Flash on English Teacher’s Pack Elementary
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Teacher’s Pack Elementary – Contents
Student’s Book Elementary – Contents
p. 4
Introduction
p. 8
Teacher’s Guide
Starter Unit
p. 17
Unit 1
p. 29
Unit 2
p. 39
Unit 3
p. 52
Unit 4
p. 62
Unit 5
p. 71
Unit 6
p. 81
Unit 7
p. 92
Unit 8
p. 100
Unit 9
p. 111
Unit 10
p. 121
Teaching Techniques for Mixed-Ability Classes
p. 131
Workbook Answer Key and Transcripts
p. 138
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5
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4
Introduction
FLASH on English
FLASH on English is an English course for Secondary Schools, specifically aimed at students in the 14 to 16 age
range. It takes students from Elementary (A1) to Upper Intermediate (B2) level.
The fundamental language objective is for them to learn English in a non-jargon form, as it is spoken today on a daily
basis. Added to this, the aims are to help them acquire a greater sense of the historical, geographical, scientific and
environmental background of the anglophone world, to offer an intensive exploration of the rich literary expression in
Anglo-American culture and to provide a stimulating introduction to cross-curricular topics in the Culture, CLIL and
Literature sections.
FLASH on English offers an extremely coherent learning pathway subdivided into units.
Each unit begins with two waves of content presentation on four pages. First, a descriptive or informative text
introduces the new structures and the new vocabulary along with relative practice exercises. This is followed by a
dialogue between the characters of a story which expands on the structure and lexis, develops the communicative
functions and provides further opportunity for practice.
There follows a vocabulary workshop or a listening workshop page in the Elementary, Pre-Intermediate and Intermediate
levels, and a Use of English practice page in the Upper Intermediate level. A grammar focus page presents new
structures and offers practical activities.
The last two pages of each unit are skills pages that focus on reading, listening, speaking and writing through excerpts
taken from novels, comedies, poems, history chapters, discussions about the environment, and so on.
Components
For the student
Student’s Book
Workbook with Audio CD
For the teacher
Teacher’s Pack (Teacher’s Guide with Tests & Resources, 2 Class CDs, Multi-ROM Test Maker)
Teacher’s FLIP BOOK
Each Teacher’s Pack includes:
• Teacher’s guide with:
– the course description and methodology
– teaching notes for each unit with answer keys and transcripts
– culture notes and extra activities
– activities/suggestions for classes with mixed abilities
– workbook answer keys and transcripts
• 2 Class CDs with all of the audio recordings and pronunciation exercises
• Tests & Resources with units tests, skills test, extension and revision tests
• Multi-ROM Test Maker: the audio recording of the skills test and all the tests in Word format, in case the teacher
needs to modify them to meet their class necessities
• FLIP BOOK: contains the digital, interactive version of the Student’s Book, all of the audio material and the PDFs
of the Workbook
Supplementary material available on www.elionline.com
8
Course Description
Presentations
Introduction
The target language (vocabulary and grammar structures) is presented through two different types of presentation
texts:
• A descriptive or informative text (article, blog, email, questionnaire…) on topics of interest to students in this age
range
• A dialogue (with photos) that describes a typical situation faced by native speakers of English
The second part of the presentation section focuses attention on the grammar and lexical aspects that emerge in either
the written text or, in a spontaneous form, in the dialogue.
Presentation 1
Warm up
The objective of the warm up phase is to introduce the topic of the presentation text. This can occur both by teaching
the new lexis in the text and by encouraging the students to contribute in a personal way to the topic, putting into
practice the knowledge they have already acquired.
Students will explore the lexical area of the new vocabulary words they encounter in the texts and will also draw on
previous lexical knowledge.
All of this takes place through exercises matching words to pictures or through questions on the topic to encourage
students’ personal responses and to check their passive knowledge of the language.
This brief introduction should last no more than 5 minutes.
The reading of the text allows students to check and expand on their knowledge expressed in the warm-up phase.
Text
In order to familiarise students with the various registers of the English language, a variety of texts are proposed, from
descriptive to informative, taken from different sources such as magazine and newspaper articles, emails, messages
and posts, advertisements, brochures, blogs, websites, questionnaires, interviews and quizzes.
Each type of text has a dual function. On the one hand, it prepares the student to understand the various written forms
(journalistic, advertising, bureaucratic, scientific…) and the different registers (formal, informal, objective, personal) in
English; on the other hand, it serves as a vehicle for presenting the grammar and lexis for that unit.
Comprehension
First stage: this usually involves skimming the text for gist or scanning it for specific information, which could be tied
into the warm up, relative to either lexis or general topic.
The goal is to encourage the students to read a text quickly in order to grasp the overall sense or to pick out specific
information.
Second stage: this checks comprehension of the details of the text. Students complete a variety of exercises such as
True or False, matching or answering Wh- questions (requiring answers that provide information).
Presentation 2
Dialogue
The second presentation text introduces the story of four teenagers who are attending a summer course at the fictional
London Arts Centre (LAC) in London. These are usually dialogues (rarely other texts) and photographs.
Of the four characters, three (Antonio, Michael and Robyn) are doing a course on Film Studies and one (Anna) who arrives
later, is doing a drama course. The story begins, evolves and concludes in the first three volumes of FLASH on English.
Anna lives in London with her parents who own a Bed & Breakfast. Her dream is to take a course in acting and dance
at the London Arts Centre.
Robyn comes from Scotland and has rented a room in a house in London so she can attend the LAC course.
9
Introduction
Antonio comes from Liverpool. He has moved to London to attend the LAC course and has rented a room in the same
house where Robyn lives.
Michael is from Manchester but lives with his aunt and uncle in London. He has a great sense of humour and is
always ready to joke and make fun of people.
Mr and Mrs Harrison are Anna’s parents and the owners of the B&B. The father is strict and is constantly reprimanding
Anna because she goes out often, comes home late and doesn’t do enough work at the hotel. Anna has to really
struggle to win permission to attend LAC. The mother instead, is a little more understanding of her daughter.
The centre for the arts offers a natural context in which to introduce topics in the cultural and literary fields that are
often picked up again in the skills pages.
Listen and read
The story is first approached through a Listen-and-read exercise in which the students are asked to either answer a
global comprehension question (by skimming) or to provide specific information (by scanning), based on the dialogue
or the pictures.
The students listen to the dialogue as they follow the text in the book. In a mixed-ability class, those students who feel more
confident can close the book and simply listen (see the Techniques for mixed-ability classes sections in the Teacher’s Books).
Comprehension
Following the Listen-and-read exercise, there is a detailed comprehension exercise similar to that in the first presentation text.
Features common to both presentations
Flash Forward
This section offers fast-finishers the opportunity to react to the text in a personal way. This usually involves a written
activity, for example, answering questions, writing a brief description, expressing a personal opinion. This can be
assigned to those students who have already completed the other exercises to keep them occupied while the rest of
the class finishes the previous task or it can be given to the whole class.
Grammar
This section highlights the grammar elements of the presentation text. The examples are taken from the text and the
grammar item is emphasised in bold. If necessary, a brief explanation may follow. Then, the students are asked to look
for more examples of this particular grammar feature in the text.
The morphology, structure and uses of the grammar point are further developed on the Flash on Grammar page and
in the Workbook.
Grammar exercise
The follow-up exercise checks the student’s grasp of the form and meaning of the grammar point presented. The
exercise usually consists of 6 or 7 sentences.
Vocabulary
Words taken from the presentation text or dialogue are the basis for presenting new vocabulary in lexical groups.
These groups could be based on a lexical area connected to the unit theme (for instance, travel, transport, food, etc.),
to parts of speech (adjectives, nouns, verbs, adverbs, etc.), on a semantic relationship (synonyms, antonyms) or on
collocations, i.e. typical combinations of two or more words (e.g. verb + noun: to take a taxi, to catch a cold).
The students are asked to do exercises that deal with a particular lexical area, for example, matching words and
pictures, words and definitions, or classifying words into groups or diagrams, tables or mind maps.
In order to activate the lexis that has been learned, an exercise is provided in which students personalise the lexical area; for
example, in the area of Transport students might be asked to talk about which means of transport they use to come to school.
Functions
10
This section offers the student a chance to use the grammar and the lexis that has been highlighted in the lesson to
express a range of communicative functions.
Functions are performed in written and oral activities; there is often a ‘write, then say’ sequence which gives the
student a solid base on which to build the difficult art of oral expression in a foreign language.
In the oral activities the student expresses opinions, solves problems, interacts with a partner in order to establish effective
verbal communication. Linguistic segments to be used and examples of how to use them are a useful and necessary guide.
Introduction
Say it!
In each Presentation the student is provided with an opportunity to use the language just learned (vocabulary,
grammar, functions) in oral expression.
Since the development of production skills requires a big effort, a variety of helpful means are provided to the student;
the oral activity may be based on oral models just presented (e.g. in Unit 2 the students describe Robyn’s room after
having read the description of Michael’s room in the dialogue) or it may follow a written exercise (e.g. in Unit 1 the
students write about objects they’ve got before they talk about them with a partner).
Write it!
In each Presentation the student is guided through the writing of short texts based on the structures, functions and
vocabulary learned in the presentation text.
A fuller development of written composition, both guided and free-form, is carried out on the last double-page spread
in the unit, in a wider context of cultural and extra-curricular discussions.
Flashpoint
This section highlights some of the problems encountered and most common errors made by people learning English.
Vocabulary Workshop
Listen’n’speak
Use of English
The Vocabulary Workshop page offers numerous exercises on the lexical area already explored in the first part of the
unit. It also includes a Study Skills section with practical tips on learning/studying techniques to help students improve
their performance in class and at home; a Pronunciation section and/or a Spoken English section.
The Listen’n’speak page stimulates further development of listening and speaking skills, of the techniques associated
with them (skimming, scanning, listening for gist, etc.) and of communication strategies. In order to see a parallel
development of the two skills, the contents of the listening activity (oral comprehension) prepares for and facilitates
the speaking activity (oral production). In addition, the audio text contains examples of words and phrases that will
be the object of the pronunciation activity that follows.
The Use of English page of the Upper Intermediate level focuses on usage and helps learners familiarise with the third
paper of the Cambridge English: First (FCE) examination.
Pronunciation
The goal of this activity is to help students to not only pronounce English in a way that is fluid and natural-sounding,
but also to understand spoken English from native as well as world speakers of English.
English sounds are practised, both singly and in the context of a sentence or general discourse, with particular
emphasis on intonation and stress. The examples are taken from the language material presented in the unit.
Spoken English
This section is aimed at helping students to express themselves in English more fluidly and naturally, but especially to
teach them active listening. This means they will learn to develop their ability to listen and to interact in a conversation
with the appropriate reactions and/or responses (listenership).
Practice with spoken English is had through short dialogue exchanges.
By the end of the third volume, the students will have had practice using the following types of communicative
utterances, phraseology and grammatical forms.
• Using phrases or typical expressions rather than complete sentences
• Frequently using conjunctions and, but, or and because
• Using ellipsis: (Do you) like ice cream? Fancy a walk?
• Using phrases or questions to keep a conversation going: What about you? And you? By the way…
• Using words to pause or gain time: you know, I know, I see, you see, so, well, kind of, sort of, a bit, really, actually…
• Using two consecutive questions: Do you like London? Is it your favourite city?
11
Introduction
• Using fillers: er…, um…
• Reacting with a comment using which as a linker: A: London’s huge… B: which makes it really interesting!
• Confirming by rephrasing what the other person has said
• Repeating of part of what others in the conversation have said
• Reacting to show interest: Really? Amazing!
• Interrupting the person who is speaking
• Taking short conversation turns between two people (adjacent couple mechanism)
• Using idiomatic expressions, locutions and ‘fixed collocations’
• Using informal lexis
Flash on Grammar
This section summarises the grammar learned in the unit, offering explanations and additional practice exercises.
These include specific ones to address each single grammar item, followed by other exercises which cover all of the
grammar points in the unit.
The exercise format is either separate sentences or a short text.
Flash on Skills
(Culture/CLIL/Literature)
The last two pages in each unit present material that is tied to Culture, CLIL and Literature. The topics were chosen
in relation to the theme for each unit.
The texts recycle the grammar and the vocabulary from the unit. They also present a limited number of new words, just for
passive knowledge. In fact, the new words are not included in the oral exercises or in the listening comprehension questions.
On these pages, emphasis is placed on developing the four skills (reading, listening, speaking, writing). A study skills
section is included with practical tips on learning/studying techniques to help students improve their performance in
class and at home.
