudentsto go to page 138 and writethreesentences
fottowing the instructions. Then put students into pairs
0RAlttilrR Finl conditional
to compare their answers before sharing ideas as a class, rM

1 Tell students to read the examples and find more GOllTER

examptes in the texts. Check as a class.
Tell students that you are the author of a famous book. !l
Answers Students must ask you questions to find out who you are
lf you don't return your library books by the end of term, you but you can only replyyes or no. Demonstrate:
wilt have to pay for them. Student: Are you alive today?
-tl
lf you buy a book after her talk, she'llwrite in it for you.
Teacher: No.
lf you don't, I won't be able to lend them to 9b.
Student: Did you write in English?
2 Telt students to complete the rules. Check as a class. Teacher: No. 'E]
Student: Did you write in Spanish?
Answers Teacher: Yes.
I No, it doesn't 2 Present simple 3 Very sure Student: Are you a male writer? El
Teacher: Yes.
) wnm REffREIIGE ttD pntclrcE ttswEn [Ey n ptcE 20t
e
Student: Did you write in the nineteenth century?

3 Books closed, write the beginning of a conditional Teacher: Yes. IE]

sentence on the board and get ideas on how to finish
Student: Are you Benito Gald6s?

it: lf I feel bored, ,.. (l'll call my friend, wotch o DVQ etc.).
Teacher: Yes!

Books open, students match the sentence halves. Check Students ptay in pairs once they understand what to do. EI
as a class.

Answers
tb 2a 3e 4d 5c

202 U]ilT 18
-I
4 Find and underline the phrasal verbs Firsl conditional

=I
ET
@
in the texts in Exercises I and 2. Then
match each one to its meaning a-h.
1 Look at the examples of first conditional sentences. Then, find

r bring back find out give back and underline all the examples in Exercise 1 on page 102.
pick up put back put down lf you buy two books today, we'tt give you another from this
take back take out table for free!
l't[ [end it to you, if you want.
t a return something to a person
b lift something with your hands 2 Read the information and choose the correct answers to
c return from somewhere with the questions.
something
d learn something new Sentences in the first conditional have two clauses:
e return something to the place you if + verb ... ,will + infinitive
borrowed or bought it from 1 Does the lf clause have to come first?
f put something you are holding onto Yet it does. I No, it doesn't.
the floor or a table, for example 2 What tense do we use after if?
g return something to a place Present simple I Future simple
h remove something from somewhere
We use first conditionalsentences to talk about a possible
Complete the sentences with phrasal futu re.
$ 3 How sure are we aboutthat future?
verbs from Exercise 4 in the correct
tense, Very sure I Not very sure
- I Did you -_...._.-.._-.-......,-
what we need to do
I
2
for homework?
Can you all the books and
) cnat'tum REFEREIIoE ArD pRAcTtcE IAGE 164

ctothes from the floor, please?

3 My mum went to China and J n4atctr the two halves of the sentences.
I some great presents for us, 1 We'tt miss the film a l'lI give it to the teacher,
4 How many books are you allowed to 2 lf I find your book, b if you don't hurry,
...-_"_-_."_ of the school [ibrary? 3 I won't tetl anyone c if you can't find yours.
5 My book is so exciting. I can't.....*_...._.-.-._.-.. 4 lf you don't eat fast food, d you'lI be healthier.
- it _*. "_-_ "
! 5 l'tl tend you my earphones e if you don't want me to.
6 Thanks for lending me this magazine!
l'lt.__--,--" "_it _ -_-__---. to you 4 Complete these sentences with your own ideas.
tomorrow. 1 You won't get into the footbatt team if ..
- 7 My new book had several pages 2 lf our team get into the final, ...
.

missing, so I'm going to ."_._.__-_ - it 3 lf I have time this weekend, ...

to the shop.
.*.-.-..-._.-.-.,*_ 4 l'll lend you my jacket if ...
- 8 When you've finished with my book,
can you it "--"--_.- _ in my $ Correct the mistakes in the sentences.
room?
@ t tt I witl go, I wilt ptay with my friends.
2 I'm happy if you come to my party.
6 ) ln pairs, go to page 138. Choose
3 lf you join this class, you Iike it.
one of the situations and write a short
conversation. Use at least three phrasal 4 lf you like, we would go by car.
verbs in your conversation. 5 My mum is angry if I don't wear these trousers.
J ln small groups, ask and answer the
questions. e PR01{UltCrATr0il Sentence stress

1 What's your school [ibrary like? What

sort of books can you borrow from it? *e Listen to the sentences. Mark the stressed words,
then practise the sentences.
2 ls there a library in your town? Do you aaaa
borrow books from it? What else do 0 l'll bring cake if you bring sandwiches,
you do there? I They'tt come if you invite them.
3 How do you feel about lending other 2 lf you pass the exam, l'll buy you a present.
people your books or other things? 3 You'll miss the bus if you don't hurry.
4 Do you ever borrow books or other 4 lf you help Tom, l'tt help Pete.
things from friends? Do you look after
them carefully?

7 )) tn pairs, go to page 138 and play the If game.

FROiI GOUER TO GOVER *l

ET FROiI GOVER Tll GOYER ,03t
h
fE=
(/ PREPARE F0RIHE ExAil
Reading Part 2 E=
Look at the pictures of the books and try to guess
2 For each questlon, choose the correct answer.
what they are about. Read the texts quickly to
check your ideas.
WriteA for Natalie, B for Heidi or C for Davina. tE=
I
iE
Who didn't like the way the book ended?

g laugh this summer

BOOKS TO MAKE YOU
2 Who plans to read more books by the same
3
writer?

rt
Who explains where she bought the book?
4 Who thought the pictures inside were excellent?
5 Who says the book is different from what she
usually reads?
We asked three readsrs to tell us about a fulnrly 6
E
Who thinks some peopte may get the wrong
baok they enjoyed - here\ what thty told us. idea about the book?
? Who says it didn't take her long to read the book?

A NATALIE I E=
My mum bought this for me for
my birthday and I knew from the
picture on the front and the title
e TAuflltG PolltTS
Doyou like reading? lf yes, what sort of books?
What's the best book you've ever read? El
I

that I was going to love it. I read it

in just two days and I was really I

sad when I got to the end. The

story is about a girl who has to E=
help her family by getting back some stolen t
Words aboui books
paintings - I found it really exciting! I'm now a EII
huge fan of the author, Ally Carter - I have all her
other books on my shelf ready for the summer. i I Read the texts again and underline the words from
^ the box. Then. match them to the definitions 1-9. -'I
@
B HEIDI author chapter cover drawings
In my opinion, this is one of the L: end opinion pages shetf titte
I'tI
funniest books ever written for
1 This isthe last part of the book.
teenagers. It's aboui a 1S-year- F
t
2 The words and pictures on this help you decide
old boy who wants to start a rock if you want to read it. Irr
band, but the adults in his life all 3 This is the name the writer gives to the book.
try to stop him. Nothing goes right ja j-.'l 4 These pictures are done with a pen or pencit.
l
for him until the very end of the 5 You can put your books on this. n{I
story. The writer is also an artist and 6 You turn these as you read.
the clever drawings on each page help the story 7 This person writes books.
along. Unfortunately, the cover makes it look like 8 This is what you think or believe about something.
9 This is one of the sections of a book that usually nrI
it's for little kids, which is a shame as it might
stop some teenagers from picking it up. { has a number or titte.

a f Complete the questions with words from Exercise

Then, in pairs, ask and answer the questions.
1
r,nI
C DAVINA - -
1 Do you tisten to other people's __-.--'*-. when you
I got this book for a great price in my local store. choose a book to read? r',!-
It's a funny story about a terrible girl who has to 2 Do you think books with _------- in them are just
leam to be a better person. lt's for tittte kids?
the first time I've tried this kind 3 Have you ever chosen a book because you think
the i nteresti n g?
r,rrtrI
ofbook, but I really enjoyed it. of -*___--._,_. o r,..-..... -- _*-._.look
.

course, it's not perfect - I wasn't

4 Do you [ike books with hundreds of --- or do
you prefer shorter ones? --.----
happy with what happens in the 5 Have you ever got to the ---- -,.---*- of a book and 'rtl
last few pages. But it was a lot of felt sad that it was finished?
fun, and I think I'il probably read
more like it in the future. t'ttlr
DAVTO ItEt5orl

'lE

r ulilT 18
FAST FITISIIEBS
Tellfast finishers to write down a chapter heading from
each of the three books. For example:
IYARIIER
Notolie's: The Escape from the Gollery
Arrange students into small groups. They play the if
game on SB page 138 again, but this time orally. One Heidi's: The Night of the Concert
student says a conditionat sentence, the second student Davi n o's: Problem s ot Sch ool
makes a second sentence that continues it, and so on, To
Fast finishers then read their chapter headings to the
demonstrate, students begin by repeatingthe storiesthey rest ofthe class when they've finished the exam task.
wrote down, then they can make up new stories. The other students say which book the chapter comes
h from and what happens, for example ,in The Escape from
Ask students, 'Do you prefer books about serious topics the Gollery Natalie takes the stolen pictures from an art
or books which are funny?'. Ask students to describe the gallery at night.
ir covers and say what each book is about. Give students a
time limit to read and check if they were right.
Answers Q nmnc pomTs
T Ask students, you prefer
'Do to read print or online books?l
Students'own answers
'Many books are also films. Can you think of a film which
A a girl who has to help her family get some paintings back
B a boy who wants to start a rock band is better than the book and a book which is better than
t C a terribte girl who has to learn to be a better person the fi[m?'and 'Would any of these three books make
interesting films?'. Put students into smallgroups to
discuss the questions in the book. Share ideas as a class.
I PREPTRE FoRTHE ExAm
Ask students how reading can help them learn English or
improve their first language.
12 IEYFllR SCll00tS Readingpart2
2 Briefty review what students need to do in this part of the
UOGABUT[RY lTords about books
exam and if necessary read out the M Key for Schools
box on TB page 41. I Books ctosed, elicit some of the words: ,Books have
Tell studentsto read each question in turn and find hundreds of .. J (poges), 'Your ... is what you think about
I
the information which it matches in one of the texts. a book.' (opinion) and'The name of a book is its...,(title)
The matching information wi[1 contain a synonym or Books open, tell students to underline the words and
paraphrase of the question. Students should not spend match them. Check as a class,
too long on a difficult question but move on to the next
and go back to it when they have finished the other Answers
questions. lf necessary, students should guess as they l end 2 cover 3 titte 4 drawings 5 shelf 6 pages T author
don't lose marks for wrong answers. 8 opinion 9 chapter

Ask some general questions about each text: .How did 2 Books closed. Demonstrate with examples on the board:
Natalie feelwhen she finished her book?' (sod), ,ls Heidil
book for children or teenagers?' (teenogers) and ,What
Do you olwoys read books by the same _?
(outhor)
does the girl in Davina's book need to do?, (become
o better person). Give students a time limit to do the Does onyone know whot happens at the _of
Romeo ond JulietT (end)
exam task, (Theyshould spend about l0 minutes on
Part 2.) Put students into pairs to compare answers and Put students into pairs to discuss the questions. Books
explain why they have that answer. Check as a class. Ask open, tell students to complete the questions, Check as
students,'Have you ever read a book in two days like a class. Put students into pairs to ask and answerthe
Natalie?', 'What kind of books need good drawings?'and questions. Share ideas as a class.
'Can you think of a book with a really good or a reafly bad As an extension activity, you could bring some books
ending?'. into class, or take students to the school library, and ask
students to choose a book and give details about it using
Answers
the vocabulary, for example who the author is, what
lC 2A 3C 48 5C 68 7A their opinions of the cover and drawings are and (if in the
library), which shelf the book is on.
$) f f'" Reading text is recorded for students to listen, read
and check their answers. Answers
l opinion(s) 2 drawings 3 title, cover (in any order) 4 pages
5 end

) voeuuunr wmrsilEsr uiltT tg

FROiI GOYER TO GOVER *l

BIGTGRoUilD ttFoniltTt0lr
ln 1950 about550/o of the world's population coutd read
I PREPIREF0RTilEEXTiT

and write but this had increased to 850/o in 2015, However, A2 KEY F(lR SGllO0tS writins Part z
literacy rates are unequal across the world. For example, Briefly review what students need to do in this part of the
while almost all adults in North America are literate, the exam and if necessary read out the 42 Key for Schools box
figure is only 600/o in sub-Saharan Africa, There are also on TB page 46.
differences between men and women, particularty in the
Tetl students that a good way to organise their story
developing world, where two-thirds of the illiterate are
would be to have three sections, one for each picture.
female. For example, in South Asia about 75o/o of men are
Students should check their work carefu[[y when they have
literate but only 600/o of women are. Unfortunately, this
finished for mistakes in grammar, vocabulary, spetling and
fits into a wider picture of gender inequality in education
punctuation.
and opportunities generally. An inability to read and
write has major effects on health as welt as education:
children of literate mothers are 500/o more likely to survive
Z WrilingParlTAStory
pnrpanr To wRrTE

childhood because these mothers have access to more

GET READY Tell students to describe each picture in turn.
information about health matters.
Then have students reorder the sentences to tetl the story.
Check as a class. Go through the meaning of the words
(tl Ask students which of these four topics would be most in blue before students complete the sentences: 'Which
interesting to hear about in class. TetI students to Iisten word gives a reason?' (becouse), 'Which word joins parts
and identify the topic. Check as a class. of sentences?' (and), 'Which word says what happens
Answers because of something etse?' (so), 'Which word shows a
contrast?' (but) and 'Which word says that something bad
The teacher is talking about a competition and a
happened?' (unfortunately), You coutd ask the questions in
website.
L1 if students a[[ speak the same [anguage.
(l Demonstrate with an example on the board: Then telt students to complete the sentences with the
r34
The teocher has orgonised this competition. (wrong - it's linking words. Check as a class, Ask students, 'How often
from o website.) do you get a bus?' and 'Have you ever missed your bus like
Tom?'.
Ptay the recording again for students to check the
sentences. Check as a class and te[[ students to correct Answers
the wrong answers. The correct order is c, a, b.
Answers l because 2 so (andis also possibte) 3 but 4 Unfortunatety
5 and
I r (it's open to anyone aged I2-I5) 2 /
3 x (you'tl be able to borrow alt the books). PLAN Tet[ students to look at the pictures on page 139
4 x (the instructions are on the website) 5 r' r' 7 {
5 and ask them some questions to eticit the key vocabulary:
8 tt (it is written by writers and book companies) 'Where is Ati?' (ln the librory), 'What did she want to do?'
(take out lots of books), 'What happened to them?' (Ihey
MIXEII IBILITY fellon the floor.) and 'How did Ali's friend hetp?' (She picked
Ask weaker students to rephrase or explain the sentences them up.). Tet[ students to make notes including the key
before they listen, This wiItshow that they understand vocabulary.
what it means and what they need to tisten for. For WRITE Tel[ students to use their notes to write the story.
example:
IMPROVE Put students into pairs to check one another's
1 Only young children can do the competition. stories. As feedback, ask some students to read out their
2 The person who reods the most books wins, stories to the class.
3 You must buy o lot of books to do the competition. Model answer
This is something you could atso do with the whole Yesterday, Ati went to the tibrary because she wanted to take
class as it is a good exam strategy, for both listening and out some books to read in the hotidays, She chose lots of
reading. books and unfortunately she couldn't carry them atl, so they
fell onto the floor. The librarian/receptionist was angry but

) luoroscnrnrlPAGE303 Ati's friend came to help her pick them all up again.

Put students into pairs to ask and answer the questions. GOOTER
Share ideas as a class. Ask students, 'Can you think of Ptay Pictionary. You whisper a word to a student, who
other ways to get teenagers to read more books?', 'Would has to draw it on the board, without writing or speaking,
you tike to write a book one day?' and 'What woutd it be for the other students to guess. Begin with easy concrete
about?'. words Iike she/f and weather,then get students to draw
the phrasal verbs on page 103,

206 U]ilT 18
riB
j-tE;

Listen to the teacher talking to his class. Which of these is he

1!4
talking about?
- book a competition a website
a new a writer

Read the sentences. Then, listen again. Are the sentences right (/)
134
or wrong (r{)?
1 lf you're under 12, you can enter the competition.
I 2 To win, you need to read more books than anyone etse.
3 lf you enter, you'll have to buy lots of books.
4 The teacher will give the students all the instructions they need.
5 One of the prizes is a writing course.
I 6 You can see people's opinions of books on the competition website.
7 You might save money if you buy a book from the website.
I The website blog is written by teenagers who tike writing stories.
I
ln pairs, ask and answerthe questions.
1 How many books do you usually read in the long school hotiday?
I 2 Would you like to enter a competition tike this?

2 PREPARE TO WRITE
lVrilingPartl Astory
GET READY

Look at the pictures and read the sentences. Put the sentences in the correct order to tell the story.

a He started to feel a bit bored, so he took his book out of his bag and started reading it.
b Unfortunatety, Tom was enjoying the book so much that he missed his bus, and he had to wait for the
next one.
c Tom was waiting for his bus, but it was late. There was lots of traffic because the weather was bad.

Complete each sentence with one of the linking words in blue above.
I I'm tired this morning _ I read my book until midnight last night.
2 I lost my library book -- --,_ _.--. I had to pay for a new one.
3 I tiked the writer's first book ___-_ -
-_ -_
I hated her second one.
4 -__-_ _*"_"" the shop didn't have the book I wanted.
5 llike booksthatcan make me laugh __ -- ---- cry.
PLAN You are going to write a story about the pictures on page 139.
. Look at the pictures carefully.
. Makenotesaboutthestory.AnswerthequestionsWho?,Where?andWhatishoppening?
. Write down key vocabulary and decide what tense to use.
I wntre Now write the story shown in the pictures on page 139. Remember to write about every picture and use
linkers. Write 35 words or more.
I M PROVE ln pairs, read each other's stories and check you have both used linking words correctly.

FROII COYER TO GOYER |ll5

FROM COVER TO CllYER

-l
E
-
I
-

G
-

I I
I
E
I ln pairs, ask and answer the questions.
I What books do you tike?
rtr
2 Who wrote them?
3 Can you name some famous authors from your country?

I Have you. heard of R. J. palacio? Have you read any of her

books or seen -
films of them? Read the text and complete the fact file.
i-
R.J. PM ll lE
R' J. PALACTO was born in New york and stiil rives there with her
sons and two dogs. she studied at the High schoor of Art and
husband, two
Design and worked
iE
for many years as a graphic designer, creating book covers.
She wrote her first
book, wonder, in 2012. R. J. is arso the author of severar short
recently published a picture book for younger readers called
stories and has
we,reAlt wonders,
{F
combining her writing and artistic tarents. she wanted to be a writer
for many years

R. J. Polocio
but never found the time until
one day she decided to write
{G
Wonder She says, 'This story was

NotionolitY:
(u -."----..-.
something that I wanted to say and
I needed to say.'The book is about
lI=
H _.--:-__ - a boy who looks very different to
Firsi iob:
First book (nome
ond dotel: (3) "-.--- --
(4) -" -* -,-.
other teenagers and his experiences
when he first goes to school. The
lI=
Other books: film of the book came out in 2017.

Doe of film: rI=

rG!
J Look at the cover of wonder and the words on the back
cover. what do they tell you about:

{
1 the main character's name? 2 what he rooks rike? 3 how good the book is?
Put the sentences about the beginning of the story in the
correct order.
rrl
a I ue feels tonely sitting on his own, but then he meets a friendty
b I lack is sorry and he and August become friends again.
c! When he arrives, the principal of the schoot asks three
girl called summer,
lEl
students to look after him,
dI tt's Rugust's first day at his first schoot.
e! He also meets another boy, Jack,
f f, who is nice to him at first but then is horribte.
g! Out they don't sit with him at lunch.
hf Rugust is upset because his friend isn't nice to him and
runs away from schoot.
tr

lfn
I06 GUTTURE

F CUTTURE
t

2 lt's unlikely that students will have heard of R, J. Palacio

so have the students discuss books and films for younger
. The students learn about the author R. J, Palacio, read some readers.
of her work and talk about literature in general. Pre-teach combine (if someone combines two or more
. ln the project stage, students write a blurb about their qualities, they have both of those qualities) and wonder
favourite book and a fact file about the author. (a feeling of great surprise and admiration caused by
seeing or experiencing something that is strange and
I new). Give students time to read and complete the fact
Resources file. Check as a class. Ask students if they think it is
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: How teens difficult for a female writer to write about a boy as the
I read main character.

Answers
BAGTGROUIID III FllR TIII||]I Students'own answers
I 1 American 2 Graphic designe( 3 Wonder,2}I2
This is the plot of the novelWonder. August has serious
4We're all Wondersand shortstories 5 2017
medical problems so he is homeschooled until he is in
fifth grade (about ten years old). As soon as he starts (D fn" Reading text is recorded for students to listen, read
school, August is bullied bythe otherchildren, especially '"- and check their answers,
a boy called Julian, because his face is disfigured. August 3 Put students into pairs to discuss what information the
does make some friends but this causes problems for covergivesthem and whethertheywould [iketo read the
them too as Julian tries to turn the class against them. book. Check ideas as a class.
August also has problems at home as his sister, Olivia,
feels neglected because so much attention is given to Answers
August. There is hope for August at the end of the book 1 His name is unusual (August).
as Julian leaves the school and August is given a special 2 He looks different to other peopte.
school prize. Best of all, August's mother says that she is 3 lt is a very popular book. i lt makes people feel strongly.
proud of her son and calls him a 'wonder'.
4 Books closed. Write the first sentence on the board and
ask students to predict what happens next to August.
Pre-teach principal (the head teacher of a school). Books
WIRTER
open. Tell students to put the sentences in order. Check
Write these (unreat!) books and authors on the board and
as a class. Ask students, 'Do you think the principal was
ask the students to match them.
right to tetl the students to look after August?' and 'What
How to get fomous Mark Ed Low do you think happened when he ran away?'.
Donger! Liza Lott
Answers
Funny Stories A, Lone
The correct order is d, c, g, a, e, f, h, b.
10 Yeors on an lslond Luke Out
The Bod Student B,A, Star iilxED tBluTY
TheTruthT Jo King Help weaker students to recognise the cohesive devices
that show the sentences are in the right order. Ask, 'ls
Answers
d a complete sentence?' (yes), 'So the second sentence
How to get fomous - B. A. Star (be a star) must be the beginning of a new sentence, Does any
Danger! - Luke Out (Look out!)
sentence talk about August and his first day?' (yes - c),
Funny Stories - Jo King (joking)
l0Yeors on an lslond - A. Lone (alone) 'What are the links?' (August = he and first doy = orrives),
The Bod Student - Mark Ed Low (marked low) 'ls this sentence finished?' (no),'Do you think the students
The Truth? - Liza Lott (ties a tot) looked after him?' (no), 'So find an end of a sentence that
shows something went wrong,' (g) and 'Which word shows
I: a contrast?' (butl.lt necessary, continue until students
I Books closed, Elicit different genres of books, for have got the correct order and understood how the text
exampte, science-fiction, horror, romance, chi ld ren's Iinks together in terms of meaning and grammar,
literature, fantasy. Ask students to tell you about the
I
last book they read, Books open. Put students into pairs
to discuss the questions. Share ideas as a class. Ask
students, 'Which authors from your country are most
-' famous in other countries?'

FN
EIIGIISH TITERATURE *l
5 Books closed. Write the title of the chapter on the board
PI0JECT,q oo ok blurb ond author foctfile
and ask students for reasons why August didn't go to
schoo[. There is vocabulary in the text that students Show students the back of a book and point out the
wi[[ not know, lf many students are weak and you think blurb. Ask students what information goes in a bturb (o
they will find the reading task difficult without this description of the contents and why the book is good). Telt
vocabulary, pre-teach some or all of the difficutt words. students to work individuatly, choose their favourite book
(You could also do this as a post-reading task.) and write a blurb,50 words maximum, for it. Write these
usefuI phrases on the board:
petrified extremely frightened
This book is about ...
surgery the treatment of injuries or diseases in people
or animals by cutting open the body and removing or The story begins when ,,.
repairing the damaged part The moin charocters are . ..

figure out to understand or solve something Attheend...

illustrator a person who draws pictures, especia[[y for You must read this book because . ..
books You will enjoy this book if you like ...

fairy an imaginary creature with magic powers, usualty Students shoutd also find out about the author and write
represented as a very smalI person with wings a fact file similar to the one for R. J, Palacio. Weaker
mermaid an imaginary creature described in stories, students could work in pairs: one writes the blurb, the
with the upper body of a woman and the tail of a fish other the fact file. Then each student presents their
stuff thi ngs that someone says or does, when they are blu rb and fact file to the rest of the class. (This cou ld be a
referring to them in a general way without saying exactly poster presentation if the class is very large and everyone
what they are presenting orally would take too long.)

hot new and exciting

end up to achieve a situation after other activities PROJEGT ETIE]ISIIIT
kid a chitd Ask students to choose a book from one of the blurbs
hang out to spend a lot of time in a place or with (they can't choose their own!). Tettstudents to read the
someone book (if it is a famous book, in Engtish as an adapted
reader, or in their own language) and write a book review
Point out that Via is Olivia, August's sister, and Darth
about it. The review should describe the book in their own
Vader is an evil character in the Stor Wors series of films.
words, not just copy the blurb, and say what they liked
Play the recording for students to read and listen. Tell
about it. Students who wrote the originaI blurb should
students to answerthe questions, Check as a class.
read the reviews and say if they agree with them.
Answers
I because ofthe surgeries he had Ito culrune vtDEo: How teens read
2 at home
When students have completed the lesson, they can watch
3 because she's busy tooking after the famity
the video and complete the worksheet,
(rt The Reading text is recorded for students to listen, read
GOOTER
and check their answers.
Arrange students into groups of five. Give each of them a
6 Ask students if they can remembertheir first day at
famous person from the present or the past, for exampte
school and how they fett. Tett students to read the text
Lionel Messi, Cleopatra, Alexander the Great, Venus
again and choose the correct options, Check as a class,
Williams and William Shakespeare, Exptain that they are
Ask students what advice they would give to August
in a boat in a bad storm, The boat is too heavy, so four
on his first day at schoot. They are sensitive issues but
peopte must get out of the boat and try to swim, Each
you could start a class discussion about bullying and
person should explain why they should stay in the boat
discrimination of different types at and outside schoo[.
and the others shoutd get out. For example, Venus might
Answers say, 'l've got a famous sister and she wants to play tennis
l worried 2 hospitals 3 ilt 4 girts 5 make friends with me again. Lionel is very fit so he can swim. Cleopatra

FAST FIlIISIIERS
Tel[ fast finishers that kid is an informal word for child.
Write these informalwords and phrases on the board
and have fast finishers write more formalsynonyms
(they may need to use mobile devices or dictionaries): Hi
(hello) , loods of (lots of), mate (friend) , bike (bicycle) , Cool!
(g re a t!), a b it (s I i g htly), my p I a ce (my f I at/ h o u se), Se e yo u
(goodbye).
When they finish, have fast finishers think of other
informal words and expressions and test the rest of the
class with them when they finish.

r CUTTURE
rt
Read and listen to part of Chapter 2 ol Wonder. Guess any words you don't
5
E know, or ignore theml Answer the questions.
r Why didn't August go to school before fifth grade?
2 Where did he study before?
L 3 Why doesn't his mother draw anything now?

Why I didn't
go to school g
Mom homeschools me. She used to be a
ext week, I start fifth grade' Since I've never
N been to a real school before' I am
pretty much

totally and completely petrified' People think

I
children's-book illustrator' She draws really
great fairies and mermaids' Her boy stuff isn't
so hot, though. She once tried to draw me
a

haven't gone to school because of the way

I look'
Darth Vader, but it ended up looking like some
I've
but it's not that. It's because of all the surgeries weird.mushroom-shaped robot' I haven't seen
bigger ones
had. Tlventy-seven since I was born' The her draw anything in a long time' I think she's
happened before I was even four years
old' so I don't
too busy taking care of me and Via'
surgeries
remember those' But I've had two or three
small)' and I can't say I always wanted to go to school
every year since then (some big, some
11 I
because that wouldn't be exactly true'
What I
because I'm little for my age, and I have some other
figured wanted was to go to school, but only if I could
medical mysteries that doctors never really
be like every other kid going to school'
Have
why my parents
out, I used to get sick a lot. That's
=t decided it was better if I didn't go to school'
much stronger now, though' The last surgery
I'm
I had
lots of friends and hang out after school and
stuff like that'
won't have to
was eight months ago, and t probably
have any more for another couple of years'

PROJEGT A book blurb and

author tact file

=t $ Read the text again and choose the correct options.

A blurb is a short description about a book on
the back of its cover. lt should make you want to
read the book! Write a blurb of no more than 50
1 August leels worried I confident about going to

=l 2
3
school.
He has spent a tot of his tife in hote/s I hospitols.
He didn't go to school because he was often
words about your favourite book.
lnclude:
. an outline of what happens in the book
ill I unhappy. . why it is a good book
4 His mother is good at drawing pictures for
girls I boys. Find out about the book's author and write a fact
5 August wants to go to school to make friends I
file to go with your blurb. Tell your class about
your favourite author and read your blurb.
leorn more.

tr TlUflltG P0trTS
Would you like to read the book? Why / Why not?

f, ilOW WNTCH IHE CULIURE VIIIE(I

€ E]{GLISH IITERATURE rtl

E
T I \
I d t
ro
Bmeal,ffast ffGrgalsw
.A-

Breakfast cereals are popular in many countries.They are made from grains, such as corn, wheat and rica |lr-
They are usually eaten with mllk, or with yogurt and fruit. ln the beginnlng, <ereals were health foods,
but these days some children's cereals are 5096 sugar, and doctors say we shouldn't eat them too often.

There are lotr of klnds of cereal. Thls lr how cereals in diftercnt shape$ llke rtars and balls, are made.
n
First, the grain is taken to the factory, where it is cleaned The shapes are baked in an oven to dry them' Then, they are
and checked. 'puffed'in another machine to make them light and full of air. lll-
Then it is prepared for cooking. lt is made into flour and After that, they are covered with sugar or honey. Some are
mixed with other ingredients. Water is added and the filled with chocolate. The cereal pieces are then dried ln
mixture is boiled. hot air. if,I
When it is soft, it is put into special machines whlch make it Firrally, the cereal is packed into boxes, ready for
lnto shapes like stars, circles, or even letters of the alphabet. the shops.

im

J ln pairs, ask and answer the questions.

YOGABULARY AlID
I What other kinds of food do you eat for breakfast?
2 How do you prepare them?
Words lo describe cooking 3 Describe the best breakfastyou have ever had.

o IBOUT Y(lU
Do you eat breakfast cereals?
e
Q
Pnot{ut{clATl0il | w"yrtopronounceeo

r384I
tirt"n to the different ways to say the
How often do you eat them? letters eo.
What kinds do you like?
lral ear /e/ head /irl seat
Do you think they are heatthy?