The Culture pages deal primarily with the United Kingdom in the lower levels, whereas in the higher levels sociocultural topics pertaining to world are covered.
The CLIL (Content and Language Integrated Learning) pages propose work on other subjects, both school- and workrelated, presented in English. The students learn to absorb and deal with information from the real world, discussing
it in English, at a level that matches the unit they are currently studying.
The Literature pages present a few literary texts (prose, poetry or theatre) as vehicles to allow students to practise
and expand on the language learned in the unit and also to acquire cultural notions through the English language.
Flashback
Every two units there is a double page of exercises to review the language objectives. The exercises cover the material
from the previous two units, subdivided into three sections, Grammar, Vocabulary, and Functions, for a total score of
100 points. The teacher can use this revision to check what has been assimilated by the students, to identify any gaps
or weak points, to recover and consolidate before moving on to the next two units.
Course Methodology
The FLASH on English course adopts an eclectic teaching methodology which combines well-known, tried and true
traditional techniques with a balanced use of the most recent developments in language learning that are based on
new discoveries in the field of foreign language acquisition. The course is solidly based on grammar and lexis but
complements this with an emphasis on receptive skills in the four areas of listening, speaking, reading and writing. The
course is designed around the conviction that students in this phase of their language study need a great deal of help in
learning to speak and write (language production) and need constant training to hone their listening and reading skills
(language comprehension).
In the methodological approach adopted in the FLASH on English course the texts used in the presentation pages are
essential for contextualising the language and for fostering student interest in the topic.
Moreover, the course is built on the fundamental principle that language serves as the bridge to content and therefore,
12
Introduction
it encourages students to learn new things about the world around them through the medium of the language; this is
especially true in the last lesson of each unit, in the Culture, CLIL and Literature pages.
A cohesive development of language and content not only makes it easy to assimilate and retain what is being learned,
but allows for an easy sequence of exercises, lessons and units characterised by a seamless continuity.
Approach to grammar
The approach to grammar is inductive and follows either of two paths: go from the example to the rule and practice
or go from the structures to the rule and practice. In each unit the grammar in question appears in the presentation
text before it is formally introduced.
The students can observe the grammar in context so as to have an idea of the forms, the meaning and the use of
grammatical elements and structures. Then, they look at the grammar box which provides examples taken from the
text and highlights the morphology. At this point the students are asked to go back to the text to find other examples
and to underline them. This search activates their awareness of the grammar seen in context.
When the students have found more examples, the teacher asks questions to focus attention on the form, meaning
and use of the structure, for example: What tense is this? What period of time does it refer to, past, present or
future? Why is the speaker or writer using this form? Is he or she telling a story/talking about everyday activities?
This encourages students to extrapolate the rule by themselves and thus, remember it more easily. It also prepares
them to be more focused when they do the grammar exercise that follows.
The exercises are a controlled manipulation of the forms, presented in such a way as to also illustrate the meaning.
The students then have the opportunity to use the grammar in short exchanges in the Functions section.
The Flash on Grammar page instead, uses a deductive approach; that is, students first observe the forms, the
meaning and the use of the grammar to then move on to practise it in sentences and in texts.
The grammar is presented through a deductive approach and delved into more deeply in the Workbook. Each Workbook
unit starts with two pages that serve as a grammar reference to be used at home or when a comprehensive view of
the grammar point is needed during the classroom lesson.
The pages contain a thorough analysis of the grammatical elements in question, with verb tables, morphology,
structure and explanations on usage, all with examples taken from the Student’s Book.
The two explanatory pages are followed by two pages of exercises in the most common formats (gap fill, multiple
choice, sentence formation with word prompts, matching sentence halves or matching answers and questions).
Approach to lexis
In both the Elementary and Pre-Intermediate levels much emphasis is placed on learning the lexis because it is the most
important aspect of the language, essential for communication. In fact, a certain level of communication is possible even
without knowing the grammar, but with no knowledge of the words, communication is impossible. Teaching lexis is the
objective that pervades each unit, particularly in Level 1 where building a strong lexical base is fundamental.
To do this, the FLASH on English approach to teaching lexis is to gradually build up the student’s knowledge of how
things are called, whether they are objects or ideas, feelings, and so on. Words are organised into semantic-lexical
groups to facilitate the memorisation and recall process. The groups are presented through diagrams, images, tables
and mind maps. For example, the students are asked to match words and pictures, to complete a lexical group or to
choose the most appropriate word for a given situation. Sometimes the combination of words is tied to usage (e.g.
collocation) and sometimes attention is focused on the grammatical form of the word or on derivatives (e.g. from verb
to noun, from an adjective to its opposite).
Just as with grammar, studying lexis also starts with the form and meaning and then looks at how the words are used
in context.
The lesson often begins with a warm-up exercise that introduces the lexical theme, for example matching words to
pictures. Then, examples of the vocabulary being highlighted are used in the presentation texts on the first and third
pages of the unit, allowing students to deduce the meaning from the context. A specific exercise follows which reproposes the words from the text and adds others to build a lexical group (of anywhere from 8 to 20 elements). At
this point the students are able to tackle a personalised exercise using the lexis they have learned or do another type
of exercise in which the vocabulary is used in context and in a meaningful way.
The study of the lexis is expanded on the Vocabulary Workshop page and reinforced in the Workbook where the
students will find a glossary containing the lexical groups from the unit, placed after the grammar reference, along
with a series of lexis-building exercises in the most common formats.
13
Introduction
As the course progresses, teachers will notice that the language from one unit is recycled in the units that follow so
as to reinforce the learning process. This helps the students’ long term memory and offers the opportunity to explore
other contexts in which the same lexis is used.
In the higher levels FLASH on English continues to expand the student’s lexical knowledge by concentrating on fixed
phrases and idiomatic expressions (see Spoken English and Language development sections).
Functions
In each unit there are sections which highlight specific communicative functions. The students are thus given the
chance to communicate in English, using a wide range of functions.
Examples of these functions are to be found in the mini-dialogue format; the students then use them as models to
guide their own production at the functional communication level.
Approach to listening
The four skills can be classified into oral comprehension (listening), written comprehension (reading), oral production
(speaking) and written production (writing).
In order to develop the listening skill, the course offers ample and varied opportunities for listening practice. New
words are listened to for memory and for correct pronunciation. The dialogues of the story are heard and read,
but according to the students’ listening ability, they may be only listened to without the script. It is recommended,
however, that the comprehension exercise be done with the book open to the dialogue, so students can refer to it.
In the second level of the course, on the Listen’n’speak pages, the two skills are coordinated in that the speaking
activity can be used as an introduction to the listening activity and vice versa, it can follow and expand on the content.
All of the sub-skills are also developed to promote effective listening (pre-listening, listening for gist, listening for
specific details, deep listening to grasp all of the meanings and levels of communication). In other words, the listening
activity begins with an exercise to familiarise the students with the topic before they hear about it, then the actual
listening begins to catch the overall sense first, and then, the details. Finally, students are encouraged to then express
their personal reactions to or their opinions on what they have heard.
Approach to speaking
The skills that require production from the students (speaking and writing) require more effort compared to those that call
for comprehension (reading and listening). One of the fundamental guiding principles of FLASH on English is to provide
students a detailed guide and all of the necessary support material for the speaking activities. Therefore, speaking activities
are closely linked to other activities (lexis- and grammar-related, listening), but above all, students are encouraged to think
about the topic and jot down a few notes, before they begin to talk about it. This preparatory step will be especially useful
when they must begin to speak. This approach can be summarised in the formula, think, write and speak.
A variety of oral activities are undertaken: brief monologues or speeches made to the class, work in pairs in which
students talk to a partner and they share opinions, express agreement or disagreement, ask for and give information,
offer suggestions to solve a problem and so forth. The speaking activities sometimes involve written (words, questions)
or visual prompts (pictures) or a questionnaire to be answered.
Spoken English
Language Development
This section offers two types of language, one consists of words or expressions that are commonly used in daily spoken
English and the other consists of useful interactive strategies. The information on the language and structure of discourse
helps the student to improve his/her capacity to not only speak English more naturally, but also to listen more carefully.
Approach to reading
14
For an effective development of reading skills, activities must be broken down into three different moments – before
reading, while reading, after reading.
Before reading: during the preparatory step (pre-reading or warm-up) the students are asked to draw on previous
knowledge of the topic or recall some language requirements. In some cases it may be necessary to provide new
information, but wherever possible, it is recommended that teachers try to use what the students already know.
Introduction
It is good practice in teaching to build new knowledge on the basis of prior knowledge; this will give students
confidence, bolsters their self-esteem and makes it easier to approach the reading text.
While reading: the students are asked to read the text a first time to check their answers to the warm-up questions or
to grasp the gist. This first step of the while reading phase should not be presented as something difficult, because
it is simply the first contact with the text. The second step of while reading instead, requires a more detailed reading
and an exercise on more thorough comprehension.
After reading: in the after reading phase, the students do the Flash Forward activity in which they can react to the
text. This final phase requires as much personal input as possible, so as to help students commit to memory both the
language and the content.
While it is not necessary to insist that the students understand every word of the new text, the material is presented
in such a way that by the end of the three reading phases the class should have understood almost everything.
Approach to writing
Writing is a useful preparatory activity for speaking and also serves to consolidate the language that has been learned,
but it is also a skill in and of itself.
In every unit of FLASH on English there are brief writing exercises to do, leading up to the speaking activities or
following them as a conclusion. The main work on this skill is done in Level 2 in the Skills sections where the students
will find a variety of texts that serve as models for composition.
In Level 2 students are taught to write a narrative, a summary, a book or film review; how to use linkers; how to put
together two sentences; how to subdivide a text into paragraphs; how to write about problems and give advice or
solutions; how to describe people and interpersonal relationships; talk about one’s favourite sport; how to organise a
speech, a website, a biography or a magazine article.
Approach to pronunciation
In FLASH on English three main areas of English pronunciation are explored:
• Individual sounds (vowels, consonants)
• Stress (on the word, in the sentence)
• Pronunciation within a discourse (e.g. importance of weak forms)
The object is not to learn to speak like a native speaker of English, which is practically impossible (and probably not
necessary), but to help students speak in the most natural and comprehensible way possible. There is nothing wrong
with the listener being aware that the speaker is Italian, French or of any other nationality. The students who use the
FLASH on English course are at a point in their development when they can imitate a good accent and achieve a
good pronunciation. This is much more difficult later, after the age of adolescence when the way people articulate and
language models used become fixed. At this stage, instead, student can be made aware of the importance of proper
pronunciation and the basis is laid down for optimal pronunciation in the future.
The course contextualises the pronunciation exercises and because they are based on the listening texts which the
students have heard, the phonological elements are taken from the material already presented.
Recycling
The FLASH on English course recycles grammar and vocabulary in various ways:
• In graded material: the new texts are based on pre-existing knowledge of both grammar and lexis; new structures are
avoided if they are not in that unit’s grammar point; old and well-known language forms are incorporated throughout
the book to create a sense of continuity and uninterrupted flow;
• In the Skills pages: the final double-page spread in each unit recycles as much language as possible from the unit;
• In the Flashback activity: after every two units the students can check what they have retained from the grammar,
lexis and functions learned up to that point by doing check and review exercises;
• In the Workbook.
Mixed-ability classes
Nearly all classes can be defined this way because students come from different linguistic experiences, they are
motivated differently, have different interests, learn at different speeds and have different types of intelligence
(kinesthetic, linguistic, logical-mathematical, musical, naturalistic, spatial-artistic, interpersonal).
15
Introduction
Therefore, it is useful to understand the problems facing a teacher and helpful to know how they can be solved by
adopting appropriate strategies and techniques. For effective teaching that can reach all students, even the weakest
ones, it is recommended that you:
• Make frequent use of visual materials that will attract students of all levels and of all types of intelligence;
• Be prepared for all situations, for example, have an extra exercise ready to give to those who finish sooner, such as
the Flash Forward exercises proposed in FLASH on English;
• Not assign a whole activity to all of the students, but assign different parts so as to graduate the activity according
to ability;
• Assign open-ended exercises, for example, write a letter, finish the story, describe a picture, so each student can do
the task according to his/her level seeing as there is no one right answer to this type of exercise;
• Personalise the exercises to adapt them to the students’ interests;
• Do role-play and drama activities, lexis or grammar contests;
• Divide the class into groups or pairs with strong and weak students to work together or make groups of the same
level and then assign tasks of varying difficulty.