$ ln pairs, put these words into the correct

column of the table.

f Read the text and put photos A-C in the correct

order. beach bread breakfast
clean eat heatthy meal
the text. Match them to the
] Look at the verbs inWrite near ready teacher wheat
definitions below the verbs in the infinitive.
I^ , ,ra one thing with another thing. llol ear /e/ head /i:/ seat
2 Make something ready.
3 Take the water out of something.
4 Join two or more things together using a spoon
or a machine.
5 Cook something tike a cake in an oven. O
139
tisten and check. Then repeat.
lrltr
6 Cook in water.
7 Put something on top of something else,
8 Make an empty space full. lqr

t08 ulilT 19
llE r

ulilT 19 tr
I
t
I I
T
l ri: JFS

(Moybe when the groin is cleaned ond checked

Unit Overuiew os this could
toke o long time if humons rather thon machines do it,).
TOPTC Food and cooking
VOCABULARY Words to describe cooking Answers
t AND READING Breakfast cereals The correct order is B, C, A.
PRONUNCIATION Ways to pronounce eo
GRAMMAR Presentsimple passive
2 Tell students to match the verbs to the definitions. Check
as a class. Ask more comprehension questions about
READING The taste test thetext: 'How much of some cereals issugar?, (S0o/o),
VOCABULARY lngredients; moke and do
'Wlrere is the grain checked?, (in the factory) and ,What
LISTENING A cooking competition different shapes is cereaI made into?, (mony, for exomple,
lr SPEAKING Talkingaboutarecipe stors, balls, circles), As a follow-up question to prompt
EXAM TASKS Reading Part 5; Listening part 2 discussion, ask students, ,Why do you think cereal is
made into these different shapes?' (To make it more
i nte resti n g fo r ch i ld ren.).
Resources
Answers
GRAMMAR REFERENCE AND pMCTICE: SB page 165; TB page267
PREPARE FOR THE EXAM: SB pages on TB pages 241 and 245; ladd 2prepare 3dry 4mix 5bake 6boil Tcover Sfill
TB pages 254 and 256
WORKBOOK: pages 76-79 FtsT FHtSilERS
VIDEO AND VIDEO WORKSHEET: Favourite foods Tell fast finishers that cereo!isa homophone: different
PHOTOCOPIABLE WORKSH EETS: Gra mm words, cereol and seno/, have the same pronunciation
a r worksheet U nit j.9;
Vocabulary worksheet Unit 19 /'sre.ri.al/. Tell them to think of as many different
TEST GENERATOR: Unit test 19 homophones as they can while the other students are
finishing. Examples: ote/eight, heor/here, our/hour, sea/
see, wood/would, write/right lf students have time,
they
WARTER could try and put pairs of homophones into one sentence,
Oralfood and drink anagrams. Say, don't write, or let for example, I ate breakfast at eight o'clock.
students write down, some short food and drink words
withthe letters mixed up. The students must say the 3 Ask, 'ls it important to have a good breakfast?' and
word, Forexample, z i a p z (pizzo),m e o n I (lemon), 'Should schools serve breakfast?i put students into
t ra w e (woter),f uitr (fruit). pairs to discuss the questions in the book. Check ideas
To make iteasier, or if you introduce longer words, as a class. As an extension activity, and preparation
say the for
first letter first. Students could then do tiis in pairs. Give Exercise 5 on page 109, in groups, students think of a
students time to think of food and drink words and write new cereal, They should say what it is made of, what
them down as anagrams. They take it in turns to tell shape(s) it has, what it is called and why people would
one
another the anagrams. buy it. Groups could present their ideaJto the class.
(rl The Reading text is recorded for students to listen,
t27 read
and check their answers.
(D anour vou
Books closed, ask students, ,What is your favourite
meal of e
PRllllutlGlATl0tl i wuy, to pronounce eo
the day?'and 'Which is the most important?'. Write
of=- o box (l 4 Write on the board Eat bre:od for every meoland ask the
on the board and see if students can guess 138
cereal.lt would be good to bring in a box of cereat students to say it. Ask, ,How many words are there with
t-o set
the context for the discussion, Books open, have eo?' (three) and 'How many different pronunciations are
students there?' (three). play the recording and have students
answer the questions in pairs. Share ideas
as a class. Ask
students, 'Why are cereals so popular?,and ,Are repeat the words. Tell them that there is no rule for
there any which pronunciation to use, for example, cleon has I
healthy cereals?'.
i/ but c/eonse has /e/. There are words with other
pronunciations of eo, for example, greot /er/ and heort
/al
AHD 5 Ask students to put the words into the correct columns
in
the table. Play the recording for students to listen, check
I4tords lo deseribe cooking
and repeat. Make sure that students distinguish between

n' l;:;H1ifi"':"?ni:ff :11liJ;il"i:1?f.1?"1f :1'

/it/ and /rl, as in seot vs sit. The /i/ vowel sound is longer
and the lips are spread. Next have students make a
sentence with an example of each pronunciation of eo,

g
and try to put them in order. Then give students a time
for example Clggn your ggrs before brggkfo.s( and see
iill'"T,:::ffl,." ff11ffi11il".f".1xil,:lilj;:,, who can make the most interesting sentence.
CONTINUED ON PAGE 214

g DIFFERE]IT I]IGREDIENTS I
Answers 2 Books closed, ask students, 'What's your favourite
-q The answers ore recorded for students to check ond then
juice?' and 'How many oranges do you think you need to
repeot. make one litre of orange juice?' (obout I0). Write these
lrcl ean mea[, near sentences on the board for students to complete with the
lel head: bread, breakfast, healthy, ready active or passive form of need.
/irl seat: beach, clean, eat, teacher, wheat Ten oronges one litre of juice. (are needed)
You ten oronges for one litre ofjuice. (needl
GRAlililAR Presenl simple pasive Elicit that the first sentence is passive because the
-for
oranges are the subject and the passive verb says what
EE
I Books closed, write on the board:
1 People eot cereal everywhere.
2 Cereols are eaten everywhere.
Ask the students,'What is the subject of sentence 1?'
they are used for.
Books open, tell students to complete the text with
active or passive forms of the verbs. Check as a class. You
could ask students to write a similar description of how
q
(people), 'What is the subject of sentence 2?' (cereols)
and 'ln sentence 2, why don't we say who eats cerea[s?'
another juice, for example apple juice, is made.
nd
Answers
(/t's not neces sory because it is obvious or because we
don't know exactly who eots them.), Explain that in
sentence 1 the verb is'active' and in sentence 2 it is
1 are putled oft 2are put 3 are sent 4 makes
5 is washed and dried 6 are thrown away 7 is cut
8 is removed t
heat 10 is put ll
take 12 are sotd
fr=
'passive'.
Books open, telt students to find examples of the passive
in the text and comptete the rutes. Check as a ctass. Tell
lilXED
Go
tBtilTY
through the past participtes of all the verbs in the text
G
students that only verbs which take an object have a with weaker students before they begin.
passive form so we can't say wos died, wos come, etc.
As an alternative presentation, or if students need more 3 Demonstrate with an example on the board:
hetp with the meaning of the passive, dictate, or write on
the board, these amazing facts with the numbers missing They give you a free drinkwith it. (Afree drink is given with Il'I
ir. )
for students to guess. (They coutd look up the answers
on their mobile devices or in reference books.) Tell students to rewrite the sentences in the passive.
Every day, people arou nd the world ,.. Check as a class.

make Phone calls. (12 billion) Answers

eat bananas. (J.6 billion) I Loud rock music is ptayed in my favourite caf6. Irll,E
2 Bread is often eaten with butter and jam.
drink litres of water. Qa billionl
3 Lunch is served at 12.30 every day at my school. / At my
buy - cars. (200,000) schoot lunch is served at 12.30 every day.
-
cut down (40 million) 4 Our paintings are always put on the classroom wall. rllilI
5 A lot of sweets and chocolates are eaten in Britain.
kitt - sharks. (250,000)
-
Ask students, 'What is the subject of all these sentences?'
4 Demonstrate with an example on the board:
frlrtI
-trees.
(people) and 'ls this clear?' (yes), Explain that it woutd be My mum makes / is made greot pizza. (makes)
appropriate to use the passive in this case and write the
-
corresponding passive forms on the board.
TetI students to choose the correct form. Check as a ctass.
filE
Answers
Every day around the world .,.
I is painted 2 cost 3 is called 4 are ca[[ed 5 is broken
12 billion phone calls are made.
5 includes 7 is always cooked t,l

1.6 bittion bananas are eaten. FrrTIl

14 bitlion litres of water are drunk. ) enarnm wonxsilEEr uuT rg

200,000 cars are bought, 5 Putstudents into pairsto invent a snack. Theyshould rE
40 million trees are cut down. draw the snack and write a description using the passive
250,000 sharks are killed.
and verbs from page 108. Each pair then takes it in turn
to te[[ the class about their snack. The other students can EiIE!
Then students do the language anatysis in Exercise 1. As
ask questions after each presentation, for example, How
a follow up, students could find their own amazing facts
heolthy is your snack? or How much does it cost?
on their mobile devices or in reference books and write
them in the passive to quiz other students.
5 After each pair has presented their snack, the ctass can -, rFl
vote on the best snack for the factory.
Answers
I to be, past participle GOOTER
2 don't always have to Write (or say them) and see if
/p/,lel and /irl on the board
students can remember from page 108 att the words with
) emrrm nEFERETGE tro pRrGrcE rilstr[R KEy n pAcE 26?
eo which are pronounced in these ways.

r_l
214 U]ilT 19 1
il
=r GRAIII]IIAR Presenl simple passive J Rewritethe sentences in the passive. you don't
need to say who does the action.

Look at the sentence from the article. The verbs

0 Peopte throw away a lot of food these days.
1 A lot of food is thrown oway these doys.
are in the present simple passive. Find other
examples of the present simple passive in the text
I They play loud rock music in my favourite cafe
on page 108 and complete the rules.
2 People often eat bread with butter and jam.
3 At my school, they serve lunch at 12.30
The grain is taken to the factory, where it is every day.
cleaned and checked. 4 Our teacher always puts our paintings on the
classroom wall,
I To make the passive, we use the verb *-- 5 People in Britain eat a lot of sweets and
and the ____ of the main verb. chocolates.
2 When we use the passive, we olwoys hove to I
don't olwoys hove to say who does the action. { Choose the correct options to complete each
sentence.
{P
REFERnoE ArD pRAGTtcE IAGE t6s
1 My house paints I is pointed red and blue.
)cnnmuan 2 These trousers are cost I costonly f15l
3 Do you know that girl? She col/s / ls col/ed Sarah.
] Complete the text with the present simple 4 My sister's children call I ore colled Charlie and
or present simple passive form of the verbs Karen.
in brackets. 5 The kitchen drawer breoks I is broken and the
cooker is not working.
6 The price of the ticket rncludes I is included
lunch.
7 Dinneris olwayscooked lalwayscooksby my
dad.

$ Work with a partner. lnvent a snack, for example

a new kind of ice cream, cake or biscuit. Draw a
picture of it and describe what it is like and how it
is made. Read your description to the class.
The oranges (1)__.__ (pull off) the trees
and then they (2) ____-__. (put) into boxes. $ While you are listening to the other students'
These (3) (send) to a factory which descriptions, imagine you are the manager of a
(4).__ (make) juice. food company. Decide which new snack you are
going to make in your factory.
At the factory the fruit (5) __-__' (wash and
dry) and any bad oranges (G) ____--. (throw
away). After that, the fruit (7) (cut) in
half and the juice (8) _____. (remove) by a
machine. Most factories then (9) __*__ (heat)
the juice to 94 "C. This makes it last a lot
longer (G-8 months outside the fridge). The
hot juice (10) ____ (put) into cartons or
bottles and then left to cool, 6
Finally,lonies (X1) _--_--
(take) the cartons to -i I
supermarkets, where
they (12) (sell).

--

DIFFERE]ITITGREIIIE]ITS I09

=[
IIIFFERE]IT I]IGREIIIE]ITS *l
h
t
Look at the website. Whose blog is this? What is it about?
What information can you find on the website?

E
About me
Hello everyone!
G
Thank (0) _y.o.u__tor visiting my blog. My name's Caitlin and l'm '14. I've always loved cooking. (1) ---*.---
I was nine, I told my parents I wanted to be (2) __-__ chef and that's still my plan today. I especially love
making cakes and baking.
G
On this blog, I want to show people (3)

And remember, lf you do the cooking,

So go on - make a mess! I always do.
--*_-_
you don't
much fun it is to cook. I also want to show them that cooking
a meal can (4) -_--__ quick and easy, and that it tastes better (5)
have to do the
-*---
washing-up.
food that is made in a factory.
That's my rule anyway.
E
Don't forget (6) _--__ leave me a message if you like anything on my website. Happy reading!

+ t
YOU NEED:
1 steak per person
some garlic
HOW TO MAKE IT
I
'
Cover the steak in salt and pepper.
Heat the grill. lt needs to be hot!
F
_____:
tj a little butter
salt and pepper
,
;
Grill the steak for two or three minutes on each side.
Fry the garlic in the butter.
F
'. Serve the steak with garlic butter, fried potatoes and
green beans or carrots.
E
YOU NEED: HOW TO MAKE THEM
2 eggs , Mix the eggs and milk together.
300 ml milk
100 g flour
Add the eggs and milk to the flour.
. Put some oil in a pan.
i Cookthe pancake on both sides.
E
q 'g i' Cover it with lemon and sugar, chocolate sauce or
cream, or with pieces of fresh fruit, such as banana
and raspberries.

fr
AE
Read the two recipes. Match each recipe to one
of the photos A-G. Which recipe would you like to th
make? Do you know any other reciPes? $!
9 PREPARE FtlR THE EXAil

Reading Pad 5
e iluillrc Q
questions.
P0rlrTs
ts watch the video, then discuss the
*
ry-
Comptete the About me text on the web page. 'll'!!
f What's your favourite food?
For each question, write the correct answer. Do you like to cook?
Write one word for each gaP. Tell me about your favourite breakfast.
g
110 U]ilT 19

j
l* ulilT 19
I PREPARE FoR TltE ExAm

IYARTER
t2 tEY FOR SCll00tS Reading part5
You say a sentence in the active. Students must say it in
2 Briefly review what students need to do in this part of the
exam and if necessary read out the A2 Key for Schools
the passive (and vice-versa if you wish).
box on TB page 153.
They sell cakes, (Cokes ore sold.)
Tell students to look at each gap and think about what
We need food. (Foodr's needed.) the whole grammaticaI construction is and which word
I cook them every day. (They are cooked every doy.) is missing from it, For example, for gap 5 students should
Do we serve it here? (ls it served here?) see that betfer is a comparative and the construction is
comparative + than.
People don't want it. (lt isn'twonted,)
Tell students to complete the text. Check as a class. Ask
You dry them in an oven. (They ore dried in on oven.)
I students, 'Why did Caitlin staft this blog?' (To show that
Do people sellthem online? (Are they sold online?)
cooking is fun.), 'What does she say is the advantage of
cooking your own food?' (it's tostler,). 'Does she wash
up after she cooks?' (no) and 'lf you like what she writes,
BTllXGRllUilII IIFORMINX
what should you do?' (send her a messoge).
Early humans wouldn't have cooked their food but
eaten it raw. The history of cooking probably starts with Answers
.I
the controlled use of fire, about a million years ago. lWhen 2a 3how 4be Sthan 6to
Archaeological evidence, for example, basic tools and
4)
burned animal bones, shows food was being cooked t* fn" Reading text is recorded for students to listen, read
and check tleir answers,
iI 300,000 years ago. The advantage ofcookingfood was
that it made it easierto swallow and digest and generally
FIST FIilISHERS
tastier. Cooking allowed a greater variety of food to be
eaten because some food, especially meat, is dangerous Tell fast finishers to underline Caitlin's rule if you do the
or inedible when raw The increase in the range, quantity cooking, you don't have to do the woshing-up. Tell fast
and quality of food available was probably connected finishers to writg down three personaI rules which they
to the increase in the brain size of humans and the have, usingthe first conditiona[, For exampte:
development of language. lf lfinish oll my homework, lcon play computer gomes,
Cookery evolved from a survival tool to a hobby and lf my sister borrows my scorf, she hos to give it me bock the
art form and the first cookery books, or rather tablets, next doy.
date back to Mesopotamia around 1700 BC. Apicius, lf time, put fost finishers together to compare sentences,
a collection of recipes from ancient Rome, survives
and contains sections on sea food and four-legged
Ask students what information you find in a recipe (o /ist
animals. This book was aimed at the very wealthy as the
of food ond some instructions), Ask students to say what
ingredients are often exotic and expensive and this trend
the food is in each photo and how it is usually cooked or
continued until very recentty. The first cookery book
prepared. Te[[ students to read the recipes and match
aimed at ordinary people was probably Modern Cookery
them to two of the photos. Check as a class. Put students
for Private Fomr'lies, written in 1845 by the American, Eliza
into pairs to discuss the questions. Share ideas as a class.
Acton.
As an ex'tension activity, students could write out their
recipes with the stages in a different order. They then
Ask students, 'Do you have a blog or do you read any?', swap recipes with other students and have to put the
'Why do people have blogs?'and 'lf you started a blog, stages in order.
what would you write about?'. Give students a time [imit
to read the blog and answerthe questions. Answers
The best steak - G, Pancakes -A
Answers
The btog is written by Caitlin, a teenage chef. lt's about
cooking. You can find recipes and photos. @ urxnrc PomTs
Q Show the video and ask students to complete the video
15 worksheet, Then, read the questions inthe Talking points
box and students answer the questions. Share ideas
as a class. Ask students, 'How is the food you eat today
different from the food your grandparents ate?'. lf students
don't know, they could ask their grandparents, or older
people, and report back in the next lesson.

IIIFFERE]IT I lIGREllIE]ITS *l
UOGABUTARY lngredienls; nake and do

1 Te[[ students to match the words to the photos at the

bottom of the page. Ptay the recording for students to I PREPTREFoRTHEEXAM
listen, check and repeat,
12 KEY FOR SGllll0tS Listenins Part 2

't
(u Answers (rt 1
l4l Briefty review what students need to do in this part of the
The onswers ore recorded for the students to l'sten ond repeot. 1.4;'
exam and if necessary read out the 42Key for Schools
Asaltandpepper Bcarrots Cpotatoes Dmelon Esteak
box on TB page 86,
F beans G pears H garlic
Tetl students to write numbers as numbers rather than
2 Ask,'Which heading would you put apples under?'
(fruit) 'Cheese?' (other) Students write the names of
words, so 12 not twelve, so that there is no chance of a
spelling mistake. ts
the ingredients underthe correct headings. Check and
drittthe words, Give the students two minutes to add
as many words as they can to the tabte. Share the extra
Tet[ students to listen and complete the text.

1l 2 Students check in pairs then listen again to check. t

It
words as a class, Answers
Answers and possible answers I 2ndl2/second 2 8/eight 3 university 4 Wright (not Right)
5 money
Meat: steak, fish, chicken, beef , ham
Fruit: melon, pears, orenges, bononos
)
Vegetables: beans, carrots, garlic, potatoes, tomotoes
Other: salt and pepper, rice, egg, bread, posto
luuoscnrrTrBPAGE3o4
.H
3 Tell studentsto checkthe meaningof the words. They $PElr0lrc
could use monolingualdictionaries if they are illustrated, ,lra
Ask students for the transtation in your [anguage. They I Put students into sma[[ groups to decide on the recipe.
then match the words to the pictures on page 110. Referstudents to the usefuI tanguage and the recipes on

Answers
2
page 110.
Groupstake it in turnsto presenttheir recipes and the
iCil
baked - photo C, boited - photo D, fried - photos A and F,
class votes for the best dish.
gritted - photo G, roast - photo E

4 Books ctosed, ask students to write down as many words iilxED tBtUTV
as they can forthings you use when you are eating and Help weaker students with the usefu[ [anguage. Tellthem
drinking. Books open, they check if their words are lhalWhy don'twe ...? and Let's ... are followed by the
included in the exercise. Show students the example and base form of the verb; What about...? is followed by the
then let them do the rest. Check understanding by saying -ing form; I'd prefer... is foltowed by the to-infinitive.
a food or drink and getting the students to choose what trr
you eat or drink it with, for example ice cream: spoon and
bod; roast chicken: knr'fe, fork and platei GOllTER
Ask students to tell a story about their day using as many lrt
Answers phrases from Vocabulary Exercise 5 as they can. For
1 You use a spoon to drink soup with, or for dessert, for example, I woke up ond mode my bed. My sister made a
example ice cream. mess so we did the cleaning. Then ...
2 A mug is a kind of cup, lt's usuatly big and heavy, You use a
r-t
mug for coffee or hot chocolate. You use a glass for water
or juice. A cup is usua[[y for hot drinks tike tea.
3 A bowl is a round deep dish for eating soup or cereal or iIil
for serving vegetables or satad. You usually eat your main
course from a plate. A dish is bigger - it is used for serving
food. A dish can also mean a particutar food served as a
meal.
rIU

5 Ask students'When allthe things in Exercise 4 are dirty,

what do you do?' (wash them up) and 'Do you do or moke r q11
the washing-up?' (do). Students then categorise the
words. Drittatlthe words with moke or do.

Answers
-ll
make: a cup of tea, the bed, a cake, a mess, a mistake
do: the cleaning, the dishes, your homework, the shopping,
the washing Erl
6 Arrange students into pairs to discuss, Share ideas as a
class.

) vouruunr wtlRrsltEEr uxrT lo

l*
IE
ulilr 19
UOGTTUTIRY f ngredients; nake and do

h
I Match the words in the box to photos A-H below. g PREPARE FoR THE ExAilt
@ beans carrots garlic melon pears Listening Part 2
potatoes salt and pepper steak
iL I For each question, write the correct answer in
the gap. Write one word or a number or a date
-Q
141
Urt"n and check. Then repeat, o
L42 or a time.
2 Ho*, write them in the table under the correct Youwill hear a woman giving information
headings. Add more words you know to each
about a cooking competition.
column.

r- Meat Fruit Vegetables Other I IIIII IF I ilt t'l I llli I

steok For students aged: 12-15

Last date to enter: (1) _-__* June
J Check the meaning of these words in a dictionary. Number of teams: (2)
Can you find pictures of foods cooked like this on
liif
^ ttre web page on page 110? Where competition will be:
-- *__
(3) the

Narne of chef: (4) John

baked boited fried grilled roast
Prizes: (5) Tshirts, cookbooks
and
lf, ln pairs, say what you use each thing for.
I knife / fork / spoon
] ln palrs, compare your answers. Then, listen
You use a knife to cut food. you use o fork to pick again and check.
food up. You use a spoon to ... *
2 mug / gtass / cup
3 bowt/ ptate / dish

=t 5 Put the words and phrases with moke and do in

the correct column in the table.
@
=il the bed a cake +h€d€aniffg
a*up€++e+ the dishes your homework
f You are going to enter the Junior Chef cooking
competition. Work in teams of three or four and
a mess a mistake the shopping decide on your recipe.

=L the washing . What ingredients will you need for your recipe?
Make a list together.
make do
. How you will cook it? Write a simpte recipe. Look

=U o cup of teo the cleoning .

at the ones on page 110 to hetp you.
Who will do the different jobs, such as shopping,
cutting the vegetables, cooking on the day of the
competition, washing up ... ?
=L $ Which of the things in Exercise 5 do you
sometimes/oft en/never do?
. Why is it a good meal to serve in a school caf6?
Try to think of three reasons.

;tr
q
ETEI
q q q. a USEFUT LI]IGUIGE
Can you cutthe
vegetables?
Let,s ...
*tt+ That,s a great idea.
,* I'd prefer not to do
l[l- -{xlr- That sounds good!

4 q q q
the dishes.

l'm not sure about that.

What about...?
l'll buy the ingredients. Why don't we .. .?

a t
u Etr &b f Present your ideas to the class. Choose the best
dish for your school caf6.

IIIFFERE]IT ITGREIIIETTS III

:g
:g IIIFFERE]IT IlIGREIIIE]ITS *-1
II
fl
I
T E

t
o ABOUT YOU
Have you moved house or changed schools recently?
Talk to your partner about it.
t
l k
change as a verb and noun
AI{D
Hl, my namel Joe and l'm want to tell
15.,1
you aboutlomethlng whlch changed my
t
llfe. My mum qlways sang me songs at ,[=
1 Match sentences 1-4 to the meanings ol chonge a-d. bedtlme when ! was,a llttle boy,The songs

v 2f You've
1tl t'm sorry, I can't change a ten-pound note.
realty changed your life.
3 Please can I change this jacket? lt's too small.
weren't wrltten by other people.They were all
her own work. Anyway, Mum changed herjob
and lt meant we had to move from London to
ltr
4 We had to change planes in San Francisco.
a take something back to a shop and get something
b
in its place
give someone smatler coins when they have paid with
else
New York I was very exclted but sad to leave my
frlends.When we were changlng planes in Dublin
my mum started talklng to a man who worked
for a record company. She told hlm about her
F
c
a larger coin or note
move from one kind of transport to another
songs, and he asked her to send him some
them.When we gotto NewYork, Mum sent him
of
n+
d
d do something very different from when you were younger some song$ and he loved them. A year later,
her first album was released and it sold a million
Now look at sentences with the noun chonge (5-8) and
copies in a weekt She recorded another and soon
match them to meanings e-h.
she was rlch.
5 Remember to bring a change of shoes. lt might be wet.
6 I'tl emaityou my change of address. Our old apartment wasn't very comfortable and ,r'l
7 That will make a change, because mum had lots of money we moved to a
8 My grandparents hate change. really big apartment with a great vlew of Central

e new contact details Park.Then, our lives really changed. Suddenly, iln
everything was done for us, our food was cooked
f something interesting because it's new
g something becoming different by someone else, our apartment was cleaned,
h another item of similar clothing I was driven to school, Mum and I were flown xrt
everywhere in a private plane. I know it sounds
2 ) co to page 139. amazing and it is, but actually ld like to go back
to my old life in London.
J Look at pictures A-F in the article. ln pairs, discuss ?II
the life changes they show.
Read the article. Which picture is about Joe's life change? EI- qL---
{ lf,Em\ dooEIIE@l
$ Read the post again and answerthe questions. -r lrl tM, itrl

1 What did Joe remember about his bedtimes as a Fl.rrt I

tittle boy?
2 Why did they move from London? 'Ii
3 How did Joe feel about the move?
4 What happened in Dubtin that changed their lives?
T' A .---,
0 trt
5 Did peopte like his mum's first album? How do you
5
7
know?
What was the new apartment like?
Which does he prefer, his new tife or his otd life?
tt n frfr R
E

r!l

ll2 ulilT 20
,i

T!
220 UlrrT 20
l

Unitoverview' ''':"' Ask some concept-checking questions: 'Where can

you always change money?' (in o bank), 'Why might
TOptC Changes a footballer have a change of shirt?' (The shirt she is
VOCABULARY change as a verb and noun wearing might get wet during the first half of the gome.),
AND READING Life changes 'lf something changes your life, is this positive or
GRAMMAR Past simple Passive negative?' (could be either or both),
PRONUNCIATION Sounds and spelling Answers
READING Kevin Pearce
lb 2d 3a 4c 5h 6e 7f 8g
VOCABULARY Lifechanges
LISTENING A conversation about a new school 2 Tetl studentsto turn to page 139 and write a sentencefor
WRITING A biograPhY each ofthe situations, Then put students into groups to
EXAM TASKS Listening Part3 discuss their sentences. Share ideas as a ctass,
3 Ask students questions about the pictures, for example:
'Where is the plane going to and from?' (lt's going to the
Rgsourceg . ,r r,.. ,,.,,, - : ..r

|JSAfrom Britain.) and 'What happened when he played

GRAMMAR REFERENCE AND PRACTICE: SB page 166; TB page267 football?' (He broke his /eg,), Then tell students to work in
PREPARE FOR THE EMM: SB page on TB page 246;T8 page2sT pairs and discuss what changes they show. Share ideas
WORKBOOK: pages 80-83
as a class.
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 20; 4 Pre-teach retease (if a company releases a film or
Vocabutary worksheet Unit 20 musical recording, it a[lows the film to be shown in
TEST GENERATOR: Unit test 20; Term test 3; End of Year test cinemas, or makes the musical recording available for
the public to buy). Give students time to read the article
and decide which picture is about Joe's life change,
TYIRiIER Check as a class.
Tell students to change these words into new words by Answers
adding a letter at the beginning or a [etter at the end or
c
both, for example cof, seot, lowns. (Other answers may be
possible for the examples given.) 5 Give students time to re-read the article and answer the
how (show) questions, Check as a class, Ask students, 'How do you
ran |,rong) think Joe's tife witl change in the future?', 'How do you
think Joe's mother feels about the changes?' and 'How
pea (speok)
would your life change if you became very rich?'As an
ten (tent) extension activity, you coutd ask students to work in
anger (donger) groups and think about another story showing a change
one (money) in life. Groups can then take it in turns to telltheir story
to the rest of the class,
hear (heorf)
Put students into groups to find more examples and test Answers
the other groups on them. I He remembered his mum always sang him songs.
2 They moved because his mum got a job in New York.
3 He was (very) excited but sad to teave his friends.

O asourYou 4
5
His mum met a man who worked for a record company,
Yes, it sold a million copies in a week.
Books closed, ask students to write down any changes 6 lt was very big and looked out onto Central Park,
in their lives over the last six months, for example, / hove 7 Hisotd tife.
joined o basketballclub. Share ideas as a class. Books
open, have students answerthe question in groups. lf
(D rn" Reading text is recorded for students to listen, read
t* and check t-heir answers,
students haven't done either of these things recently, ask
them to think what the positive and negative sides of these
changes could be. Share ideas as a class. ilsT FtilsilERS
Ask fast finishers to write down questions they would [ike
to ask Joe about his new life, for example,
AilD
Do you go to o privote school?
change as a veft and noun What kind of music does your mum write?
When everyone has finished, fast finishers could ask these
1 Tell studentsthat chonge is a verb and a noun and have questions to the class and they should repty as if they
them give you more examples of words which can be were Joe.
both verbs and nouns (run, sleep, work). Have students
match the sentences to the meanings, Check as a class.

HFE Glt[lrGES rTl

ft
I
GRAilltlAR Past simple passive

Books closed, write these two sentences on the board.

Mum's records ore sold in the USA.
liltxEll l8luTY
Weaker students may need extra practice so ask them to
rewrite the verbs in the orange juice text on SB page 109
to describe what happened at the factory yesterday: Ihe
ft
oranges were pulled off the trees ond then they were put .
Mum's records were sold in the USA'
Ask students, 'Which sentence is passive?' (Both of them
5 Tell students to correct the sentences. Check as a ctass.
ore.) and 'What's the difference between them?' (the first
ls present sim ple, the second is post simple). Answers
Books open, tell students to look at the sentences and I lt was given to me by mY uncle.
complete the rule. Check as a ctass, You could write some 2 My bike was stolen last Year.

more sentences in the present simple passive on the

3 Theywerecostf25.
4 Atl those things were sold in yesterday's sale.
board and ask students to change them into the past
5 The school was opened five years ago.
simple passive.

Answers > Gmrmn wltnl(sllEEr utlT 2ll

past simple, past ParticiPle

e PnoltultctATl0ll Sounds and spelling
) enmrm nEFEnETE ilD PRlcIlcE AllswER rEY IB PISE 287
(rl 6 Demonstrate with an example on the board:
t4
2 Books closed. See if students can remember any other wait walk weight
examples from the text. Books open' Tell students to lcl;in wait and
(wolk because the vowel is pronou nced
check in the text and then answer the questions. Check
weightthere is a diPhthong/e/)'
as a class,
Telt students to choose the word which sou nds different
Answers from the othertwo in each set. Put students into pairsto
I The songs weren't written by other peopte. listen and check. Play the recording, Check as a class and
2 A year tater, her first album was released have students repeat all the words.
3 our food was cooked by someone else
4 our apartment was cleaned Answers
5 I was driven to school lboy 2watch 3hair 4word snow 6met Town Sthey
Only numbers i. and 3 mention the agent' lt is not always 9 toe l0 were
necessary to say who did the action. Sometimes nobody
knows who did it. We only say who did it if we think that 7 Have studentstake it in turnsto read thesentences
information is important. aloud. Monitor and make sure they are pronouncing the
sounds correctlY.
3 TetI students to make the sentences past simple passive.
Check as a class. See ifstudents can add more sentences 8 Tettstudents to turn to page 139, work in pairs and
about what happened the day before Joe's birthday, for decide which thing is the most important and what they
exampte, A birthday card wos bought. woutd add to the list. Share ideas as a ctass'

Answers GOOTER
l The ctothes were made, 2 The music was chosen. Read out this'passives' quiz. Students could guess
3 The cake was decorated. 4 The food was prepared the answers or look them up on mobite devices or in
5 The presents were bought.
reference books.
4 Askstudents if they have a favourite parkand whatthey The 2018 Wortd Cup was won by '..? (France\
tike to do there. Tell them to read the text about a park Which new country was discovered by Captain Cook?
in Beijing and ask some comprehension questions, for (Australia)
example'What was its original name?' (the Garden of
Don Quixote was written by ...? (Cervontes)
Ctear Ripples). Get students to look up the translation
of ripple in a dictionary. 'What is it now?' (o pork). Have What tanguage was spoken in ancient Rome? (totin)
students rewrite the text using the past simple passive Why were cereats first made? (os a health foodl
and decide if they need to add by '.. , Check as a class. Ihe Mona ltso was painted by .. '? (Leonordo do Vinci)

Answers ln groups, students cou[d make more questions for other

was designed by the Qing groups to answer.
1 The Garden of Ctear Ripptes
Emperor Quinlong ... - needed, new information
2 ... and some of the garden wos destroyed. - not needed
because it is not important who/what destroyed the
garden
3 So the garden and the buitdings were built again by the
Emperor Guangxu ...- needed, new information
4,.. and were givena new name... - no need lor by him
because Emperor Guangxu has already been mentioned
5 The Summer Palace wqs used bylhe Empress Dowager Cixi.
- needed, new information
6 ln 1924 ilwas changed into a public park. - no need for by
someone, this is obvious
The picture of the Garden of Ctear Ripptes'

ulrrT 20
il
FI
Past simple passive 5 Correct the mistakes in the sentences.
Fll @ f tt gave to me by my uncle.
2 My bike is stolen last year.

tr 1 Look at the example sentences from the article

Choose the correct words to complete the rule.

I
2
Everything was done for us.
Mum and I were flown everywhere in a
3 They were cost f25.
4 Att those things are sold in yesterday's sale.
5 The school open five years ago.
private plane.
e PR0llUllGlATl0ll i sounas and spe[ing

The past simple passive is formed with the Choose the word in each group which has
present simple I post simple of the verb 'be' plus
$
a different sound to the other words.
the post simple I past participle of the main verb.
1 buy boy by
2 which witch watch
) cnamuan REFEREITGE AxD pRAcTtcE PncE t66 3 hear hair here
4 would word wood
Find other examples of the past simple passive in 5 know now no
]- 6 meat meet met
Joe's post. How many examples tell you who did
the action? Why isn't it always necessary to say 7 own one won
who did the action? 8 their there they
9 toe too to
I ? Write sentences in the past simple passive about 10 were wear where
- what happened before the day of Joe's 16th
birthday. 4t- ln pairs, compare your answers. Then
listen and check.
- 0 The guests / invite.
Ihe guests were invited. J ln pairs, take turns to read these
I The clothes / make. sentencds aloud.
II 2 The music / chose.
1 The boys went to buy some food in the
3 The cake / decorate.
shop by the river.
4 The food / prepare.
2 Did you see which witch had a watch?

FI {
5 The presents / buy.

Rewrite the text, changing the verbs in italics into

the past simple passive. Decide if you need to say
3
4
Did you hear that? You can get your hair
cut here.
Woutd you write a word on the wood,
who did the action. Which of the four photos is please?
rlj 5 I know there are no books there now.
best for the new text?
6 You met Sophie at that caf6, but we can't
meet there because I don't eat meat.
Ill 7 She won one of her own.
8 They arrived there in their car.
9 My toe hurts too much to put on those
The Qing Emperor Qianlong (ll designed shoes.
fir
the Garden of Clear Ripples in the middle 10 Where were you yesterday? Did you wear
of the sixteenth century. But there was that coat?
a war about 100 years later and people
t il
(21 destroyed some of the garden. So the
Emperor Guangxu (3) built the garden Work with a partner. Go to page 139.
and the buildings again and he (4) gaue
$ ))
rlt them a new name: the Summer Palace. o
Empress Dowager Cixi (5) used the
Summer Palace. lnt924, someone
'rr li
(6l.changed it into a public park.

Guangxu
EmPeror

-tJl Garden of Clear Ripples

Emperor
Qianlong

a'r,

IIFE GHI]IGES *l
n
rACT FILE Kevin Peorce
E
Look at the photos. What do you learn about Kevin pearce
Bom: New Hompshire, Ist November
Jonuory 1997: entered
compelition
first
1982
snowboording fr
E
from the fact file?
200i: moved to Colifornio with brother Adom
in
Read the fact file to check your ideas from Exercise 1. August 2006: won Slopestyle event
New Zeolond
Jonuory 2008: won oPen holfPiPe
KEVIN PEARCE was born in (1)__--_-____-- on in Switzerlond'
December 2009: received serious
broin iniury
1st November 1987. He grew up where there was plenty of
snow in the winter and loved snowboarding from when he
was young. He entered his first snowboarding competition
when he was (2) years old. He moved to California
troining in Utoh
2010:iod lo releorn how to wolk' tolk ond
swollow
ft
look
with his brother fi (3) __:- and started training fult-time 20t0: his brother Adom left work to help
at Mammoth Mountain. Over the next (41 years, ofter Kevin
--.,_.__...-_._
he travelled a lot and won events in New Zealand and 2013: the Sundonce Film Festivol showed
Switzerland. He was a star of the snowboarding world. ;;;;;;""t f,im ob"ut his life' The Crosh Reel
2014: Adom ond Kevin set uP love
Your
ln December 2009, when Kevin was training in Utah, he
Broin Foundolion

E
crashed and was very badly (S) _-"" __,"_.. He spent three
- 2Ol4-bdoY: giving tolks ot schools
months in hospital and it took him a year to learn basic
skills like (6) "_ ond hosPiiols
"""" , talking and swallowing again. His
brother Adam left work to help look after Kevin. 2017: moved bock to Vermont
Kevin slowly got better, but he was not able to take
part in snowboarding competitions any more. ln 2013,
a documentary film about his life called The Crash
r9eelwas (7) -- _"
"-, . A year later, a foundation called
(8) _ _ "- was started by Kevin and his brother Adam.
This helps people who have had brain injuries and
teaches activities like yoga and meditation.
(9) "-
tE
- __ 2014, Kevin has been busy visiting schools
and hospitals. He talks about how important it is for
people to look after their brains and to wear helmets. IE
ln 2017, he moved to (10) n Vermont.
v'
IE
Read the fact file again and complete Kevin,s biography.

Answer the questions about Kevin.

IE
I What sport did he start doing when he was a small boy?
2 Who did he go to California with?
3 What did he do at Mammoth Mountain?
IE
4 How well known was he in the sport of snowboarding
before his accident?
5 Which part of his body did he hurt worst in the crash? IE
6 How tong did it take before he coutd do basic things again?
7 Was Kevin able to return to competition snowboarding
after his accident?
8 What isThe Crosh Reel?
rtl
l

9 What kinds ofthings does Loye your Broin teach?

TAU0ilG PotilTS
€ How has Kevin's life changed from when he was a teenager?
ln pairs, discuss whatyou think he learned from the accident.' lcl
lt{ u]ilT 20
fid
fiJ
F u]ilT 20
If Pre-teach swallow (to cause food, drink, pills, etc. to

Et move from your mouth into your stomach by using the

muscles of your throat). Tell students to cover up the

!r WARTER
Tel[ students to leave the room, Make five changes in the
room, for example put a chair on a desk and write Hellol
fact file and see if they can complete the biography
from memory or say what kind of words they need, for
example, gap 5 comes after wos and an adverb so they
will need an adjective, Then tetlstudents to complete the
on the board, Tel[ students to come back in, Students
EI must describe the five things that were changed, using
the past simple passive, for example, My chair was put on
biography using the fact file. Check as a class.