Specific suggestions for the FLASH on English course are to be found on page 131 of this guide.
Tests & Resources
The Tests & Resources volume of FLASH on English course contains the following materials:
• 10 Unit Tests (one for each unit, in versions A and B)
• 5 Skills Tests (one for every two units)
• 10 double-sided Revision sheets
• 16 double-sided Extension sheets
Unit Tests (A and B)
The series of tests, in versions A and B, provide a written test of the grammatical and lexical elements presented in
each unit of the Student’s Book, as well as the language functions and the lexis presented in the relative Vocabulary
Builder sections of the Workbook.
In the A and B versions of the tests, the grammar structures, the lexis and the functions being tested are equivalent,
but there may be some slight differences in vocabulary, single items or information asked. In both versions, the
exercises are of a controlled structure such that the students are required to manipulate single linguistic components
or compose short sentences.
Skills Tests
Each Skills Tests section checks students’ abilities, using the topics and language material presented in the previous
two units.
The Reading and Listening sheets consist in two activities each, for a total of 30 points for each sheet. The texts use
authentic language used in real contexts and the comprehension activities usually require short but precise answers.
Students’ writing skills are enhanced in the activities offered on the Writing sheets (20 points each) that cover the
topics and structures presented in the units.
The Speaking sheets present three different activities, a semi-structured dialogue that gives students an opportunity
to practise their oral production in a controlled situation, and two questions to which students must give a longer and
more complex answer, using the lexis and structures from the relative units.
Revision and Extension worksheets
Each Revision worksheet offers recovery and consolidation exercises for the grammar and lexis from each unit. In
order to achieve greater consolidation, the activities are organised in a controlled structure and offer a high degree of
support to the student. These worksheets are especially useful for students that need extra reinforcement or that need
to catch up.
The Extension sheets are for students who have already assimilated the contents of the unit and who are now ready for
consolidation and enhancement of the competences acquired. The activities presented on these pages are primarily
summative in nature and they present a series of authentic texts of different kinds (article, email, brochure, blog, quiz,
etc.) and dialogues. Students will need a greater degree of autonomy and the ability to orient themselves in less guided
contexts that offer greater linguistic variety.
16
Starter Unit
Grammar: all present tense forms of the verb be
and the verb have got, regular and irregular plural
nouns, possessive ’s, possessive adjectives, there
is/are, this/these, that/those, imperatives, articles
a/an/the.
Vocabulary: greetings and introductions, countries
and nationalities, colours, the English alphabet,
personal possessions, the family, classroom objects
and classroom language, cardinal numbers 1-1000,
ordinal numbers, days of the week, months and
seasons, the time.
Functions: greeting people and saying goodbye,
introducing yourself and others, saying how old
you are and where you are from; talking about
nationality and describing a flag; spelling a word;
talking about personal possessions and ownership;
describing the family and talking about jobs;
introducing a schoolmate; asking how a word is said
in English; understanding a teacher’s instructions;
understanding information about an English girl;
asking for and giving personal information (e.g.
telephone number, address and email); asking and
telling the time.
The Starter Unit presents some grammatical structures
and lexical elements that are basic to the English
language. It can be used either as a quick review
of students’ prior knowledge or to check for and
compensate for gaps and discrepancies in students’
levels in case they are coming from different language
experiences.
With a weak class, all of the material should be
covered, including all of the exercises. With a strong
class, the teacher can pick and choose from among
those activities that introduce the characters of the
story (p. 8) and those that require reading and listening
to longer texts with richer vocabulary (e.g. pp. 16-21).
2
Play the recording so the students can listen and
check their answers.
Play it again and have the students repeat with the
correct pronunciation.
Transcript and answers [Track 1.02]
Antonio Hi, I’m Antonio Clark. I’m 16 years old
and I’m from Liverpool.
Michael Hello! My name’s Michael Winters. I’m
16 and I’m from Manchester.
Anna
Hi, I’m Anna, Anna Harrison. I’m 16.
I’m from London.
Robyn Hello, my name’s Robyn MacGregor. I’m
16 years old and I’m from Edinburgh.
3 p. 8
Have the students do the true/false exercise either
individually or in pairs.
Check the answers with the whole class.
Answers
1F
4
Have them read the answers out loud and tell them
they will hear the correct answers in the recording in
exercise 2.
3F
4T
1.03 p. 9
Have the students read and translate the brief
conversation.
Play the recording so they can repeat it.
Transcript [Track 1.03] see Student’s Book p. 9
5 p. 9
Have the students walk freely around the classroom
and encourage them to introduce themselves to as
many of their classmates as they can.
1 p. 8
Have the students complete the introductions.
2F
Introducing yourself and others
Greetings and introductions pp. 8-9
Introduce the four teenagers who will be the main
characters of the Flash on English story. In Unit 1 we
will get to know the London school where the four
are attending a course.
1.02 p. 8
If this creates too much confusion, simply have each
student introduce him or herself to the ones sitting
nearest to them.
6
1.04 p. 9
Have the students read and translate the brief
conversation.
Play the recording so they can repeat it.
17
Transcript [Track 1.04] see Student’s Book p. 9
Divide the class into small groups of three and have
each student practise introducing one of the students
to the other one.
Greeting people, Saying goodbye
8 p. 9
Have the class read the tables and ask which
expressions are more formal.
Answers
Good morning.
Good afternoon.
Good evening.
How are you?
Nice to meet you.
Pleased to meet you.
I’m fine, thank you.
Very well.
My name’s…
1.05
Goodbye.
Good night.
p. 9
Have the students read and translate the brief
conversation.
Play the recording so they can repeat it
Transcript [Track 1.05] see Student’s Book p. 9
10 p. 9
Divide the students into pairs. Have them practise the
dialogue in exercise 9 with the variations proposed in
the tables.
11 p. 9
Divide the class into small groups of three so they
can make up a dialogue for photo A. Then have the
students work in pairs to make one up for photo B.
Possible answers
A
Patty Tom, this is Sandra.
Sandra Hi, Tom. Nice to meet you.
Tom
Hello, Sandra.
18
B
A
B
A
12 p. 9
Have the class read the two tables, complete them
and then translate them.
7 p. 9
9
be: affirmative and negative
Hi. Good to see you.
Hi. How’s it going?
Not too bad.
Write the missing forms on the board so the students
can check their work.
Answers
’s
are
am not
is not
aren’t
13 p. 9
Assign the task and have the students complete the
sentences in class. Then as a homework assignment,
ask them to copy the completed sentences in their
notebooks.
Answers
2
3
4
5
6
7
8
9
’m
’re
’s
’re
’re
’s
are
are
14 p. 9
Assign the task and have the students do the written
work in class.
Answers
2
3
4
5
6
7
8
9
I’m not a doctor.
You aren’t 21 years old.
She isn’t from France.
We aren’t in England.
They aren’t actors.
She isn’t Elizabeth Jones.
Silvia and I aren’t friends.
Cate and Kristen aren’t doctors.
Countries and nationalities
1.06 p. 10
1
Have the students read and translate the text in the
speech bubble.
Play the recording so they can repeat it.
Transcript [Track 1.06] see Student’s Book p.10
Background information
Prince William (Wills) and Catherine (Kate) Middleton,
the Duke and Duchess of Cambridge. William is the
elder son of the Prince of Wales, Charles, and the late
Princess of Wales, Lady Diana. He is second, after
his father in the line of succession to the throne of
England. Kate is the eldest of three children born to
Michael and Carol Middleton. The couple met in 2001
while they were undergraduates at the University of St.
Andrews and they were married on 29th April 2011 in
Westminster Abbey in London.
Assign the task individually or in pairs.
To correct the exercise, read out the numbers and
have the students say the name of the country.
Answers
Portugal
Spain
the United Kingdom
France
Germany
Poland
Italy
4
1.07 p. 10
Have the class listen to the recording and repeat.
Play it again so the students can do the task.
Write the words on the board and underline the
stressed syllable so the students can check their
answers.
Transcript and answers [Track 1.07]
2 p. 10
11
12
13
14
15
16
17
Laura Pausini (1966) Italian singer and songwriter.
Jackie Chan (1954) Chinese actor from Hong Kong.
Freida Pinto (1984) Indian actress.
Laura Esquivel (1994) Argentinean actress and singer.
Julia Roberts (1967) American actress.
18
19
10
11
12
13
14
Japan
China
Australia
India
Argentina
Mexico
the USA
America – American
Australia – Australian
Belgium – Belgian
Britain – British
Brazil – Brazilian
Canada – Canadian
China – Chinese
Colombia – Colombian
Croatia – Croatian
5 p. 11
Explain the task: the adjectives are to be classified
according to their form.
Assign the task individually or in pairs.
3 p. 10
Explain that the photos of the celebrities are correctly
matched to their country, but that the sentences are
all incorrect.
Assign the task individually or in pairs.
Have the students read the sentences out loud to
check their work.
Answers
2 Julia Roberts isn’t from the United Kingdom.
She is from the USA.
3 Freida Pinto isn’t from China. She’s from India.
4 Laura Pausini isn’t from France. She’s from Italy.
5 Rafael Nadal isn’t from Germany. He’s from
Spain.
6 José Mourinho isn’t from Spain. He’s from
Portugal.
7 Jackie Chan isn’t from Japan. He’s from China.
8 Laura Esquivel isn’t from Brazil. She’s from
Argentina.
Finland – Finnish
Germany – German
Ireland – Irish
Italy – Italian
Japan – Japanese
Portugal – Portuguese
Scotland – Scottish
Spain – Spanish
Turkey – Turkish
Answers
-(i)an
American
Australian
Belgian
Brazilian
Canadian
Colombian
Croatian
German
Italian
-ese
Chinese
Japanese
Portuguese
other
Greek
-ish
British
6
Finnish
Irish
Scottish
Spanish
Turkish
1.08 p. 11
Help the students to find the nationality words for
the countries listed in the box or have them consult a
monolingual dictionary.
Play the recording so they can check their answers.
Background information
José Mourinho (1963) Portuguese, one of the best
football coaches of all times.
Rafael Nadal (1986) Spanish tennis player.
Play it again and have the class repeat with the
correct pronunciation.
19
Transcript and answers [Track 1.08]
Sweden – Swedish
Norway – Norwegian
Russia – Russian
Switzerland – Swiss
Holland – Dutch
Poland – Polish
The Czech Republic – Czech
Slovakia – Slovakian
Romania – Romanian
Malta – Maltese
7 p. 11
Assign the task individually or in pairs.
French
German
Greek
Dutch
3
1.09 p. 12
Ask the class to read through the incomplete dialogue
to understand the context. The better students will be
able to guess at how to fill the gaps.
Play the recording so the class can do the task.
Answers
2
3
4
5
Are you from Scotland? Yes, I am.
Where are you from in Scotland? I’m from
Glasgow.
6 Are you from Greece? No, I’m not.
Are you from Russia? Yes, I am.
Where are you from in Russia? I’m from Moscow.
7 Are you from Holland? No, I’m not.
Are you from Belgium? Yes, I am.
Where are you from in Belgium? I’m from
Brussels.
6 Scottish
7 Italian
8 British
Write the missing words on the board so the students
can check their work.
Play the recording again, with pauses, so the
students can repeat each phrase. This will help them
to prepare for the speaking activity in exercise 4.
be: questions and short answers
1 p. 12
Have the class read the two tables, complete them
and then translate them.
Write the missing forms on the board so the students
can check their work.
Answers
Am
is
are, aren’t
2 p. 12
This task can be done orally in class. Assign it then
as a written homework task.
Transcript and answers [Track 1.09]
A Hi, where are you now? Are (1) you out?
B No, I’m not. I’m in my bedroom. (2) Where are
you?
A (3) I’m on the bus.
B Where’s Laura?
A (4) She’s at home.
B Where (5) are your mum and dad?
A They’re at work.
B (6) Is Paolo with you?
A No, he’s not.
4 p. 12
Assign the task in pairs and have the students practise
two dialogues, based on the models in exercise 3 and
using the prompts given here.
Answers
2 Are you from Spain? No, I’m not.
Are you from France? Yes, I am.
Where are you from in France? I’m from
Marseilles.
3 Are you from Switzerland? No, I’m not.
Are you from Germany? Yes, I am.
Where are you from in Germany? I’m from
Berlin.
4 Are you from Mexico? No, I’m not.
Are you from Argentina? Yes, I am.
Where are you from in Argentina? I’m from
Buenos Aires.