Answers

il
the desk. Something wos written on the boord, Repeat by 1 New Hampshire 2 ten 3 2002 4 seven 5 hurt / injured
asking one student to make changes while the rest of the 6 walking 7 shown 8 Love Your Brain 9 Since 10 tive
class are outside.
Tell studentsto answerthe questions. Check as a class.
As a variation, and practice in making questions, you
BIGIGROUilII IilFORITTOX could give students the answers and ask them to make
Brain injuries can be categorised into mild, moderate the questions then check with the actual questions in the
and severe. People with mild injuries do not suffer long- book.
lasting injury and after about three week of treatment
Answers
are able to return to normal life. Kevin's injuries would
be classified as severe as they are long-term and have a
I snowboarding
2 his brother Adam
serious impact on his quality of life. The most common 3 He started training full-time.
causes of brain injuries are violence, transport accidents, 4 He was very well-known: he was a star.
especially motorbikes, construction and extreme sports. 5 his brain
Men are twice as likely as women to have brain injuries. 5 a year

Prevention is the most effective way of avoiding brain 7 No, he wasn't.

8 lt is a fitm about Kevin's [ife.
injury and transportation in particular is regulated in most to look after your brain.
9 Yoga and meditation and how
- countries so that equipment like seat belts and air bags
are standard features of vehicles. Sports authorities also
try to protect competitors taking part in high-risk sports,
FtsT FrilsilERS
t for example, American football players have to wear Tell fast finishers to try and find a word beginning with
helmets and clothing designed to reduce the impact of every letter of the alphabet in the text. For exampte:
collisions; in football, the referee must tell players who get gbout, basic, gompetition, documentory,.., . See which
a head injury to leave the field of play. student can get the most letters of the alphabet. Very fast
finishers might have time to also find words ending with
Forthose like Kevin who have to live with serious brain
each letter of the alphabet, for example yoge, (no word
injuries, there is now more psychological and social
ending in b), bosie .., ,
support to go with the ongoing physicaltreatment
sufferers have. For example, sufferers are given support
in finding employment which they can still do and
companies are given incentives to employ this category of
p rnrrurc PouTs
Ask students what other sports are dangerous and how
workers.
people can reducethe risks. Put students into pairs to
discuss the questions in the book, Share ideas as a class.
Ii Have students describe the photos and how they might
I Ask students if they know of any other people, celebrities
relateto Kevin Pearce. or people they know personally, who have overcome

Et Possible answer
He was snowboarding and he had an accident which affected
serious injuries which have changed their lives.

til
his brain,

Tetl students that s/opestyle is an event where

snowboarders race downhill around different obstacles;
holfpipe is an artificial ramp like a raised swimming pool
hn where snowboarders can jump and do tricks at high
speed. You could show these events on Youtube to set

hr the scene. Explain that reel i n the title of the fi lm lhe

Crosh Reelhas two meanings: as a noun it is the round
wheel-tike object which camera film is wound on and

h
\I
as a verb it means to move from side to side as if you
are going to fall. Give students a time limit to read the
fact file and check their predictions from Exercise 1. Ask
students if they have ever been snowboarding or if they
would like to try it.

Ilr

LIFE CHI]IGES a
Pt
I
UtlCABUTARY life changes

Books closed, have students work in pairs and make a

list of the major changes in life. Books open, students Z pnrplnr ro wRtTE
t
compare their ideas with those in the book. Students
may have other changes, for example , go to university,
have children Tell students to put the phrases in order
biography
A
cET READY Books closed, write this beginning of a
biography on the board and ask students what the
E
and then compare with their partner.

Possible answer
problem is.
Kevin Peorce wos o greot snowboarder, Kevin pearce won
many competitions. People gave him many prizes.
&
be born, tearn to walk and talk, start school, change schools,
become a teenager, go to high school, find part-time work,
take exams, travel, start working or training, get married.
move house coutd come at any point, or not at all, as the case
(There is repetition of Kevin Peorce. The first two sentences
could be combined. The third sentence would be better in
the possive.)
&
2
may be.

Put pairs together to compare lists. Students should

Have students rewrite il. (Kevin Peorce was a great
snowboarder who won many competitions. He wos given
rh
make up a life story using the phrases in the past simple many prizes.)
and tetl another pair. Ask some students to tetl their
stories to the whole class. As a variation, students could
Books open. Students re-read the text about Kevin pearce
and answer the questions.
G
make a text about a real person, using a mobile device or
reference book to find out the detaits. They then tell their
story to the rest of the class who try to guess who the
person is.
Answers
I
2
There are four paragraphs.
The topics are: early life, accident, life after the accident,
G
ntxED tBtuTY 3
what Kevin does now
Kevin's name is used in the first sentence of each
paragraph.
&
fr
Give weaker students extra practice by writing the verbs 4 His futl name is used in the first sentence of the text.
on one halfofthe board and nouns on the other hatf, in a 5 The pronoun he is used in the restof each paragraph.
different order, and telI students to match them. Then rub
out either the verbs or nouns and have students read out PLAN Ask students to read the fact file about Serena

)
the phrases.

vomruunr won[snEEr uuT 20

Wiltiams. Do they know anything else about her? What do
they think about her life?
Students make notes for a biography about Serena
l=
Williams using the Kevin Pearce one as a model. They can
choose which details to include. E=
WRITE Students can write individually or in pairs, each

I PREPARE FoR TltE ExAH

being responsible for specific paragraphs. Tell them to
divide their work into paragraphs and think carefully about
when to use Serena's ful[ name, when to use her first name
&
and when to use a pronoun. Remind them that a paragraph
[2 tEY FllR
(D r
S0H00LS risteninspart3
Briefly review what students need to do in this part of the
shoutd have a minimum of two sentences.
IMPROVE Students should check their own work and then
E=
exam and if necessary read out the A2 Key for Schoots
compare with a partner.
box on TB page 138.
Tell students to listen for specific information, for GOOTER
E=
exampte dates and prices, as wetl as feelings and
opinions. Ask students to undertine the key words and
phrases in the question before they listen, for example
time and orrivein question 1, because the listening will
Give a vocabulary quiz on Units 16-20, Read out the
questions for students to answer individually or in groups.
1 To find a word in a dictionary. (look up, Unit 16)
E
probably give severaI different times, and at the moment
in question 2, as the correct answer depends on the time
2 You do this if you're notsure of the answer. (guess,
Unit 16) IE
they are talking about, 3 The part of the body where your food goes when you
Ask students to read the questions carefully, Ask, ,How
do you say the times?' (for exomple, eight thirty, holf past
eight) and 'Does Jon want to go to a new schooltoo?'
4
eat. (stomach, Unit 17)
You feelthis when you've done something sitty or bad.
(embarrossed, Unit 17)
rc
(no). Play the recording twice for students to answer the
questions. Check as a class. Ask students, ,What is the
most interesting school trip you have been on?,
5 You ,.. a book from a library. (take out, Unit 18)
6 The person who writes a book. (author, Unit 18)
IrI
7 We often eat this for breakfast. (cereal, Unit 19)
Answers
1A 2C 3A 4A 5B
8 How you cook meat in an oven. (roost, Unit 19) lld
9 Please ... here for the train to Oxford. (change,
) luuoscnm n pmE 304 Unit 20) rrE
f0 A job where you work fewer hours than normal.
(part-time, Unit 20)
rt

F ulilT 20
Life changes

-
1
@
Look at the phrases about things that happen
in people's lives. Can you put them in order?
Some might happen more than once. Work
2 PREPARE TO WRITE
A biography
with a partner and then compare your list with GET READY Look at the text about Kevin pearce again
t another pair.
I How many paragraphs are there?
2 What are the topics of each paragraph?
be born become a teenager 3 When in each paragraph is Kevin's name used?
change schools find part-time work 4
I When is his futt name used?
get married go to high school
5 When is the pronoun he used instead of Kevrn?
learn to walk and talk move house
take exams travel start school
I start working or training rACT FILE Sereno Willioms

2 ln pairs, compare your lists. Now, invent a story Born: 26th SePtember 1 981
I of someone's life which uses all these phrases. in Michigon in the USA
Use the text about Kevin Pearce to help you. Tell
Eorly 80s: fomilY moved to
your story to another pair.
Los Angeles
I
l9&4: begon to PloY tennis
1995: her folher become
her cooch
I
1999: won her first
title
tournoment, the US Open tennis
9 PREPARE FOR THE ExAM
2(X)21 won the Wimbledon
tennis tournoment
ployer in
2002: become the number one
Listening Part 3
the world
f For each question, choose the correct answer. lqbel' Aneres
20Ol: storted her own designer
You will hear Tanya talking to her friend Jon
* (sereno sPelt bockwords)
il about her new school.
iOOS a 2007: won the Austrolion
OPen
1 What time did Tanya arrive for her exam at 2008, op"n"d Sereno Willioms Secondory
Ii
t her new schoo[?
School in KenYo
A 8.30
B 8.40
201l: mode lnternotionol Goodwill
I, l c 9.00
Ambossqdor for UNICEF
ot the
2012: won the singles gold medol
2 How does Tanya get to her new school at the
Olympic Gomes
moment? Sponish
A by bike *nguogu* English, some French'
B on foot ond ltolion
C by car Fomit* husbond - Alexis Ohonion' one
a*gfr*t, born I st SePtember
III 3 What can Tanya take home from school?
A a musical instrument
B sports kit PLAN Read the fact file for Serena Williams. you are
rtt C a science textbook going to write a short biography about her. Think
4 What has Jon just started doing? about:
A playing in a band . how many paragraphs you will write
Irt B ptayinghockey . what the topic of each paragraph will be
C working . when you will use herfull name, first name and the
pronoun she.
5 What reason does Jon give for wanting to
rtl stay at his school next year? WRITE Write your biography. Use the passive as well
A friends as the active in your writing.
B a school trip IMPROVE ln pairs, read each other's biography
C his mum and dad and check for mistakes. Check that you have both
included all the necessary information and that you
used paragraphs and pronouns correctly.

IIFE GHA]IGES I15

q LIFE GHII{GES
4
II
E
EXAftI s
I LrFE Sntts
When you have an exam you should:
. organlse your time
o prepar€whatyou need Gtr
. keep calm and don't worry!
Taking exams can make you feel nervous or
worried. lf you prepare well and relax, you
willdoyour best.
,w
AIIUICT - stud$ng for exans
I Look at the statements. Are they true for you?
I o : Don't spend too long on one topic, but

+
I have a good memory.
do a little of each subject every day or week. Make a
2 I find some exams difficutt.
timetable for the afternoons or evenings, with study
3 I don't worry about exams.
4 I can never finish exams in the time.
time, eating time and include some free moments. Irlrl
5 I tike doingexams.

ln pairs, compare your answers.

''a

(
o : lt's difficult to remember too many things
at the same time, so if you have a lot of information
to learn, divide it into sections.
2 Do you think these ideas are important when
you have to study for exams? ' o to
: For example, draw a Picture next
foreign word you want to remember.
a
t how much you sleep Or, to remember the formula E=mC, you could
2 what you eat write lhe elephant made cakes twice.
3 preparing what you need forthe
4 organising your time
5 talkingtoyourteacher
exam
o a kind of
: We often remember better if we can see
picture of the most important points. This
5 doing physical exercise makes it easierto connect the information in our minds.

Read the
mentioned.
text and tick the ideas that are o : Heahhyfood gives you energy and helps you
to concentrate.

o Stand up every hour and move around. Have

a small snack or a shortwalkto clear your mind.
'lE
o : Don't stay up late to send messages on your
phone or play video games. lt's better to go to bed not
, too late, get up early the next day and review what you 'lF
studied the day before.

o : You can tesl each other on what you need

to know. For example, if you are studying history say rn-
the name of an important event and then your friend
can say the date, or say the date and he/she can try
to say the event. lll-

o : Find time to do some physical activity

at the weekend or during the week.
?ttE

ftE

DE
I F LIFE SKILTS
I
I LIFE SKILLS
il . The students learn strategies for preparing for exams so that
they can perform in the exam as well as possibte and not get
wlRTER
Write this logic problem on the board and ask students to
solve it.

Fr .
too stressed.
ln the project stage, students prepare a video presentation
Di ego soid,' I don't have ony brothers or sisfers, but this
mon's fother is my fother's sonl Who is the man? (Diego,s
giving advice and suggestions for exams. son)
Ask students if 20 questions like this would be a fair test
of someone's intelligence and in what situations this test
rm[8RouilD ttF0RltTtot could be used.
I There are many ways of assessing performance, for

t
example coursework, but an examination usually means
a standardised test. 'Standardised, means that the test
conditions, for example the tength of the test, the number
of questions and what materials, if any, students are
t UFE StilLtS
TAKING EXAMS
Tell students to read the information and check vocabulary
allowed to refer to, are the same for all students and the
as necessary. lnvite students to say if they agree or
exam is marked in the same way by trained examiners
r or computers so that the scoring is objective. Some
disagree with any of the points in the text and to give
their reasons. Encourage open-class discussion and help
examinations are easier to standardise than others,
students make connections between their contributions.
for example a maths test where the answers are either
E
right or wrong can be marked more objectively than a 1 Ask students what the purposes of exams are (for
test of second-language speaking. However, rightty or example, to compare the knowledge ond abilities of
wrongly, most educationalsystems in the world rely students by puiting them under thi some conditions to do
on examinations to show that students have reached a the sorne fosks).
ceftain level and to give, or deny, qualifications which Tell students to tick the statements which are true
they can use for further education or employment. A for them. Put students into pairs to compare and
large part of any school programme consists of preparing discuss. Share ideas as a class, Test how good students'
students for examinations a nd i n some cou ntries, memories are by asking them some questions: ,What was
especially in Asia, children often take private lessons I wearing in the last lesson?,, ,What was the first word you
o utside school for extra exa m i nation practice. learned in English?' and 'What were you doing this time
The first country in the world to have a national exactly one year ago?'.
standardised test was China. This was the lmperial 2 Tell students to mark each idea from 0 to 5: 0 = not
:, I examination and its purpose was to select people for important at a[1, 5 = very important. put students into
I
senior positions in the civilservice. The exam was pairs to compare and discuss, pre-teach formula by
introduced in 605 AD, replacing more informaltests such giving an example: draw a right-angled triangle on the
ri I as competitions and interviews, and lasted in various board with a2 + b2 = c2 underneath. Then givJstudents
I
different formats until 1905. The exam covered academic time to read the text and check which ideas are included.
knowledge, like music and law, and military skills, such Check as a class. Ask students how talking to your
as archery and horsemanship, and could last up to 72 teacher could be useful, for example, your teacher could
hours. Because the exam was so long and challenging, explain things that you don't understand.
mentally and physically, students were allowed to Uring
Answers
their own bed as well as food and water. The examinerJ
had complex proceduresto stop cheating and coruption, All ofthem except 5.
for example candidates were identified by number not
name and their work was rewritten by a scribe so that FIST FI]IISHERS
the handwriting could not be recognised. However, the Tell fast finishers to write down three pieces of strange
difficulty of the exam and its importancg meant that or funny advice for students preparing for exams. For
some students tried to cheat: long rolls of text exist example: Don't study in the shower as this will moke your
which dishonest students tried to smuggle into the exam books wet and it could damoge your mobile device.
room. The lmperialexamination had a major influence
When everyone has finished, ask students to share their
on Chinese culture because it set standards in literary
advice and the class can decide which is the strangest or
style, knowledge of the classics and technicat skills. As a
funniest.
standardised test, it influenced othercountries in Asia and
the European colonialpowers in the region.

TAlfllto Extrs *l
3 Give students time to comptete the texts with the It0JECf n viae o presentotlon
sentences. Check as a class. Ask students which ideas are
Tell students that they are going to make a video
included in the pictures (a, c, d, i)'
presentation on exam preparation' lf students don't
Answers have access to technology, they could make a poster
tc 29 3h 4a 5e 6f 7b 8i 9d of their ideas and make an oral presentation based on
this. Put students into small groups and tell them to use
(D rn" Readins text is recorded for students to listen, read the ideas in the text on page 116 to think of advice for
tt and check tieir answers, before, during or at the end of an exam. Students should
4 Tett studentsto answerthe questions based on thetext. decide who will say what and practise their presentations
Check as a class. before they record them. Encourage students to use the
expressions for giving advice in Exercise 7. You could
Answers check the recordings and give feedback before students
I study time, eating time, free moments present to the whole class. Each group presents and
2 draw a picture answers questions, As a class, discuss the most useful
3 have a good breakfast/ reviewwhatyou have studied the advice.
day before
4 move around, have a snack or a short walk
5 send messages or play video games
6 they can test each other PROJEGI EXTEilSIOII
Tell students to make a list of the best advice in three
5 Booksclosed, askstudentsto imaginethatthe next day categories: before an exam, during an exam, at the end
there will be a vocabulary test of attthe new vocabulary of an exam. Students should keep this and when they
in Units 1-20. Give students three options how to prepare have their next exam (any subject, it doesn't need to be
for this test and ask them to vote which one they wou[d English) they shoutd tick what advice they followed and
choose: whether it worked. Then put students in small groups
A Stay up late revising the vocabulary. to compare and see if there is a connection between
B Do some revision but not too much. following the advice and getting a good result in the
exam.
C Do nothing so you witlfeelfresh for the test'
Have students say the advantages and disadvantages of
each option, GOllTER
Books open, put students in pairs to discuss exam Put students into groups to make an exam for parents.
preparation. Share ideas as a class. The idea is that parents have to take this exam regularly to
(De rettstudents to predict the answers to the open show that they are good parents. lf they fai[, they need to
r48 questions (I,2,4,5), for example in 1 Peter and Matty go on a special course'How to be a good parent' and pay
may need a dictionary or a calculator. Have students a fine, Students need to discuss what questions witt be in
listen and answer the questions. Check as a ctass. the exam. Give some examPtes:
What is your child's favourite music group?
Answers
What mark did your child get in their lost English test?
1 Peter: a pen, Matty: a ruler lriilI
2 she looked in her bookforthe answer Whot would you say if your child osked you for o new
3no mobile phone?
4 check / answer question six
his work
Give groups time to make the questions and an answer rt;llr
5 to organise her time
key. Then each group coutd present their exams to the
(u 7 Tettstudents to listen again and complete the rest ofthe class. The class can vote on the ten best
expressions. Check as a class. questions, put them into one exam then go home and test
llt
their parentsl
Answers
l should always 2 Shall 3 could 4 must 5 were you
r'=a

iilxED lBlL|TY
Remind weaker students of the meaning of the modal
verbs should, shall, could and mustwhen giving advice:
musf is the strongest, then shou/4 then could;sho//
is used in questions to make offers. Te[[students that
expression 5 is a second conditionat and lf lwereyou'
rather than lf I wos you, is a speciat form to give advice.

) ruuoscnrnlB PtGE3tt4

t r UFE SKTLS
Complete the texts 1-9 with the sentences a-i.
J
a Make mind maps with important information
b Get plenty of sleep
c Organise your study time
d Exercise regularty to help your brain
e Have a good breakfast before you go to school
f Make sure you have breaks
g Try and learn information in small blocks
h Draw pictures or create sentences about
information you have to learn
i Revise with a friend

4 Answerthe questions. Use ideas from the text on

page 116.

1 What information shoutd you put in a study

timetable?
2 What can you do to remember foreign words?
3 What can you do in the morning when you have
an exam?
4 What should you do when you take a break from
studying?
5 What shoutdn't you do at night instead of steeping?
6 How can friends help each other to study?

5 What do you do when you have to prepare for

exams? Talk to your partner.

Listen to the conversations and answer the

,.1 G questions.

Conversation t: What things did Peter and Matty

need for the exam?
Conversation 2: Why did Meg fait her exam?
Conversation 3: Did Sam answer all the questions
in the exam?
Conversation 4: What did Tim forget to do in the
exam?
Conversation 5: What advice does the teacher
give Sophie?

Listen again. Complete the expressions for giving

-(l 7

t
advice.

Make a video presentation, givlng advice and

USEFUT UilGUEE suggestions for exams.
t You _ rememb€rto bring an extra pen. . Work in small groups.
2 _l helpyou studyforthe nexttest? . Think about what you need to do before an
3 You knowthatyou _ guess? exam, during an exam or at the end of an exam.
4 You_makesureyou've . ln your group, prepare a short video
done everything. presentation with the best advice for your class.
5 lfl_ you, I'd look at the clock. You can record this on your phones, and you
4"r- can have a conversation or explain the ideas
individualty.
',t* . Show your video to the class and be ready to
answer any questions about it.
. After you see the video, tell the other groups
the ideas you liked.

Tlrultc EItilS llt

TAlfflG EXAiIS
q
"q
/, I
E
&
1 Put the letters in order to make words for
parts ofthe body.
I outhm 7 eadh
f Choose the €orrect options to complete the sentences.
@ f Vou must bring your pyjamas and clean clothes for
E
E
you I yourself.
2 mtuhb _-*____* 8 ranib 2 lf itwill be lrsall right, I'll meetyou in the restaurant.
---.'_---_
3 grinfse ___--_-__ 9 thare _.__--** 3 The batteries include I ore included in the price.
4 cekn.*._-___, t0 dotob 4 This presentgave I wos given to me by my father.

]
5 esto
6 are
11
12
cakb _-___--__
nekal

Look at the words. Which words are used to

S! Correct the mistakes in the sentences.
5 | bought a btue shirt for me, which is very nice.
E
talk about books (B) and which words are 6 lf you like, we go by car.
used to talk about preparing food (F)? 7 You like the class if you come.
8 You need to bring a photo of you with your name on
]G
bowl chapter cover the back.
plate shelf spoon
knife
title
] Complete the sentences with the verbs in the box.
Use the past passive.
,E
Now, match the words to the definitions.
I This is a section of a book that has a
bake find make open seil write JE
number or title. _-_ I That book __-*___ by my mother. She,s an author.
2
3
4
We put soup in this. ____. ____-
We use this to cut our food.
We put books on this. * *-"-
-

-
2 Her bike __-_*_ - in the park after she tost it.
3 The cakes _ for too longl
4 The new school*..-__-*.'..-_ last week.
iE
5 We eat our food off thG.
----- 5 My phone * (not) in this country. lt,s from
6
7
This is the name of a Uoo-t<.
This is the front and back oii U*k.
South Korea. rE=
6 The paintings --_-*_- _- for a tot of money.
8 We use this to eat soup and ice cream.
3 Complete the text with the €orrect form of the verbs
in brackets. Use the present simple active or present tE=
simple passive.
! Complete the sentences with the correct
form of the words in the box. t1

- lE=
be born change schools find out t WHAT HAPPENS IN
AN
find part-time
back
work give back
take exams take out l#:E RrrlA IF
. .
take

I Fi;f;C Qir;rY
He onty _-____ _ __ the name of the book
yesterday. He didn't know it before.
2 Please can I borrow your maths book?
J-
li

trl
l_"",.__- ___ it _,_.-__* to you tomorrow. First, the cream. eggs and sugar (1) (mix)
_-____
3 We _-"_.___-. our English *._-__.-__ last together in a big machine. Then, the mixture \:
week. I hope everyone passed. (2) _*___* (cook) to kill any bacteria and make it ,rEl
4I (not) lastyear. We moved house, safe to eat. After this, the flavourings (3)
____-___"__

,lrl
(add). These (4)
but I stayed at the same school. --*- -_-" (include) cnocotate, uinitta,
5 Ptease can you the forks from the
coffee, mint and of course fruit of all kinds. Some
ice cream makers also (5).--_
drawer and put them on the table? -"_-__ (put) pieces of
marshmallow or whole nuts in their ice cream.
6 My grandmother.--_.**._.- on l5th June
7 Some
1962.
teenagers tike to ___ ___-.-_ in the
The next step is very important. The ice cream
(6) --". .___ (freeze) and mixed at the same time in lEi
hotidays so they have money to buy things. a special machine. After it (7)
-__--_....--_._...
(come) out of
8 (you) ---.-..--....--_ your library book yesterday?
\
the machine, it (8) *
-_--__--
(put) into boxes and then
into a big freezer. When it is very cold and hard, it
(9) --"__.__". (send) to the shops for us to buy.
JH
Around 13 billion litres of ice cream (10)

I18 REUIEW 5 t
(sell) every year around the world.

\.\+*
\"^
+ JC
1b.-..q
+'ttq

!E!
F REYIEW 5
H
I
u]{lTS 17- lz I

2 Tett students to put the words in the two categories,

books and food. Check then have students match the
VOCABUIARY Body parts; adjectives to express emotion; words to the definitions. Check as a class.
books and reading; words about books;
Answers
ingredients; chonge as a verb and noun; life
Books: chapter, cover, shelf, title
changes
Food: bowl, knife, plate, spoon
GRAMMAR Reflexive pronouns; fl rst conditional: present
I chapter 2 bowl 3 knife 4 shelf 5 ptate 6 title 7 cover
simple passive; past simple passive 8 spoon
EXAM TASKS Reading Part s; Speaking Part 1; Listening
Paft2 3 Telt students to com plete the sentences. Check as a class.

Answers
l found out 2'll give, back 3 took, exams
4didn'tchangeschools 5takeout 6wasborn
PHOToCOPIABLE WORKSHEETS: Grammar workheets Units 7 find part-time work 8 Did you take back
17-20; Vocabulary worksheets Units 17-20; Review game Units
17-20; Literature workheet; Speaking worksheet; Writing
worksheet GRAMMAR

I Ask students to choose the correct words. Check as a

wlRffiR class.
Have a grammar and vocabulary auction. Tell students
I Answers
that they each have €1,000 and they have to decide
whether the sentences which you read out are right or I r yourseff 2 is 3 are included 4 was given

wrong. lf students are right, they double their money. lf Have students correct the mistakes. Check as a class.
they are wrong, they lose it. Students can put as much
money as they like on a sentence, if they have it (so they Answers
need to keep a note of how much money they have as the 5 I bought a blue shirt for myself which is very nice.
activity goes on). The student with the most money at the 6 lf you like, we'll go by car.
end is the winner. 7 You'll like the class if you come.
8 You need to bring a photo of yourself with your name on
I You have one thumb on each hand. (Righf) the back.
2 You have one toe on each foot. (Wrong oae-toe - five
foes)
2 Before Exercises 2 and 3, briefly review the form and
meaning of the present simple passive and past simple
3 We looked at us in the mirror. (Wrongus - ourse/ves) passive. Ask students to write the passive equivalent of
4 lfelt really embarrassed when I dropped the ice cream these sentences and explain why they are more natural,
on myself. (Right)
People call him Jim. (He is colled Jim. lt doesn't matter
5 You can take it out from the library. (Righf) who calls him Jim,\
6 lf I will pass, I will be lucky. (Wrong lwill possl Somebody found the key. (The key was found. We don't
7 The first chapter has 26 pages. (Right) know or care who found it.)
8 The soup was baked for 20 minutes. (Wrong bakd - Tel[ students to complete the sentences using the past
cooked) simple passive form of the verbs in the box. Check as a
class.
9 They are sendingthem to a factory by lorry. (Wrong
seading - sent) Answers
10 A melon is a kind of fruit. (Rightl I was written
2 was found 3 were baked 4 was opened
11 Were the boys found? (Rrght) 5wasn'tmade 6weresold
12 I want to find half-time work. (Wrong hal{ - port)
FAST FIIIISHERS
Tellfast finishers to write another past passive sentence
for each of the verbs in the box. You could ask students to
VOCABULARY
make two of the sentences positive, two negative and two
I questions.
Books closed, point to parts of your body and ask
students to name them. Books open, tell students to
reorderthe letters to make parts of the body. Check as a CONTINUED ON PAGE 234
class.

Answers
I mouth 2 thumb 3 fingers 4 neck 5 toes 6 ear 7 head
8 brain t heart 10 btood 11 back 12 ankle

ulilTs 17-20 *l
3 Ask students, 'What is your favourite kind of ice cream?'
and 'How do you think it is made?' Pre-teach bacteria
vocabulary. Put students into different pairs to repeat
the activity. Monitor and note down good language
q
(very small organisms that are found everywhere and
are the cause of many diseases), flavouring (something
use and mistakes for feedback. Then ask some of the
questions to the whote class.
r+
that is added to food or drink to give it a particular taste),
12 IEY FoR SCH|IOLS Listening part 2
and marshmallow (a soft, sweet, pink or white food). Ask
students to complete the text. Check as a class. 4) 3
149
Briefly review what students need to do in this part of the
exam and if necessary read out the M Key for Schools
R
Answers
I
6 is
are mixed 2 is cooked 3 are added 4 include 5 put
frozen 7 comes 8 is put 9 is sent l0 are sold
box on TB page 86,
Books closed, put students into groups to say what &
&
they know about the history of their town: when it was
founded, if it had a different name, important people
9 PREPARE FtlR THE ExAM who lived there, historical events, etc. Share and
compare information as a ctass,
12 IEY FOR SCHO0IS Reading part 5
Books open, give students time to read the questions,
I Briefty review what students need to do in this part of the Make sure students understand thatthe answer can
exam and if necessary read out the A2 Key for Schools onty be one word or a number or a date or a time: ask,
box on TB page 153. Tell students to read the text quickly 'Why would "two pounds" be wrong in question 5?' (/t
and ask, 'Who are Sally and Dave?' (frlends / students), is two words and the pound sign is olready there,) play
'Where is Sally going?' (London) and 'Has she been there the recording twice. Put students in pairs to check,
before?' (no). Ask students to complete the text. put then check answers as a class. Ask students what their
them into pairs to check their answers then check as a grandparents woutd probably say about how their town
class. Ask students, 'What famous places do you know in has changed in their lifetimes, for example the shops,
London?'and 'Which would you like to visit?' prices and transport.
Answers Answers
l with 2'tt / wilt 3 to 4 but 5 be 6 you 1850 254,000 3Thursday(s) 4Regent 51.75

HXED tBruTY ) rurroscnrnTBptGEoo5

Go through each question with weaker students and ask

questions to guide them towards the answer, GOOLER

Question 1: 'Read the whole sentence, What preposition Write this quiz on the Student's Book on the board (or
could connectholidoy and family?' dictate the questions). Put students into sma[[ groups to
look back through the book and find the answers. The
Question 2: 'Be is the main verb, What other verbs can
group which completes the quiz first with altthe correct
there be before a main verb?' (modol verbs), 'ls Sa[[y
answers is the winner.
tatking about now or the future?' (future) and 'What
modalverb is often about the future?' I How many parts of the Duke of Edinburgh,sAward are
fhere? (four, page 10)
Question 3: 'What do you need after the verb want?' (an
infinitive or o nounl and 'ls see a noun?' (no) 2 Do most pandas live in zoos or in the witd? (rn fhe
wild,page 16)
Question 4: 'What punctuation is there before this gap?'
(a comma), 'Does this mean there is a new clause?' (yes), 3 What unusual house do Paula and Gary have? (a lorry,
'So what kind of word coutd it be?' (o linking word), ,ls the page24)
idea in this clause agreeing with or contrasting with the 4 What exams do sixteen-year-olds in England do?
idea in the first clause?' (controsting) and'What tinking (GCSEs, page 40)
word shows a contrast?' 5 Which footbatlteam does eSport star Koen Weijland
Question 5: 'What kind of word is before the gap?' (o ptay for? (Aiax, page 56)
modalverb)'What do we need after a modal verb?' (o
6 How old was Catherine Cook when she started
main verb)'What form witl this verb be?' (the base form)
myYearbook.com? (J5, page 61)
Question 5: 'What kind of word do you often have after 7 What is pocket money in the US called? (an ollowance,
a verb?' (an object) and 'Sally is writing to Dave so what
page 82)
could the object be?'
8 What language group is Engtish in? (Germonic, El
page 92)
12 KEY FllR SCll00tS speaking part I 9 Who is the main character in the book Wonder?
2 Briefty review what students need to do in this part of the (August, page 106) El
exam and if necessary read out the 42 Key for Schools
box on TB page 22.
10 What sport did Kevin Pearce do before his accident?
(snowboording, page 114)
Books closed, write the three topics on the board: health
ond fitness, books, food. Put students in groups to write
down four questions for each topic.
Books open, students compare their questions to the I€I
actuaI questions. Put students into pairs to take turns
asking and answering the questions. Encourage students
to give full answers and use a range of grammar and 'El

F
I
REYIEW 5
g
For each question, write the correct answer. For each question, write the correct
answer in the gap. Write one word or a
Write one word for each gap,
,i,, number or a date or a time.
Example: 0
You will hear a woman talking to a class of
students about the history of her town.

l'nr sorry I dicin't see you on thc lasi <.lay

Years Mrs Smith has lived in the town:
(0) term io say iloorlb;,t.'. I lrolr,r (0) years
yot.t lr;tve a really lot,cly srrrlnte;r Irolirlalr irr Age of town: (1) years
iire nrounialns (1) yoLlr Lrnril;r. l'nl
sure it (2) . __ . bc sLrnr.ty,, ancl vrarrtr.
We're going; io Lorrdon for a,.'retek. I'rl very
Nr.rmber of people: (2)
excitecj bec;,ruse it's rny fir:;t visit iltero.
=g I vrarrt (3) see all ilre fanrrtlrs
plaoes. We',vent to Maclricl last year, arrrl
Day shops closed: (3)

Name of old cinema: (4) the

that rvas reall)/ inte restirrq. (4) it
=ry \'/as too lrot for nte. I ltolte L-ont.icn r,lorr'i
(5) so \,/alr.
Cost of cinema seat: f (5)

EE See (6) - next terntl

fially

=tr
Work with a partner. Take turns to ask and answer
the questions.
-h#r
Tell your partner about heatth and fitness.
)
'4
ir What exercise do you do to stay heaLthy?
Which foods keep you healthy?
llave you ever hurt any part of your bocly?
i.
Hor,v clo you get to school every day?
1:
i
Te[[ your partner about books. i

What kind of books or corrrics do yoLr tike reading?