5 Are you from England? No, I’m not.
20
Possible answers
A Hi, where are you now? Are you out?
B No, I’m not. I’m in the living room. Where are
you?
A I’m in the park.
B Where’s Laura?
A She’s at school.
B Where are Brian and Catrin?
A They’re at the cafeteria.
B Is Katie with you?
A No, she’s not.
A Hi, where are you now? Are you out?
B No, I’m not. I’m in the kitchen. Where are you?
A
B
A
B
A
B
A
I’m in town.
Where’s Laura?
She’s on the train.
Where are Simon and Mark?
They’re at the cinema.
Is Julia with you?
No, she’s not.
8 p. 12
Assign the task in pairs.
9 p. 12
Help the students choose a sports celebrity or movie
star or another world famous person, e.g. Nelson
Mandela, Bill Gates, Oprah Winfrey, etc.
5 p. 12
Help the students to identify the flags and write the
nationality of each motorcycle racer.
Have each student complete the information form
without letting his/her partner see it.
10 p. 12
Have the students try to invent a dialogue similar to
the one in exercise 7, but without the What’s your
name? question, the idea being for the partner to
guess the identity.
Answers
1
2
3
4
Australian
Spanish
Italian
Spanish
5 American
In order to do this, they will need to ask follow-up
questions such as, Are you a sports celebrity / a TV
personality / an actor / a singer? Are you in politics?
6 p. 12
Assign the task in pairs and have the students take
turns asking and answering questions about the
racers, following the model given.
7
Colours
1 p. 13
Assign the written task to do a quick review of colour
names.
1.10 p. 12
Ask the students to read through the incomplete
dialogue first, then play the recording so they can
complete the task.
To correct it, write the missing words on the board.
Play the recording again, with pauses, so the
students can repeat each phrase. This will help them
to prepare for the speaking activity in exercise 8.
Transcript and answers [Track 1.10]
A
B
A
B
A
B
A
B
A
B
A
B
A
B
What (1) ’s your name?
Javier Bardem.
Are you from Argentina?
No, I’m (2) not.
Where are you from?
I’m from (3) Spain.
Ah, you’re Spanish.
Yes, I am. And you? (4) What’s your name?
I’m Julia Roberts.
Are you from Canada?
No, (5) I’m not.
Where are you from?
I’m from the USA.
Ah, you’re (6) American.
Background information
Javier Bardem (1969), Spanish actor.
Julia Roberts (1967), American actress.
Correct it orally to check pronunciation.
Answers
12
13
14
15
16
2
grey
white
yellow
orange
red
1.11
17
18
19
10
11
pink
blue
green
purple
brown
p. 13
Ask the students to look at the flags and ask if they
can identify any of them.
Play the recording so the class can do the task.
Play the recording again, with pauses, so the
students can repeat each phrase. This will help them
to prepare for the speaking activity in exercise 3.
Transcript [Track 1.11]
11
12
13
14
15
16
17
It’s black and red: Albania.
It’s yellow and blue: Sweden.
It’s red, white and blue: The USA.
It’s blue, white and yellow: Argentina.
It’s black, yellow and red: Belgium.
It’s green, white and orange: Ireland.
It’s blue, yellow, red, white and green:
The Seychelles.
21
Play the recording again so the students can begin to
recognise and identify the groups of sounds.
18 It’s yellow, orange and white: Bhutan.
19 It’s black, red and orange: Germany.
10 It’s yellow, green, orange and purple: Sri Lanka.
Once they have completed the task, write the groups
of letters on the board.
Answers
A
B
C
D
E
4
1
2
5
6
F
G
H
I
J
Answers
3
9
10
7
8
AHJK
BCDEGPTV
FLMNSX
IY
QWU
3 p. 13
Describe one of the flags so the class has an idea of
what to do.
7 p. 13
Have the students practise spelling their surname
using the English alphabet.
Provide the necessary vocabulary: horizontal stripes,
vertical stripes, triangles, the sun (Argentina),
double-headed eagle (Albania), stars and stripes
(USA), white dragon (Kingdom of Bhutan), gold
lion (Sri Lanka), oblique bands radiating from the
bottom left (Seychelles) to help the students describe
some of the flags. For an accurate description
of all the flags of the world, visit the CIA site
www.cia.gov/library/publications/the-world-factbook/
fields/2081.html.
8 p. 13
Allow 4-5 minutes for the oral activity and make sure
students switch roles.
have got – all forms
Game!
Have pairs of students play, using the names of
countries.
Personal possessions
1
1.13 p. 14
Have the students read through the dialogue and
check for overall comprehension, then play the
recording and have the class repeat the phrases.
The English alphabet
4 p. 13
Have the class complete the alphabet with the 10
missing letters. Remind the students that the English
alphabet has 26 letters. Compare with the alphabet
of the students’ own language.
Answers
d e h k n q u w y z
5
1.12
p. 13
Play the recording to correct the task and to check
pronunciation.
Assign the task, having the students complete the
table with the missing forms of have got.
Transcript [Track 1.13] see Student’s Book p.14
Answers
’ve got
has not got
Have
haven’t
2 p. 14
Transcript [Track 1.12]
abcdefghijklmnopqrstuvwxyz
6 p. 13
22
Pronounce the letters in red on the left and explain
that other letters of the alphabet have similar
sounds. Tell the class that some letters such as O,
R and Z do not fit in any group. In American English
the letter Z is pronounced /zee/ and so it is similar
to the letter C.
Assign the task individually or in pairs.
3
1.14
p. 14
Play the recording so the students can check their
answers.
If possible, play it again so they repeat for correct
pronunciation.
Transcript and answers [Track 1.14]
1
2
3
4
5
camera
wallet
MP3 player
watch
laptop
6
7
8
9
comb
iPod
sunglasses
mobile
4 p. 14
Have the class read the sentences and identify the
person who owns those objects.
Mark
Mark
Sarah
Mark
Mark
Answers
5 p. 14
Have two students read the questions and short
answers with have got to serve as a model.
Then assign the task in pairs. Make sure the students
take turns to ask and answer questions.
1
2
3
4
5
children
feet
people / children / babies
babies
teeth
16
17
18
19
10
men
shoes
women
boxes
mice
Possessive ’s
11 p. 15
6 p. 14
Have the students fill in their own column with a tick
(✔) for ‘Yes’ and a cross (✗) for ‘No’.
Then assign part 2 of the task and allow 6-7 minutes
for the oral activity in pairs.
Have different students read the rules for the use of
the possessive ’s.
Have the class identify the photos and complete the
sentences.
Answers
7 p. 14
Based on the information from the previous exercise,
have the students write sentences about the objects
that they and their partner do or do not possess.
Plural nouns
8 p. 15
Quickly review the rules for both regular and irregular
plural formation.
Now have the students complete the chart.
9
10 p. 15
Have the class do the completion task in class. As
a homework assignment, have the student copy the
completed sentences in their notebook.
Answers
2
3
4
5
6
tooth – teeth
foot – feet
shoe – shoes
man – men
woman – women
box – boxes
person – people
mouse – mice
watch – watches
1.15
p. 15
1
2
3
4
5
6
C
F
B
E
D
A
Prince William’s
James Bond’s
Batman’s
Valentino Rossi’s
Bono Vox’s / Vox’
Elvis’s / Elvis’
The family
1.16 p. 16
1
Play the recording while the students follow the text
in their book.
Assign the task.
Play the recording so the students can check and
correct their work, if necessary.
Transcript [Track 1.16] see Student’s Book p.16
If time allows, replay the recording and have the
class repeat the words.
Answers
Transcript and answers [Track 1.15]
Don Gummer
Mamie Gummer
baby – babies
child – children
Tim Robbins
Jack Henry
Meryl Streep
Louise Grace
Henry
Gil
Mary
Susan Sarandon Adele David
Miles Eva
Amurri
23
Background information
7 p. 17
Mamie Gummer (1983), American actress and model.
John ‘Jack’ Henry Robbins (1989), American actor.
Have the students do the completion task in class
and correct it. They can copy the email in their
notebooks as a homework assignment.
2 p. 17
Have the students look at the table with the names of
family members divided by gender.
Assign the task to be done in class. For homework,
the students can copy the completed sentences in
their notebook.
3
1.17 p. 17
Play the recording so the students can check their
answers.
Transcript and answers [Track 1.17]
Miles is Jack Henry’s brother.
Don Gummer is Meryl Streep’s husband.
Susan Sarandon is Eva Amurri’s mother.
Adele is Tim Robbin’s sister.
Adele is Jack Henry’s aunt.
Jack Henry is Adele’s nephew.
Meryl is Don’s wife.
Jack Henry is Gil’s grandson.
Mary is Jack Henry’s grandmother.
Gil is Miles’ grandfather.
11
12
13
14
15
16
17
18
19
10
Game!
Answers
12
13
14
15
16
17
Have two students read the dialogue. Then have the
class work in pairs to do the task, taking turns to ask
and answer the questions.
Possessive adjectives
5 p. 17
Have the class complete the chart with the missing
possessive adjectives.
My school life
1 p. 18
Have the students read and complete the dialogue
orally.
2
1.18 p. 18
Play the recording so the students can check their
answers.
Play it again, with pauses, so the students can repeat
each phrase. This will help them to prepare for the
speaking activity in exercise 3.
A
B
C
B
C
B
C
B
C
Rod, this is Laura.
(1) Hi, Laura. I’m Rod.
Nice to meet you.
(2) Nice to meet you, too. What class are you in?
I’m in (3) class 10A.
Yeah? My cousin (4) is in that class!
What’s his name?
She’s a girl. Her (5) name’s Julie Macintosh.
Julie Macintosh? She’s nice.
Divide the class into small groups of three and have
them practise making up a dialogue or two, similar to
the one in exercise 1.
Subject pronouns: it, they
Possessive adjectives: your, her, our
6 p. 17
Read the example and check that the students
understand the exercise. Then have them complete
the task in class. For homework, they can recopy the
sentences.
Classroom objects
4 p. 18
Have the class match the words to the objects in the
photo.
5
Answers
24
it
My
They
They
Their
Our
3 p. 18
Answers
His
Your
Your
Our
18
19
10
11
12
13
Transcript and answers [Track 1.18]
4 p. 17
2
3
4
5
my
My
he
My
she
Its
6 Their
7 His
8 My
1.19
p. 18
Play the recording for correction.
Play it again for repetition.
Have two students read the examples. Allow 7-8
minutes for the task.
Transcript and answers [Track 1.19]
11
12
13
14
15
16
locker
whiteboard
bin
pencil case
desk
board pen
17
18
19
10
11
12
textbook
notebook
sharpener
pencil
eraser
folder
Imperatives
Have the class look at the table and explain how the
imperative is used by giving examples.
Classroom language
1 p. 20
there is/are
Assign the completion exercise, then check the
students’ answers.
6 p. 19
Have the students complete the chart with the
missing forms of there is/there are.
Answers
2
3
4
5
Answers
aren’t
Is
Isn’t
are
6 Look
7 Put
8 Close
2 p. 20
Assign this task to be done orally in class and then in
writing for homework.
7 p. 19
Check for comprehension by asking a couple of
questions with Is there…/ Are there…?
Read the example given and assign the task.
this/these, that/those
8 p. 19
Read the dialogues with different students, then
recap the rule.
Point out that there is no contracted form of this is.
Answers
1
2
3
4
5
6
7
8
Don’t
Don’t
Don’t
Don’t
Don’t
Don’t
Don’t
Don’t
3
9 p. 19
Have the class work in pairs to do the speaking
activity. Allow 5-6 minutes and make sure the
students swap roles.
10 p. 19
open the door.
write in your notebook.
work in pairs.
close your book.
sit down.
look at the board.
put your hands up.
close your eyes.
1.20 p. 20
Go through all of the sentences and check for
comprehension by having the students mime them.
Play the recording and have the students repeat each
phrase.
Transcript [Track 1.20] see Student’s Book p. 20
Assign the task in class then have different students
read the sentences. Check for pronunciation.
Answers
1 This
2 That
Write
Work
Close
Sit
3 Those
4 this
5 that
6 this
11 p. 19
Assign roles A and B to pairs of students and have
them sit facing each other. Explain that they have the
same pictures but with incomplete information and
they must ask their partner for the missing names of
the objects in their photo.
Game!
4 p. 20
Have the class do this activity in pairs and ask them
to take turns using the imperative and miming the
action. Have them choose examples from exercise 3
or make up new ones.
5 p. 20
Have different students read each sentence or
question and have them translate it in their own
language. Ask the class to copy the sentences and
relative translations for homework.
25
Answers
Answers
Personal answers
11
12
13
14
15
16
6 p. 20
Read the sentences aloud and then give the students
a few minutes to complete the task.
Answers
11
12
13
14
15
16
17
18
19
10
11
12
Open the window, please.
T
Close the door.
T
Write the answers in your notebook. T
Please, be quiet.
T
Don’t shout.
T
How do we say that in English?
B
I don’t understand.
S
Where’s your homework?
T
May I leave the room?
S
How do we spell…?
B
Clean the board, please.
T
Can you repeat that, please?
B
a/an/the
Answers
Hi, I’m from Durham. Durham is a city in England.
Durham is near Scotland. It is a beautiful city. It’s
got a cathedral. A cathedral is a big church. The
cathedral in Durham is very old. I’m a student in a
secondary school in the city centre. The school is
big. It is new. Our house is in a street near the centre.
The street is ‘Baker Street’. The house is 100 years
old. My mum is a doctor. My dad’s an engineer. I
love food and my favourite food is Chinese. I go to a
Chinese restaurant in Durham with my friends. The
restaurant is called ‘The Palace’.
8 p. 21
Have the students do the exercise.
Correct it orally and check for correct pronunciation.
Explain why an is used with MP3 (because of the
pronunciation of the letter M/em/).
26
a toothbrush
a house
an MP3
a mobile phone
an apple
a folder
Assign the task.
Have several students read parts of the text so the
others can check their answers.
Answers
13
14
15
16
17
The
a
The
a
The
18
19
10
11
a
The
the
a
12
13
14
15
The
a
a
the
10 p. 21
Assign this task, as homework if you like, asking the
students to personalise the information using the text
in exercise 7 as a model.
Have the students read the text quickly and check for
comprehension by asking a few questions.
Point out that the word food is used without an article
because it is used in a generic sense.
17
18
19
10
11
12
9 p. 21
7 p. 21
Have the students read it again slowly so they can
underline the articles and nouns. Then have them
read the grammatical rules for articles. Have them go
back to the text and find examples for each rule.
a teacher
a pupil
an aunt
an uncle
an architect
an actress
Cardinal numbers
1 p. 22
If necessary, review the numbers 1-10 orally then
have the students write them.
Answers
12
13
14
15
16
2
two
three
four
five
six
1.21
17
18
19
10
seven
eight
nine
ten
p. 22
Read the numbers and have the students mark
the stress. Point out that -teen is always stressed,
whereas -ty is not.
Play the recording to check the stress.
Draw three columns on the board, one for numbers
1-9, one for 11-19 and one for 10-90. Write the
words and then compare the spelling differences.
Point out the use of the hyphen (twenty-one, ninetyfive) and the use of and (a hundred and three, one
thousand two hundred and fifty-nine).
My fact file
Transcript and answers [Track 1.21]
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
thirty
forty
3
1.21
7
fifty
sixty
seventy
eighty
ninety
a hundred
a hundred and one
a hundred and two
two hundred
three hundred
nine hundred
a thousand
Play the recording a first time to complete the task.
Play it a second time, with pauses, so the students
can repeat each sequence, in preparation for the
speaking activity in exercise 9.
Transcript and answers [Track 1.23]
Play the recording a second time with pauses for
repetition.
4 p. 22
Assign the task individually or call students to the
board and have them write the number that someone
else has read.
Answers
5
g 99
h 61
i 52
j 46
Have the class read the numbers to check for
pronunciation and stress.
Play the recording so the students can do the task.
Transcript and answers [Track 1.22]
a
a
a
b
b
ten
thirty
forty
fifteen
sixteen
6
7
8
9
b
b
a
b
Sam
Andy
Sam
Andy
Sam
Andy
Sam
Andy
Sam
Andy
Sam
Andy
Sam
Andy
What’s your mobile number?
It’s 6974201720.
And your landline?
(1) 1603 664473.
What’s your home address?
(2) 82, George Street, Norwich NR2 1LT, UK.
Are you on Facebook?
Yeah, I’ve got (3) 245 Facebook friends.
Wow! And what’s your email?
andy.maxwell@quickwebnet.uk
Thanks. What’s your favourite colour, Andy?
Red.
Okay, and your favourite number?
7.
8 p. 22
1.22 p. 22
1
2
3
4
5
p. 22
Have the class read through the dialogue quickly to
grasp the gist of the conversation. Point out the word
landline and ask how this word is translated in their
language.
p. 22
a 33
c 22
e 26
b 88
d 76
f 43
1.23
seventy
eighty
nineteen
a hundred
6 p. 22
Read the example and assign the task.
Answers
2 4, four
3 12, twelve
4 30, thirty; 31, thirty-one; 28 or 29, twentyeight or twenty-nine
5 26, twenty-six
6, 7, 8, 9, 10 Personal answers
Have each student complete the personal fact file.
9 p. 22
Divide the students into pairs. Have them practise
the dialogue, following the model from exercise 7
and using their personalised information.
Ordinal numbers
1.24 p. 23
10
Draw three columns on the board and write cardinal
numbers one to thirty in the first and ordinal numbers
first to thirtieth in the second. Note the changes
in form and spelling when going from cardinal to
ordinal.
In the third column write the ordinal numbers in
figures with the abbreviations -st for numbers ending
in first (21st), -nd for numbers ending in second
(22nd), -rd for numbers ending in third (23rd) and –th
for all the rest (24th, 25th, 26th, etc.).
Have the students read all of the numbers then play
the recording to do the listening task.
27
Transcript and answers [Track 1.24]
22nd 43rd
Read the example and review the use of the and of
when saying dates in English, then assign the task in
pairs.
13th
11 p. 23
Assign the task individually or in pairs.
Answers
8th
11th
5th
1st
4th
9th
2nd
7st
6th
10th
3rd
12th
Days of the week
12 p. 23
Have the students practise saying the days of the
week. Point out that in Anglo-Saxon culture the first
day of the week is Sunday, whereas in other cultures
it is Monday.
Assign the task and remind the students that the
days of the week are not listed in chronological order.
13
1.25
p. 23
Play the recording for correction.
Play it again and have the students repeat both the
ordinal numbers and the days of the week.
Transcript and answers [Track 1.25]
1
2
3
4
5
6
7
The
The
The
The
The
The
The
first day of the week is Sunday.
seventh day of the week is Saturday.
third day of the week is Tuesday.
sixth day of the week is Friday.
fifth day of the week is Thursday.
fourth day of the week is Wednesday.
second day of the week is Monday.
Once completed and checked, have the students
read the first and last columns to practise the correct
pronunciation of the months and seasons.
Answers
28
The time
1.26
16
p. 23
If necessary, review the rules for telling time in
English. Read the explanations and have the students
say the time on each analog clock.
Explain that the students must number the clocks
in the order in which they hear the time. Play the
recording to do the task.
Transcript and answers [Track 1.26]
1
2
3
4
It’s
It’s
It’s
It’s
five o’clock.
a quarter past eleven.
half past two.
a quarter to eight.
17 p. 23
Have the students look at the digital clocks and say
the time. Point out that in the digital version we
say the hour and then the minutes by reading the
numbers as they appear (five fifty-five).
Assign the matching task. Correct it collectively then
have the students repeat the times in both versions,
to check pronunciation.
1D
Assign the task individually or in pairs.
February, winter
31
spring
31, spring
July, summer
For additional practice, especially for weaker classes,
do a chain activity in which one student asks the one
next to him/her the question. That student answers
and then turns to the next student and asks the
question. Continue until you have gone around the
whole class.
Answers
Months and seasons
14 p. 23
12
13
14
15
17
15 p. 23
18
19
11
12
summer
autumn
November
winter
2A
3H
4C
5E
6B
7G
8F
18 p. 23
Have the students work in pairs to do the oral exercise
and then have them write the times.
Answers
b twenty-five to seven
c ten past eleven
d twenty past eight
e five past nine
f a quarter to four
Bright Lights, Big City
Topic: life in London.
Grammar: be, have got, possessive adjectives.
Vocabulary: personal possessions and classroom
objects, the family.
Functions: asking for and giving personal information
(name, age, nationality) and family details.
Reading: read and understand a text about the
London Arts Centre; understand a dialogue between
four people introducing themselves; understand a
blog about what London has to offer young people.
Listening: listen to a conversation about ethnic
food in London.
Speaking: ask and answer questions about
personal possessions and classroom objects; talk
about own family; describe a city.
Writing: write about what objects are in your
schoolbag; describe a city.
Pronunciation: the aspirated h sound.
Study Skills: recording vocabulary; reading a text
for gist.
Welcome to the LAC!
pp. 24-25
Begin the lesson by asking questions like:
– What is this unit about? (Life in London.)
– What is this lesson about? (The LAC.)
Explain that LAC is the acronym for London Arts Centre,
an imaginary school where the FLASH on English story
takes place. Tell the class that in the next lesson they
will learn more about the characters of the story who
were already introduced on p. 8 of the Starter Unit.
Do a quick review of the lexis on classroom and
personal objects. Point to them and ask different
students questions like What’s this? to elicit the
answers (It’s a schoolbag, a dictionary, an English
book, a pen, a notebook, a diary, a mobile phone,
etc.). If necessary, give an example of how these
words are pronounced in English.
Vocabulary: Personal possessions
1.27 p. 24
1
Play the recording and have the students repeat each
word with the correct pronunciation.
1
Then ask: What can you see inside and around the
bag? Encourage the students to name as many of the
objects in the photo as they can.
Transcript [Track 1.27]
1
2
3
4
5
6
7
8
comb
notebook
ticket
map
digital camera
diary
laptop
keys
19
10
11
12
13
14
15
pen
wallet
MP3 player
mobile phone
cash card
pencils
passport
Answers
comb
notebook
map
digital camera
keys
pen
wallet
MP3 player
mobile phone
pencils
passport
2 p. 24
Have the students copy the table in their notebook
and then fill it in.
Check their answers by having different students
read their responses and encourage other students to
speak up if they have a different opinion.
Answers
Personal use: comb, MP3 player, mobile phone,
ticket, keys, cash card, digital camera, wallet,
passport
Classroom use: diary, notebook, laptop, map, pen,
pencils
TEACHING NOTE
It is recommended that you vary the techniques
used to check answers so as to keep students’
interest once the task has been done, for example:
– call one student up to the board and ask the
class to dictate the answers;
– correct the exercise collectively and discuss
the acceptability of different answers;
– have the students write their answers on a
piece of paper, collect them and read them
out loud; the class then either confirms or
corrects them.
29
1
Extra
Memory game: here is a typical game for memory
development and is especially suitable for people with
a good visual memory.
Have the students close their books and ask them to
think about the objects in their schoolbag. This can be
done in writing as a speed contest: the winner is the
person who finishes first and who has written all of the
words correctly. Later in the course, this type of game
could be played in pairs and done orally: one student
closes his/her book and names all of the objects he/
she remembers, the other student keeps the book
open and makes a tick next to each object. They then
swap roles: the second student will have an advantage
because he/she will have had more time to remember
the words. Therefore it is best to have students play
this game only when there are at least two lexical
groups to remember.
Presentation text
1.28 p. 24
3
Have the class look at the photos and ask some
questions like:
– What are these people doing? (Some are filming
in the open air, one is listening in a recording
studio, two are acting.)
– What age do you think they are? (Probably in
their late teens.)
Ask the students to skim the text, as they listen to
the recording, so they can grasp the gist. Later, in
exercises 4 and 5 they will read more slowly, for
detail.
Play the recording while the students follow in their
book.
1F
2F
3F
4F
5F
FLASH FORWARD
Assign this task to students who have already finished
exercise 4 or wait and do it with the whole class.
Answers
1 The LAC is a film school, with full access to film studios.
2 The LAC has got students from all over
the world, including Britain.
3 Tony Harrison is the Assistant Director.
4 Hannah Hill is from the USA.
5 The LAC hasn’t got a cinema.
Extra
Another activity that could be given to students who
finish before is to write the following questions on the
board and ask students to write two or three sentences
about them:
– Have you got a similar school in your country?
– Do you know about a similar school anywhere in the
world?
GRAMMAR
be
Have someone read the examples and translate
them. Ask the students to go to p. 29 to find
the complete conjugation and usage of the verb
to be in the Present tense.
Transcript [Track 1.28] see Student’s Book p. 24
Remind the students that the contracted forms
are used in spoken English and in informal
writing.