Where is your favourite place to read? t
\
a1
Do you prefer reading on a screen to reacling real
books? Why?
\{/hat is the best book you have read?
J
-iis, Tell your paftner about food.
Describe your favourite nreat.
What food can you cook?
4
4 Who's the best cook in your family?
Which country's food do you like best?
t
i
B,

& :.i
,- a

=e
-4r
-#
d
4
:fl ulrfTs 17-20 235
PREPARE FOR THE EXAM KEY
TEACIIIIIG IIOTES AIIII AIISWER
A2 KEY FOR SGHO||LS

RUDltG lilll wRlTlllc Question 4: Ask, 'What kind of message is this?' (o notice
for students)'What do students have to do?' (Give in
Reading Pari 1 ilulliple-choice signs, notices and their pointing by July 12th,)'Why is B correct then?' (/t
messages (Unit 1 1 , Unit 18, Review 3) shows there is a deodline.)'Why are A and C wrong?'
(This information is not in the notice.) Te[l students not to
Remind students of the format of Reading Part l and refer consider answers which contain information that is not
them to the exam information and tips boxes, This part is included in the text, or contradicted by it.
also practised in the Student's Book on pages 66,75 and 102
Question 5: Ask, 'What is the purpose of this notice?'
and in the Workbook on pages 46 and 73. (To give informotion obout opening tlmes.) 'Which two
I Tel[ students to read the text in question 1. Ask students answers are about opening hours?' (Aand Cl 'Why did
what is in the picture (a phone screen) and who is writing you choose A not C?' (The two doys in A ore the Tuesdoys
to whom (Dom is writing to Jules). Ask students what kind and Thursdays in the text. C is wrong because doys are
of message it is. Then te[[ students to look at the answers compored, not ploces,) Point out to students that they
and decide which is right and why the others are wrong. need to read each part of the text carefully - here the
Check as a class. Ask students what the key word is in A Tuesdoys ond Thursdays only was key to getting the
that gives them the answer (borrow) and tell them that it correct answer.
is a good idea to underline key words as they go through Question 6: Ask,'What does lsobel need to do on Sunday
the options. morning?' (Help her mum.) 'Can lsobelstill meet Zoe in
the park?' (Yes) 'Which answer says this?' (C)
Answers
Ask students to tellyou ways that they can improve
It's a text message between two friends.
on this part of the exam, for example by trying to find
The answer is A. Dom needs to borrow a skijacket - his is too
smatl for him. a synonym for each word or phrase they learn (tel[
B is wrong because he's telling Jutes about the size of his own students that this works with grammartoo, for example,
jacket - it's too small. must= hove to).
C is wrong because he is asking if Jules or his brother has a
jacket he can borrow - he hasn't lent one to Jules' brother. Answers
rA 2C 38 48 5A 6C
2 Give students time to do questions 2-6 by themselves,
Put students into pairs to check and say why they
have chosen their answers, Then check as a class. Give
detailed feedback so that students understand why the
correct answers are correct and what'exam strategies
were useful.
Question 2: Ask, 'What is this box for?' (To get notes from
students.) 'What should the notes be about?' (l,Vhot
students think aboutthe new menu.)'Which answer is
closest in meaning to this?' (C) 'Why?' (/tsoys 'opinion of
the menu.')'Why is A wrong?' (The box does not give any
information.)'Why is B wrong?' (There is nothing on the
box about odding new dishes to the menu.J
Question 3: Ask, 'Why is Abby writing to Mia?' (She
wonts Mio to email Mr Wilson.) Which word in the correct
answer B means the same as emoil? (contact) Point out
to students the importance of looking for synonyms and
words or phrases which have similar meanings in the
answers and texts. Ask, 'Why is A wrong?' (The climbing
club hosn't started yet.) 'Why is C wrong?' (Abby thinks
there ore severol people interested, enough to start o
club.)

PREPIRE FOR THE EXAlIft TEAGHI]IG l{(lTES A1{II ffISWER IGY

F,
i
PREPARE FOR THE EXAM
I m KEY FoR scnooLs
3t

Reading Part 2 Multiple-choice three short texts Reading Part 3 Multiple-choice one long text
(Unit 3, Unit 12' Unil 18) (Unil5, Unil 9, Unit 15)

Remind students of the format of Reading part 2 and refer Remind students of the format of Reading paft 3 and refer
rts them to the exam information and tips boxes. This part is them to the exam information and tips boxes. This part is
also practised in the Student's Book on pages 22,70 and I04 also practised in the Student,s Book on pages 34,56 and gg
and in the Workbook on pages 14,50 and 74. and in the Workbook on pages ZZ,tg and 62.
ll
I Te[l students to read the title and ask, ,What information 1 Books closed, askstudents if there are any advantages
do you think will be in each text?,. (For example, why of living in a very small home and any disadvantagei of
these homes ore Ltnusuol, who lives there and why, the living in a very large home, Which would they prefer?
advontages ond disodvontages of living there.) Ask Books open, tell students to look at the phoio and ask
students to say what kind of homes are in the photos what rooms and furniture they think are in the house.
(teach lighthouse) and have them predict what the
Give students time to read the text. Ask some general
people will say about what it is like to live in each place.
comprehension questions, for example, ,ls this the first
Give students time to read the questions. Ask students small house?' (no), ,How much did it cost to build this
to think of synonyms or words and phrases close in house?' ($-t,sOO; and ,How many rooms does the house
meaning to the words and phrases in the questions. have?' (two - a kitchen and sitting area downstoirs ond
a
1 other people (friends) bedroom upstairs). Tell students to read the questions.
2 safe (comfortable) Ask students, 'How many questions are there?, (five) and
'How many paragraphs are there?' (four), Tell students
3 happy with (satisfied by) that there is orie question for each paragraph and a
4 bright (not dork) general question. Ask, ,Which is the general question?,
5 spending the night (sleeping over) (the first quesfion) and ,How do you [now?, (it
osks obout
6 needs a lift (hos to ask for help getting somewhere) the purpose of the text, not o specific detoil.).

7 feels less comfortable (isn,t very hoppy) Answer

Give students a time limit to read the afticle. Ask Question 1
some
generaI comprehension questions, for example, ,How
was Sarah when she started living on the houseboat?,
old 2 Give students time to answer the questions. When you go
(four) 'What shape are the ,oomsln the lighthouse?, through the answers, ask students to refer to the text t;
(round)'What is a lot of the front of Trudiis show how they got the correct answer and why the other
house made answers are wrong. Then ask students, ,What kind of
of? (g/oss) Then, tellstudents to answer question L
and house would you like to design or buitd?i
undertine the information that gives the answer. Check
as a class and ask why (friends ore other people Answers
she
knows),
I B The text is a description of his personat project.
A is
Answers wrong because the focus is not on how teenagers can build
small houses. C is wrong because the text doesn't say what
Lots of my friends live on houseboats too (in other people think about small houses.
Sarah,s text)
2 A He wos bored and looking for a fun octivity during the
2 Give students time to complete the task. Tell
students to school hotidays. B is wrong because there is no infirmation
underline the information that gives them each answer. about his neighbours, C is wrong because the text doesn,t
When you go through the answers, have students say he met anybody.
read
out what they have underlined. Ask students which 3 C Luke's dad was his cooch. A is wrong because the text
house they would preferto visit or live in, says that Luke did most of the work. B is wrong because
Luke had to pay for the house himself.
Answers 4 B there wos o lot he didn't know. A is wrong because he hod
1 A l-ots of no ideo what to do when he started building it. C is wrong
my friends live on houseboats too
because the text doesn,t say he broke anytf,ing.
1?
to 5 C he'd like to live in it futt time. A is wrong 6ecarise his
enough for us. next house will be bigger. B is wrong beiause there is no
4 C Lots of light information about this.
comes in
5A
water.
6B mv parents have to drive me everywhere
7C I often get too hot and want to opln a
window.

DNTDIPE END TllE EYIll. ?EIrlrrI.,A rrA?EG IIIh I[ArrrIF ETr' :1

usTEilffiG

Listening Part 1
3-oplion rnultiple-choice five shorl Listening Parl2 Gap lill notes T
dialogues (Unit 4, Unit 17, Review 1) (Unit 7, Unit 19, Review 5)

Remind students of the format of Listening Paft 1 and refer Remind students of the format of Listening Part 2 and refer E
them to the exam information and tips boxes. This part is them to the exam information and tips boxes. This part is
also practised in the Student's Book on pages 27, 31 and 101
and in the Workbook on pages 19 and 71,
1 Tell students to look at the pictures for question 1
-q
also practised in the Student's Book on pages 45, 111 and
119 and in the Workbook on pages 31 and 79.
I Books closed, ask students,'How do you keep fit?'and
q
and write down words that could be included in the 'Do you go to a gym?' lf any students use a gym, ask them
conversation. Get students'suggestions then ask how al[
the pictures are connecte d (They ore all objects that could
for information such as how much membership costs,
what equipment the gym has and how they use it. Books
rtr
be in a room.). open, tetl students to read the instructions and notes.

Possible answers
Play the recording with the example and ask students
why the answer is Saturday not Friday. H
(u 2
desk, sofo, posfers

Tell students to read the question carefully and say if

they need to choose what Ted has now or what he plans
Answers
Saturday is the day of the club and Friday is the last day you
can book.
ft
to get. Play the recording for students to choose the
answer. Check around the class to see what answers
students have and what they base this on. Play the
) mroscnrnrlPrGEto IE
recording again to check as a class. lf necessary, read out
(rl 2 Ask students what information they expect to hear
153
for the other answers. (L a price,2a morning time,3 o
the section of the audioscript which gives the answer:
The only thing I need now is a sofo. Ask students what first name or surnome (not both as there can only be a
IE=

4
they need for their room. one word answer), 4 an article of clothing, 5 something
connected to sporf) Tell students that 3 will probably be
Answers spelled out and that there is a negative in 4, so they need
The question asks about what he wants. to listen for something that is not necessary.
The answer is B.

) ruonscnrnTB PrGEsrF
Play the recording twice. Have students check in pairs,
then check answers as a class, Use the audioscript if tEl
students are unsure about what they heard. Ask some
(rt 3
151
Give students time to look at the pictures and read the
questions. Ask some questions to check that students
more questions about the recording. (You may want to
play the recording again.) For example, 'How much are tEl
know what to listen for, other clubs?' (f15 or f20\, 'Why should peopte arrive by
Question 2; 'Where are all these things in the car?' (on
the bock seat), 'ls the question about what to take in the
car?' (No, it is obout what has been left in it.)
10 o'clock?' (So they can meetthe teocher.), 'What should
people wear?' (shorfs) and 'Why don't they need to bring
water?' (The gym has it.),
l4
Put students into small groups to think of ways that tf,
Question 3: 'What information does each picture give?'
(the price of the bag)
gyms could attract more teenagers, for example they
could offer a discount if friends go together; trainers from
Question 4: 'What do pictures A and C have in common?' locol gyms could go to PE c/osses I n schools and tell the
(They both show water,) rL
students obout their gyms. Share ideas as a class.
Question 5: 'ls the question about what the boys ptan to
do?'(yes) Answers
LL2.50 210.20 3 Hughie 4trousers 5towet IU
Play the recording twice. Check answers as a class and
ask students to say how they know. (Use the audioscript
if necessary to show the answers.)
) mmcRrn n PmE ilF
'rl-
Answers
2 C Theotherone [bagofshopping]'sonthe backseat
I think. :lr
3 A from today that one is f15
4 A lt was tovely by that lake, wasn't it?
5 B Let's go to that new caf6 in town.
-t=
) ruuoscmn rB PIGE uF

256 PREPARE FOR TIIE EXI]IT TEACHI]IG ]IOTES A]III II{SWER IEY
il

I PREPARE FOR THE

EXAM

Jr A2 KEY FOR SGHOOLS

lbtening Part 3
3-option multiple-choice dialogue Listening Part 4 3-option multiple-choice main idea,
(Unil 12, Unit 20' Review 3) message, gisl or topic (Unit 8, Unit 16, leview 2)

t
-
(D
r54r
Remind students of the format of Listening Part 3 and refer
them to the exam information and tips boxes. This part is
also practised in the Student's Book on pages 71,75 and 115
and in the Workbook on pages 50 and 83.
eool<s closed, elicit from students some ideas for
(rt 1
156
Remind students of the format of Listening Part 4 and refer
them to the exam information and tips boxes. This part is
also practised in the Student's Book on pages 49, 53 and 90
and in the Workbook on pages 35 and 67.
Ask students to read the first question and answers. Ask
spending an afternoon, for example, going to the zoo, students,'lf the girljust wanted a snack, what answer
watching a film, playing table tennis. Have students work could it be?' (Aor B). Play the recordingforstudents to
in groups to rank the activities according to how much choose the answer. Put students in pairs to compare. Ask
fun they would be. students why they chose this answer and not the others.
Books open, tell students that Ca[[um and Stella are Ask students, 'Which word in the conversation is the
going to a skatepark. Ask students if there is a good same as very hungry?' (starving).
skatepark nearthem and ifthey go there. Tell students to Answers
read the instructions and questions. Ask some questions
The answer is C. She is hungry but doesn't want the other
tt to see that students understand what they are going to
things her mother offers her. She wants something big.
listen to: 'Who knows about the skatepark - Callum or
Stelta?' (Calluml, Are there going to be any changes to
the skatepark?' (yes) and 'Do they decide to go to the
) luuoscmnnPtGEsm
(rt 2
Fr skatepark?' (yes). Tetl students to re-read question 1. Ask students to read the questions and answers. Then
157
Play the recording for students to say the answer. Ask play the recording twice. Have students check in pairs,

Fll students why the answer is C not A or B,

Answers
then check answers as a class. Use the audioscript if
students are unsure about what they heard, Ask some
more questions about each conversation. (You may
c want to play the recording again and pause after each
A is wrong because he doesn't say how close it is to the
conversation to ask the question.)
cinema.
B is wrong because it's on the other side of town, so it's not Question 1:'What is mum cooking?' (roastchicken)
close.
Question 2: 'How long was the show?' (two hours long)
C is correct - it's opposite it so it must be close.
Question 3: 'What happened to the boy's boots?' (Ihey
) ruonscnln rB ptGE fln got very wet.)

(rl 2 Question 4; 'What are the friends going to?' (a music

Tell students they are going to do the rest of ihe task
festivo[)
and give them time to re-read the questions. Play the
recording twice. Have students check in pairs then check Question 5: 'ls the writer famous?' (no)
answers as a ctass. Use the audioscript if students are Answers
unsure about what they heard, Ask some more questions
2 C There was so much action - I wasn't bored for a minute.
about the recording (you may want to play the recording 3 A Just becauseof a tiny bitof rain?
again): 'ls there another skatepark in town?' (yes). 'Why 4 B I need to go to the ticket office first so why don't you
is the weather not a problem?' (The skatepark hos a roof.) wait for me there?
and 'Where does Stella need to be in the afternoon?' (her 5 B Thewriter'snotverywell known butthestory..,
auntie's house). Ask students if their town has enough
places for teenagers to spend time and what extra things ) ruonscnrnrBPAGEsfl
the town could have, for example a zoo.

Answers
2 B ithasto haveenoughspace
3 A they're goingto puta shoptheretoo
4 C when it's finished, it'll be f5, but it's onty f3 untilthen
5 A'We could meetthere atten..."Yes,sure'

) ruonsenlnnptcEflF

PREPARE FOR THE EXlil: TEAGHlllc llOTES Allll AI|SWER KEY

PREPARE FOR THE EXAlilI fl
N2 KEY FOR SGHOOLS

lblening Part 5ltatching sP[Arflltc

&
(Unil 2, Unit 6, Beview 4)

Remind students of the format of Listening part 5 and refer

them to the exam information and tips boies. This part is
Speaking Pad 1
(Unil I, Unil 16, Review
Examiner-led questions
l, Revhw 4, Review 5)
fr
also practised in the Student,s Book on pages 17,39 and 97
and in the Workbook on pages 10 and 26.
Remind students of the format of Speaking part 1 and refer
them to the exam information and tips boies. This part is ft
fl I Books closed, put students into pairs to compare how
they spent their half-term hotidays, See which student
also practised in the Student's Book on pages 13,31,93, 97
and 119.
r.E
had the most interesting time. Books open, ask students I Books closed, write these two questions on the board:
to read the instructions then the example, Ask students, How old will you be on your next birthday?
'What kind of music practice do you think Jasmin did?,
Play the recording and then have students underline the
Whot do you usually do at the weekends? IE
part of the audioscript which gives the answer. Ask students, 'Which question needs a short answer and
which needs a longer answer?, (The first needs o short
Answers onswer; the second needs o longer onswer,). Books open, E!
Grandma: How was your half-term holiday, Jasmin? tell students to do the same for the list of questions.
What did you and your friends do? Check as a class.
Jasmin: Well, Grandma, I ptayed the guitar a lot. l,m in the
schpol concert next week and I need to get ready Answers
iE
for it. Questions 7 and 12, the
,Teil
me about,questions, need
(l 2 Ask students to give you an example of each activity, for longer answers - try for three sentences.
IE
example cooking (making a coke),going online (checking 2 Ask students,'What makes a good answer to a question?'
emoils). Play the recording twice for students to answer (not too short, plenty of detoil, correct grammar,
the questions. Have students check in pairs then check
answers as a class. you could then ask students to
interesting vocabulory). Ask students to think of good
answers for the second question on the board and te[[
tH
underline their answers in the audioscript as they did one another. Then tetl students to match the answers to
in the exampte. Ask some more guestions about each
person (you may want to play the recording again).
the questions in Exercise 1 and decide how good they
are. Check as a class.
tE
Question 1: 'Why did Jasmin do a lot of music practice?,
(She hos o concert next week.)
Question 2: 'What sport did Sophie dq?, (hockey)
Answers
a An answer to 'do you' questions tike questions 4, 10 and IE
11. lt is not so good because it is too short. you need to say
Question 3: 'Who did Sam travetwith?' (his parents)
Question 4: 'What is Joe going to do with his best
b
why. See answer b for a better way to answer.
This is a better way to answer ,do you, questions like
questions 4, l0 and 11.
tE
photos?' (enter a competition)
c Question 5. This is a good answer because it gives plenty of
Question 5: 'Why didn't Emily go shopping?' (She didn't
have enough money.) d
detail.
Question 7. lt is not so good because it is too short. you
need to say why.
IE
Question 6: 'What did Gemma plan to do?' (sfudy) e
Ask students, 'Who had the most interesting half_term?'
and 'What advice would you give to someone like Emily
Question 12. lt is not so good because it is too short.
It doesn't let the examiner hear any of the English you
know Even if you just go online, talk about thlt. Oi make
IE
who doesn't have much money but still wants to have an something up!
interesting time?'. (u 3
l6{,
Tell students to tisten and match the answers to the
questions. Check as a class. you could also ask questions
IE
Answers
about details in the answers, For example, (Speaker 1)
I G She ptayed hockey
2 H He went away with his parents.
3 D He spent a lot of time taking pictures.
'What does he do with his friends?' (play sport or go to the
park)
IE

)
4 B Shewenton the internet a lot
5A she spent the whote week baking

luotoscnlnIDptoE3ol
Answers
Speakerl-questiong
Speaker2-question3
ld
Speaker3 - question
Speaker4-questionT
B
lrl
d
Speaker5-question6

) ruoroscnm TB ptcE 3ol

4 Putstudents into pairs. Tettthem to take turns asking

and answering the questions. Then ask some studenis to
answer the questions in front of the whole class. luJ
F
I
I
PREPIRE FOR THE EXAII: TEAGH|I|G lt0TEs AilD tltswEl IGy lc
I
pnrPARE FoR rHE ExAilt
'i ai xrv FoR sonoots

Speaking Parl2 Discussion with visual slimulus 5 Put students into pairs and give them two minutes to say
(Unil3, Unil 7, Review 2) whether they [ike visiting the places in the pictures and
giving their reasons. To make the activity similar to the
Remind students of the format of Speaking Part 2 and refer test, you could repeat the examiner's instructions (note
them to the exam information and tips boxes, This part is that the examiner who speaks to the students is called
also practised in the Student's Book on pages 2I,42 and 53, the intertocutor): 'Now, in this part of the test you are
going to talk together. Here are some pictures that show
I Books closed, ask students what kind of places they
different places to visit. Do you like these different places
usually visit when they have free time. Books open,
to visit? Say why or why not. l'l[ say that again. Do you
put students into pairs to see if any of the ptaces they
[ike these different places to visit? Say why or why not.,
mentioned are in the pictures on page 135 and to name
Repeat the task with students in different pairs. Monitor
them. Check as a ctass. Ask questions about the pictures
and give feedback on examples of ambitious [anguage
to encourage students to give details when it is their turn
to do the task. and mistakes.
r- Question 1: 'What are they [ooking at in the museum?'
6 Books closed, ask students to write down three follow-up
(maybe Greek voses) questions which an examiner could ask about the same
topic. Give an example; 'Which places can you visit for
Question 2: 'What are they doing in the park?' (chatting free?', Books open, tell students to answer the questions
l-i and reoding)
in pairs. Check as a class.
Question 3: 'What are the people looking at?' (o cost/e) (rl 7 Have students read the questions then listen and put
Question 4: 'Why are they wearing glasses in the them in order. Check as a class.
cinema?' (it is a 3D film.)
Answers
Question 5: 'Which shop has special low prices?' (Bogs
ondAccessories) The order in which the questions are asked is:
Do you like places that teach you about history? Why?
Answers Do you prefer visiting ptaces that are inside or outside? Why?
Do you prefer visiting places on your own or with other
a museum, a park, a castle, a cinema, a shopping centre
I, peopte? Why?
(rl 2 Tell students to listen and put the pictures in order.
Check as a ctass. Te[[ students that it is not necessary * 8 examiner
Playthe recording again and askstudentsto say howthe
deals with short answers. Check as a class. Ask
to talk about the pictures in the same order they are in
students for good ways to reply to Why? or Why not? and
on the page. A good strategy is to begin with the most
write them on the board, for exampte: Becouse ..., I'tn
interesting picture, the one which they can say the most
notsure but.,.,lthink..., /f seems to methat.,. .
about, so that they start the task well and feel confident.
II;
Answers
Answer
The examiner wilt ask'Why?' or'Why not?' and you should
They speak about the shopping centre, the museum, the
III' expand your answer.
park, the castle and the cinema in this order.

(rl 3 Te[[ students to write the places in order in the tabte. ) ruonscnrn rB PAcE sg
Then ptay the recording again for students to mark who
9 Put students into pairs and tell them to ask and answer

=f likes and doesn't like each place, Check as a class.

Answers
the questions in Exercise 7, Then ask some students to
answer the questions in front of the whole class.
Girl:
=il
tikes shopping centres, museums, parks and
cinemas

:t )
Boy: likes parks, castles and cinemas; doesn't like
shopping centres and museums

ruuoscnnrTB ptcEsoo

il 4 Ask students what adjectives were used about each

place. lf necessary, ptiy the recording again for students
to check. You could also ask students to write down the
phrases which were used to get their partner's opinion

=t and inctude them in the conversation. (What oboutyou?

And you? How about you? Do you agree?)

Answers
=U shopping centre - boring
museum - interesting
park - fun

=r cinema - expensive

il PREPARE FOR THE EXI]IT TEAGHI]IG ]IOTES A]III A]ISWER IGY

E
c
rfr
rq
PnESEilr STHPTE tilD PRESEI|T C0ilTtilU0US PtsT sttPt"E

1I
tH
'm (am)painting ll flew
2 don't (do not) like 2 went
3 are playing 3 asked tH
4 hate 4 wanted
5 do (you) enjoy
6go
5 didn't want
6 went
E
7 plays 7 walked
8 prefer 8 saw ru
9 'm (am) not doing 9 didn't go
2f My dad usually goes to work by car. 10 was
2 We're (are) learning how to ptay the guitar today. 1t had
H
3 I always watch W after dinner. 2t did the boy see
4 My friends aren't (are not) swimming in the sea now. 2 happened ru
5 Mycousin doesn't (does not) have breakfastevery day. 3 ate

YEnBS WE
GlilTilU0US
D0rT USUil"tY USE rt mE 4 did you go
5 did
u
I
Verbs we can use ln the Verbs we don't normally use in
PrsT corTrtuous ililt plsT srlrprE
H
continuous the contlnuous 1r It was raining.
buy, climb, make, sing, work believe, fee[, hate, like, mean,
own, understand, want
2 Dad was cooking dinner. H
3 My brother and I were watchingTV in the living room.
2t know
4 My sister was reading.
2 's learning
5 My grandparents were leavingtheir apartment.
H
3 need
4 are you thinking
21 started

5 aren't playing
2 were playing H
3 had
5 don't understand
4 was doing
7 Can you hear
5 were packing
H
31 don't (do not) understand this exercise.
I

2 My friends think football is boring.

31 got up

3 What are you doing right now?

2 was shining H
3 decided
4 We don't (do not) want to watch the film.
5 That dog belongs to my cousin.
6 Penguins don't (do not) feelthe cold weather.
4 were sitting
5 saw
u
6 wasn't
7 I don't (do not) like this book very much.
H
H

-H
284 GnliltlR REFERETCE lllll PRAGTIGE lllSWER KEY I
COMPABATIVE AIID SU PERLATIVE ADVERBS FUTUIE WITH H'L[

11 more cheaPlY, the most cheaPlY I I l'l[ (witl) have a big house and a fast car.
2 heavily, more heavily, the most heavity 2 My friends will move away.
3 fast, faster, the fastest 3 My cousin wi[] become a famous film star.
4 badly, worse, the worst 4 There'll (witt) be cities on other planets,
5 seriously, more seriousty, the most seriously 5 We won't (witt not) buy things in shops.
6 wonderfully, more wonderful[y, the most wonderfutly 2I Wiltstudents go to school in the future? (Possib/e
2L the most beautifullY onswer) l'm sure they won't go to school.
-t 2 more often 2 Where willwe buy clothes and shoes in the future?
(Possible onswer) I think we'll buy clothes and shoes
3 better
ontine.
I 4 more easily
3 How will people travel from one ptace to another?
5 the most quickty (Possible answer) l'm certain people will travel in
3r as late as rockets.
2 as quietly as 4 Will there be more wars? (Possib le onswer) I hope there
3 as slowty as won't be more wars.
I 4 as often as 5 Willscientists discover new things? (Possible answer)
5 as wetl as
l'm sure scientists will discover new things,

II
FUTURE W'I}I PIAY / HIGfiT
P0ssEssr0lr
1 1 I'm sure l'l[ go swimming.
1 1 Terry's gold coins are on the table.
2 We may have pizza or we may have a hamburger.
II 2 The children's shoes are near the door.
3 My mum might be able to drive us to the concert, but
3 Both boys'lunches are in the kitchen. she isn't sure.
4 I can't find my sister's necklace. She'll be angry 4 I'm certain they won't be late.
5 My cousins' names are Ana and Eva. 5 Where willyou go on holiday?
2I hers 2t I may I might not go to the beach.
2 Our 2 I may / mightturn offthe air conditioning,
3 Their 3 lt may / might not rain later.
4 yours 4 Her parents may/ might buy her a new smart phone.
5 mine 5 You may / might not understand this teacher because
3I hers she talks very fast.
2 ours
3 mine MAST, *tusfirtry, IIAVE T0, LAilT flAVE f0
4 theirs
5 yours
11 They must fillin the form.
2 We mustn't forget Mum's birthday.

PRESEIIT COIITIIIUIIUS F{lR FUTURE 3 My cousin mustn't wear large earrings to school
4 You must practise for an hour every day.
1 1 're going paddle boarding (F) 5 You must be careful.
2 Are (you) listening (N) 2l don't (do not) have to go
3 isn't (is not) coming (F) 2 has to work
4 'm (am) doing (N) 3 does (your sister) have to come
5 are (you and your friends) getting (F) 4 has to go
2 1 I'm going to the dentist 5 don't (do not) have to watch
2 're (are) having pizza at paolo's pizzas
3t had to
3 l'm (am) playing basketball 2 mustn't
4 l'm (am)studying 3 Do you have to
3 Possible answers
4 don't have to
1 l'm going to school tomorrow morning,

i 2 l'm meeting my friends on Friday afternoon.

3 I'm playing footbatt on Saturday morning.
4 We're having lunch at my grandparents, house on
5 mustn't

E Sunday.

I
5 I'm going to school next week.

GRAiIiIAR REFERE]IGE IIIII PRIGTIGE I]ISWER KEY 265

PRISEI|T PERFECT $J|TH JUSI ]'frAilD
VERB PATTERilS - GIRUI{DS AIID IIIFIIIITIllES
ALREAOY

1 I seeing 2 to study 3 getting up 4 Making 5 writing 1I l've just seen my best friend outside the tibrary,
6 downtoading
2 Let's see a different film, l've already seen that one,
2 lmaking 2ptaying 3faiting 4uploading 5joining 3 l'm hungry. I haven't eaten yet.
3 Possible answers
4 Rob can't ptay footbalt. He's just broken his foot.
I When I leave schoot, I hope to go to university,
5 Have your friends arrived yet?
2 I don't mind doing homework, but I don't like writing 2 ljust 2already 3yet 4yet 5just 6already
stories.
3 I started playing the piano when I was younger.
3I Ihaven't seen the Statue of Liberty yet.
2 Have you had lunch yet?
4 I prefer watching TVto reading books.
3 I've already read that book,
5 l'm thinking of going to the cinema next weekend.
4 l've atready boughtthe bread.
DETTRI'IIIIERS
5 Haveyou chosen a film yet?/ Haveyou chosen a film
atready?
1 la 2the 3the 4a Sthe Ga Zthe 8the
2 I another 2 Both 3 another 4 the other 5 alt 6 both PRTSEIIT PTRFECT WITH S'flCf AiID FOI
3 lother 2an 3A[[ 4another 5the 6both 1

RELATTVE pnoilout{S Wfln, wtltctt, rHAf since for

I
13th Aprit 2011, breakfast, ages, ever, five days, four
was young, May, my birthday, months, three minutes, two
I lwhich 2who 3who 4which 5which 6who Tuesday hours, two weeks, a year, years
2 I The festivalwhich is here in the summer is good fun, 2 I 's (has) had, since
2 The friend who went to a musical had a good time.
2 hasn't (has not) eaten, for
3 There's a shop near my house which sells jazz CDs,
3 've (have) [iked, since
4 We went to a cinema which had 12 screens. 4 haven't (have not) seen, for
5 The neighbour who likes watching drama fitms acts as
5 have been, since
a hobby.
3 I c, who 2 e, which 3 Possible answers
3 b, which 4 a, who 5 d, which
I We haven't (have not) had maths since 10 o'clock.

PRESEIIT PERFECT WITH fYffl A}ID flfYffl 2 My best friend has lived in his/her house for a [ong
time.
1 larrived 2enjoyed 3repaired 4stopped 5travetted 3 My mum hasn't cooked a mealsince last Sunday.
6 watked 7 broken 8 bought 9 fat{en l0 grown 4 My friends have known each other since they were
ll lent 12 worn young.
2 1 've (have) never kayaked 5 haven't eaten anything for four hours.
I
2 've (have) never grown 4 Possible answers
3 have never met I How long have your parents lived here? They've (have)
4 's (has) never learned lived here for 20 years,
5 've (have) never exptored 2 How long has your best friend had his/her school bag?
3I Has your brother ever written a btog? No, he hasn,t. He/She's (has) had it for six months.

2 Have your friends ever ridden a horse? yes, they have. 3 How long have you studied in this schoot? l,ve (have)
studied in this schoolsince I was 12.
3 Has your teacher ever forgotten your name? yes, she/
he has. 4 How long has your favourite shop been open? lt's (has)
been open since last year.
4 Have you ever sold things you don't want? No, I

haven't. 5 How long has your English teacher worked in your

schoo[? He/She's (has) worked in my school since
5 Have you and your friends ever won a competition?
September.
No, we haven't.

266 GRlililAR REFEREI|CE Allll PRACTICE AI|SWER KEy

PRESE}IT PEBFECT AIID PAST SIMPI.f PRESEIIT SIMPTT PASSIVE

1 1 1 is sotd
Present Perfect Past simPle 2 are given
already, ever, for 18 weeks, in 2008, last week, three days 3 isn't made
never, recently, since 5th May, ago, when I was younger
yet
4 is watched
5 'm not paid
2 1 bought
6 aren't invited
2 haven't (have not) been
2I is calted
3 missed
2 are downloaded
4 sent, hasn't (has not) answered
3 aren't (are not) needed
5 have known, went
4 'm (am)given
6 've (have) made
5 aren't (are not) worn
3 Possible answers
6 are baked
1 How long have you known your English teacher? l've
known him/her for six months. 3I is spoken

2 How tong have you liked your favourite band? l've 2 aren't (are not) used
liked them since I was 12. 3 isn't (is not) cooked
4 Possible answers 4 are sent to me by
I When did you learn to swim? I learned to swim when I 5 aren't (are not) grown
was six, 6 is made into different shapes by
2 When did you use a computer for the first time? I used
a computer for the first time in 2004. PAST SIMPLE PASSIVE

REFTEXTVE PRoiloUlrs 1I This photo.was taken by my sister.

2 The cakes were eaten by my friends.
I thimsetf 2myself 3themsetves 4yourselves
3 The Summer Palace was made into a pubtic park in
5 yourself / yoursetves 6 oursetves
1924.
2 tby 4 We weren't invited to Megan's party last week.
2- 5 We were shown around the library by the tour guide.
3bv 6 You weren't given a present by your brother.
4bv 2I was built
5
2 am driven
6
3 was stolen
31 by itsetf 2 by myself 3 ourselves 4 themselves
4 is visited
5 by themsetves 6 yoursetf
5 were made

FTRST C0ilDtTtoltAr 6 was written

3 Possible answers
I 1'[ 2don't 3won't 4don't 5doesn't I I was born in 2001,
2 I 'tt (will) go, snows 2 I was given some new clothes.
2 aren't (are not),'tt (witt) fatt 3 Many different types of fruit are grown in my country.
3 'tt (witt) get, doesn't (does not) stop 4 My house was built in 1972.
4 don't (do not) leave, won't (witl not) catch 5 We're given a lot of homework.
5 won't (witt not) stay,,s (is) 6 I was 5 when I was taught how to read.
6 doesn't (does not) come,'l[ (witt) miss
3 Possible answers
1 lf I'm late home, my parents wilt be angry.
2 lf it's cotd tomorrow, I'l[ wear a coat.
3 lf I pass a[[ my exams, I'l[ be happy,
4 lf I go shopping on Saturday, l'[[ buy a new T-shirt.
5 No, I won't cook dinner if I get home before my parents
tonight,
6 Yes, I'ltwatch TV if I finish a[[ my homework.

GRAltilAR REFEREI|CE Allll PRICTIGE AilSTYER IGY 267

I )
J I

UtllT1 lt achathnge! ..'',..'

yocABUuRY 1B 24 38 48
I lpolite 2hetpful 3friendly 4popular 5active 6kind I Sofia
T lazy quiet g creative
S 2 Marcos
2 tlazy 2friendly 3polite 4helpfut 5popular 6active 3 21 /twenty-one
7 creative 8 kind 9 quiet 4 28 Spring Street
GRAtrlldAR 5 Spanish
I Present simple: every Monday, often, twice a week 6 history
Present continuous: at the moment, now, this week, 7 swimming
today
8 the violin
2I plays; 's ptaying
LlsTElililG
2 listens; 's listening B,D
3 does; 's doing f 48 2 France 3 five 4190 5 52 6 badminton
4 has;'s having 7 awards 8 Monday
3I do you usually do (rl Teacher: Good morning, Class 48. Can you listen carefully,
0t
2 is teaching please, because I've got some information about
3 don't go this year's camping trip for you and for Class 44?
4 Are you having First, where are we going? Well, I know some
ofyou wanted to go to Spain, but as you are
5 don't play
learning French this year, we're going to France.
4I They're playing football in the park now, We'll be away on the trip for five nighls, but only
2 My brother goes to the cinema on Friday evenings. three of the nights witt be at the campsite. We,il
3 He visits his cousin on Sunday afternoons. travel on the first and last nights.
4 My parents are shopping in the supermarket at the Now the cost. This year each person will need
moment, to pay f 180 for the whole trip. We know it,s a lot
5 We meet in the caf6 every Saturday. of money, but you don,t have to pay it all at one
time. You can pay f60 a month in March, April
6 She usually sees her friends at the weekend. and June.
5I Every day in the morning we eat soup.
As you know, two classes from our school are
2 She studies medicine at Odessa University, going together this year. 27 students from this
3 Anna goes to college every day, She is / She's learning class can go, and 25 students from the other
English this term. class. So that,s 52 of you. There will be three
4 I am / I'm writing this emait because I want
teachers, too.
to tellyou
about my last trip. The campsite's great, There's lots to do there:
5 you can play volleyball and tennis outside, and
My brother is / ,s playing a board game at the moment
because he's bored of computers. badminton inside. There's a great spofts hall
for that. you can also learn new skills at the
v0clBuuRY campsite. Students willget awards for cooking
I I Adam and art on the last night, There willalso be
2 Price sports competitions.
3ls lf you want to come on the trip, please ta ke a
4 Engtish form from my desk today. Take it home, ask
your parents about it and fill it in. Then, bring
5 - (none / doesn't have one) your form back next Monday. I will put up a list
6 07662012976 of everyone that is coming on the trip in the
7 [email protected] classroom next Friday.
2I What'syoursurname/familyname wRtTtil0
2 what's your first name 1 le 2f 3d 4h 5b 6i Za 8g
3 What's your address 2 Students'own answers
4 What's your phone number
5 What's your email address

F w0n[800t( AilswER rEy ffill tulloscntpTs

UlllT 2 our changins Planet
Martha: Well, she hated the snakesl We only watched
them for about one minute! But we spent a long
VOCABULARY time watching the penguins, because they were
I forest: x, hill: A and B, sea: B, mountain: A and B, her favourite thing at the zoo,
l=< volcano: B, valleY A, lake: A, river: t< Boy: And did your dad have a good day?
2 lriver 2 volcano 3 hitls; valtey 4 sea 5 desert 6 forest Maftha: Yes. He enjoyed looking at the giraffes the most,
He didn't like the elephants very much - I don't
GRAMMIR
know why.
I
Boy: That's interesting. What about you and your
Verbs that we use in the Verbs that we don't usually
mum?
present continuous use in the continuous
IL Maftha: Oh, I liked the dolphins best. Mum did too, so we
happen read walk watch write betong to hate have hope know
like love mean need own think went to look at them again after the penguins.

r- understand want Boy: Did your grandad have a favourite anima[?

2 1 'm doing Martha: He liked the giraffes a lot, but he preferred the
bears. He liked them most because they're so
2 belong
strong and clever.
r= 3 like
4 's working
Boy: Really? And what about your grandma?
Martha: She quite liked the snakes, but for her, the
5 understands
IT wild dogs were the most interesting. She even
6 Doyou know bought a book about them in the shop!
7 'm looking for Boy: Great - you all had a great day, then.
rl 8 don't own Maftha: Yes, we loved it,
3 1 There is a concert on Saturday. I want to go, wBtTHG
I
2 correct 1I grass and insects
3 I think you like reading. 2 between 90 kgand 270k9
4 correct 3 two or three'
5 We want to tellyou what we think of Rio de Janeiro. 4 cubs
YOCABULARY 5 about two years
1 5 around 600,000
I
d
2
e 2 Paragraph 1: where they live / food

o
3 leaves, grass, fruit
W
, Paragraph 2: size I what they weigh / age they live until
t e h p
5
adutts very big - 2,268 kg - 6,350 kg / live in wild until
p p o a r b e a r around 70
5
h h n m Paragraph 3: babies / how many wild African elephants
1 today
d
b I r a f f e o
tt o
females have one baby ('calf') every two-four years,
n n u n heavy - about 91 kg when they're born / now 470,000-
I
t C
b e r k 690,000 wild elephants
9
s n a k e
3 Students'own answers

v Ul{lT 3 on hlid.y
2 parrot YOCAEULIRV
I lplane 2bike 3boat 4coach 5helicopter
I younger 2 animals 3 the book 4 some things 6 onfoot 7 motorbike 8 scooter 9 ship l0 tram
lB 2C 3E 4A;Notneeded:D ll underground

LISTEIdIHff
2 on the sea: boat, ship

rF 2D 38 4A on a road or path: bike, coach, on foot, motorbike,

5H
scooter
Vou witt hear Martha tatking to friend about a trip to the
{D a
on a railway line ortrack: tram, underground
zoo. Which animal was each person most interested in?
Boy: Did you have a good time at the zoo, Martha?
through the sky: helicopter
Martha: we realty enjoyed it. My brother loved the
Yes,
3 rd 2c 3e 4a 5b
monkeys,
Boy; They're very funny to watch. What about your
sister?

tv0Rr$00t( AltswER KEY Alln ruonscntpTs il'l

Ross: Sounds great! Are there any places to look
GRlilltln at art in Liverpool? My dad loves looking at
I l was 2 went 3 knew 4 did;get 5 Was 6 didn't have Paintings'
7 weren't
Assistant: Yes, therecertainly are. For modern art, there's
2 twere 2did 3travelted 4spent Sstarted 6waited Tate Liverpool, and for art from every century'
7 didn't stop 8 arrived there's the Walker Gallery' But I can give you a
3 1 Iwent to Mar del Plata. I had a lovely day' list of the others, too, Here You are'
2 Last night I left my history book in your house' Ross: Thanksl Dad'll love this' Thanks very much for
3 I went shoppingyesterday. I bought a very nice skirt your helP'
and a sweater. Assistant: That's all right, oh, and by the way, there are
4 I tiked the weather last week because it was hot' some great shows on at the theatres tonight' .h
s- Here's some information about them, too'
4 rdid 2did 3- 4did 6-
Y0clBuunY
Ross: Thanks!

I lmap 2guest 3visitor 4suitcase 5luggage wRlIlt{G

tourist 8 guidebook
6 receptionist 7 1 lC 2E 3A 4D 58
2 lguest 2luggage 3visitor 4map 5guidebook 2 Students'own answers
6 recePtionist
.:. ;.
r : I,L'
j tJ,{
rtr1j
UlllT 4 ny puce
Possible answer v0clBuL"[RY
The sea enters the bookshop in the winter' The books
are Llr2v3/4/5*617/8'9/
and art'
in boats and baths and some books are furniture
futt
I lsink 2garage 3gate 4balcony 5ceiting
Not alt the books are for sale' lt's not very tidy, but it's 6 ground floor 7 cuPboard
of wonderfulthings.
GRAfrITIAR
,, lC 2R 3E 4C 5R 6E 7E 1 lc 2a 3d 4e 5b
LlsTElllllc 2 1 wasswimming; started
I ld 2a 3b 4c 2 phoned;were PlaYing
. I short 2 10.00 3 famous 4 modern art 5 theatres 3 was watking; saw
(D Assistant: Hetlo, there, can I hetp you?
ot 4 bought; was PtaYing
Ror* Hi, I'm here in Liverpoolwith my parents and 5 was watching; took
my sister for three days' I'd [ike to get some
information about things to do for al[ of us'
6 were flYing; began
OK' Let's see .., do any of you like looking at old
7 was making;was tatking;was cleaning;were playing
Assistant:
buitdings? 8 was doing; arrived
Ross: Hmm, Dad doesn't enjoy dging that, but Mum 3I I watched it with mY familY.
loves it. 2 We danced, ate and drank.
Assistant: She'I be happy then' There are two amazing 3 We taY on the beach everY daY'
cathedrats to visit.
Y(IGABUI.IRY
Ross: Oh, great. 1
Assistant: Just a minute, I'tt give you a map so you can
s u a q t c
find them. Here you are. And what about going p u n u

on the river on a boat? That's fun. You can

a short trip around Liverpool for 50 minutes
go on
or
r d I q p 6 o t

o
d o

six t o t u n n d b a o
on a long one to Manchester. But that takes J

hours. e I b r I
o h t r t

Ross: A short boat trip's a really good idea' n d o W e z c s J

k c
b
Assistant: And what about footba[[? Liverpool's football t t t n o
v f h a e e
club is verY famous, of course.
a t t ( a c t e s
Ross: Oh yes. My sister Jessica's a big fan'
m b o k m
Great, You can go and have a tour between 10 o
a d V
Assistant:
and 3, every daY of the week. p e a c e f u t X t
Ross: She't[ tike that.
2 comfortable
Assistant: Oh, goodl And do You like music?
3lcool 2peaceful 3unusual atight 5attractive
Ross: I love it! 6 comfortable 7 bright
Assistant: Do you know The Beatles? They were a very
4 Students'own answers
famous group from Liverpool from the 1960s'
You can iind out atl about them at a special
ptace called The Beatles StorY'

w0Rl(B00K AllswER IEY Allll lulll0sGRlPTS

l={
il
R EAil iREJ wRtTiltG
I rB 2A 3C 1 Possible answer
) 17 23 32,3 42,3 5r,2 61,3 73 82 The boy was watching W when his two friends came to

il (D r
(!f
USTElllllG
| 18 2C 38 4C sc
What was Richard doing when his mum got
his house with four pizzas, The boys ate a[[ four pizzas,
but later they felt sick. The boy's sister thought it was
funny and took a photo of them.

home? UtllT 5 school

Richard: My mum was surprised when she came home
VUIABUUNY
YesterdaY.
Girl: WhY was that, Richard?
I Possible answers

Richard: I was in the kitchen, making some soup. I don't

I b+h=biology
like cooking, but there was no bread for a 2 d + f = maths
sandwich and I was hungry. 3 e+p=geography
Girl: Wow! Was it difficutt? 4 g+o=drama
Richard: No, not really. 5 j+1=physics
2 What do Charlie and his family use their garage 6 [+c=science
for? 7 m+k=chemistry
Charlie: Our house has a garage, but we don't keep our 2tB283C4CsB
car in it.
3 TPE
Sally: What do you use it for, then?
2 geography
Charlie: We[[, I really want a table tennis table in there
3 history
but it's fu [[ of boxes of old things, And my
brother wants to practise in there with his band. 4 design and technology
Sally: You'll have to take all the boxes away. 5 maths
3 What did Rosie's dad buy yesterday? 6 biology
Dad: Rosie - are you at home this afternoon? I bought 7 physics
something yesterday, and the shop is bringing it 8 tcT
at two. 9 foreign languages
Rosie: l'l[ be here. Have you bought a new sofa?
GRAtrlllAR
Dad: We don't need onel lt's a sink for the new I lJ( 2r' gr' 4* Sr' 6x 7y gl
kitchen. We just have to find the right cooker
now, then we'll have everything we need.
2 I more quietly
4 2 the best
Who is on the balcony?
Man: 3 more quickty
Who's that talking outside on the balcony?
Woman: 4 (the)worst
Bethan and her friends. One,s Catherine, but I

don't know the other girl with them. 5 (the) hardest

Man: I can hear a boy laughing, too. 3 lmost 2more 3more 4most 5most
Woman: That's the TV! Hannah's watching it in the sitting 4I Jacob finished the meal more quickly than his friends.
room. 2 Davina wrote her name the most carefully.
5 What did Emma paint on her ceiling? 3 Louisworks harderthan the otherartstudents,
Emma: I finished painting my ceiling last night. tt looks 4 Marta always sleeps the worst in her family.
great. 5t better
Boy: Oh yes? What did you decide to paint on it? The 2 easily
sun or the stars?
3 like the best
Emma: Well, you know my ceiling's tight grey? So the
4 careful[y
stars weren't right. I decided to do clouds
instead. 5 more clearly
Boy: Good ideal VOCTBUIIRV
I 1 catch 2 carry 3 use 4 go atong 5 make 6 study
2I He is taking an umbrella
2 She is taking (some) medicine.
3 She is taking an exam.
4 He is taking the/a bus.

w0R[800[ tltswEn KEy tlilt AUI[0scRtpTs til

:lrlrflllf GRAilTilAR

i Students'own answers 1 la 2b 3b
18 28 3C 4A 5A 2 lmine 2their 3your 4mine Syours 6ours Thers

LtsTEillllG
3 I's 2s' 3s 4's 5s; 's
r 1 Ben 2 Lorna 3 Mrs Black 4 I I watched a volleybatl game last Friday.
, lchemistry 2physics 3farm 4sister 5drama 2 The colour of mY bedroom is blue.
6market 7500 Sjeans gmonth 3 I bought a smartphone. You can take great photos with
its camera.
*t A Mrs Black
4 I went to the football match with my father and two
Mrs B lack: Quiet please. Thank you, I'm Mrs Black, your
new teacher. Good morning Class 8A. l'm going
friends of ours.
to teach you chemistry this year. I also teach 5 I bought a pair of jeans because mine are small'
biology, but to the younger students, Your Y(ICABUTARY
biotogy teacher won't change this year. But you
will have one other new teacher this year, He's
1 1c 2e 3b 4f 5a 6d
catled Mr Hitl. The only science subject I don't 2Lb2c3a4e5d
teach is physics. So he'[[ teach you that. 3 theavy 2coloutful 3round 4smooth 5hard 6soft
B Lorna iiEi,f'li{fr
Lorna: Hi, I'm Lorna. I'm homeschooled because we .B
live on a farm, a long way from the nearest I scooter 2 wood 3 leather 4 brother's (jacket)
school. But it's not just me - I have a brother 5evening 6dad 76i six
and a sister, and my sister is homeschooled
with me. My brother's too young for school. My LrsTElllllG
mum teaches us. She's really good at maths, . XH 2E 3D 48 5C
and teaches it well, But she teaches us drama () Vou will hear Alicia talkingto her Aunt Jane about packing
better than any other subject - when she was
6 things in boxes to take to a new house, Who does each thing
younger, she wanted to be an actor. belong to?
c Ben Aticia: Thanks for helping me put everything in boxes
Ben: My name's Ben Rogers. My son's 11 and he's for our new house, Aunt Jane.
leaving his school at the end of this year. Aunt Jane: That's all right, Alicia, Hmm, is this old tennis
l'm looking at schools for him, We're lucky - racket Your dad's?
there are three good ones near our home in Aticia: Of course! He wants to keep it - don't ask me
King Street. I think the best school's the one whY!
in Market Street. lt's quite small- only 500
Aunt Jane: And this phone? I think that's yours, Alicia?
students go to it. And the teachers are great.
Students don't have to wear a uniform but Alicia: Er,that one's my brother Daniel's. Can you put
they can't wear jeans. Students there have to it his box?
in
work hard. They have tests every month and Aunt Jane: OK' Now I know this book about motorbikes is
homework every night of the week, too. George's. lt's got his name in it'

uJRlTrilG Aticia: Actually, he gave it to Ryan' Ryan's more

interested in motorbikes' So can you put it in
I. IG 2D 3C 4A 5F 68
his box?
2 Students' own answers Wowl Look at a[[ these DVDs' And these video
Aunt Jane:
UlllT 6 Favourile things games!

YOCABULARY
Aticia: Ben loves them. They're his. He plays them
with Daniel allthe time.
1 lr. 2* 3/ 4* sr' Aunt Jane: I love this photo of you and your mum, Alicia'
2 1 woo[; leather Alicia: lt's great. Dad took it, but he gave it to me'
2 wood
Aunt Jane: I'lt put it in your box, then,
3 gotd; silver
Alicia: Oh, but who do these keys belong to? They're
4 glass not mine, Perhaps they're Mum's' She's got
5 plastic lots of keYs'
6 wood; cotton Aunt Jane: Oh, they're mine, Alicia. Don't put them in any
3I The box isn't made of woo[. lt's a wooden box' ofthe boxes!
2 The bottles aren't made of silver. They're glass bottles'
3 The bag isn't made of leather. lt's a cotton bag.
4 The tabte isn't made of wood. lt's a glass table.

w0Rr(B00K lllstvER KEY lllll AUlll0sGRlPts

I
wf,lTlllG YOCABULANY
1 1

Physical 2

Opinion Size quality

Shape Age Colour Material t o W e
3
t
4
large hard round new btack glass o a s r
lovely
pretty little heavy otd metal r s t e e p n o
b b a o

I
tt
small smooth silver c h a I
wooden 6
h b a c k p a c k n
2 Possible answers I
I lovely, big, soft
a o k t e n t
9 IO
o
b m a p r
2 pretty, new, silver W
11
3 ugly, heavY, metal p a s u n
4 large, new, glass a I

3I lt's an old wooden bowl. ttf

r s t a d k t
2 lt is from Germany.
s c
3 beautiful, old, wooden, strong, smooth
k n
4 Because it belonged to his / her grandmother's
mother, e o
b
5 He/ She tikes it because it is strong and smooth and t
feels like part of the family.
4 Students'own answers
2I backpack
2 sleeping bag

t UlllT
Y(lCIBULARY
I lf
7 Adventure hotidays

2c 3b 4e 5d 6a
3 walking boots
4 waterproofjacket
5 towel
Waterskiing is not a two-word phrase. 6 wash bag
2 lsailing 2diving 3camping ahiking 7 snacks
3 le 2d 3b 4c 5a 8 map
4 lto 2up 3on 4lost Sback ,i rr;ri i ii i,

GRAMIIAR
,1- A, C, D, E

t ! 's lis meeting .tr'Zr'3r' 41516r'7rgx

2 USTEIililG

t
are playing
3 'm / am studying 1 111.30 2beach 3900 4kayaking 5Murphy
(D Vo, will hear a teacher telling students
4 're / are taking about a trip.

I 5 's / is having Teacher: Good morning everyonel Before we get on the

6 's / is visiting bus, I need to tell you some things about today,
As you know, we're going to Dolphin lsland. lt,s
2 A3 86 C5 DI E2 F4 called that because you can often see these
3I l'm going to the airport. My mum,s / is arriving at
T 3.30 pm.
beautiful animals swimming there. The bus is
leaving soon to take us to the boat, and that
2 My father's / is taking us to the sports centre at six goes at eleven thirty. We'l[ get to the island at
o'clock. Don't forget to bring your rackeil about twelve o'clock.
3 Would you like to hetp me paint my bedroom? We're / We're having a picnic lunch. We'[ eat on the
are starting on Sunday morning at 10. beach, and then walk through the forest to
4 My friend Jacek is from poland. Next week he,s is
/
Woodside Castle. A rich family built the castle
coming to see us in England. 900 years ago, and it was the only building on
the island for 200 years. Now, there are holiday
5 Don't forget we,re / are meeting at 3 pm at my house.
homes and hotels, as well as the activity centre.
4 Students'own answers We're going there for our activity: kayaking.
While we're there, look out for the zip wire - it,s
fantastic! Maybe we'il do that next time. After
that, we're coming home.
lf you have any problems today, you need to
phone Mrs Murphy - that's M-U-R-p-H-y. She and
Mr Brown are coming with us. I'll text you all her
number in a minute, so you've got it on your
phones. Any questions?

WORIBOOI IilSWER IGY A]ID IUIIIOSGRIPTS *l

__

'svntT!l{ff
I A4 B2;3 C1
YOCABUTIRY E
,r
t
Students'own answers

U]{lT I rire in rhe ruture

Verbs
book
Nouns E
book kind
picture
UOCNBUURY
l lx 2r. 3J. 48 58 6J. 7r gA gAandB
ring
kind
letter E
l0Aand B ll B
f
watch pictu re

2 I washing machine ring

watch
2 heating
3 air conditioning 2r kind; kind

4 stairs 2 letters; letters ts

5 tights 3 book; booked I 'llbook l'm going to book
6 fridge
7 bookcase
4 watching;watch
5 ring; ring
E
8 roof 6 picture; picture
GBAITIMAR
E
1 1 I don't think l,il go to the cinema.
2 willChelseawinthechampionsLeague?
3 I think the weather willget better.
B

rB 2B 3c 4A 5c 68
I B, D
t
4
5
Do you think Chris will pass his history
Our team won't win the Championship.
exam? ,,rjrtn,?ra &
t tt;:;,ii?,-"rriendstarkingonthewayto
*u, 't E
vervdifferent?/witrtirebeverv
Hii:i5liiliii:ffiif
2r 'ttl witt; be schoot. What did the girl forgetio do before
she

E
left home?
2 won't / will not live
3 won't / witt not have
Girl: oh nor r forgot to do something before r came
out.
4 'll/ wiltturn Boy:
5 ,1 / witt use
3 I wilt Girl:
what? you've got ail your schoor things
you get them.
I know but the air conditioning,s still
- r saw
E
on.
2 won't
I

needed it while I washed the plates and cups

3 might/may from breakfast. IE
4 witt Boy: Oh dearl
5 might / may 2 You will hear a girl tatking about some

6 won,t tickets. What is she explaining?

train EE
4 possible answers Girl:
E
When Mum and I were at Grandma,s, we needed
train tickets to come home. Mum usually gets
I Gerry might watch Ctoud Thirteen at the cinema. them online, out cranama hasn,t got access to
2 Gerry may walk to the cinema. the internet at her cottage and I collldn,t use
5 I J.ust come.to my house and we,ll / we will have! v ua great
time together,
"v 6r !q L
my phone there, Mum tried to use Grandma's
phone, but the train company num
ber was
so she went to the station and got
E
2 wear old clothes because we,ll/

3
paint on them.
what time will you come?
we will probably get
3
ijf,ffiT::'
You will hear a boy and his mother talking
about
E
E
evening' who does the bov n"Jd to
4 t'll ltwilt arrive at ereven o,ctock. |],Tlj;"-
5 I think that you'll/ you willonly need f5 for the Mum: Michael don,t forget it,s your brother Sam,s
skatepark.
Michael:
birthday tororro-*,-ro you can,t go to
basketball practice in the evenin!.
Oh.. The other players think l,m ptaying.
going to Sam's house?
Are we
t
Mum: I told you yesterday _ we,re going
Restaurant. We booked it weekslgol
to the Castle ts
l=
E
F
I
WORIOOOK A]{SWER KEY A]III AUIIIOSGRIPTS
ts
I

t- Michael: All right, Mum, l'm still coming, ljust need to VOCABUTARY
phone one of my teammates this evening and
I lfans 2champions 3tournaments 4takepart
make other arrangements.
5 prize 6 professionat
4 you will hear a boy tetling his friend about
2 lswimmer 2singer 3skier 4runner 5photographer
breaking something. What is he worried about?
Ft-' Boy: broke my grandmother's old wooden box
6 golfer

t
I
yesterday, l'm really annoyed. I stood on it to get
a book from a high shelf. a professionatgamer

Girl: Oh no. What did your mum say? IB 28 38 4A 5A

Boy: She doesn't know yet! She won't be angry, but LISTEIIII{G
FI Grandma witl be rea[[y sad about it. I don,t know
how I'm going to tell her!
lx 2x gr' 4r'
I Wednesday(s)
Girl: Perhaps you can repair it. 2 five/S
TI Boy: I don't think so. 3 first
5 Youwit[ hear a woman tatking about the 4 (professional) golfer
weather, How wi[[ it change next week?
5 watk
=l Woman: The weather wil[ change a lot next week. The
6 glove

t
I good news is that there,ll be some rain for the
first time in three weeks! And the wind we,re
having this week wi[[ stop late this evening or
early in the morning - I know a lot of you wilt be
7 email
(rt Matt: Emma, you can come to my gotf ctass now. lt,s on
adifferent day,
delighted about that. Temperatures wiil stay the Emma: So it's not on Tuesdays now?

=l kvnlT il{G
same,
Matt: That's right, it's on Wednesdays at seven o'clock
every week. I know you're busy on Tuesdays.
Fr r lD 24 38 4C
I Students'own answers
Emma: Oh great. l'd like to try a class,
Matt: Ah, but you can't bookjust one class, you have to
book five of them.
UlllT 9
=l YOCABULARY
Sports, games and activiries
Emma: That's
Matt: We
OK, How much is it?
pay 840 f or five lessons, but you,il get you r first
Er 1 1A 28 38 48 58 64 7A
2tg2h3c4f5d6aZe8b Emma:
class free. So you'll pay E32 if you come.
Right. So who's the teacher?
GRA}IMAR Matt: She's catled Tanya Mapte. She was a professional
I lb 2c 3a gotfer when she was younger, and she's a great

=I 2 I don't have to teacher.

il 2 mustn't
3 must
Emma: And she teaches at the sports centre?
Matt: She does. We practise at a speciaI area at the back
of the sports centre.

tI 4 must
5 mustn't
6 don't have to
Emma:
Matt:
So I can walk there really easily from home.
Yes, I know, it's perfect for you. I usuaily go on my

il 3I You don't have to bring anything

willgive you what you need,
2 correct
because the teacher Emma:
Matt:
bike.
What do I have to wear for the classes?
No special clothes really - I play in shorts and a
T-shirt. The onty thing I bought for the class is a
3 correct speciat glove for playing gotf. tt really hetps.
4 Tomori"ow night you must come to my house, To get to Emma: And what about the clubs and the balts?
my house you have to take the number 15
bus, Matt: We use kit from the sports centre.
5 You don't have to bring anything because I've got
Emma: OK. How do ljoin the class? Do I have to fill in a
everything.
form online before I go to it?
4 James
Matt: I think you can, but ljust emaited the teacher, and
I He didn't have to eat everything on his plate at meal she said 'Come to a ctass'.
times.
Emma: OK, l'[ do the same, Have you got her address?
2 He had to go to bed at 7.30.
Matt: It's on my phone, l'll send it to you.
3 He didn't have to wear his brother,s old ctothes.
Emma: Great. Thanks, Matt.
4 He had to walk to school with one of his parents.
You
Students,own answers

rvont(B0ot( AltswER tcy AltD AUD|0SGR|PTS * I I

WBITIHG usTElililG
1 I no 2 *l don't agree , ls 2c 3c 4c 5s
2 Students' own answers lrc 2/ 3x 4r' Sr' 6x
(D crttly, What are you listening
UlllT l0 Useful websites
Stuart:
to, Stuart?
lt's a band I didn't know. l'm listeningto them for
YOCIBUUNY the first time now. They're good.
I lneighbours 2member 3guests 4contacts Cathy: Oh, is it music from the website you told me about
5 relatives 6 classmate the other day?
2IB283A4A586878889A Stuart: No, it's a different one. l'll show you the site on
GRAfrlilAR my phone. Look, it only has very modern music.
There's no music on the site from before 2015.
1 I doing 2 playing 3 to learn 4 to buy 5 studying
6 Sleeping Cathy: Oh, yes. Looks interesting. ls it an American
website?
2 lc 2d 3e 4b 5a
3 1 to live Stuart: Actually it's Australian but it has music on it from
alloverthe world. I like it - it's really fun.
2 seeing
Cathy: So can you download songs from it for free?
3 to study
Stuart: At the moment I can, but only for the first 30 days I
4 losing use the site. After that, I have to pay f18 a month,
5 togo Cathy: Oh dear, that's not cheap. So do you like a lot of
6 Listening the music on there?
4 la 2a 3b 4b 5a Stuart: Quite a lot of it, yes. Some of it's a bit crazy.
VOCABUTARY Cathy: Do you know how many songs there are on there?
r r link Stuaft: lt's got about ten thousand - sorry, a hundred
2 web thousand - songs to choose from. Some are
videos and some of them you can only listen to.
3 site
4 blog
5 menu
6 message boards
Cathy:
Stuart:
Wow! That's a lot. Can you upload songs as well?
That's the best thing. All the songs on the site are
by normal people, not pop stars or big bands.
tt
Cathy: Really? Wellwhat about our band, then? We could
2
record one of our songs and put it up there. tr=
X s u D I o a d r Stuart: We could. But we need to practise a lot first.
p a z n t o
tt k q e wRITHS trI
o q I W m p c
1I watch videos on video-sharing websites
2 search for information
s tJ s e a r c o
3 upload videos/ photos, etc. l-
t r a n W m d r
2 Students'own answers
r d o W n o a d 3 Students'own answers i
"I
3 1 save
UNIT ll ciutiving
2 uploaded
VOGABUTIRY .I
3 to post/ posting
4 downloaded 1 lyes 2yes 3yes 4no 5no 6yes 7no
5 recorded 2Lf2d3e4a5b6c7g
"I
6 search GRA}IMAR
I 1 the; the; a
Music videos and funny videos of chitdren and pets.
2 the; the; both II
lC 2A 38 4C 5A 68 3 all;Another
1 Music 2 December 3 Harry 4 grandfather 5 20L7
4 a; other
2 l Amsterdam 2NewYork 3London 4Moscow ''lr
3 1 I live on tfie Black Street at Number 10.
2 correct E
3 correct
4 We had a sports competition today.
5 I want a penfriend in another country.
4 lthe 2a 3the 4a Sboth 6Atl TBoth 8the

276 W0RKB00K tltSWER KEy tlilr AUlil0SCRtpTS

il
t vocnBuUnY
L
2I
tluggage
6 jewellerY
2 witdlife
7

projects; homework
3
furniture
information 4 money 5 staff
Ut{lT
V(lCABULARY
1I
12 rir's

action

Fr, 2 meal;food 2 animated

t
3 etectricity; batteries 3 adventure
4 caritraffic 4 musical
5 news; articles 5 science-fiction
2 1 musical
H stadium, palace, caf6, art gallery, skyscraper, museum 2 animated film

t 18 2C 34 48 5A 68
ilsTElllllG
l/ 2x 3x 4r'
lmeal 2Honey 345 4five 5restaurant 6under
3 science-fiction
4 thriller
5 drama
3 lA,C 2C 3A,C 4C 58 6C 7C

FT {D
7 young adults
There's more than just sporting events happening at
GRAMftIAR
I lwhich 2who 3who 4who Swhich 6which
u ".n, the Harlake Stadium this Januiry, lt's going to be1 2I The Arts Centre cinema has large seats which are really
really exciting month, We start with our New year's
=r famity party on the 5th of January in the stadium's
events venue. The cost ofthe party isjust f50 for a
comfortable.
2 I don't like fitms that are longer than three hours.
family of four, and there will be a fantastic lunch for 3 The stars of action films are usually actors who are
every member of your family, as well as live bands, very fit.
dancing and games, lt's the city's biggest pafty - 4 Scarlett Johansson is the actor that plays Black Widow
Fr don't miss it!
On the evening ofthe 1lth ofJanuary, we,ve got 5
in the Avengers films.
My oldest brpther is the only person in our family who
the top band Money Talks, playing songs fromtheir likes horror films.

=l number one album, Honey. Tickets are f45 when you

buy them online, or only f43 when you buy them at
the stadium ticket office at least a week before the
Sentence 3 matches the photo.
3 lb 2b 3a eb Sa

FI concert.
ln the afternoon ofthe 14th ofJanuary, professor
VOCABUTIRY
I twhen 2where 3so 4while 5lf 6that Zor
Clinton Richards will be here to talk about his 2 1 that; if
Fr wonderfuI new book, Know Everythrng. Tickets for
this are f35. And the first five people to buy one will
2 when; while
3 when; where
be able to meet professor Richards after the talk, in

Er the stadium's new restaurant _ above the cinema.

From the 18th untiI the 21st of January, there's
4 that; when
5 if; when

II 6 so; or
an amazing tennis tournament. This will be for
ptayers aged under 16 on the 18th and 19th, and
then for young adults - including some professional

rr players - on the 20th and 21st - the tennis stars two

of
the futurel Tickets seil quickly for this as they are rF 2W 3F 4F 5M 6W 7M
only f10 every day of the tournament, so book your HSTEIililG

tr tickets soon,
We rea[ly hope
this January!
to see you at the Harlake Stadium
lC 28 34 48 sC
X, y", will hear Marina telling
rs gorng to make.
her friend Lucas about a film she

il :..r !'!irl!{.a
1rr 1a

I
2
the one to Mr Greg
Dear; surname; could you; I'm afraid; did not (also
Lucas:
Marina:
Marina - are you coming with me and Sarah to
the cinema on Friday evening?

il 3
of email ratherthan message)
Hi; can; didn't; thanks
use
Lucas:
Marina:
l'm busy l,m afraid, Lucas.
Oh - are you going out with friends from school?
That's right, from my film class at school. We,re

fr planning a film for a competition, lt,s about a

large family,
Lucas: OK. So is it a film competition just for school
fr Marina:
students?
That's right. Schools from around the country
are entering, so it's really important, lf we

N win this one, our school club can enter an

international com petition.

t TYORIBOI|K A]ISWER IGYI]ID AUDIOSGRIPTS I J

Lucas: So what kind of fitm is it? Another comedy, like VOC[BUIARY
your last one? 1

Marina: Actuatly, it's going to be a thriller' This week, s e d e r o W n d

we're ptanning the music, and deciding how it
might end, t a o t h a d b

Lucas: So when's the comPetition? e a t e n b s e g

Marina: We have to send our film to the competition p o
b r s t I W e r
office before the i2th of June, and they'll post
the winner on their website on the 19th of June m I n t k o s tdt I

Then, they'[[ show the winning fitm at a film e d X m k e S d

festival on the 30th of June,
Lucas: Right. So where is the film festival? ls it at the
t m a d 3 e n t d

cinema in town? b W c m u n t e e

Marina: Not this year. lt's at the new fitm schoo[. lt's not s W u m n c p n

far from the Arts Centre, f t t

f o W n p
Lucas: Great! I can't waitl
2tD283E4A5C
sJniTrtlff
i I 3 I Have you ever flown ..,? (Students'own answers)
the town librarY
2 Have you ever eaten ...? (Students'own answers)
2 4pm
3 Have you ever swum ...? (Students' own answers)
3 Leave before midnight
4 Haveyou ever ridden ...? (Students'own answers)
4 the first Monday of every month / Monday(s)
5 Have you ever broken ,..? (Students' own answers)
5 thriller
6 5.30 Pm
Students'own answers
7 exciting
2I in Art Room 3
I am /'m be 4was 5 and 6 never/ not
2 Have 3
1B 2A 3A 4AandB 5B 6A TAandB
2 at 2.30 pm
LrsTEllmG
3 Spirited Away
B,C,E
4 on the first FridaY of everY month
5 an animated film tx 2x 3/ 4r' 5x 5r' 7r'
13ni.lr today
(D l'm Rick Thomas and with me on Active World
6 at4Pm
is the amazing climber, Agnes Jay. Wetcome,
I Students'own answers Agnes.

UtllT 13 Life eryeriences Agnes: Hi. Thanks, Rick.

Rick: Now Agnes, this is the first time you've ever been
V(lCABULARY on a TV show. ls that right?
1 lBandC 2BandC 3C 4C 5A 6BandC TAandC
Agnes: That's right, Rick. I've never been on TV before. lt's
8 B gAand B
a bit scarY for mel
2 Students'own answers Rick: Scary? But you're a climber, Agnes - you're not
ORAMMIR scared of anything, are you? But actualty, have you
I 1listened 2watched 3visited 4camped 5ptayed ever been scared when climbing?
6 explored Agnes: I always get excited, but not scared. You can't let
2 1 Have you ever kayaked down a river? yoursetf feel like that, because you atways need to
think reatty clearly when you're climbing.
2 Have you ever picked an orange from a tree?
3 Have you ever played the drums? Rick: Yes, I see. Now, you usualty climb with your
husband, George, who's also a great climber' And
4 Have you ever watched a reatty scary film? you have a son who's six years otd. Does he climb?
5 Have you ever ctimbed a mountain? Agnes: Yes. His name's Bitty. He loves climbing smaller
'rr
6 Have you ever camped next to a river or [ake? rocks and the wa[[ at our local sports centre.
? Have you ever tried horse riding? Rick: You and your husband often climb in other '-r
3 Students'own answers countries, Has Bitty ever been on a climbing trip
4 I correct with you?

2 I have to tell you that this has never happened before. Agnes: No, he stays with my mum, his grandma. He might
come with us when he's a bit older.
3 correct
4 Aydon Senna was the best Formuta 1 driver that has
Rick: Right. So, Agnes' What's the highest rock you've
ever climbed?
ever lived.
Agnes: Er, we[[, l've climbed 300 metres in a day. That's
5 I reatty Iike Caltof Juorez,ll's the best video game that
the most, I think.
I have ever played.
Rick: Wow! That's amazing.