Answer
Assign the task. Ask different students to read
the underlined examples in the text.
The LAC (London Arts Centre) is a film school with
courses for actors, directors, designers, writers and
technicians.
4 p. 24
Have the class read for detail. Ask different students
to read different paragraphs and point out the difficult
words.
Assign the task individually or in pairs.
Check the answers collectively and ask the students
to indicate the word or sentence in the text which
helped them to find the right answer.
30
Answers
Answers
What is the LAC?
The London Arts Centre is a famous film school …
Who are our students?
The LAC isn’t only a British school, it’s an
international school … The classes are small and
informal and every student for us is special.
Who are the directors of the school?
Hannah Hill … is a famous American producer …
Hannah is also the teacher …
Tony is the drama and voice teacher …
5 p. 25
Remind students to write negative sentences, too.
Assign the task in class. For homework, have the
students copy the sentences in their notebook.
Answers
1 is
2 aren’t
3 ’m not
4 is
5 aren’t
6 is
GRAMMAR
have got
Have someone read the examples and translate
them. Ask the students to go to p. 29 to find the
complete conjugation and usage of the verb have
got in the Present tense.
Remind the students that:
– the third person singular of have is has;
– the contracted negative n’t is added to have/
has in the negative form;
– have/has and the subject are inverted in the
interrogative form;
– got is never used in short answers.
Assign the task. Ask different students to read
the underlined examples in the text.
Answers
We have got excellent courses …
and we’ve got state-of-the-art technology …
We’ve got students from Europe …
Tony Harrison our Assistant Director has got 20
years of experience …
6 p. 25
Do the exercise orally with the whole class, helping
them to understand the prompts in brackets.
Now have the students do the task in writing or assign
it for homework. Have them copy the completed
sentences in their notebook.
Answers
3 hasn’t got
4 Has she got, hasn’t
5 haven’t got
6 Have they got, haven’t
Write it!
7 p. 25
Explain that in this exercise the students are to write
personalised sentences, using vocabulary from the
unit and the forms I’ve got and I haven’t got.
Read the examples and point out that and is used to
link words in affirmative sentences and or is used in
the negative ones.
Ask a few students to say some sentences out loud,
by way of example, then assign the task as written
homework.
1
Say it!
8 p. 25
This is a speaking activity to be done in pairs. Have
the students refer to the vocabulary from exercise 1.
Tell them to review the interrogative form presented
on the grammar page and remind them that got is
never used in short answers.
Assign the task and monitor the exchanges to check
that the students are using the interrogative form
correctly and that their pronunciation is correct. If
necessary, play the recording from exercise 1 again
and have the students repeat the words.
Are you Spanish? pp. 26-27
Presentation dialogue
1.29 p. 26
1
Remind the class that these are the characters they
met on p. 8 and point them out (Michael, Antonio,
Anna and Robyn). Ask a few questions:
– Where are they? (In a café at the LAC.)
–
What are they doing? (They’re drinking juice,
eating crisps and chatting.)
– What do you think the occasion is?
Tell them to listen and read to find out.
Have someone read the title and translate it.
Play the recording and have the students follow in
their book. Tell them to skim the text because they
only need to grasp the general meaning (the gist) so
they can answer the question.
Finally, ask again:
–
What is the occasion for this meeting? (It’s a
chance meeting, perhaps on the first day of term,
and the four people are getting acquainted.)
Transcript [Track 1.29] see Student’s Book p. 26
Answer
Antonio is from Liverpool.
2 p. 26
Have four students read the parts of the four people
in the dialogue. Point out and comment on the
more difficult words and expressions. Try to have
the class deduce the meaning of What about you?
from the context and try to elicit a synonym for huge
(enormous, very big) rather than simply translating.
31
1
Assign the task individually or in pairs.
Correct it orally.
Assign the activity to the three students who
finish first or as homework for everyone.
Answers
1
2
3
4
Antonio
Antonio
Michael
Anna
5 Anna
6 Robyn
7 Michael
3 p. 26
Explain that the students are to work in pairs to follow
up on exercise 2. It is a guessing game. This way the
students memorise the information on the characters
and they practise the structures used in the dialogue,
while putting into practice active pair work.
TEACHING NOTE
Memorising and acting out the story can be
proposed from the very beginning, starting with
the first dialogue.
Divide the class into groups of four, preferably
two girls and two boys, and ‘cast’ them in the
roles of Antonio, Robyn, Michael and Anna.
Each student in the group reads his/her lines,
checks the meaning with the help of the other
students or with the teacher, then memorises
them until the whole group is able to recite the
dialogue completely from memory.
Here are some useful memorisation techniques
to use with the class:
the student reads a line silently first, then
recites it without looking;
the student listens to a question from another
student and answers without looking in the
book;
one member of the group offers a cue in the
native language and the student whose turn it
is recites his/her line.
The acting activity can be quite simple. For
example:
the student does not look at the book, but at
the student he/she is addressing;
the student adds the right intonation to
the exchange (to express interest, surprise,
disappointment, anger, etc.);
if appropriate, some gestures can be added
(waving, pointing to a real or imaginary object,
standing up or sitting down, etc.).
32
FLASH FORWARD
Vocabulary: The family
1.30 p. 27
4
Ask the question:
– Who can you see in the picture? (A large family.)
Then say: Try to identify each member of the family.
You’ll hear the answers in the recording. Explain the
meaning of twins and teach the correct pronunciation.
Let the students work with a partner to guess at how
to complete the text.
Play the recording so they can check their answers.
Play it again, with pauses, so the class can repeat
each phrase.
Transcript [Track 1.30]
This is Julia Jolly the American actress. Her father
Jack and her husband Pete Brad are actors too.
She’s got one brother James, he’s 35, and she has
got a sister, Marion, and a stepsister, Elizabeth.
Julia and Pete have got five children, a son called
Zanox, a daughter called Zeeba, and twins called
Nox and Venus. They’ve also got a new baby girl
called Shamana.
Answers
2 husband 5
children
3 brother
6
son
4 sister
7
daughter
The extra words are: mother, wife.
GRAMMAR
Wh- questions + be
Read the examples and elicit the equivalent
expressions in the native language. Have the
students go to p. 29 to the section on questions
that begin with an interrogative pronoun and
the verb to be. Remind them that this type of
questions is used to ask for information, not a
yes/no answer.
If you think it is necessary, do a quick review
of all the question words (What, Who, Which,
When, Where, Why, How, How much/many,
Whose) and help the students to deduce the
meaning through examples for each. These will
be presented and practised further along in the
course.
Assign the task, then have the students read
the Wh- questions they have found and circled
in the dialogue.
Answers
FLASHPOINT
Where’s she from?
What about you?
Anna, who’s the man at the bar?
5 p. 27
Have the students complete the task in class and
have them copy the completed questions in their
notebook as a homework assignment.
Answers
1 What
2 Where
3 How
4 What
5 When
Possessive adjectives
Read the examples and ask the class to translate
them. Go to p. 29 for the complete table of
possessive adjectives.
Point out that there are three different possessive
adjectives for the third person singular:
– if the possessor is male, we use his (Antonio
and his family);
– if the possessor is female, we use her (Anna
and her parents);
– if the possessor is neutral (an animal or thing),
we use its (The Academy and its director).
Assign the task, then have the students read
the possessive adjectives they have found and
underlined in the text.
Answers
but my mum’s Italian …
Her parents have got a …
my uncle, my dad’s brother …
6 p. 27
Do this exercise orally with the whole class; check for
comprehension.
Have the students complete the task in class or at
home and have them copy the completed sentences
in their notebook.
Answers
your
their
her
our
1
7 p. 27
Review the questions words What and Who and the
structure of the two questions in the example. Also
go over the use of How many which will be useful for
asking other questions (How many children…? How
many sisters…?).
Assign the task and monitor the students’ exchanges
to make sure they are using the question and
possessive ’s forms correctly.
GRAMMAR
1
2
3
4
Revise the rule with the students:
– proper name of possessor + ’s + object or family
member (Robert’s bag, Judith’s mother);
– plural possessors + ’ + object or family member
(the girls’ comb, the twins’ father).
5 my
6 His
7 its
FUNCTIONS
Giving personal information
Have three students read the examples.
Tell the students they will practise this in exercise
9.
8 p. 27
Allow 5-6 minutes for this task. Suggest that the
students also write the relationship they have with
each person whose name they have put on their
family tree, e.g. Maria – sister.
Say it!
9 p. 27
Have the students take note of the kind of personal
information they should give. Tell them to follow the
examples given here and in the Functions box and
use the information from their family tree.
Call on a few students to introduce themselves to the
class. There probably won’t be time for everyone to
have a turn, so assign this as a written homework
task.
Vocabulary Workshop p. 28
Personal possessions
1 p. 28
Have the students complete the words with one letter
in each space.
33
1
Check the spelling by calling on different students
to come to the board; have him/her write the word
dictated by the class. If you think it’s useful, have
them translate the words.
Answers
11
12
13
14
15
16
17
comb
diary
MP3 player
notebook
laptop
mobile phone
ticket
18
19
10
11
12
13
14
keys
cash card
map
pens
pencils
digital camera
wallet
2 p. 28
Ask the students to identify the plural words.
Elicit the rule for forming regular plurals in English
(add -s).
Answers
keys, pens, pencils
4 p. 28
Assign the task individually or in pairs.
Correct their work by asking the students to read the
sentences out loud.
Answers
1 Mr Smith has got two children, a son, Tom, and a daughter, Mary.
2 This is Mr Drake and his wife, Mrs Drake.
3 Cinderella has got two stepsisters in the story.
They aren’t nice!
4 My aunt Louise has got two nieces, my sisters
Anna and Clara.
5 John, this is my nephew Peter, my brother’s son.
6 There are three children in our family now –
me, my stepbrother George and my sister Helen.
5 p. 28
Assign the task individually or in pairs. If necessary,
pre-teach the words grandson and granddaughter.
Correct the exercise collectively.
The family
1.31 p. 28
3
Do the exercise orally with the class. Explain that the
task is to indicate the relationship all the people have
with Lucy. Make sure the students can pronounce the
words correctly.
Have the students do the exercise in writing either in
class or at home.
Transcript [Track 1.31]
Hi, I’m Lucy. I’ve got a brother, Sam and a sister,
Jenny.
My mother’s name is Sally and my father’s name
is Mark. My dad has got a brother – my uncle
Steve. Steve’s wife is my aunt Jane. They’ve got
one daughter – my cousin Julia. My grandmother’s
name is Victoria and my grandfather is called
Joseph.
Answers
Victoria – grandmother
Joseph – grandfather
Mark – father
Steve – uncle
Jane – aunt
Sam – brother
Jenny – sister
Julia – cousin
34
Answers
male: grandfather, father, son, (grandson), uncle,
nephew, brother, stepbrother
female: grandmother, mother, daughter,
(granddaughter), aunt, niece, sister, stepsister
male or female: children, twins, cousin
Study Skills - Recording vocabulary
Explain that the Study Skills section is meant to
offer students ways to improve their method of study
in the foreign language and their oral and written
performance.
Go over the three techniques presented in the box;
explain that illustrations are useful for remembering
words for objects, animals and people, translations
for abstract concepts and more complex expressions
and English synonyms to expand lexis or when there
is no direct equivalent in the mother tongue.
Encourage the students to keep a notebook just for
vocabulary and to help them memorise the lexical
groups they are learning.
6 p. 28
Have the students apply the techniques they have
just learned for the words in the exercise.
Answers
1 personalised drawings
2 translation in students’ own language
3 synonyms:
a surname = last name or family name
b huge = very big, gigantic, enormous
TEACHING NOTE
If the activities are done in class, the students
can work in pairs: student A answers all of the
odd numbered questions (1, 3, 5…) and student
B all of the even numbered ones (2, 4, 6…) and
then they swap roles for the next exercise.
Pronunciation: /h/
1.32 p. 28
7
When there is a dialogue or a text, have the
students read it for gist, then have them
complete the grammar requested. Finally, they
can read it out loud, either in pairs or in groups.
Read the rule on the aspirated h.
Play the recording and have the students repeat the
words collectively and individually.
Have the students practise exaggerating the
pronunciation of the h initially so as to avoid confusion
with similar words without the h (see pairs of words
in exercise 8).
Transcript [Track 1.32] see Student’s Book p. 28
8
1.33 p. 28
Have the students look at all the words and make
sure everyone understands them.