218 W0R|(B00KAllswER IGY [llD AUIII0SGRIPTS -l

yes, I was really tired after thatl
Agnes: vocA8uunY
Rick: Have you ever had a more 'normal' job? 1 th 2i 3d 4a 5f 6t zk Sc 9b tOe rrg r2j
Agnes: We[[ yes, I worked in a museum once, and l,ve also 2 I mt/mitlititres
worked in sports centre. But I much prefer being
a climber.
a
2t
3 euros
Rick WetI thanks, Agnes. Let's look at some videos of
you climbing ,,. 4 km lkilometre
5 c/cents
wRlTlllG
t t Y)LO!
3 I pair 2variety 3set 4slices
2 last month
B
3 on the magazine's website
. IC 2G 38 4A 5D 6E 7F
4 6,126
5 Students'own answers USTElilltG
2I 6,126 A,C,D,E
2 flown somewhere for a school trip I trainers
3 eaten something in a classroom 2 department store
4 grown plants at school 3 25 / twenty-five
5 ridden a bike to school 4 grandad
5 month
Ul{lT 14 $penoingmoney 6 brother
VOCABULINY 7 never/ not
I I department store (D Uarie: Hey, Harry. So how
was your shopping trip last
2 a shoe shop weekend?
3 a ctothes shop Harry: lt was great thanks, Marie. lt's a shame you
4 a market couldn't tome.
5 a supermarket Marie: Yes, I know. Did you get the jeans that you wanted?

5 a bookshop Harry: Well, I looked in hundreds of shops but I couldn,t

find any nice ones, so I bought some trainers
7 a cafd
instead.
8 a chemist
Marie: Right, Did you get them at that sports shop you
9 a sweet shop always go to?
2I avideogame Harry: They didn't have my size, so I got them at that
2 amap department store.
3 cameras Marie: What, that one by the river?
4 trousers Harry: Yes, Marley's. The trainers I got were quite cheap
5 a piano there, too. Onty 25 euros. Most of the other trainers
in the shop were 50 euros or more.
6 tomatoes
Marie: That's good. Did you buy them with your pocket
7 jewellery
money from your parents?
8 grapes
Harry: Actually, it was money that my grandad gave me _
GRAIIMAR I've cleaned his car three times this monih and he
I lyet 2just 3already 4just 5yet 6already paid me for doing it.
2 Lyet 2yet 3already 4yet Syet 6already Marie: Wetl done, Harry! I wanted to go shopping today,
3 I She's just ptayed a tennis match. but I haven't got any money - l,ve spent iiall.
2 He's justgot home. Harry: Oh? What have you bought?
3 We've just seen a concert. Marie: Aticket for the football match on Saturday.
4 They'vejust left a shoe shop. Harry: Oh great. Have you been to a match before?
4I correct Marie: Of course! I go about once a month with my
2 Yesterday, I left a book atyour house and I need brother.
it
because I haven't done my homework yet. Harry: OK! I didn't know you tiked footbalt, We,ve never
3 l've just watched the football game with my family. talked about it before.
lt
was really fun. Marie: I tike it. Have you ever been, Harry?
4 correct Harry: Never, And l've got no money now, so I can,t go this
5 I'm in Engtand. I haven,t week.
seen much yet because it,s
rained every day. Marie: Perhaps you can do some more jobs for your
grandad and then come with us next time?
Harry: Yeah, l'd [ike to.

TYORKBOOKA]ISTVER IEYA]III AUIIIOSCRIPTS'"

I
WRITIIIG
competitions all around Turkey, our group dances
I I What time shall we meet? at weddings and birthday parties. We dance to
2 Let's go home. Turkish folk music, which I love. When we practise,
3 I need to buy something from the market. we wear normaljeans and T_shirts, but at parties
and competitions we wear special dresses and
4 I saw Mr Smith yesterday,
shoes.
2I DearVictor,
Burak: Hi, I'm Burak and I'm from Konya, in Turkey. The
Ican't wait to see Quieil.ake. lt sounds really good. free-time activity I enjoy most is playing a wooden
Shall we meet at the cinema at six? Turkish musical instrument called an oud _ that,s
See you soon, spelt O-U-D. lt,s very difficult to play, but it makes
lvan a beautifulsound. lt,s really good to play for sad
songs! l've played it since I was six. My dad plays it
2 Hi Paloma,
too, and he taught me. I enjoyed learning because
On Friday, my train will arrive in the town centre at ten Dad likes the instrument so much and plays so
o'clock. l'd like to meet you at the caf6 in Market Street. I well. He plays in concerts and in a restaurant in my
need to go to the chemist first to get a new hairbrush. town, and sometimes I play with him. I learned to
Love, play the guitar as well, but I prefer playing the oud.
Stella I ptay it every night and l,d like to be a professional

3I oud player when l,m older.

ten o'clock
2 the caf6 in Market Street wRtTiltG
3 buy a hairbrush from the chemist
r rD 28 3E 4A 5C
2 Students'own answers
UlllT l5 Free rime
YOCIBUI.IRY
UlllT l6 Languages ofihe rvortd

I lc 2d 3a 4b 5i 6e Zh 8g 9f UIICABUUNY

2 lspending 2chatting 3listening 4making I lc 2f 3d 4g 5a 6h 7b 8e

5 photography 6 Cooking z going 8 playing 2 larticles 2topics 3mistakes 4exercises Sspell 6tist
9 watching l0 reading rl playing t2 colleCting 7 guess 8 look it up 9 translate
13 acting t4 singing t5 going GRA}ITAR
GIIHilAN I lHave 2Did 3Has 4did Shave
I Lfor 2since 3since 4for Sfor 6since 2 Students'own answers
2tb2b3a4a5b 3 I I've / I have never met anyone from the USA.
3I I've had a headache since 4 pm. 2 We went to Cyprus last year.
2 Josh has had that camera for four months. 3 He studied Chinese and Arabic two years ago.
3 Aysha and Faruk have been out wilh their friends for 4 She watched a great cricket match on Saturday.
five hours.
5 He hasn't / has not won any chess competitions since
4 Davina's only played the violin since July, 2009.
5 You haven't phoned me for a week. 6 We didn't see my grandparents last month.
6 The rain hasn't stopped since tast night since 7 pm
/ 7 l've I I have nevereaten Mexican food.
last night / yesterday. 4 HiDavid,
4 lfor 2for 3has 4since 5have 6since Zhas gsince It's been ages since I (L) haven,t heard from
Y(ICABUTIRY you! I'm in London now. I'm studying at
l rB 2C 3C 4A sC the Camden School of English! I (2) met lots
of people from all over the world here.
2 Students'own answers
The teacher is good and the textbook she gave
:: ililll
lrirJiiir-! us at the beginning ofthe course is very
making shoes interesting. I (3) learn a lot of things from it
, rc 28 3C 4A sB since then.
Every day, after class, we go into the centre of
usTElililG
ic London. I've already done lots of thingsl I (4)_yC
the British Museum. lt was greail t (S);ve went
; tx 2x 3r' 4* 5lc 6x 7/ gr' gr' I:}r shopping in a market yesterday and bought
(rl Dilek: Hi, l'm Dilek and I come from Edirne in some clothes. I (6) 've bought three T_shirts
Turkey. l,ve
been a dancer for about six years _ I started when in the market because they were very cheap
I was ten. I do other free-time activities, but and they look really nice. They (7) have only cost
I like
this one best. I dance in a group which usually me f20.
meets once a week, but sometimes we meet twice Right, I must go now. I've got to study
or more in a week if we need to practise for a for an English test tomorrow - it,s onthe
competition. We haven,t won any competitions present perfect.
yet, but that doesn,t matter. As well as dancing
in LoVe,
Danuta

280 W0R[800t( ffiswER [Ey Alilt tuDtosGntpTs

5 I've/have 5 You will.hear a girl cailed Sophie talking to a
2 've met / have met friend about an article she read. What rias the
3 've learned / have learned topic of the article?
4 've been to / have been to /'ve visited / have visited Boy: Did you go to the gym at lunchtime?
tl
5 went Sophie: No, I read an interesting article in a magazine. lt
was about learning languages.
6 bought
Boy: Oh yes?
7 haveonlYcost
Sophie: Yes, a man who knows 52 languages wrote it. He
VOCABUURY
was saying he thinks children shoutd learn more
I lc 2d 3a 4b languages at school because it really helps you
2 L7,r00 24,000,000,000 350,000,000 - it makes you more intelligenil
3 Students'own answers Boy: Really?
ll/RtTm0
13 21and2 3Land2 47 1 My name is Carys and I am from Wales, which is a
lg 2c 3a 4f se 6d zb country in the UK (the United Kingdom of Great Britain
and Northern lreland). The UK is in Europe, Wales has
USTEilHG
two languages: Welsh and English. Most people in Wales
'tA283C4C58 speak English, but many also speak Welsh. Ai home I
(rl I You will hear a girl called Lucy talking to her speak Engtish because my parents are from Scotland. I
l6
mum. What are they discussing? learn Welsh at school. I also learn Spanish and French at
Muml l'm working a bit later than usual today, Lucy. school.

Lucy: OK, Mum, But can we have dinner before five 2 Students'own answers
thirty? I've got basketbaI practice. 3 Students'own answers
Mum But I won't finish work untilfive thirty.
Lucy:
UlllT 17 snyingheatrhy
Never mind, I'lljust have a snack before I go out,
then. Y(ICIBUI.ARY
Mum: OK. You can have a proper meal when you get I rblood 2back 3brain 4heart Stongue Gthumb
back. 7 fingerankle 9 neck l0 stomach
8
2 You will hear a girl called Sam tatking to her 2 lear 2brain 3stomach 4heart 5brain 6back
friend about playing musical instruments. Why 3 lears 2fingers 3Blood 4stomach 5brains 6neck
does she preferthe piano to the guitar? Tback Stoes gheart l0ankle
Boy: You play the piano well, Sam. GRAIilIilAR
Sam: Thanks, I like it much more than the guitar. I 1 rd 29 3b 4f 5h 6c 7e 8a
don't play that now. All my friends pliy guitar
so it seems really boring, And it,s possible to
2 lhimself 2yourself 3ourselves 4themselves
5 herself 6 myself
play lots of different types of music on the
piano. lcan't yet, though, l,m still learning, But 3 lherself 2yourself 3yourselves 4himself 5ourselves
hopefully twill in the future. 6 myself 7 themselves g itself
3 You will hear a girltalking about her Chinese 4I correct
homework. What is she explaining? 2 Yesterday I went to buy myself some clothes.
Girl: We've got three exercises for our Chinese 3 l'm so happy that I'm coming to your house tomorrow.
homework: one's a Iistening exercise, one's We'll enjoy ourselves,
writing and one's reading. I only had an hour 4 You take care ofyourself,
for homework this evening and I did the easiest
5 correct
one first- that, for me, is reading. I love writing
Chinese but it takes a lot of time and effort. YOGABUURY
l'll have to do that tomorrow, and l,ll do the I Across
listening exercise then as well. 2 worried 5 unhappy 6 surprised 8 lonely r0 friendly
4 You will hear a boy talking about his English Down
lesson today. What does he say about it?
I confident 3 embarrassed 4 upset 7 angry g lazy
Boy: I had to read a long text in my English lesson ':i
l !-**
today and there were lots of words in it that I ' I
didn't understand, so I couldn't answer any of school work
the questions about it. I had to ask my teaiher 2 staying healthy
the meanings of the words because t didn't have 3 friends
my dictionary with me, We're not allowed to use
4 sport
the internet in class so I couldn't look them up
online. 5 family
tr' 2s 3x 4r' Sl

w0Rt(B00K AilsryER KEy AilD AUltnScRtpTs ,ril I

LtsTElililG UlllT 18 From cover to cover
IB 2A 38 4C 5A
(D r How much did Monica pay for her keyboard?
Y(ICABUTARY
t7
Boy: You play your keyboard wel[, Monica. Do
I r pickitup
keyboards cost a lot of money? 2 find out
Monica: My friend Witliam bought this one for 1450 a few
3 take it back
years ago. He sold it to me for tI20 last month. 4 bring back
Boy: That's still a lot of money. 5 put the food down
Monica: f90 from my job in my uncle's caf6
Yes. I had 2I take out
and Mum gave me some pocket money. 2 pick; up, put; back
2 What time willthe footbatl match finish? 3 bring; back
Mum: l'tl be at the sports fietd at five o'clock to pick 4 take; back
you up after the match, Mark.
5 give / bring; back
Mark: That's too [ate, Mum. lt ends at quarter past four
6 find out
today.
Mum: What about quarter to five, then?
GRAMIIAR
1I rains
Mark: Yes, that's better. Thirty minutes is enough time
2 don't / do not like
to have a shower and get changed. Thanks.
3 When is the history test? 3 get
Girl: I need to study for next week - the history test's 4 works
on Wednesday, isn't it? 5 'll be / witt be
Boy: We've got a geography test on Wednesday, but 6 won't see
not a history test, 7 witt feel/'lt feel
Girl: Oh, really? When is it then? On Tuesday? 8 witlgo /'llgo
Boy: That's right. And it's maths next Monday 9 eat
morning, OK? 2I ll I don't finish my project, I won't come to the cinema
4 Where is the girl's purse? with you.
Girl: Have you seen my purse, Mum? I need to take it 2 We'[ get fitter if we do more exercise each week.
to schoo[. 3 She'll learn Portuguese if she moves to Brazi[.
Mum: ls it on the sofa? You often leave it there, 4 They'[[ be late for the dentist if they don't leave now.
Girl: I've looked there, Oh, here it is: under the chairl 5 lf we don't win the match on Saturday, we'l[ be very
Mum: Reatty? Why don't you keep it in your bag? upset.
5 What is the girl's father doingnow? 6 lf he works hard, he'[[ pass his Russian exam.
Girl: Where's Dad, Tom? Has he already gone to the 3 1 lf you come too, you'll love it.
office? 2 I think it will be OK if we meet at the park at ten
Tom: Not yet. He's in the garden cutting the grass. o'clock in the morning.
whv? 3 I will bring some banana pancake for you if my mum I
rltl
Gir[: I'd like him to fix my computer. lt's stopped makes it for me.
working again, 4 lf you don't have any, I'll give you some,
Tom: We[[, he won't have time to do that now. 5 lf you can visit Vietnam, l'[[ take you to V0ng Tiu and
wRtTutG lots of beautifuI places.
j. t* 2x 3r'4x S/ YIIGABUT.[RY
2 Possible answers I lc 2h 3a 4g 5e 6i 7d 8b 9f llE

A good advice - your brain works better after a rest 2 pick up, take back, take out, put down
B bad advice - in this situation, studying even more 3 rB 28 3A 4C 58 6C !
WF
could make him more stressed
f:jriii{q
C good advice - exercise helps you feel better and sleep Uri: mountain climbing books and magazines
better; working with other people can help you study ItI
Ned: He doesn't read books.
more effectively
Mike: comics, science magazines, funny ebooks
3 Students'own answers
IM 2N 3U 4M 5N 6M 7U ltl-

ritF

llD.

282 TTORIOOOK A]ISWER KEY A]III AUIIIOSGRIPTS

LlsrElllllG Ul{lT 19 onerent ingredienh
rB 2A
YIXIABUTIRY
r tfamity 2window 3twol2 4title 5first 6Market
I
(D u.nr Hello, can I helP You?
kr t p r e p r
Girl, Oh yes, please. I'm looking for a book about South a e
Africa. Can you tell me where I can find one? h t s t d q c

ltt Man: do you mean a guidebook about places to see

Er,
n k d u o
when you're visiting South Africa?
d b o p
Girl: That's right. Me and my family are going there next t

month. r o
b e d z m e
Man: Lucky youl You'll find the books you want in the V b a k e r
traveI section.

Fr Girl:
Man:
Where's that, Please?
On those shelves over there, by the window, Do you 2
t m

l.dry 2boit 3Cover 4baked 5 mix

X b

6added
see where I mean? 7 prepared 8 fill

FT Girl:
Man:
Yes, I can see, ThankYou.
You're welcome. And don't forget: if you buy two
GRAIIMAR
I lc 2d 3e 4a 5b
trr Girl:
books today, you'll get one half price.
Oh yes. There rs another book I might get, actually,
for my sister. I'm not sure of the title, but it's by Jan
2I Tomatoes are often grown inside.
2 Jam is made from fruit,
3 My favourite biscuits are covered with chocolate.
Blair. Do you know what her newest book's ca[[ed?

tr
t Man:

Girl:
It's about photography.
No, but I can find out. Come over to the computer
and I'll search for it.
OK, thanks.
3I
4 The cakes are put into a very hot oven.
5 The pasta is fitted with cheese and mushrooms.
Tea is drunk by peopte in most parts of the world,
2 Too much sugar is eaten by many children.
Man: OK ... Ah, Jan Blair's new book is ca[]ed Pictures for 3 Pineapples aie grown by farmers in warm countries.
Fr Gir[:
Life.
Great, thanks for that. And where witt I find it?
4 Bread is made in different ways by people in different
cou ntries.
Man: Her books are up on the first floor, right next to the 5 Coffee is drunk with ice by some people.
LI
stairs up to the second floor. 4I The art lesson starts at ten o'c]ock.
Girl: OK. But if my sister's already bought the book 2 You start offfrom your house, turn left, go straight on,
herself, can I bring it back? take the second right, and you arrive there.
II
Man: Yes,you can bring it back here to Queen Street, or 3 correct
take it back to our larger shop on Market Street. you
4 You can get the number 12 bus. lt stops near my
can do that any time in the next six weeks.
house,
Girl: Great. Thanks for altyour help.
5 The class lasts two hours and we spend/spent the
Man: You're welcome. time painting.
- WRITIH6
'L
YTXIABUUNY
t2 21 32 41 53 62 71 l lvegetable 2round 3meat 4white 5meat 6orange
2 Possible answer 7 chips 8 soup
' A boy was sitting on the sofa, trying to read a book. 2
Unfortunately, his younger brother was hitting a drum
Cooked in Cooked Cooked on Cooked in
a and the noise the drum made was very toud. Then his water inside the top ofthe some oil
little brother started playing a keyboard and the music cooker cooker or butter
was terrible! The boy stopped reading and put his book
a fried fish
down on the sofa. The boy read a book to his tittte
a baked potato
brother and the tittle brother was quiet so both boys
were happy. a roast chicken

.; Students,ownanswers a grilted burger

G'
a boiled egg

3lmake 2do 3make 4do 5do 6make Tmake 8do

9 do l0 make
4ldoing 2make 3makes 4do Smade 6made
7 doing 8 do 9 done 10 make
-l 5 Students'own answers

tf,
F tvont(Bo0r( tltswEn tGY llllr tulilosGntpTs *l
i{Easl,qI
r family life 3f The LoveyourBrain foundation was
set up in 2014
by Adam and Kevin pearce.
,' I am /,m 2the 3 with 4 of 5 and 6 There ffhu
foundation was set up by Rdam
Lou"VorrBrrin
j lE 28 3D 4C 2014.
.ra'i."i"
pearce in

Not needed: A 2 The new museum was opened last summer by

president. / The new museum the
usTElilltG was opened by the
3 lThursday 26,45 320 4vardley 5museum president last summer,
-., Narrator: you will
rll, 3 The royal gardens were opened tothe public
in 2002.
hear a boy telling his friend about
another friend,s birthday meal. 4 I was given this leather bag by my parents
when I went
Richard: to high school. / t was givei il i,
Hi, Nina, it's Richard here. l,m phoning f"itt Uug when I
to let you went to high school bymy parents, "i
know the details about Jason,l
UirtfrOuy m"at. 5 These expensive paintings
Mum's booked us a table at Roberto,s were given to our local
_ we all like
restaurant museum.
eating there. As you know, Jason,s
birthday is on Friday, Out het g;ing 6
away for !:st l:ar, the.Empire State Building was visited by
over three million people.
the weekend, so the meal witt"be
on Thursday.
It will be dinner, so in the
evening, of course. 4f My old shorts were eaten
by my dog.
We wanted to book for seven
thifty, but we 2 I am sclling my little home
in the centre of town. lt
could only g.et a.table for earlier, was
at six forty_ built 25 years ago.
five. I hope.that,s all right fot. yor.
fr4m says it,s 3 My birthday party was very
f20 each _ that,s for a starteimain enjoyable. Allthe peopte
course and danced / were dancing,
dessert. lt,s a.special price foi
ouigroup _ three
courses usually cost f25. The 4 My mobile is fantastic, lt was made in Mexico.
address ofthe
restaurant.is 7 4 yardley Street.
That,s y_A_R_D_ 5 Do you know about my new flat? I
moved there two
L_E_y. lt's the restaurant weeks ago.
a.rors th" road from
the museum, and next to thu
il;;tr". Let me YOCNBUURY
know ifyou have any questi;;;;l;ut
this. Bye.
any of I I You learn to talk.
2 you go to high
wRtTHG school.
you start schoo[.
I I howabout 3
2 Why don,t you 4 you learn to walk.
3 could one ofyou 5 you are born.
4 I'm not sure about 2 lborn 2moved 3change 4became 5take 6work
7 travel g found 9 training
5 lt's a good idea
fir.lDtHfi
2 Students'own answers
.i lc 2a 3d 4b
UlllT 20 rre changes I te2h3c4f5a6dZg8b
YIICIBUI.IRY USTEililc
I rg 2h 3c e a 5e 6b zd Sf . i rc 2c 34 48 5C
(D Narrator: you
2 I to change will hear Robert talking to his friend penny
2 a change about moving house.
3 to change Robert: l,ve got something to tell you, penny.
We,re
moving house.
4 a change
Penny: What, Robert? When?
5 to change
Robert: ln about three months, at the
6 a change beginning of July.
l've got my exams in M.
7 to change go then'
and in June my sister;trt"Xff;t"'t
8 a change Penny: I can't believe itl Are you
staying here in
3 IN 2V 3V 4N Liverpool?
GMilMR Robert: No, but the new house is in york _
thatl not too
I ta 2a 3b 4a 5b far. You can come and visit,"
*f,"n vo, ;;;"
see your grandma in Leeds.
2I was given
Penny: Yes, l'd like that. I can't
2 was made drive yet and it,s a bit far
to get a lift. So it'll have to U"if.," 'Orr'
3 were visited trrin. if,"
would probably take too long.
4 was completed Robert: Yes, I suppose so.
5 was decorated Penny: Vgs. S9 why are you moving?
ts your dad
6 were taken cnangingjobs again?
7 was built Robert: It's- my mum this time. She's
going to work at the
university. Dad will travel to t-i,
oia;oU.*

F
lu-
w0nt(B0il tltswEn [Ey tilD tulil0sGntpTs
penny: oh, really? And how do you feel about moving,
Robert?
Robert: Well, l'll miss my friends, but l'm not unhappy
about it. Starting a new life is exciting. Meeting
new people and things like that don't worry me.
penny: You'll have to take lots of photos and send them
to me.
Robert: lwitl!
wRlTlllG
I rd 2a 3b 4c
2 Students'own answers

w0ntB00t tltsrrER tEY r]ilr ruDl0sGntpTs *l

'_: :.':.
': l.
,**c..

(D Unit l, Student's Book page ll Finn: T.O-W-N.S-E-N-D

Daniel: OK ... f dot townsend fifty-six at facemail dot com.
Daniel: So, Grace. What activities are you going to choose
Than ks!
for your Duke of Edinburgh?
(D Unit 2, Student's Book page
Grace: l'm going to do art for my skill, of course! I love it ll
and I really want to improve. And for my fitness, I'd
like to do modern dance. l,m not sure about the You wilt hear Gina talking to her uncle about some photos of
volunteering yet. What about you, Daniet? animals. Where did he take each photo?
Daniel: For my fitness I'm going to do hockey. There's a Gina: You're really good at photography, Uncle Liam!
club near my house, so l,m going to join that. And Liam: Thanks, Gina.
for my skill I'm going to learn the drums.
Grace: But Danie[, you're already learning the guitar and
Gina: Did you take this picture of a lion when you
were in Kenya tast year?
the keyboard. you can't learn three instiuments,
can you?
Liam: That's right.

Daniel: Why not?

Gina: You're so lucky - I never go to exciting places
like that! Did you take that picture of a monkey
Finn: Excuse me! I'm Finn. I heard you talking about the
there too?
DofE. l'm a new student at this school, and l,m
going to do the award too. Liam: I took that in lndia. We were at a market and
they were eating a[[the fruit.
Daniel: Oh, hi Finn. I'm Daniel and this is Grace.
Gina: I can't believe you took this picture of a snake!
Grace: Hi Finn. So, do you know what activities you're
Weren't you afraid?
goingto do?
Liam: No, I was excitedlAnyway, it,s not dangerous,
Finn: No, not yetl
like the ones you see in Africa or lndia. I took
Grace: Well, what do you tike doing in your free time? that picture in England, when I was hiking.
Finn: I like computer games. And l,m quite good at Gina: Reatly?! Oh, and this is such a great picture of a
chess. penguin! Did you take it in New Zealand?
Daniel: So, you could do chess for your skill. Look, it's here Liam: That was in South Africa. lt,s funny, isn,t it?
on the website.
Gina: dolphin picture,s good too.
Yesl This
Finn: Oh, britliant! Liam: Oh, yes, I saw dolphins in Mexico and
Grace: And what about your fitness? What sports do you Argentina, but I took that photo in Scotland.
like?
Gina: Ah, and finatly eh this amazing elephant. you
Finn: That's the problem. I don't rea[[y like sports - well, took that in a forest in lndia, I suppose?
I don't like team sports anyway.
Liam: Er ... I took that in Mexico.
Grace: You don't have to do a team sport. you can do
Gina: What??
something like dance. Or swimming? Or running?
Liam: ln a zoo, Ginal
Finn: Running sounds goodl Oh, thanks guys - you,re so
Gina: Oh, rightl
hetpfu tl
Daniel: No problem. But the votunteering,s more difficutt.
Finn: Wet[, why don't you both come round to my house
at the weekend and we can talk about it then?
Daniel: OK! Where do you [ive?
Finn: Just around the corner from school. My address is
33 Alloway Road. That's A-DOUBLE L-O-W-A-Y.
Grace: Great. Got that. I need to ask my mum first and
then I can let you know. Can I text or cat[ you
tonight? What's your number?
Finn It's oh seven three four, double six seven, three
seven eight.
rlr
Daniel: Thanks. And what's your email address? I can
let you know if I find any good websites about
volunteering.
Finn: Yes, f dot townsend 56 at facemail dot com.
Daniel: f dot ... How do you spell Townsend?

286 STUllEltT'S B00t(AUI[osGRtpTs

t (D Gulturet llalional Parks, Student's Book page 19
tf
(D unlt
23
3, Studenfs Book page 23

Man: Today there are two walks you can join. John: Hello. We arrived this morning. l'm a guest
here with my mum and dad, and my sister.
The first one takes you up to Mount Washburn.
Receptionist: Oh yes, I remember. John, isn't it? How can
The group leaves at 10 am from the hotel entrance,
I

help you?
and we take you to the start ofthe watk by bus.
John: It's our first time here in Moscow and we
It's a two-hour walk to the top where we have lunch.
want to do some sightseeing this afternoon.
We take sandwiches, fruit and cold drinks for you.
Can you give me some information about
It can be windy so take a tight jacket' Oh, and don't
things to see, ptease?
forget your camera - there are amazing views of
the Grand Canyon ofYeltowstone and the Teton Receptionist: Yes, certainty. I can give you a smaltstreet
mountains in the distance, You can also see wild map Em, here it is. We're here ... and the
sheep and maybe foxes on the hills. tou rist information centre is . . . here. lt's not
very far. You can easily get there on foot.
We should be back in the hotel at four o'clock when
you can have a rest beforejoining everyone in the John: That's perfect. Thank you. Do you have a
meeting room at five to watch a film about the guidebook? My mum and dad like having a
geography of the area. This describes the votcanic guidebook. My sister and I think guidebooks
rock formations and geYsers. are boring - we think it's much more fun to
use the internet to read about things to do
Our second option is to visit the Mystic Falls area.
in a city.
The bus leaves at 9 am and takes about an hourto
the start of the walk at 10. The first part of the route Receptionist: Yes,we have some guidebooks here. You
goes through forest to the camping area where we have to pay forthem, though.
cook tunch. The hoteI kitchen provides hamburgers John: OK, I'tltell Mum and Dad. Oh, and do you
and chicken for this. have a metro map?
We willthen go through more open fields where Receptionist: the other side of the street
Yes, [ook, lt's on
there are many fine examples of wild flowers. Take map, The best way to get around Moscow is
a notebook so the guide can help you draw some of by rnetro or by bus. You can get day tickets
the beautifuI plants in this area. for both.
Then we visit Biscuit Basin, which is futl of geysers John: What about taxis? Aren't they quicker?
and hot water poots. And finatty, we go on to
Receptionist: Taxis are OK, but they can be expensive and
the Mystic Falts where you can see the 25-metre
quite slow. There's always a lot of traffic, so

=r waterfall, There are atso lots of animals to observe,

especially the bison that are typicaI in Ye]lowstone
Park. John:
they often take a long time!
Thank you. That's really useful information
for mum and dad. Bye.
FT You get back tothe hotel about 6 pm and there is a
meeting at 6.30 for everyone to share their pictures. Receptionist: Goodbye ... Oh, excuse me. You leftyour
suitcase.
So, please let me know which trip you would like to
do. John: Pardon?
Receptionist: lsn't that your suitcase there on the floor?
John: No, that isn't mine. Mine's in our room. I
saw a man here at the desk before me. He
had lots of luggage. Perhaps it belongs to
him. He went up in the tift.
Receptionist: Ah yes. I remember. l'llcal[ his room. Thank
you.

STUIIEIIT'S B(lll|( AUIII|ISGRIPTS *l

l, Student's Book page 27 (D ute Skilbr Criticalthinking, Studenfs Book page 29
$ Unir

1 What is the number of Maria's house? David: So, Jenny, what are we going to do for Martha's
Boy: Excuse me, do you live on this street? birthday this Saturday?
Maria: Yes, I do. lt's the fifth house on the right. The white Jenny: We can have a surprise party. We did it last year
one. and it was fun.
Boy: Oh yes, I can see. lt's really pretty. lt's opposite David: Maybe, but why not do something different? lt's
ours. ls yours 15 then? boring to do the same thing every year.
Maria: Yes, that's right, it is. And yours is 25? Jenny: I know! Martha likes films. We could go to the
cinema.
2 Which is Jason's house?
David: Yes, but the cinema is expensive. rrI
Jason: When you come to my party on Saturday, Sally,
you can see our new house. Jenny: You're right. Mmm. Do you like the idea of a picnic
in a park?
Salty: Great. ls it much bigger than your old one?
David: I think it's going to be
Yes, I do, That's a great idea. i.I
Jason: Yes,it is. The tiving room's on the first floor and the
sunny on Saturday and I know Martha loves being
bedrooms are on the ground floor.
outside, Do you think she wants to go to the park
Sally: Wow. I'd like to live on two floors. Our house has in the centre for her birthday? itl
just one floor.
Jenny: l'm sure that's the best place. So, we could buy
3 What time is Jenny going to leave schooltoday? some food and drink in the supermarket in the
Dad: Hi Jenny. You don't usually call me at ten past morning. II
three. ls everything OK? David: OK, And we can ask everyone to give us some
Jenny: Yes dad. I'm calling because I finish schoolat a money.
different time today. itf
Jenny: But not Martha because it's her birthday. We can
Dad: It's usually ten past four on Friday isn't it? get bread, cheese and crisps.
Jenny: No, dad, it's ten past four on lhursdoyl Please David: We need to buy drinks as well. Do you think Martha llr
come at ten to four today, that's 20 minutes earlier likes orange or lemon?
than usua[. Jenny: l'm not sure. What do you think is best?
4 What colour does Ben want to paint his bedroom? David: Mmm, we can get lemon and orange, then
Girl: Hello, Ben. Are you going to help your dad paint everyone is happy.
your bedroom? Jenny: Excellent idea! So, who shallwe invite?
Ben: Yes. He prefers red, but I don't like that colour very ilIt
David: l'11ask Martha. She can make a [ist, then I can send
much. I like blue. a text to her friends to invite them.
Girl: Oh, I don't like blue. How about green? lt's nice Jenny: Of course. Now we have to think of a present.
and bright. 'rllr
David: That's more difficult. What ideas have you got?
Ben: l'm sorry. I don't agreel I don't like green
Jenny: I saw a fantastic T-shirt in the sports shop. Maybe
bedrooms.
she'll [ike thatl lrI
5 What is Sarah going to do this afternoon?
David: Great. We can go to the shop now.
Tom Hi Sarah, can we finish our homework project
together this afternoon?
Sarah Oh, sorry Tom, I can't. l'm going to make my
mum's birthday cake after lunch.
Tom: We[[, what about tomorrow then? I'm going to play rI!
football in the morning but I can come round after
that,
Sarah: Great! See you then.

',-

.E

>F

288 STUDEI|T'S 800[ IUD|0SGRIPTS

t--
O Review 1: Unils 1-4' Studenfs Book page 3l (D unit 5, Studenfs Book page 3b
34

1 What day does Antonio play footba[[? Ava: And now it's time for'What's new?' This week we
Anna: Hi Antonio. Do you want to come to the cinema have Ethan Grant, who's 13, joining us from Bali in
this week? The new film luesdoy's Chld is on. lndonesia. Hi Ethan.

Antonio: Hi Anna. Yes l'd love to see it. I'm not busy except Ethan: Hi Ava.
for football practice. Ava: So, Ethan, I read your blog. Coutd you tell us about
Anna: That's Thursday, right? So, let's see the film on it?
Friday. Ethan: Yes, it's called World Schooling.
Antonio: Great, Text me the time and we can meet there. Ava: ls that like homeschooling?
2 How much is a family ticket to the zoo today? Ethan: OK, we[[, em basica[[y, yes it is, but school isn't at
Man: Hello, we'd [ike to come to the zoo today. home - it's .., the world.
Woman: Well, you're very lucky! Our family tickets are Ava: Rightl! Telt us from the beginning.
usually f28, but this week we have a special offer Ethan: OK. That was two years ago. My sister, Ruth, and I
ol f25. were doing OK at schoo[. Mum ]ost her job and Dad
Man: But we only paid f22 last year. loved travel]ing, so one day our parents said to us,
'We're taking you out of school for a year and we're
Woman: Yes,that's right. lt's a bit more this year, but we
going to see the world'. Ruth and I thought it was a
have more animals.
great idea,
3 What time does the girl's coach arrive?
Ava A big change for your parentsl What did your famity
Girl: Dad, can you pick me up from the coach station
and your neighbours think?
later?
Ethan: They altthought mum and dad were madl
Dad: Yes, sure. But I can't leave work until a quarter
past three. Ava: So what happened next?
Ethan: Mum and dad planned things carefutly, They
Girl: That's fine. I get in at five past three, but I've got
sold the house and lots oftheirthings. Then they
some shopping to do, so let's meet at the coach
station at half past three. bought a camper van and ... we left,
Ava: So what about your schooling?