Play the recording so the class can do the task.
hit
at
hear
hand
be
Explain that the contracted forms in English are
generally used in spoken English and in informal
written English (e.g. an email, a short note or a letter
to a friend). Also point out that affirmative short
answers never have the contracted form.
Have the students look for examples, throughout the
unit, of the following:
– extended and contracted forms of the verb to be;
– yes/no questions and wh- questions with the verb
to be.
Have the students do the task, using the contracted
forms where possible. Explain that they must read the
entire sentence carefully to understand the context
and be able to decide whether to use the affirmative
or negative form of the verb.
Transcript [Track 1.33]
1
2
3
4
1
5 air
6 eat
7 his
Workbook p. 4
9
1 p. 29
1.34 p. 28
Play the recording again to check the answers. If
necessary, write the words on the board.
Play the recording a last time for repetition.
Transcript and answers [Track 1.34]
1
2
3
4
a
b
b
b
hit
at
hear
hand
5b
6a
7a
air
eat
his
Flash on Grammar p. 29
The grammar page can be referred to at any time
during the unit activities to reinforce or expand on each
grammar point being presented for the first time. It can
also be saved until the end of the unit and used for
general review.
Answers
2 am, are
3 aren’t
4 they aren’t
5 she isn’t
2 p. 29
Answers
2e
3d
4c
5b
6a
have got
Have the students read the table and uses of have
got. Point out that in the third person singular, we use
has got, not have got. Explain that in short answers
got is never used and there are no contractions in the
affirmative answers.
Now have the students look for examples of have
got throughout the unit in the affirmative, negative,
interrogative and short answer forms.
Assign the exercises, telling the students to use the
contracted forms where possible.
Workbook p. 6
35
1
3 p. 29
Answers
3
4
5
6
I’ve got a passport.
They’ve got a daughter.
She hasn’t got a ticket.
They haven’t got an MP3 player.
4 p. 29
Answers
1 has
2 Have you got, haven’t
3 Has she got, hasn’t
4 Have you got, have
5 Have they got, have
6 Has he got, hasn’t
5 p. 29
Answers
1 Have (you) got
2 have
3 haven’t got
4 Has she got
5 Have they got
6 They’ve
Possessive adjectives
Read the examples and call the students attention to
the third persons singular. If necessary, write all the
personal pronouns on the board with the corresponding
possessive adjectives.
Workbook p. 8
6 p. 29
Assign the task.
Correct it by asking a student to read the text. Point
out any important differences between English and
the native language in the way possessives are used.
Answers
Hi, I’m Paul and this is a photo of my two friends.
The boy is my best friend. His name is Michael. The
girl is his girlfriend. Her name is Laura. The dog in
the photo is a Labrador. Its name is Seta.
Flash on Skills (Culture)
pp. 30-31
London calling
Before you read
Background information
‘London calling’ is the title of a song performed by
the band called The Clash in 1979 and it refers to a
36
serious nuclear power plant accident that occurred in
Pennsylvania (Three Mile Island). The title alludes to the
phrase ‘This is London calling’, used by the BBC during
WWII to broadcast war bulletins.
1 p. 30
Present the lesson by telling the class that they will get
to know London through the eyes of an Italian university
student. Discuss the meaning of the title (in this context
the meaning could be ‘London is calling you’).
Do some preparatory exercises to see how much the
students already know about London.
Have them look at the photos and comment on
them. Explain that the word deli is an abbreviation of
delicatessen (a shop where you can buy cheese and
lunch meats and already prepared dishes) and that a
free house is a pub that sells a variety of beer brands
and is not owned by a single brewery.
Assign the matching exercise.
Answers
1
2
3
4
5
6
7
8
F
E
C
H
B
A
D
G
pound coin
fish and chip shop
post box
hot and cold taps
pub
double-decker bus
black London taxi
deli
Study Skills - Reading for gist (1)
Explain that there are several reading techniques:
skimming or reading for gist to grasp the overall
sense of a text (used when we take a quick look
at a newspaper or magazine article, for example),
scanning to identify specific information (used when
we look for a detail in a document or a specific item
in a dictionary entry, for example), reading for details
to understand everything that is written (used when
we read operating instructions for an appliance, for
example).
When using the reading for gist technique, the
reader looks at the illustrations, titles and subtitles
and takes a quick glance at the text.
Students will use this technique when they do
exercise 2.
2 p. 30
Tell the students NOT to read Claudia’s blog and the
other bloggers’ posts, but to look at the pictures and
only read the titles.
Answers
Title: Why London is different
Paragraphs: Shops, Bathrooms, Transport, Money,
Monarchy
Topic: Differences between life in London and life
in other countries
3 p. 30
Ask if any of the students know London, either
because they have visited the city or because they
have learned information about it on TV, in a movie
or from another source.
Answers
Two taps in the bathroom: photo H
Double-decker buses: photo A
The pound sterling: photo F
6 p. 31
At this point have the students read all of the texts
for detail. Help them with more complex words and
expressions like check it out, department store,
trendy fashion chains, patchwork, etc.
Assign the task individually or in pairs.
Assign the task collectively and allow the students
time to discuss the various options.
Check the students’ answers and ask them to indicate
where they found their answers in the texts.
Answers
Answers
1
2
1F
3
4
5
6
south-east
100 (approx. 50 in the West End, 50 in
other areas)
Big
14 (including the whole metropolitan area)
metro
Thames
Background information
The population of London: Greater London covers
an area of 1,577 square kilometers or about 980
square miles, with a population of about 7.5 million.
Metropolitan London covers an area of 2,584 square
kilometers or 1,605 square miles, with a total
population of approximately 14 million.
For a more detailed analysis of the urban expansion of
London over time, from the Roman settlement to the
present-day metropolis, see:
http://en.wikipedia.org/wiki/London
Reading
4 p. 30
Now have the students use the reading for gist
technique to read the blog and answer the question.
Tell them that later they will read for detail.
Answer
As an Italian student, she is happy in London
because there are lots of Italian people and there is
a great student life.
5 p. 31
Have the students use the scanning technique to read
the bloggers’ posts and do the task.
1
2
3
4
5
6
Claudia says food in London is great because it is international.
London has got 40,000 Italians.
London has got fantastic shops.
F
F
T
F The UK has got the pound sterling.
F The UK has got a monarch.
Listening
1.35
7
p. 31
As preparation for the listening activity, tell the class
that Claudia is going to mention some Italian foods that
are popular in London as well as some other countries
whose foods are well liked by Londoners.
Play the recording a first time and have the studentsjot
down the names of the countries they hear mentioned.
For correction, write the names of the countries on the
board and read them, so the students can see both
the correct spelling and hear the pronunciation of the
foreign-sounding names.
Transcript [Track 1.35]
Claudia London’s got restaurants from all over
the world and Italian food especially is
very popular here, particularly pizza!
Boy
Have they got Italian food in the shops?
Claudia Yes, in the supermarkets there’s pasta,
pizza, ragu, pesto… And there’s food
from other countries too: China, India,
Thailand, Greece. It’s really international.
Boy
What about coffee? The British are
famous for terrible coffee!
Claudia Not now! They’ve got hundreds of cafés
now with cappuccino, espresso, latte…
Italian coffee is very trendy!
37
1
Answer
Italy, China, India, Thailand, Greece.
8
Read the questions first, so the students know what
information to listen for.
Now play the recording a second time and assign the
task.
Correct the exercise orally.
Answers
1 Pizza.
2 Pasta, pizza, ragu, pesto.
3 They’ve got cappuccino, espresso, latte.
Have the students read the summary text on London
again. Then ask them to think of a city in their country
that they want to describe. Read the questions to
activate their thinking.
Tell them they are to write about 120 words, like
the text in exercise 9. Make sure the students work
individually if you assign the work in class.
Because this task may take longer than you have,
assign it for homework and then do the oral activity
in exercise 11 at the beginning of the next lesson.
Answer
Personal answers
Writing
9 p. 31
Explain that the text in this exercise summarises all
of the information on London that was presented in
the lesson.
Assign the task.
Have different students read their answers out loud,
for correction.
Answers
38
7 supermarkets
10 p. 31
1.35 p. 31
1 shops
2 city
5 monarch
6 hot
3 buses
4 euros
Speaking
11 p. 31
This is a sort of game to guess the name of the city
being described by a student. It can be played as a
version of Twenty Questions.
Explain to the students that they can only ask
questions that can be answered with yes or no. This
means using be and have got. Remind them that they
cannot use Wh- questions because these require an
answer with information and this would defeat the
purpose of the game.
Home Life
Topic: the home and daily routines.
Grammar: Present simple, prepositions of time
Presentation text
2
1.36 p. 32
2
and place.
Elicit a translation of the title.
Vocabulary: daily activities, rooms and furniture,
Have the class look at the photos and ask some
questions like:
– Where is the girl? (In an open space in town,
perhaps in a square.)
– What age do you think she is? (Perhaps 19 or 20.)
– What is she doing? (She’s standing in the middle
of the open space.)
– What’s she wearing? (A Tutankhamon costume.)
verbs of daily routine.
Functions: talking about daily routines, describing
a room.
Reading: read and understand a text about a day
in the life of a Spanish girl; understand a dialogue
between four people talking about where they live in
London; understand an encyclopedia article about
the Inuit.
Listening: listen to an interview with an Inuit boy
about his daily life.
Speaking: ask and answer questions about daily
routines; describe a student’s room; compare own
life with that of the Inuit people.
Writing: describe your own daily routine; describe
your ideal home; complete the summary on the
Inuit.
Pronunciation: the third person singular in the
Present simple.
Study Skills: making a word web; identifying text
types.
Ask the students to skim the text, as they listen to the
recording so they can grasp the gist. Later, in exercise
3 they will read more slowly, for detail.
Play the recording while the students follow in their
book.
Transcript [Track 1.36] see Student’s Book p. 32
Answer
Her job is to be a living statue in the centre of
London.
3 p. 32
A day in the life of Rosa
Barrios pp. 32-33
1 p. 32
Begin the lesson by asking:
– What is this unit about? (A day in the life of Rosa
Barrios.)
Ask additional questions like:
– Where are the people in the picture? (They are
in the street.)
– What are they doing? (One person is singing, one
is drawing, one is playing an instrument, one is
dancing.)
Assign the matching task.
Have the class read for detail. Ask different students
to read different paragraphs and point out the difficult
words, give them synonyms for words such as bedsit
(a small one-room flat, sometimes called a studio
flat) and tease (to taunt, to make fun of).
Assign the multiple-choice task individually or in
pairs.
Check the answers by asking different students to
read the completed sentences.
Answers
1b
2b
3a
4c
5a
FLASH FORWARD
When you check the answers give an example of how
the words are pronounced.
Assign this task to students who have already finished
exercise 3.
Answers
Tell them they are to find the adjectives that show the
opinion of the author.
1C
2D
3A
4B
39
2
Answers
unusual – difficult – brave – exciting
Extra
As an additional comprehension exercise, either written
or oral, ask the following questions:
1 What do buskers do? (They play music, sing, dance
and paint in the street.)
2 What job does Rosa Barrios do? (She’s a living
statue.)
3 When does she work? (She works on Sundays from
midday to three.)
4 Where does she go for her work? (She goes to
Leicester Square or Trafalgar Square.)
5 What does she wear for her job? (She wears a
flamenco costume or a Tutankhamon costume.)
6 How much money does she earn? (She earns a lot
of money.)
7 Does she like her job? (Yes, she does.)
8 Do her parents like her job? (No, they don’t.)
GRAMMAR
Present simple
Have someone read the examples and translate
them. Ask the students to go to p. 37 to find the
complete Present simple conjugation, its usage
and the spelling rules for the third person singular.
Tell the students that, in order to avoid some of
the most common errors foreign students make,
they must remember the following rules:
– the third person singular always ends in -s or -es;
– the negative form is subject + don’t/doesn’t +
base form of verb;
– affirmative short answers are formed with yes
+ personal subject pronoun + do/does;
– negative short answers are formed with no +
personal subject pronoun + don’t/doesn’t.
Assign the task. To correct it, ask different students
to read the text and say which examples of verbs
in the Present simple they have underlined.
Answers
Every month, we talk to people with interesting
jobs. This month, we talk to Rosa Barrios from
Barcelona.In summertime we see lots of buskers
in our cities. They play music and sing in the street
for money, they dance, they paint. Rosa Barrios is
19 and she’s Spanish but she lives in London, in a
small bedsit in Camden. Rosa is a student and she
does a very unusual job on Sundays. ‘I work in the
40
city centre. You see, I’m a living statue’, she says,
‘It’s not easy but it’s a very interesting job.’ Rosa
gets up late at about 10 o’clock and she doesn’t
have breakfast. She has a shower then she gets
dressed. Does she wear special clothes for her job?