=l Dad:
4
Rosa
Perfect, see you later.
What is the number of Rosa's house?
Hi Phit. Do you want to come to my house this
Ethan: Mum and dad taught us things each week - they
got material off the internet - but the big thing

=l
about world schooling is that travelling is an
evening to finish the geography project?
education in itself. So many subjects connect when
Phil: That's a good idea. Are you number 16 or 18 you are in a new place. You learn about the history

il Rosa:
Green Street?
We're on the other side of the road at L7. My
friend lives at 16, and I don't know the people at
of a place, its geography, its language or [anguages
and you need maths when you are usingthe
money. Ruth and I have been to lots ofcountries,
18. met so many amazing people and learned so much
Phil: Wet[ it's a good thing I askedl See you later. about the world.
5 What did Marco buy for his bedroom? Ava: How long have you been in Bali?

I Marco: I went shoppingtoday. I wanted to get

something for my bedroom.
Ethan: Actually, we've been here nearly a year. I wanted
to go to school, so I asked if we could stay - I need
exams to go to university. Mum and dad like it

il Girl:
Marco:
Did you get some new posters?
The posters weren't very interesting, but I saw
some great desk lamps. I got a white one.
Ava
here in Bali, they've got a little hote[ and I go to an
internationa I schoo[. Perfectl
So do you like being at school again?

il Girl: Now all you need is a bookshelf for all your

books!
Ethan Yes, I do, l've made lots of new friends. School work
is fine - in fact, I worked much harder when I was
travelling. Ruth's homeschooled but she's going to

Tr Ava:
come to my school next year.
Thanks, Ethan. Good luck. Bye.
Ethan:
Er Bye.

fl
tr
h
tr sTUltEilT'S B00K AUD|0SCR|PTS rul l
O Unit 6, Shdenfs Book page 36 (D Unn 6, Student's Bmk page 39

I You will hear Carmen talking to Murat about some things

Cam: Hello. My name's Cam. Can I ask you a few she has found in hergrandparents' house. Who does each
questions about your favourite thing, a very thing belong to?
speciaI object? Carmen: I'm looking for a sma[[ wooden clock. lt belongs
Speaker 1: oK. to my granddad, and he says I can paint it. I

think it's in this box.

Cam: Right, Do you have a favourite thing?
Speaker 1: Yes, I do and I'm wearing them right now!
Murat: Let's have a [ook. Oh, here's a heavy old
computer. ls that your grandma's?
Cam: Oh, OK - your earrings? Carmen: Actually, it's my aunt's. She doesn't use it any
Speaker 1: Yes, that's rightl more, though.
Cam: Oh yes, I think they're great. They're made of Murat: And this old hat's cool! Ah, is it your mother's?
silver right?
Carmen: That was a present from my mum to my uncle.
Speaker 1: Yes. Actually, they're not really mine. They He never tiked itl
betong to my mum, but she doesn't wear them.
Murat: Ah, ... look, a toy bear! lt's rea[[y softl ls this
Cam: Ah, so they were hers and now they're yours. your baby cousin's?
Speaker 1: You've got it! Carmen: That's my brother's. My dad gave it to him when
2 he was little.
Cam: Hello, my name's Cam. Can I ask you a few Murat: Oh, and look at this painting!
questions please? Carmen: Ah, I painted that and I gave it to my dad when I

Speaker 2: Yes sure. But, be quick. l'm in a hurry. was about eight. I don't know why it's here,
Cam: OK. I'm asking about people's favourite things. Murat: lt's lovelyl ... And what's this? Oh, it's a
Can you te[[ me about yours? cotourfu[, cotton jacket! ls it yours?
Speaker 2: Mmm, I don't reatly have any. But my parents Carmen: That thing? That's not mine! My aunt gave it to
do. They've got [ots. my grandma.
Cam: OK! So what are theirs? Murat: Well, the box is empty now. The clock isn't here.
Speaker 2: Well, my dad's favourite thing's a little wooden Carmen: Oh no!
elephant. Murat: Eh, Carmen?
Cam: Wow. OK. Has it always been his? Carmen: Yes?
Speaker 2: He bought it when he was a student, years ago, Murat: What's that on the wat[?
I don't know why he likes it so much.
Carmen: Huh? lt's the clock! Thanks, Murat!
Cam: OK, thank you.
3
Cam: Hello. My name's Cam, Can t aik you a few
questions about your favourite thing?
Speaker 3: Yeah, sure.
Cam: OK, so, do you have a favourite thing?
Speaker 3: Yes. I can give you a [ist. There's my bike, my
skateboard, my footbal[ kit, my new trainers ..,
Cam: OK, thanks. I meant one very special thing.
What about your parents? ls there something of
theirs that's very specialto them?
Speaker 3: The birdsl
Cam: What do you mean?
Speaker 3: When they got married, their friends made
them lots of origami birds to bring them [uck.
They're made of coloured paper and they're
everywhere in the house. I guess they're ours
now.
Cam: Wow, that's unusual. Thanks.

l* slultEltT's B00K AUD|0SGR|PTS

FT (D Cufiuter Secondary School in the Studenfs Book page 41 (D Unit 7, Shrdents Eook page 42

t
UK,
50

Aleesha My schoo[, Woodedge, is a comprehensive with Tara: Hello?

1,200 pupils. lt's a multi-cultural, mutti-ethnic Dan; Hi. ls that Tara?
schooI in London. That means we have peopte
FT from lots of different backgrounds in our school.
For example, l'm Asian, but in my class, there are
Tara: Oh hi, Dan. How's it going? Guess whatl l'm going on
an adventure hotiday next week.

il people who are Afro-Caribbean, East European,

African, and lots more, lt's great because we
Dan:
Tara:
Me too!
Oh! Mine's ca[led lnternationalAdventure Week and

t learn about each other's cultures, festivals and

languages - it's really interesting.
My school day begins at 8.35 and ends at
3 o'clock. We have six lessons a day. We
atso have PDT every day - that's personal
Dan:

Tara:
it's in the Pyrenees, but not far from the sea. lt's
from 31st March to 7th April.
l'm going on the same onel Coo[! How are you
getting to the airport?
My parents are taking me there by car. Can you

=I development time. We often talk about what's in

the news, We sometimes also talk about money
Dan:
remember all the things we're doing next week?
No, but I've got some information here from the

il - how to open a bank account and that sort of

thing.
We have a break in the morning and a break at
lunchtime. I eat in the school caf6 every day.
Tara:
website. Um ... Hang on ,.. Here it is.
Great. So when are we going mountain biking and
paddle boarding? They're my favourite!

FT The food's quite nice. There's always a hot mea[,

like beefcurry or roast chicken, oryou can buy
Dan: That's on the 3rd April, ... so that's Thursday. lt says
we're fotlowing bike paths through the mountains

il sandwiches. Our parents put money into a

school account online for us and then we pay for
our [unch with a card.
After schoo[, we have lots of different clubs to
Tara:
Dan:
and then we're going paddte boarding.
Excellentl What about the other days?
Let me see. We're going hiking on Monday. We have

Fr choose from. This term I'm doing singing and

badminton. Last term I did tabte tennis and
to get up realty early because we're getting on a
bus at five o'clock in the morningl lt's taking us to
somewhere in the mountains and then we have to
drama club, They're good fun and we don't have get back to the activity centre alone. I hope I can

=l to pay for them,

We've got Charity Day next Friday. lt's always
reatty good fun. We're all making things to bring
Tara:
find my way back and I don't get [ost.
Me
Tuesday?
tool And when are we going zip wiring? ls it

to school and sel[. I'm making cakes and my Dan: No, it's Wednesday. That looks amazingl lt's so highl
friend's making biscuits. I hope we sell a lot and
Tara: And fastl When are we going sailing?
make lots of money for Save the Childrenl
Dan: That's on Tuesday. But we aren't going sailing on
the sea. We're going on a [ake nearthe centre, After
that we're going horse riding at the centre, lt's a
shame we aren't going camping,
Tara: I don't mind. I don't like camping.
Dan: And then there's kite surfing on Friday morning and
a barbecue and a party in the evening. Everyone's
doing something from their country - cooking food,
playing music, things like that,
Tara: l'm taking my guitar, so I can ptay and sing.
Dan: Good idea! l'm not taking my keyboard with me next
week - it's too bigl
Tara: OK, I guess l't[ see you at the airport next week!
Dan: OK, Tara, Bye.

STUIIEIIT'S BOOK AUIIIOSCRIPTS t'l l

(D unit 7, Sludenfs Book page 45 Unil 8, Student's Book Page 46
56
*
You wilt hear a teacher telling students about an adventure Jason: Hello, and welcome to'Dream Home" Today we're
hotiday. talking to Professor Suzie Franks about homes of
the future. Welcome to the programme, Professor
Teacher: Hello, everyone, I want to te[[ you about a new
Franks.
adventure hotiday for this summer. lt's called
Across the Water and it's going to be really Suzie: Thank you, Jason. I'm very pleased to be here.
great! The holiday is from 28'h July for a week, Please call me Suzie,
Yes, most holidays are in August, but ours is in Jason OK, Suzie. So, what do you think our homes will be
July ondAugust. like in the future?
think you're realty going to like it because the
I Suzie First of att, I think they'll be very different from
group isn't too big. We have four rooms, so today's homes. We already use technology a lot in
there is sPace for 16 students. our houses and we'[l use it more and more in the
Last year's adventure holiday was beside the future.
sea and everyone liked it. This year it's near Jason: Can you give me an examPle?
a river. We're kayaking, zip wiring and even Suzie: Sure. Well, today in the house of Microsoft boss Bill
spending a few nights camPing' Gates, the temperature, music and lights change
This hotiday is f345 forthe week and that when different visitors go into a room.
includes everything. lt's even cheaper than last Jason: That's amazing. Willwe all be able to do this in our
year, when the Price was f3751 homes soon?
Are you interested? Then tell your parents Suzie: Why not? We can already use our smartphones to
about the holiday and get them to call me on turn washing machines on or off, but we't[ also be
oh-five-three-seven-one two double five nine- able to change channels on TV or control tablets
four-six. See You there! without touching anything. You won't have to use
your hands to do it. And you'll even know when
your bins are fullwithout looking!
Jason: Will it work for the heating and the lights too?
Suzie: Yes, it will. For example, tights will come on when
you step on the stairs.
Jason: Mmm, wil[ furniture change very much, do you
think?
Suzie: No, I don'tthink so. Seats, bookcases and things
like that might not look very different' And you
can't use a smartphone to talk to a table! But
you may have a table or chest of drawers with a
computer inside it, so you can look at your photos
or play games.
Jason: So wilt our homes look more like ones we see in
movies about the future?
Suzie: Yes, some of them definitelY witt.
Jason: And, finally, might our homes look different on the
outside, too?
Suzie: Oh yes. Perhaps that'll be the biggest change.
Some will be underwater, and some might even
have grass on the roof. I'll put some pictures of
the houses I'm talking about on the programme
website, One of them has got an amazing
barbecue in the garden.
Jason: Yes, sure. Er,,. excuse me, Suzie, but you can't use
a phone in the studio,
Suzie: Oh sorry. l'm just tooking in my fridge to see if I

need to buy some food on the way home'

Jason: By smartphone?
Suzie: Yes. Ofcourse.

292 STUllEllT'S B00K [Ulll0scRlPTs

(D unit 8, Studenl's Book Page 49 (D Ute Skills: Communication, Studenfs Book page b0
62

1 You wil[ hear two friends talking about 1

technology. What do they think they will use in Jack: So, how are we going to get to Ben,s house
the future? this afternoon?
Boy: l've got a new smartwatch - look how cool it isl Ollie: Well, I don't think we shoutd walk, lt's very
Girl: Yes, but the screen is really small. What about far. What do you think, Mara?
smart glasses, have you heard ofthose? Mara: There's a bus at three o'clock, And you,
Boy: Yes, but I don't think people use those very Jack? Do you agree?
much. Jack: Yes, the bus sounds good. OK Ollie?
Girl: You're right. I still like my smartphone best. I Ollie: That's great. We'll get the bus,
think that's what people will use most in the
2
future.
Lenny: We have to think of a project for science. I
Boy: Yes, I agreel
think we should make a poster.
2 You wi[[ hear a teacher talking about an activity
Karl: Well, lthink we should do a presentation;
students are doing in class. What does she say?
we can use pictures from the internet,
Teacher: Listen please. You're stil[ working on your
Lenny: Maybe, or we could do both.
projects and I know you would like to finish
them for homework, but that isn't always the Poppy: Excuse me, can I say something? We can
best thing. I'd prefer you do it in class together make a model to show the class,
with your friends. We have some time tomorrow Karl: Oh sorry, Poppy. We didn't ask you. That's
to finish it. We won't have the laptops, so you'll agood idea, tool
have to write by hand.
3
3 You will hear a boy talking about his shopping Grandmother: Hello Archie, how are you? How's school?
trip, What did he buy?
Are you getting good marks?
Boy: Itried on several pairs of trainers. I really liked Archie: Weeell...
the btue ones, but they didn't have my size. On

I the way to a caf6 I stopped at the supermarket

and got myself a computer magazine and sat in
the park. After that, it started to rain, so I went
Grandmother:

Archie:
You rhust study hard. What do you want to
study at university?
Hmm, I'm not sure ... er. How are you,

t 4
home to eat.
You will hear a daughter talking to her father
about a new computer he is buying for her. What
Grandmother:
Granny?
Oh. Thank you for asking. l'm having
problems with ...
does she like best about the computer?
Dad: What do you think about this laptop? tt's nice
and smal[.
Girl: That's good - my old one was quite heavy to
carry around, But it looks like an old mode].
Dad: It's not - it's the latest one, and it comes with all
the software you need, But maybe you'd prefer
one in a bright colour?
Girl: Yes, I'm not keen on black,
5 You will hear a boy talking to his mother about
the weather for his holiday. What witt the
weather be like tomorrow?
Boy: Can you look up the weather on your phone for
me? Will I need to pack sun cream?
Mum: No, you won't need that. But take some jumpers
and a raincoat. lt might rain a bit over the next
few days,
Boy: What about tomorrow?
Mum: Let me see. lt'[[ be cloudy, but it,llstay dry. No
rain until the next day.

sTUDEltI,S 800[ AUDT0SCRIPTS *-l

page 5l
(D neview 2: Units 5-8, Studenfs Book
page liil
(rl Ule Skills: tlommunicalion, Studenfs Book 6t
65

1 You witt hear a teacher talking to students about

Teacher: OK everyone, quiet please' Today we need they need to bring?
a schooltrip. What do
to choose a country and an object for that
OK ctass, it's the school trip to Bowiand
Forest
country to put in a time capsule' I'd like you Teacher:
to get into groups and decide on one country tomorrow. We'll bring food and drink for lunch'
but you may want to pack chocolate or crisps
for
uni on. object. Then we can compare ideas'
the journeY.
Josie: Right. Mr Thompson wants us to choose a
.o-rntty. Let's choose Brazi[, lt's a very big Girl: What about torches, sir?
country and I like their footbatlteaml Teacher: Don't bother, We won't be out in the dark' Wear
you'll
Yes, we could put a football in the time comfortable trainers, and don't forget that
Sam: Please don't put too
capsule. be carryingyour backpacks.
much in them!
Dan: Maybe, but a footbatl is an object that's
important in lots of different countries' 2 You wi[[ hear a girltalking about her history
It's not really specia[ for only one country' homework. What does she say about it?
you
Mmm. What about Russia? lt's a big country Girl: Well, history's my favourite subject, as
too. know, Mum. lt doesn't usually take me long to
.

Jo the homework, but I teft my history textbook

Josie: That's a good idea' We studied some Russian
history last term and it's an important at school, so I had to look up altthe information
country. online, lt took hoursl But you'[l be pleased to
hear that I did it att' I won't make that mistake
Sam/Dan: Yeah/OK.
again!
Excuse mel Can I say something? I think ltaty
Laura:
3 You witt hear a woman tatking to her son' What is
is best.
she most unhaPPY about?
whv?
Dan:
Mum: Pau[, you reatty need to have more than fruit
Laura: It's a beautifuI country and it has delicious before schoot. Also, I know it's good exercise
food, to run for the bus, but one day you might not
your of
Sam: Oh, sorry Laura, we didn't ask you' I like catch itl So from tomorrow you need to be out
idea. lt's goodl bed earlier in the morning and then you'll have

Thanks Sam. What about You, Josie? enough time'

Laura:
Maybe. But what object can we choose from 4 You witt hear two friends tatking about a visit to
Josie:
Itaty? Dan, what's Your oPinion? the sports centre. What did they do there?
a shame we couldn't swim today' The
pool
Dan Italy is famous for pizza. We can put a pizza Boy: What
in the time caPsule. at the sPorts centre is so nice'
Girl: Yes, it's a pity it was closed today' And
then I
JosielLaura: Oh no!
didn't have mY tennis shoesl
Josie: lmagine the pizza in two years'time!
But you borrowed some and we had a
good
Boy
Sam/Laura: Urgh/Yukl
game!
OK, OK. So we need a country with a good
Dan:
Girt: Truel And it made me very hungry' Let's go and
object.
have something to eat at mY house'
Sam: Wel[, I like Dan's idea about Russia' You
5 You witl hear a man talking to his daughter'
know they have those dolls. You can open
What's the weather tike at the moment?
them and there is another one inside' That's
a good object. Dad: Are you going hiking this afternoon?

Yes, a Russian do[[' l've got one in mY Girl: Yes, I hope the weather gets better by then' lt'lt
Laura:
bedroom we can use' lt opens and there are be awful if it carries on raining'
five more dolls inside. Yes, but at least it's not windy! lt's more
fun
Dad:
Dan: That's fantasticl So, do we a[[ agree? when the sun is shining.

OK/ldo. Girt: True.

Sam/Laura:
Laura: And you, Josie? Book S
Josie: Yes, OK. Mr ThomPson, we're readYl xt Unit 9, Shrdent's Page

I Ptayers must leave the field now'

2 What mustwe bringtomorrow?
3 You mustn't wear black shoes'
4 Students must wear school uniform'
5 You mustn't worry about the maths test'
6 You must stoP writing now
7 We mustn't sPend too much money'

r sTUIlEllT'S B00l( Aulll0scRlPts

(D Unit 9, Studenfs Book Page Sl 4) unit 10, StudenPs Book page 58
?3

Dad: How was school todaY, LilY? 1

Lily: It was really interesting, Dad! We talked about the Dr Mandy: l'm very sorry to hear about your problem.
Otympics. Did you know that some people want to Studying alone isn't easy. But it doesn't mean
add eSports and Mind sports to the Summer games? you can't have friends. There are lots of ways
what the Olympics are. But eSports? Mind to meet people. What activities do you enjoy
Dad: Eh? I know
doing? Maybe you should think about joining
sports? What are theY?
some clubs, for example drama or dance. Make
Lily: Don't worry, Dad! I didn't know what they were until
sure you have lots of contacts in your phone or
today. eSports are video games, and mind sports are online, and remember to call people. Waiting
things [ike chess and some other board games and for them to contact you first isn't always a good
card games. Ones that make you think hard. idea,
Dad: Isee! Well, l'm not sure, Lily. The Otympic Games are
2
for sport, and surety video games and chess aren't
sport! You sit down to play both of those, and you Dr Mandy: Thank you for writing to the website. I can
don't use your body at all. understand why you aren't happy about what
your friend is doing, But don't be too angry.
Lily: But sport isn't just about being fit and strong, Dad.
After a[t, it means she thinks you look great! I
You have to use your brain as well if you want to win,
think you should try to talk to her about how
Dad: I suppose so. I play footballand it's really important you feel and explain why you don't want her to
to think about what you're doing when you play. But do it. Also, why not offer to go shopping with
it's also about running and kicking, and how we[[ you her? lf you decide to do this, you can give her
move the balt. advice and hetp her to find her own way of
Lily: Wett, lots of chess champions and video game stars dressing. Good [uckl
work hard to stay fit you know They know it's good 3
for their brains to be fit.
Dr Mandy: I know that leaving your friends behind is
Dad: Well, maybe. But there are lots of important chess difficgtt, but if you want to improve, you should
competitions already. lt doesn't need to be in the be in the higher class. You'll get better at
Olympics. dancing and you'l[ probably make new friends,
Lily: But the other competitions aren't as famous as the too. And here's another idea - why don't you
Otympics, are they? An Otympic medaI is very speciat. tell you r friends to practise a bit more? Offer to
Dad: That's true, I suppose. help them in your free time. Then maybe the
teacher will ask them to move up too.
Lily: eSports and mind sports are already in the Asian
games you know. l'm sure they'[[ be in the Olympics (D unit 10, Student's Book page 61
in ten years'time.
Dad: Mmm, I don't agree. I don't think they'll ever be in the Speaker 1: l'm 14 now and I wrote my first app when I was
Olympics. 11. lt's a physics puzzle called Cotch the Boll.
There are 56 levels and you get different things
to hetp you complete each level, like nets and
wheels, and pieces of wood. lt costs 99p and
it's still quite popular, About 100 people a
week download it. l've got lots of ideas for new
games, too.
Speaker 2: I'm 16 and I wrote my first app with a friend last
year, when I was 15. I got the idea when I was
studying for a test and I needed to organise
my work. You write a list of all the jobs you
have to do into the app, and then it helps you
remember to do them, and not be late with
everything. lt costs f 1,50 to downtoad. Some
people say it's too expensive, but I don't agree.
30 people a week downtoad it, I'm stillworking
on it - there's always something to improvel
lrfl
Speaker 3: I'm 15 and the apps I write are all educational,
and they are all free. The first one I made was
I'll when I was 12. lt's a[[ about geography and
teaches young children about the countries of
the world, Around 70 people a week download
it. lt has information and quizzes so you can
test yourself. At the moment I have 18 apps
that people can download, and lots of ideas for
more.

STUDEilT'S B00K Aulll0scRlns *l

(D Culturet The Beautilul Game, Studentb Book page 63 O Unit 11, Studenfs Book page 6f
h
Teacher: So, each group is going to tell us about a type of Presenter: OK, are you all ready? The quiz will begin in a X=
footbalt. Jack, let's start with your group. few moments. Alt the questions are about cities
of the world. Listen carefully to each question
Jack: OK, Well, we found out about table football,
which probably started in about 1920. You
and then write down the name of the city. E=
usually have two or four players' lt's very Here is question 7.
popular in youth clubs and some people play This is the second biggest city in China' lt's
it at home. Both men and women play, but the in the north ofthe country and has some
11 wooden or plastic players in each team are beautiful parks and temples, including the
nearly always men! There are international Summer Palace. lt also has a very famous
competitions in Europe and the United States stadium, called the Bird's Nest' What is its
and in the future more countries will take part. name?
Teacher: Thank you. Now Lily, what about your group? Question 2
Lity: We want to talk about futsal. This is a sport that This city is in Europe. The city has a lot of
people play at a sports centre, usually inside. lt bridges, museums and art galleries, including
began in Uruguay when a teacher organised the the Louvre and the Mus6e d'Orsay. lt has one
game on basketball courts in 1930. At first, it was of the most famous cathedrals in the world -
just for men but now there are a lot of women's Notre-Dame. The cathedral is on an island in
futsalteams. There are five players in each team' a river. There's another beautifuI church in the
The best teams are from South America and city, called Sacr6-Coeur.
Spain because lots of people play futsal in these
Question 3
countries.
This city is in the United States of America. lt's
Teacher: Ah, that's interesting. How about you, Oliver? probably the most famous city in the US, but
Oliver: Well, we think that video game football is a it's not the capitat. lt has a statue called The
great game. The first FIFA game appeared in Statue of Liberty. lt's on an island, so you can
1993. Each weekend, more than 200 million FIFA take a boat trip to see it and also the beautiful
matches take place all over the world in people's Brooklyn Bridge. There are many other great
living rooms, bedrooms, and even kitchens. Girls places to visit. Central Park and Times Square
play as well as boys, and on the screen there are are both popular.
men's and women's teams. There are different
Question 4
options for the number of players, but I think the
This Latin American city is next to the Atlantic
maximum is eight.
Ocean. lt has one of the biggest footbatl
Teacher: Sothis kind of football is popular everywherel stadiums in the world. lt's a modern city with
Now, finally Jessie, what kind of footballdid you many skyscrapers, but it also has a beautiful
choose? and very interesting old town. The other really
Jessie: Did you know that footbat[ fot blind people is famous thing here is the statue of Jesus on top
a Paralympic sport? The ball makes a sound so of a mountain above the city. Oh, and every
that they can play by using their ears and feetl lt year there is a big carnival in the city, at the end
started in Spain in the 1920s and the first World of February. The Olympic Games were here in
Championship was in 1998. lt's a Paralympic 2016.
sport but there are only men's teams at the
Question 5
moment. There are five players in each team,
This is the [argest city in the wortd. lt's in Asia.
but only two ptayers can see - the goalkeepers.
It's very modern and busy, and is famous for its
Nowadays, people play in many countries, but
bright tights, skyscrapers, shopping areas and
especially Brazil.
restaurants. The city also has many excellent
museums, temples and gardens, and, of course,
over 150 foreign embassies. There's a beautiful
mountain called Mount Fuji, not far away'
Question 6
This is the largest city in lndia, but it's not the
capital. lt's in the west of the country bythe
sea. lt has a very large film industry. lt's a great
place for tourists because it has both beaches
and wonderful museums. There's a beautiful
fountain called the Flora Fountain in the south
part ofthe city.

296 STUIIEIIT'SBOOKAUIIIOSGRIPTS
rl
rl

(D unit 12, Sludenl's Book Page 71 O tite Skilts: Crealivity and innovation, Sludeni's Book page T3
\ you will hear Finley inviting a friend to the cinema. 5am: Right everyone. Let's start planning our
Finlev: Hi Ana ... l'm going to Star Cinema with a few suggestions, for the school party.
\ friends for my birthday this weekend. Can you Anna We need to do something really different if we
come? want the class to choose our ideas.
Ana: Surel Which daY? Henry: You're right. So, shall we all write down a list of
Finley: Wel[, it'l[ have to be Saturday because I've got suggestions first?
a family dinner on Friday night and a football Nicky: I think we should draw a tine for each topic, you
match on SundaY. know, like what food we'il have, what the theme of
Ana: No problem! What are we going to see? the party wilt be ...
Finley: BodY SwoP.l hoPe that's OK? Sam: Good idea!

I Ana: Yes, of coursel Att my friends say it's excellent Anna: Why don't we make a mind map, then we can see
- good acting, really funny, and nice and short. the ideas more clearly.
Most films are so long these daysl So, what Henry: Yes, l'[ get some paper. Mmm. ls this one big
time does it start? enough?
Finley: We're going to the show at six forty-five. lf you Nicky: That looks fine. So, we can write schooI party here
like, we can pick you up on our way, at ten past in the middle. Then, what about the other circles?
six? We should get there by 6.30. How many do we need?
Ana: Oh, yes ptease, How much are the tickets? Anna: Wel[, the topics are food, drink, theme and date.
Finley: We're all 13 now, so it's a bit more expensive - Nicky: OK, that's four for the moment. l'm sure we'lt think
instead of f7.50 it's f 10.00. Bring an extra f5,00 of some more, So, let's start with the theme. What
if you can, for a drink or some popcorn, ideas have you got?
Ana: OK. And how are we getting home? I can get the Henry: How about Underthe seoT Or Pirates?
IT 263 bus from the cinema I think.
Sam: Maybe Crnemo, so people dress up tike their
Finley: You don't have to. Mum wil[ come and get us in favourite character.
the car, I wanted to walk, but she says it,s too
Anna: Oh, or Roman times because we studied that this
II far.
year.
Ana: OK, thanks, Finley.
Nicky: Mmm, what about different nationalities? Like
Japanese, French or Spanish, for exampte,
Sam: Those are some good ideas. Next, we,l[ have to
choose decorations, so that's another circle we
II need on the mind map,
Anna That's right. So, have you got any more ideas for
the theme?
tf Henry: Not rea[[y, Shall we move on to the food?

n
t
t
il
il
STUDEilT'S B00l( AUD|0SCR|PTS *l
(D Review 3: Units tsl2, Studenfs Book page ?5 4) unit 13, Student's Book page ?6
97

You wil[ hear Serena talking to her friend Ed about the new Juan: Hey Susanna, I've found a great website. lt's got
sports centre. lots of ideas of things to do before you're 16. I

Ed: Serena, what's the new sports centre [ike? tike the outdoors section. Do you want to hear
some of them?
Serena: lt's amazing, Ed!There's a fantastic climbing
wall, a hatI for fitness classes, and you can do Susanna: OK, but I do lots of things outside, so I've
probably done them.
sports like badminton and tennis there. That's
the best thing about it, for me. Juan Let's see about that! OK first one, have you ever
Ed: Do you know what the opening hours are? camped under the stars - you know, without a
tent?
Serena: At the moment, it's open from 7.30 in the
morning to 10 o'clock at night, Mondays to Susanna: Yes, I have camped underthe stars, I did that
Fridays. At weekends and school holidays, it's 8
last summer with my mum in Scottand,
tilt 10. Juan: OKanotherone... Mmm, Haveyou ever
kayaked down a river?
Ed: OK, I might go and try something.
Serena: Try the climbing walt. lt's great for people like Susanna Yes, I have, I did that with my dad last year in
you, who don't like team sports. I know the Spain. lt was amazing.
teacher and she's great, lt might be hard at the Juan: Mmm. l'd love to do that too. Here's another
beginning because you're not very strong, but one, Have you ever exptored a cave?
it wilI be fun! Susanna: Actuatly, no I haven't. I don't like going
Ed: OK! underground very much.
Serena: There's also a board games club at the sports Juan: Right ... Have you ever recorded birdsong?
centre, Susanna: Yes, I have. I used my phone to record birdsong
Ed: That's interestingl Board games might not help at schoot last week for ou r project.
you get fit, but they are good exercise for your Juan: So. Let me find another one. Have you ever
brain. Peopte forget how impoftant that is! ln tooked for fossils?
fact, we should play them at schooll
Susanna: No, l've never looked for fossils. I'd like to
Serena: Isaw a notice about it with some contact though.
detaits. I didn't see a phone number but there
Juan: Me too, OK, what about this one. Have you ever
was an emaiI address.
tracked wild animals?
Ed: Thanks Serena
Susanna: By foltowing their foot prints you mean? No, I

haven't but that would be coo[!

Juan: Ah yes this is a good one ... Have you ever
picked witd fruit?
Susanna: Yes, actua[[y, I have. I picked some wild
strawberries yesterday in my grandma's garden
Juan: OK, let me find one more .,. Mmm. Ah yes. Have
you ever tried rock climbing?
Susanna: I've climbed the climbing wa[[ at schoo[. ls that
the same thing? I did it a few weeks ago.
Juan: Yeah, it is, oK, I think I'tt send you the website
[ink. There are definitely stittsome things you
can do before you're 16!

l* STUIIEilT'S BOOI( AUIIIOSGRIPTS

1

FT (D Unit 13, Studenfs Book Page 79 4) unit 14, Studenfs Book page 83
104 u0
r-..
Jim: Hi you're listening to Jim's World and today's Lana: Hi, David.
guest is Christina Wetts, the explorer. Welcome David: Hi, Lana.
to the show, Christina.
Lana: Are we ready for Pia's picnic tomorrow?
Christina: Thank you, Jim.
David: I think so. l've already got four big bags of crisps
Jim: So Christina. You've been to so many amazing and some apples.
places.
Lana: How many apples did you get?
Christina: Yes, I have. And, of course, there are always
David: About a kilo and a half.
more to exptore,
Lana: Perfect. Have you bought the pizzas yet?
Jim: So tetI us, have you ever got lost on any ofyour
travels? David: Yes, I've got
three pizzas, that's twenty-four slices.
Have you already done everything on your list?
Christina: Wel[, yes. I have, Jim. lt wasn't a pleasant
experience. I was in the Brazilian rainforest Lana: Atmost. I haven't got the drink yet.
looking for insects. I had a compass, but David: Maybe my dad can take us to the supermarket this
somehow I got lost and was walking for two morning to get some. I'll ask him. How much are
t days before I found a village. I didn't want to we going to get?
tell anyone that l, Christina the welt-known Lana: We[[, we need a variety of drinks, don't we? How
exptorer, was lost in the rainforest for two days. about two litres of lemonade and the same of fruit
Jim: But you're happy to share that with us now. juice?
Christina: Yes. Because the important thing about that David: Perhaps we need a bit more temonade.
experience was that I found my way through Lana: OK, let's get three litres of that. And we need some
the forest and got to the vitlage. water too. l'11 get a litre.
Jim: True. Have you ever wanted to come home David: Fine. What are we going to sit on? Have you got a
early from a trip? bla n ket?
Christina: No, I haven't. But my trip to the North Pole Lana: Good point! My dad's got an otd blanket. lt's about
alone was very difficult. I was skiing, putling one metrei by two metres, l'm sure I can use it.
all my equipment, and I often had to stop and
David: Perfectl
think about why I was doing it. I kept a diary on
that trip. There was no-one to talk to, so I wrote Lana: I can text everyone who's coming, if you [ike, and

in my diary, That hetped me think more ctearly. ask them to bring blankets, too, Right. ls that a[[?

Jim: So Christina, what's your next trip? David: Except for the cake! l'l[ get a €5 one tomorrow.
Christina: We[t, next month l'm taking part in the Tour Lana: OK. What present have you bought for Pia?
dAfrique. lt's a cycling trip through Africa from David: I've got her a necklace from the market.
Cairo to Cape Town. I haven't done a trip with Lana: Great idea! l'm going to get her a pair of
other people before. su nglasses.
Jim: Wow, that's a long way to cycle! How far is it? David: Cool! Let me know about the supermarket.
Christina: About 12,000 kitometres, and it'lt take us four just a minute, we forgot about ...
Lana: Hey,
months. lt'il be a fantastic experience. Anyone
can come atong. Jim, why don't you join us?
Jim: Me? No, I don't think so. I don't even cycle to
work!
Christina: Well, you should startl
Jim: Thanks for coming on the show, Christina,
Christina: Thanks for inviting me, Jim, Byel
Jim: Goodbye Christina. Good [uck with the ride.

STUDEilT'S B00l( AUII|0SGRIPTS *l

(D Cunure: Shopping and ltloney, Studenfs Book page 85 (D unit 15, Studenfs Book page 8?

Dan: Hi Alice, How was your trip to London? Owen: Some people [ike dancing or doing sport, but I
Alice: Hi Dan. We had a great time. We saw Buckingham like usingthe computer. There are lots of great
Palace and went to the Science Museum on websites to visit. You can find information, share
Saturday, but the best paft was when we went to videos and photographs, keep a blog, download
Camden Lock Marketon Sunday. music - and lots more. I've had my own computer
forthree years. lt's in my room on my desk, and I
Dan: Oh yeah, that's famous, isn't it? rt
use it after school. Some people say you shouldn't ril
Alice: Yes, there were hundreds of stalls and shops. ln fact, spend a lot of time on the computer, but I don't
Ithink there are more than 1,000 because there's agree - you learn a lot and it's certainly not bad for
a big market building and then other places in the you! riE
streets around it.
Kyle: Itike to be busy. I don't like spending time on the
Dan: Wow, that's enormous! What do they sell there? computer or watching TV. My sister watches TV for
Alice: Well, it isn't like a typicalfruit and vegetable market, hours - cartoons, fitms ... anythingl I have quite rllt
you know. There aren't stalls selling food to take a few hobbies - lespecially [ike collectingthings.
home to cook, just food sta[[s selling dishes to eat These days, it's badges - l've got 90 of them now
there, like hot dogs, hamburgers or pizzas. We had and I'm always looking for more. When I was r- Ill
Mexican food for [unch. lt was delicious! There are younger, I collected footbatt cards too, but I haven't
some shops that famous people, [ike rock stars, bought any of those for a long time. l've played
have opened, which are rea[[y cool. There's music football since I was very little, and I started hockey rlI
everywhere. a few months ago.

Dan So what did you like best in the market? Erin: I've got lots of hobbies. My favourite is playingthe
Alice: The clothes stalls! You know I love shopping for
guitar. I've played it for two years now, and I'm tllt
ctothes, so that was great. I found rea[[y cheap improving fast. I've got two guitars - I've had one
T-shirts, and I bought three. I've got one for youl of them since I was ten. The other one is new - l've
And I found a really coolgreen handbag. l'[[show had that since January, I also love reading. I've tllt
it to you. There were antique stalls as well, selling got at least 50 books in my room! I also like taking
jewellery. I got a ring for my sister's birthday present photos, I use my dad's camera. He's had it since he
and a lovely necklace for me, was a teenager, but it's a really good one. l've taken
some great pictures with it.
Dan: So you spent a lot of money!
Alice: Wett, I only had five pounds left at the end of that
day and I bought a poster with that. I went into a
music shop where there was fantastic music and
they had posters of bands and singers. I bought one
of Justin Bieber. I'm going to give it to my friend Lisa
because he's her favourite singer. .
Dan think Justin Bieber is amazing, too!
I

Alice: Anyway, why don't you come to my house after

school and I can give you yourT-shirt?
Dan Greatl

300 STUDEI|I'S B00K lUlllosGRlPTS

I

(D unit 15, Studenfs Book Page 89

(D unit 16, Studenfs Book page sl
l16

Mrs Jones: OK everyone, quiet please. As you know, every 1 You will hear a boy called Danny talking to his
week a different student is going to tell us att friend. How did Danny improve his Spanish?
about their hobby. Today, we are hearing from Girl: Your Spanish has improved a lot Dannyl Did you
Libby, who keeps bees. Libby, you can start. go to Spain in the holidays?
Libby: Thanks, Mrs Jones. Yes, my hobby is Danny: Yes, but I didn't speak much Spanish while I was
beekeepingl I started after someone gave my there. lt's that website the teacher told us about.
mum some bees as a present. She didn't have l've learned loads from it.
time to look after them, so I decided to do it
Girl: Oh right.
instead. I had to go on a course first to learn all
about it, l'm so glad I did that! I was the only Danny: It's great. The exercises are really fun, and I think
teenager on the course, but I had a great time. you can even find Spanish penfriends on there.
I knew immediately that beekeeping was the 2 You will hear a teacher talking to her class. What
perfect hobby for me. does she want them to work harder on?
The bees stay inside the hive for the winter, Teacher: OK everyone. You're alldoing really we[[ in
so I don't have to do much with them. Then English at the moment, You don't seem to
in spring, when it's warm enough, they come make many mistakes with the grammar, and
out and start looking for food. Through the I've noticed that you're all using a good level of
summer I am quite busy looking after them. I vocabulary these days. However, I would like
love spending time with them. I've heard that you to think about how you sound when you
they can recognise faces, and I believe that. speak the [anguage. lt's just as impoftant as
When I look into the hive, I have the feeling grammar, you know.
they know who I am and they're happy to see 3 You will hear two friends talking about some
me. homework. Why hasn't the boy done his?
I have to be careful not to let the hive get too
Girl: Have you done the German homework yet? I've
crowded, That's because when the number finished mine already. lt wasn't too difficult.
of bees in a hive gets too large, they allfly
Boy: No! I didn't know we had any German
away. I also have to collect the honey. I do this
three times during the summer and get about
homework. There's nothing in my homework
diary.
50 kilos of honey from my hive. I don't really
enjoy taking the honey - it makes me feel badt Girl: The teacher gave it to us three days ago. Did you
The bees work so hard to make it, And did you miss the lesson?
know that each bee makes less than a gram of Boy: I haven't missed any lessons this term. Oh dearl I
honey in its lifetime? So think about how many must remember to write it in my diary next time.
bees you need to makejust onejar of honeyl
4 You will hear a girltelling her mother about her
Anyway, I've been a beekeeper for two years, new friend, Yumi. What languages does Yumi
now and I think it's a brilliant hobby. tf you speak well?
want to know more, just ask! Mum: How was your first day at school, Nicola? Did you
Mrs Jones: Thanks, Libby - that certainty was an meet anyone interesting?
interesting talk. OK - does anyone have any
Nicola: Yes, I met a girl called Yumi who speaks three
questions?
languages really welt! She's spoken Japanese
since she was a baby, and she learned Russian
last year, when she was in Moscow. She's lived
a1[ over the worldl

Mum: Wow, So I guess the third language is English?

Nicola: It's Swedish. She lived in Sweden three years
ago. She hasn't learned much English yet.
5 You will hear a boy giving a classmate some
important news. How did he find out about the
news?
Boy: l've just heard some amazing news! Our French
teacher has won first prize in a competitionl
Girl: That's fantastic, How do you know?
Boy: My brother saw an afticte in the local paper. He
said she's going to be on the radio tomorrow.
Girl: Wow - l'm surprised she didn't tell us herself. We
had a lesson with her this morning.

sTUllEilT'S B00l( lulloscntPTs *l

(D ute Skills: learning to learn' Studenfs Book page 95
Unit 16, Student's Book Page Sl
$t 12:l

Mario: Hetto. My name's Mario and I'm from ltaly' Today'

Man: Hetlo, everyone, and welcome to 'Our Amazing
l'm going to talk about my experience learning
World'. Today l'm going to te[[you some things
fngtish. When lwas small I didn't like learning
about [anguages that you probably didn't know' For
rnllisn, There was too much vocabulary and too
exampte, not ilt tanguages have the same number
ma=ny sounds. I couldn't remember them a[[' I
of basic colour words. ln English there are 11, but
onty had classes three hours a week, so we didn't
in Russi an and Greek the re are 12. Those [an gu ages
just pruitit. much. Really, I didn't understand why I
have two words for blue' Other languages have
word for green irad to say things in a different way when I onty
one word for green and blue, or one
needed my own language to have fun with my
and yellow.
friends and familY.
Numbers are also very different in some [anguages'
has Everything changed one summer when I was on
For example, the Pirahi language of BraziI onty
just don't hotiday althe beach' I met two boys about my age
words for'one', 'two' and 'many'. They
who were brothers. We ptayed footbatton the sand
need more numbersthan that in their daity lives!
and swam in the sea. But they didn't speak ltalian'
Several other languages have very few words for
they onty spoke English' I listened carefu[[y when
numbers.
they were tatking and slowly I began to understand
There are some very interesting [anguages in some words. I really wanted to talk to them, so I
Austratia and Africa that have two sets of vocabutary pointed atthings I wanted to know the vocabutary
- so two words for'chair', or two words for'parent'' ior. They totd me the words and I wrote them in
You use one set when you're talking in the home, a tittte book I had and drew pictures to show the
with close family, and the other set when you need meaning. For example, I drew a boat, an ice cream'
to be more potite. The grammar is the same, but the a fish and a crab.
vocabulary is different. So peopte who speak it have
At the end of the hotiday they gave me their emait
to learn two whole sets of vocabulary!
address and we a[[ went home' I started to write
Another amazing group of [anguages has no words to them, but I needed more words' I found lots of
for'teft','right', 'in front of', 'behind' and so on' usefulthings in an online dictionary' I also started
lnstead, speakers use north, south, east, west to say watching Engtish films and series' lt was hard at
where things are. So they say things tike 'There's an first, buil leirned more and more' Finally, when
insect north of you r foot.' or 'The book is on the east my iriends write to me now, I hardly ever need a
side of the table.' lt's hard to betieve, but they know dittionary. Next summer I am going to stay with
all the time where north, south, east and west are! them for a week, and then, they are coming to stay
Unfortunately, some of these [anguages only here. I can't wait!
have a few speakers left. lt's important not to lose Does anYone have anY questions?
them, because they have a iot of information in
them - about nature, and about the culture of the (D Review 4: Units 13-16' Student's Book page 97
speakers, Luckily, modern technology is hetping xn
to keep these [anguages alive. These days, there You wilI hear Ella and Tom tatking about peopte's hobbies'
are tatking dictionaries and smartphone apps to What is each Person's hobbY?
teach pronunciation to younger speakers' People
are working hard to keep at least some of these
Elta: What did you find out about people's hobbies for
the school Project, Tom?
tanguages alive,
Tom: Well, Elta, I asked Suzy first. She was in a hurry
because she had a guitar lesson, but she told me
that her hobby's taking pictures' She's rea[[y good'
Etta: So, I spoke to Jason. He had a bag ofthings to make
a cake with from the supermarket' He makes
atl the
food in their house now. That's his hobby'
I asked Laura. She's in the footbaltteam and
was in
Tom:
a tennis match last weekend!
Elta: Yes, she's always doing some kind of exercise' " '

Tom, is that a new caP?

Tom: Yes, it is. I've got 15 of them now' I bought fou r when
we went to visit the US last year' l'm trying to get as
manY as I can. So what about You, Ella?
Etta: Yes, I'm interested in hearing songs from a[[ over
the
wortd. .,. Oh, and we mustn't forget Maria!
Tom: Of course! What did she tellYou?
Ella: She's started tearning the drums' She toves it!

302 SrUllEllT'S B00l([uDl0sGRlPTS

(D unit 17, Studenfls Book Page l0l (D unit 18, $tudentb Book page l(F
1 What time is basketball practice today? Teacher: Listen carefully everyonel I want to tell you
Boy 1: Are you goingto basketbatl practice this about a fantastic competition you can enter over
afternoon? the summer, lt's ca[led the Reading Chailenge
Boy 2: Yes, l'il go if it doesn't rain. l'm not sure of the and it's open to anyone aged 12 to f S. ntt you
have to do is read as many books as yo, .un
time. ls it at three or three thirty?
over the summer - the winner is the person who
Boy 1: lt's at a quarter past three. lt was at three thirty
reads the mosil lt doesn't cost anything to enter,
last week!
and you'll be able to borrow allthe books from
Boy 2: Thanks. See you there, if it isn't rainingl schooI or your loca[ [ibrary,
Z Which food does the girl choose? To enter the competition you need to go to
Girl: Hello. What kind of pizzas do you do? the Reading Challenge website and enter
Waiter: Sorry, we aren't doing pizza today. The oven is your details. After you join, you'll get allthe
broken. But our burgers are very popular, We instructions you need to get started. There are
do tots of different kinds of sandwiches, too. some great prizes - books, of course - but also a
writing course, where you can learn how to turn
Girl: l'lI try the burger, thanks. I had a sandwich for
your idea into an exciting story that other people
lunch. And can I have a lemonade with that?
willwant to readl
Waiter: Certainly. l'[[ bring your drink now.
Even if you don't want to do the competition,
3 Which earphones does the boy buy? the website is rea[[y useful. lt has information
Boy: Helto. I'd like to buy some earphones, please. about hundreds of books, and tells you what
What have you got? other readers thought of them, so it makes
Assistant: Wel[, we've got these for ten pounds twenty, choosing a book rea[[y easy. There are lots of
these for fifteen pounds fifty and these for special offers and discounts on bookstoo.
eighteen pounds. Another part of the website has games and
Boy: The eighteen-pound ones are a little expensive. quizzes on it, which are very popular, And there's
t'll have the fifteen fifty ones, please. also a blog, This has rea[[y interesting articles
Assistant: Certainly. l'tl put them in a bag for you, about books and reading and is good, if you,re
interested in writing your own stories. There,s
4 What's the weather like?
lots of fantastic advice there from writers and
Girl: Hi, Sandy. Do you want to come for a walk in book companies about what works and what
the park with me? doesn't.
Sandy: l'm not sure. lsn,t it very windy? I hope lots of you wiltjoin. Jacob, what about
Girl: lt was windy earlier, but now it,s just a bit you?
cloudy. lt's going to rain later, Jacob: Yes, sounds good!
Sandy: OK, let,s go before it rains, Emma: Me tool
5 What are they going to do? Teacher: Fantastic - I hope the rest of you feel the same.
Girl: l'm bored. What shalt we do? Let,s play tennis. Let me know!
Boy: I'm tired, and we have to get the bus there. l,ve
got a new computer game. Let,s ptay that.
Girl: Oh, I played computergames all morning. I
want to do something outside. Oh, how about a
bike ride?
Boy: I can't, My bike,s broken. OK, let's
do what you
want - I'lt go and get my racket,

sTUlrEilT'S B00r(tuDtoscntprs 3m1

(D Unit lg, Studenfs
Book page lll (D tite Skiilsr Stuf
skiils, Studentb Book page ll?
You will.h.ear a woman giving information about a cooking
competition. I What things did peter and Matty need
for the
exam?
Woman: The School Chef Competition happens
every Teacher: All right, please put your hand up if you
year, and it's a great way for school have any
studenti questions. yes, peter?
to show what they can do in the kitchenl
lt,s
foreveryone aged 12 to J.5, and you enterthe Peter: My pen is broken.
competition in a team, The idea is to think Teacher: OK. Here's another one. you should
of a always
dish to serve in a school caf6. remember to bring an extra pen with you
to the
The competition is in two parts. First you exam, Anything else? yes, Matty,
must whaido you
email us a recipe idea. We need those need?
by Znd
June. We,ll look at them all by 4th Matty: I forgot my ruler to draw the triangle shapes.
June. We think
about 50 teams willenter, bui only eight."n Teacher:
go I'll give you a ruler, but next time you
through to the.cooking competiti;n. tTyour mustn,t
iOea forget it.
is chosen, we'll let you know by
email. 2 Why did Meg fail her exam?
We wil[ have the cooking part of
the competition Emily: Meg, you look
at the university, They hlve plenty worried. What,s the matter?
ofspace for us
there. Oh - and one piece of exciting Meg: I'vejust done my final history exam,
news _ the but I did
person who is going to choose something really stupid.
the riinners this
year is top chef John Wright. Emily: Oh, what happened? Did you forget
That,s W_R_|_G_H_T. an answer?
Find out about him on the internet
todayl Meg: No, it was much worse, I thought
the teacher
There are great prizes for all the teams wasn't watching and I looked in my
that book for the
cook. These will include cookbooks, answer.
money and
T-shirts. Good luck, everyone _ filtin Emily:
the form on And she saw you do iil
our website today!
Meg: Yes, so now l,ve failed historyl
(D Unit
@ Stirdent s Book page llb Emily: Oh dearl Shall I help you study for
the next test?
3 Did Sam answer all the questions
You will hear Tanya tarking to her friend Jon in the exam?
about her new Sam: Well, my French exam went really badlyl
school.
James: Why, what did you do?
Jon: Ta:ya,
what,s your new school like? Did you
ll
have to pass an exam Sam: Well, I had to choose a, b or c, but I didn,t
to get a place there? know
Tanya: some of the answers so I didn't write
HiJon. Yes, but I nearly didn,t get there anything.
in time. James:
The exam was at nine o,clock inO You know that you could guess? you
there by half past eight.
we haato il choose an option for every question.
should
lt doesn,t
Jon: matter if you get it wrong but if you write
Oh no! Do you get the bus to school?
nothing you get no markl
Tanya: Well, there is a bus, but it leaves quite
early, so Sam: Oh nol
Mum gives me a lift. I'll cycle when
it,s warmei 4
Jon: What did Tim forget to do in the exam?
Mmm, how is it different from your
old school? Tim:
Tanya: Miss, Miss, I've finished nowl Can I
got a much bigger science building. leave?
l_e]l,it's
And the music lessons are great. Teacher: Have you checked your work? you
They everihave must make
instruments we can borror,i. oh, and sure you've done everything.
cricket, not hockey. Are you still in
we ;i";-' Tim: Yes, it was easyl
the,.'t oot
nocxey team? Teacher: Mmm. Let me see. And what about question
6?
Jon: No. No timel I've joined a band called You haven't written anything.
The River
Boys and I'm stafting a part_time job Tim: Oh. I didn't see it. Maybe I won,t go yet.
next week.
Tanya: you think you'll change schools
d.o 5
fo, and come What advice does the teacher give Sophie?
to mine?
Sophie: I hate examsl I never have time
Jon: My parents want me to. I like my classmates, to finish all the
questions, l,m so slow
but I can see them at weekendi. No,
th;i;ri;n Teacher: Have you tried organising your time
is I'm going to China with the schooi better? I
n"*ivlu?. r mean, if the exam is 60 minutes and you
definitely don't want to miss thatl have six
questions, then you should spend
Tanya: OK. See you later.
t0 minutes on
each question.
Jon: Bye. Sophie: You're right. I always try to do the
first question
pertecily and it takes me a long
time.
Teacher: Well, if I were you, I'd look at the clock
and
move to the next question after ten
minutes.
Then you'l[ have time to try and answer
allthe
questions.
Sophie: OK. l'11 try that next time.

30{ sTullEltT's B00K AUDt0SCRtpTs

I
I
(D Review 5: Units 17-20, Sludent's Book page 119
(D Prepare for the exam, Sludenl's Book page 128
l4l)

you wilt hear a woman talking to a class of students about 2 What is still in the car?
the historY of her town' Dad: Did you bring everything in from the car?
Mrs Smith: Hello everyone. My name's Mrs Smith and I'm Girt: I think so. My tennis kit ... your jumper ... and
here to tell you about this town, where I've you brought in the shopping didn't you?
lived for 60 years. First, [et's think about the
Dad: One bag, but we had two. The other one's on
town's history. Does anyone know how old it
the back seat I think.
is? 400 years? 700 years? Almostl lt's 850 years
otd. Girl: You're right. OK. I'ltget it.
Next, I want to talk about what the town was 3 How much is the bag?
like in 1980. There are 66,000 people living Girl: l'm looking for a school bag, but I've only got
here now but then there were only 54,000, f20 to spend. How much is this one?
But, surprisingly, there were more shops in Assistant: Mmm .., from today that one is f 15.
the town centre in 1980 than there are now
Girl: Oh, greatl
and oh, a fantastic market. Another thing,
today the shops are open every day, including Assistant: You're lucky. ll was f.I7 ,75, but it's in the sale
Sundays, but in 1980 all the shops were closed now.
on Thursdays. Strange, isn't it? And, you 4 Where did they go camping last year?
know, the cinema in the High Street, Wel[, it Boy: Mum, can we go camping again this summer? lt
wasn't called the Royalthen. lts name was the was great fun last year.
Regent. Ah, sorry, that's R-E-G-E-N-T. I went to
Mum: It was lovely by that lake, wasn't it? Maybe we
the cinema last week and paid fL2for a seat. I
can find somewhere in the mountains next
couldn't believe itl ln 1980 it only cost f 1.75.
time.
So, any questions?
Boy: I suppose so - or near a beach.
(D Prepare for the exam, Sludentb Book page 128 Mum: A beach sounds goodl Let's see what Dad
thinks.
1 What would Ted like to get for his room? 5 What are the boys going to do now?
Aunt: Wow, your room looks great Tedl I really like your Boy l: Shall we do something else now? l'm bored of
posters. playing computer games.
Ted: Thanksl They were a present from my brother. Boy2l. Me too. What about playing football in the
Aunt: And this desk looks really useful. park?
Ted: Yes, it's great
for doing my homework, The only Boy l: I haven't got my trainers with me. Let's go to
thing I need now is a sofa, I want a big comfortable that new caf6 in town. They do great
one to go under the window. milkshakes!
Boy 2: Good idea. We can play footbalt another time.

(D Prepare for the exam, Shdentb Book page l2g

You will hear someone talking about a gym,

Man: Thanks for visiting Bodyfit Gym today, Now I think
you're all here because you're interested in our new
club for teenagers. Wel[, it starts next week, and
takes place every Saturday, but please book your
ptace by this Friday.

STUDEI{T'S BtlOK IUIIIOSGRIPTS *l

(D Prepare for iln exam, Studenfs Book page 12g (D I
Prepare for tte exam, Sfudenfs Book page lill
wi[[ hear someone talking about a gym.
You
You wilI hear Callum talki ng to his friend Stella about going
Man: Thanks for visiting Bodyfit Gym today, Now I think to a skatepark. I
you're all here because you're intereited
in our new Callum: Shall we go to the new skatepark tomorrow,
club for teenagers. Well, it starts next week,
and Stella?
takes place every Saturday, but please book your
place by this Friday. Speak to your parents Stella: OK Callum - but I didn't know there was
about a new
it as soon as you get homet The cost is f 12.50 onel ls it near your house?
a
month, which is a fantastic price. Other clubs
are
Callum: It! on the other side of town actuatly _ just
f15 or even f20 a month. opposite the swimming pool. lt's much better
About the time - the club begins at 10,20, than the one near the cinema.
but it,s a
good idea to arrive by 10 o'clock, so you,ll Stella: lhope it's biggertoo.ldon't mind if a skatepark
have time
to get changed and meet the teachei. His name,s is old or dirty - but it has to have enough
space.
Hughie, that's H-U-G-H-l_E. you can find Callum:
out more Oh, yes, don't worry about that. And the
about him on our website. weather's never going to be a problem either _
People always ask what they should wear. this skatepark's got a roofl lt,s also got toilets
Most and
kinds of comfortable sports clothes are fine, a caf6, and they're going to put a shop
but there too.
trousers are a bad idea. The gym gets very Stella: Wow, fantasticl But how much do we have
hot, so to pay
shorts are better. Oh, ana you aon',t need to get in? l've only got f7 to spend.
water as
we have that here, but a towel is a good idea,
so you Callum: From next month, when it,s finished, it'll
can dry yourself while yor're ex"r.Ling. be f5,
but it's only f3 until then,
OK, now any questions?
Stella: Greatl Do you mind if we go early? I've got
to go
(D Prepare for rhe exam, Studenfs Book page to my auntie's for lunch at 1. We could meet
130 tf,ere
at ten and stay until 12 if that's OK for you?
You wi[[ hear Callum tatking to his friend Stella Callum: Yes, sure, See you then.
about going
to a skatepark.
(D Prepare for tte exam, Studenfls Book page lgl
Callum: Shall we go to the new skatepark tomorrow,
Stella?
I You will hear a girltalking to her mother.
Stella: OK Callum - but I didn,t know there was a new she want to eat?
What does
onel ls it nearyour house?
Girl: Mum l'm starving!
Callum: lt's on the other side of town actually _ just
Mum: Sorry- dinner's not ready yet. I can make you
opposite the swimming pool. lt,s much better a
sandwich if you like? Or you could have a coupte
than the one near the cinema. of
biscuiG?
Girl: Mmm - I don't feel like a snack. I need something
'(
bigl What are you cooking?
Mum: It's roast chicken.
Girl: OK, I'llwait. That sounds really good.

l*
I
srulErT's B00rAUorosGRrpTs
,
I
(D Preparc for the exam, StudenPs Book page 131 O Prepare lor lhe exam, Sludent's Book page 132
tsr

1 You will hear a girl talking to her mother. What You will hear Jasmin te[[ing her grandmother about
her half-
does she want to eat? term holiday. What activity did each person do?
Girl: Mum I'm starving! Grandma: How was your half-term holiday, Jasmin? What
Sorry, dinner's not ready yet. I can make you a did you and your friends do?
Mum:
sandwich if you like? Oryou coutd have a couple Jasmin: We[[ Grandma, I played the guitar a lot. l,m in
of biscuits? the school conceft next week, and I need to get
Girl: Mmm - I don't feel like a snack. I need ready for it.
something bigl What are you cooking? Grandmal Did Sophie practise with you?
Mum: It's roast chicken. Jasmin: She played hockey allweek with her team. She
Girl: OK, l'I wait. That sounds really good. was lucky, No studyingl

2 You will hear a girl taking to

friend about
a a TV Grandma: Sounds great! And what about Sam?
programme. What does she say about it? Jasmin: He went away with his parents. They drove
Boy: Did you watch that show ltold you about last around the country, staying in different places,
night? Grandma: Did he take his friend Joe with him?
Girl: Yesl I usually only enjoy things that make me Jasmin: Joe stayed at home, He spent a lot of time
laugh, but this was brilliant. There was so much taking pictures, He's goingto enter an online
action - I wasn't bored for a minute. competition with his best ones,
Boy: You didn't think it was too [ong? Grandma: Oh, And what about Emity?
Girl: You know, there was so much happening I didn't Jasmin: She went on the internet a lot to ptay games
even notice it was two hours long! and listen to music. She didn't have enough
3 You wit[ hear two friends talking about a walk money to go shopping or anything. She was a
they did together. What happened on the walk? bit bored!
Boy: Oh dearl l'm not sure I want to do a watk like Grandma: Oh dearl And what about Gemma?
that againl That was awfull Jasmin: Gemrla planned to study, but in the end she
Girl: What?? Just because of a tiny bit of rain? spent the whole week baking. lt's her favourite
I thought we did really well. No accidents hobby.
or broken bones, and we had no problems Grandma: Wel[, it sounds more fun than studyingl
followingthe map.
Boy: That's true - but I don't think my boots wi[1 ever
4) Prepare for the exam, Sludenl's Book pa$ 133
get dry,
Girl:
Boy: Wetl, during the week, it's with my famity. But at
They witt!
weekends I see my friends, We play sport together or
4 You will hear a boy leaving a message for a go to the park.
friend. Where woutd he like to meet his friend?
Girl: Maths! Some of my friends don't like it, and they
Jackson: Freddie - it's Jackson - just getting in touch say it's difficutt, But I think it's fun. lf I have maths
about the festival in the park tomorrow. I'm homework I atways do that first.
going to get the bus from my house as far as the
High Street and then walk from there. I need to
Boy: I have afew hours after school, when I can watch
TV or go online. And I have quite a lot of free time at
go to the ticket office first, so why don't you wait
weekends. Sometimes I have to go shopping with my
for me there? Then we can go to see the first
parents or do some jobs for them, but not always.
band at the big stage. I'm really looking forward
to it! Girl: His name's Mr Wheelan, and he's my history teacher.
5 He knows a lot about his subject and he makes it very
You will hear a teacher tatking to her class, What
interesting. Also he's very friendly and kind.
is she talking about?
Teacher: I'm pretty sure you're all going to love this one!
Boy: I spend about an hour a day doing homework. I

usually have three or four things to do, for different

The writer's not very well known but the story
has been made into a film, so you've probabty
subjects.
all heard of it. Oh and it's not too long - I know
how important that is to some of youl
(D Preparc lor tlre exam, Sfudenps Bmk page lg2

You will hear Jasmin tetting her grandmother about her half-
term holiday. What activity did
e-ach person do?
Grandma: How was your half-term holiday, Jasmin?
What
-t did you and your friends do?
Jasmin: WellGrandma, I played the guitar a lot. l,m in
the school concert next week, and I need to get
ready for it.

STUIIEIIT'S B(IOK AUIIIOSGRIPTS

(D Prepare for the exam,
Sfudenfs Book page 134 {) Prepare for the exam, Sludent's Book page
134
lnterlocutor: Now, in this part of the test, you are going
lnterlocutor: N.ow, do you [ike places that teach you
to talk together. Here are some pictures that
about history?
show different places to visit. Do you like
these different places to visit? Say why or Girl: Yes, I do. I think it,s very interesting.
why not. I'll say that again. Do you like these lnterlocutor: And what about you?
different places to visit? Say why or why not, Boy: No.
Atl right? Now, talk together. lnterlocutor: OK, why not?
Girl: Do you like going to shopping centres? Boy: I think it's boring and I prefer going to other
Boy: Not rea[[y, I think it,s quite boring and it places.
makes me feeltired. What about you? lnterlocutor: Do you prefer visiting places that are
inside
Girl: I like it. I go about once a month with my or outside?
friends. Boy: I prefer to be outside, My favourite
thing is
Boy: And what about museums? Do you like sport, so I don,t Iike looking at old things.
museums? lnterlocutor: And what about you?
Girl: Yes, I think they're interesting. And you? Girl: lalso like sport and I like being outside,
Boy: Not really, I prefer going to the park, How but lenjoy museums as well. idon,t mind
about you? spendingtime indoors.
Girl: Yes, parks are fun, I love going in summer. lnterlocutor: Do you prefer visiting places on your
I own or
go to do sports with my friends or just with other people?
lie on
the grass. Do you like castles? Girl: Mmm, with other people.
Boy: Yes, I really like castles. There,s one near lnterlocutor:
my OK, why?
home and I often go there with my family.
Girl: It! more fun. you can feel lonely if you are
Girl: And the cinema? Do you like going to the by yourself.
cinema?
lnterlocutor: And what about you?
Boy: Well, yes but lthink it's expensive. Do you
Boy: I agree. Sometimes if my friends
agree? are busy, I

Girl:
go to-the park by myself to ride my
bike. 6ut h
don't go very often. We usually watch
Y,es. I
films at home, on TV.
I preferto go with other people. I
lnterlocutor: Thank you. That is the end ofthe test.
lnterlocutor: Thank you.
tr

tf
F STUIIETIT'S BOOK AUIIIOSCRIPTS
Acknowledgements Video; saska mi/Creatas Video; FilmColoratStudio/Creatas
Video;
publishers acknowledge the following sources TODCHAMp/Creatas Video; gawrav/Creatas Video; fu
The authors and man JakaI
Vetta; basketman23/Creatas Video; Fra nk Rothe/DigitatVision;
og.spyrilht materlal and are grateful for the permissions
granted. While every effort has been made, it has not always martin-dm/Creatas Video; Juanmrgt/Vetta; creativJbatts/Vetta; jatl
wtp/lmage Bank Film; Robin Beckham/Creatas Video; Andersen
f,sgn possible to ldentify the sources of all the material used,
or to tl'ace all copyllqlt holders. lf any omissions are broughi
RossTVerve+,

to our notice, we will be happy to include the appropriate Audio

acknowledgements on reprinting & in the next update to the
The following music ctips are sourced from Getty lmages:
digital edition, as aPPlicable.
Teacher's Book
lntro: LP_M USIC/SoundExpress; C1: juqboxmusic/SoundExpress;
Cz: Skip Peck/SoundExpress; C3: juqboxmusic/SoundExpress;
C4:
All the texts, photographs and illustrations are used from the Anton Evdokimov/SoundExpress; C5: run.fire.stop/SoundExpiess.
Student's Book,
The publishers are grateful to the following contrlbutors: cover
Front cover photography by Kevin Dodge/Getty lmages. design and design concept: resttess; typesetting: Mouse Life,
S.L.;
Videos Videos in units 4,5, 7, 9,9, 11, 13, 16, 17 and 19 produced by purpte
Door Media Ltd,
Key: C = Culture
PhotograpIy
The fotlowiqg photographs are sourced from Getty lmages:

C5: M-a-y-q7E+; William Voon/EyeEm; Munduslmages/E+.

Video Ctips

The followiXg yideo clips are sourced from Getty lmages:

piola665Tystta; thisnight/Creatas Video; SimonSkafar/Creatas

.Cr:
Video; simonlryyetta; Onyx Media, Llc - Fooiage/Archive
Films:
Editorial; Academ ic Media Network/Verve+; s.r-monkr/Creatas
jideoi eleegry B Balvin/DigitalVision; Academic Media Network/
Y::f]i,P.",!Mystique/Creatas Video; GuiltaumeT4g/Creatas Video;
Kevetatto,n/DigitalVision;
milehightraveler/Creatas Video; prasit
cnansareko.rn/Creatas Video; mitehightraveler/Creatas
Video; Galto
lmages/Deli.6ent, Herbig and Associates/DigitalVision;
Counter
Produ_ction/lmage Bank Film; Revelation/OigitatVision;
Discovery
milehightraveler/Creatas Video; WLV Stock/
l?_lliHllg, ".;
ry B Ba tvin/D gita tVisio n ; BBC N atu ra I H isto ry7
:5:,1,":':: I ; G^rego i

ry B Ba lvin/DigitalVisio n; Garden photo Wo ridl

rgCo
SLl.Yl3llu' 9 .,.: Sotstock/Creatas Video; Sotstock/
:::::]i :iT".kriVerve;
vlcleo; Ktaus Vedfett/one8o: Signature;
.Lreata_s FatCamera/
y:,r::::jit^: o.b-en portTVetta ; Firmco16ratstudio/creatas vioeo;
select€cl-ta(ss/Creatas
Video; kalig/Creatas Video; JK199t/
lllijil Y:f "' caiafitm/Vetta; CaiaFirmJV/creatas video; solstock/
;fi",iX'#'ili:ilTliiiillLY::',:,$fJJJi;l',ff fi;l?::l,,

*gfi r'.tt$'rro***t*tll;'ru

***ut$ilr*'i$#**'i*#t;i
..,,,! LspJg
-"
Lhm^.hr,/t*.
.i..i
vi,r^^. -v, r rpd nyl mage Bank Film; Gsmotion/phototibrary
vrusu; t aUl J I ilt^.,/r_-_^
I

Lr rrey/ m age Ba
p^r.^;.i-1,-,
,\vutr t na
I n k Fi tm; Alista ir Berg/Digita lVision;
fO lho \/idaa /rr^-
v rueo/ verve+;
n,^.
st .r, ^ -' iE,
w>, :l,UOlOS /Wrrna, D-^,
kom isar/Creatas Video; Warner
ph"i";l;;;Jllilfi:?:
"*, Entertainment; Ftuorescent Firms Ltd/
rrrurgaTVetta; fatihketes/Creatas Video; Mageed/
!r sqld5 i,-_^I"yr
c.o"+.. VIQ€O. Frcrr a^_.
.osy_uompany/creatas
F.i..*^-^
, q rvdr I te[a/L ;,fFatrc \/;.t^^
video; hoozoneTvetti;
vrqeo; C4: Pigeon Productions lnc./lmage
Fit-. c;-^-'...'=o!d) Bank
tawattiw/creatai video;
;il:;ii-iliiT:;
-.vrv, LqJy
j;----"' I nh^^6../^_,_
r rpanyTLreatas
Lau rence Dutton/creatas
uir.r,*r. r. Video; Fraser Hail/photodisc; Holty
i,ill;ll;,/"Jl:l:,Y,:*"".tt,giddyuptimerapseiCieatasviueo;
oteit.ivitiJri h",lll'it;j:f:lskafar/creatas Video; Gary conner/
,rd^d s WorldTVerve;
M"..r-: r^-vv,
Rrrrtv ,,rolo
..sv,
World/t*._^
Christian endeiTehotodisc;
Bank Fitm; Rudy Maxa,s World/lmage
Bani< Film: oct"j_"1']nug.
cr".t., vii;J.l,lT.1$.1., S,L.U./tmage Bank Fitm; minemero/

$ili:31i,Iffi *$,*il*:*,"*t,',,.:m.
il:::iEi**Id.:i#:U',di;;;,{'#.{1.;i!:dffi
:::.,,
a
a
o a
a

PREPARE a
a .{ll
i.
jt

a !t
a
*
a
a
a
a
a
.. r.
q..:' {
c
i-,
It .i J
rj' .,a
t.' t * ta' O
o' a
t'
jo .. ...l.
l' '.'

.t
I
tl nr'
a
.s .'..: e o

O1 '.^'L ':
.o?; o l'l a
oo a
Ca".*.a ,:
o a q
a
iF
a
a I
o. t
a I
.a
i-
l-
I
I
a
a

Cambridge PREPARE Cambridge English

English Scale Level O.ualification -I
160-179 7 82 First for Schools
a
6
-
140-159 5 81 Preliminary for Schools

ffi -E- 4

2
J
100-1 19 1
-l

-.

-a4

J'
-t
tt'

-,,