‘Yes, I do. I’ve got a fantastic flamenco costume,’
she says, ‘With lots of different colours, or I wear
my Tutankamon costume.’ Then she gets on her
bike and she goes to work. ‘I go to Leicester Square
or Trafalgar Square, it depends. I find a good place
and I don’t move for hours, I usually stay there from
midday to three. Children stop and smile, or tease
me.’ Do people give her money when she works?
‘Yes,’ says Rosa, ‘It’s a good job. I make a lot of
money.’ What do her family and friends think? ‘Well,
my mum and dad don’t like my job but my friends
think I’m very brave. And when people see me on
my bike in my flamenco costume they think, ‘Wow!’
4 p. 33
Do the exercise orally with the whole class, helping
students to interpret the ticks and the crosses in
brackets.
Assign the written task in class and check the
answers immediately, in preparation for the speaking
activity in exercise 5.
Answers
1
2
3
4
5
6
play
doesn’t get up
tells
don’t paint
work
don’t go
5 p. 33
Remind the students how to make questions and
short answers.
Ask a few students to do the task orally, as a model
for the others to follow.
Divide the class into pairs and have student A ask the
odd numbered questions (1, 3, 5) and student B the
even numbered ones (2, 4, 6).
Answers
1 Do buskers play music? Yes, they do.
2 Does Rosa get up at 7 o’clock? No, she doesn’t.
3 Does your grandmother tell stories? Yes, she
does.
4 Do pavement artists paint in studios? No, they
don’t.
5 Do you work in a school? Yes, I do.
Are you a teacher? Yes, I am.
6 Do you go to school in New York? No, I don’t.
TEACHING NOTE
Pair work activities offer an opportunity during
the lesson when everyone can work within the
time constraints and according to their abilities. In
order to set the rhythm and coordinate the activity
while establishing a good rapport between the
teacher and the students during pair work, it is
recommended that you:
assign roles A and B in the simplest way possible,
for example by alternating rows, first As then Bs,
without having to move anyone around. Check
the roles by a show of hands;
decide how much time you will allow and tell the
class how you will signal the start and finish of
the activity;
call on a pair of good students to come up and
demonstrate the task;
monitor the activity, checking that everyone is
speaking in English and helping where needed;
Play the recording for the task.
Transcript [Track 1.37]
I get up at ten to eight every morning and then I
have a shower at about eight.
I eat some cereal for breakfast, then I go to school
with my mum in her car.
My school starts at nine o’clock and we have
lessons until lunchtime, that’s at a quarter to one.
I finish school at half past three and then I go home.
After school I do my homework from about five
o’clock to six, and in the evening after dinner I
watch TV until about half past nine.
Most nights I go to bed at a quarter to ten.
Answers
A
B
C
D
E
F
G
H
at the end, call on one or more pairs to come
up and demonstrate the activity. Open up a
discussion on the more difficult points, any
mistakes made and strategies for improvement.
Remind the students about telling time in
English.
Call some students to the board and ask them to
write the English examples with the equivalent
expressions in their language.
Point out the Latin origin of the abbreviations
a.m. (ante meridiem) and p.m. (post meridiem).
Have the students look carefully at the illustrations
that will be the basis of exercises 6-9.
Answers
A
B
C
D
E
F
G
H
7
do homework
go home
get up
watch TV
have lunch
have a shower
start school
go to bed
1.37
p. 33
Tell the class they will now hear a description of a
typical day for Mary and ask them to number the
pictures in exercise 6 (in small square on left) as they
hear the activities described in chronological order.
6
5
1
7
4
2
3
8
FLASHPOINT
Vocabulary: Daily activities
6 p. 33
Assign the task orally, in pairs. Ask the students
to write down the expressions and then practise
pronouncing them.
2
8
1.37 p. 33
Tell the students they will hear the recording again
and this time they are to write in the time (in rectangle
on right) that Mary does each activity.
Play the recording for the task completion.
Play it one last time for repetition.
Answers
A
B
C
D
E
F
G
H
5.00
3.30
7.50
9.30
12.45
8.00
9.00
9.45
41
2
Say it!
9 p. 33
The oral activity can be done collectively as a class,
or in pairs.
If you think it would be useful, have the students
write the description of Mary’s day as a homework
assignment.
TEACHING NOTE
It is recommended that you start developing a variety
of dictation techniques early on. The recording of
Mary’s day lends itself well to this purpose. You
can have the students take the dictation directly
from the CD.
Explain that it is more important to try to note down
the entire sentence in the right sequence, rather
than worry about the spelling of each single word.
Play the recording again, with long pauses after
each sentence so everyone has time to write. If the
students aren’t sure, repeat the whole sequence,
not just a single word, to help them get used to
hearing the language in context.
GRAMMAR
Prepositions of time
Read the examples and translate them. Have
the class go to p. 37 for more examples of
prepositions of time.
–
–
–
–
–
Review the rules:
use at with time and words like night, midday/
noon, midnight;
use in with months, seasons and parts of the day
like morning, afternoon, evening;
use on with days of the week and dates;
use at with weekends (but in American English
they use on the weekends as well);
use from and to to indicate the beginning and
end of a period of time.
10 p. 33
Do the task orally with the whole class, then assign it
as written homework. Have them copy the completed
time expressions in their notebook.
42
Answers
1
2
3
4
5
6
on Tuesday
in winter
at 6 o’clock
at midnight
in the afternoon
at weekends
FUNCTIONS
Talking about daily routines
Have two students read the example.
Move on to exercises 11 and 12 to practise this
function.
Say it!
11 p. 33
Have the students work in pairs and tell them to do
the task orally first and then in writing. They are to
personalise the material learned in the lesson.
Point out that the expressions in the box are in the
logical order in which the activities are done during
the day, but that some things like do sport and meet your
friends are more typical of the weekend and
so they can use on Saturday, on Sunday, on the
weekends, etc.
Monitor the pair work and check that questions with
Do you…? and time expressions are pronounced and
formulated correctly.
Suggest that the students take notes of the information
they give their partner so they can use them as an
outline for the writing task in exercise 12.
Write it!
12 p. 33
Tell the students they are to use the information from
their pair work to now write a short composition
about their typical day. This can be done in class or
at home.
There’s a sofa bed for friends
pp. 34-35
Presentation dialogue
1.38 p. 34
1
Have the class look at the photo and ask:
– What can you see? (We can see the four young
people chatting on the sidewalk outside a house.)
FLASH FORWARD
Assign the activity to pairs of students who finish
exercise 2 quickly or wait and do it with the whole
class when the dialogue work is finished.
Vocabulary: Rooms and furniture
3 p. 35
Ask the students:
– What can you see in the picture? (The plan of a
flat.)
– Can you identify the rooms?
Have someone read the title and translate it. Tell
the class that the conversation has to do with the
characters’ living accommodations in London.
Assign the matching task.
Play the recording and have the students follow in
their book.
As you correct the answers, provide an example of
the correct pronunciation of the words.
Tell them to skim the text to grasp the general
meaning (the gist) so they can answer the question.
Transcript [Track 1.38] see Student’s Book p. 34
Answer
2
Answer
A utility room
B kitchen
C living room
D bedroom
E bathroom
F hall
Anna lives in her parents’ bed & breakfast.
2 p. 34
4 p. 35
Ask the question:
– Can you identify these objects?
Have four students read the parts of the four people
in the dialogue. Point out and comment on the more
difficult words and expressions. Use a dictionary, if
necessary.
Provide an example of the correct pronunciation
of the words. Point out these differences between
British English and American English: hob = stove,
wardrobe = closet. Also point out that we use the
word sink in the kitchen, but washbasin in the
bathroom.
Assign the task individually or in pairs.
Correct it orally.
Answers
1
2
3
4
5
Anna
Antonio
Robyn
Michael
Anna
Extra
Acting out the dialogue. Because some of the parts
contain a lot of information, for example Michael’s
description of his room, it may be difficult for the
students to memorise all of the roles. To facilitate the
task, divide the class into groups of five students (four
characters and one prompter) and use the following
technique: the prompter keeps the book open to the
dialogue and translates the sentences, saying them one
at a time; the others keep their book closed and wait
for the prompter to say their line and then they recite it
in English. The prompter will confirm or help if need be.
Have the students write the corresponding number of
each object from the photo in the box.
Tell the students they will hear the solutions in the
recording in exercise 5.
5
1.39 p. 35
Play the recording so the students can check their
answers to exercise 4.
Play it again and have the class repeat each word.
Transcript and answer [Track 1.39]
In the utility room:
1 washing machine
In the kitchen:
2 fridge
3 hob
4 cupboard
5 shelves
6 oven
7 sink
43
2
In the living room:
8 fireplace
9 bookcase
10 armchair
11 lamp
In the bedroom:
12 curtain
13 wardrobe
14 carpet
15 bedside table
In the bathroom:
16 washbasin
17 shower
GRAMMAR
Prepositions of place
Have the class look at the grammar box and ask
the class to translate the prepositions in their
language. Go to p. 37 for more examples with
these prepositions of place.
Point out that in English we use in only for a
place with stative verbs (I live in the USA); if
there is movement we use to (I go to the USA
every summer, not I go in the USA)
6 p. 35
Do this exercise orally with the whole class, then
have them copy the completed sentences in their
notebook as a homework assignment.
Answers
1
2
3
4
near
under
on
in
FLASHPOINT
Read the examples and call attention to the use
of:
– there are with plural nouns;
– there is with singular nouns or before a list of
things where the first one is singular.
Point out that there is can be contracted
(there’s) but that there are cannot.
44
FUNCTIONS
Describing a room
Have two pairs of students read the questions
and answers.
Move on to exercises 7 and 8 to practise this
function.
Say it!
7 p. 35
Allow 5-6 minutes for this task.
Do the activity orally with the whole class, helping
the students with structures, vocabulary and
pronunciation. If necessary, write the description on
the board.
Now have the students do the task in pairs.
Possible answer
In her bedsit Robyn’s got a bed with a night table,
and a sofa bed. On the right there’s a hob (cooker)
and some kitchen cupboards and drawers. The
curtains are dark red, one wall is pink and the bed
and the sofa have red and white chequered covers.
Write it!
8 p. 35
This is an exercise to personalise the lexis learned
in the lesson and to practise using there’s and there
are. Alternatively, the students can use has got.
Call on a few students to demonstrate the task
orally, as an example, then assign the written task as
homework.
Vocabulary Workshop p. 36
Homes, rooms and furniture
1 p. 36
Tell the students that after memorising the words
related to the inside of the home, they will now learn
to describe the exterior.
Have them look at the photo and ask:
– Do you recognise this house? (It is Anna’s B&B,
the same as on p. 34.)
Assign the words-photo matching task.
Read through the words to provide an example of the
correct pronunciation.
Tell the students they will hear the answers in the
recording.
2
1.40 p. 36
Play the recording so students can check their
answers.
Play it again so the class can repeat each word.
Transcript and answer [Track 1.40]
1
2
3
4
5
6
7
8
chimney
garden
roof
window
door
gate
garage
hedge
Study Skills - Making a word web
Ask the students if they remember the techniques
for recording vocabulary that they learned on p. 28
(illustration, translation, English synonym).
Have them look at the word web (or mind map) and
explain that this is a useful technique for remembering
lexical groups that include sub-categories (e.g. house
– rooms – objects in the rooms).
3 p. 36
Have the students do the suggested task for the
vocabulary relative to Unit 2. Ask them to use the
notebook that they keep just for vocabulary. Because
there are not a lot of words in the text that relate to
the bathroom or the hall, suggest that the students
look them up. This will expand their lexical knowledge
and help them to learn how to use a dictionary.
Possible answers
Home
living room: bookcase, fireplace, armchair, lamp,
curtains
bathroom: shower
bedroom: bed, wardrobe, carpet/rug, bedside table
kitchen: fridge, oven, hob, cupboard, table
utility room: washing machine
2
Verbs of daily routine
4 p. 36
Do the exercise orally with the class, making sure
that everyone understands and can pronounce the
verb phrases.
Assign the written task individually or in pairs.
Answers
1
2
3
4
5
6
7
8
9
10
11
12
have
do
have
go
have
go
do
do
get
have
go
get
Pronunciation: /s/ /Iz/ /z/
1.41 p. 36
5
Have the students look at the table and explain that
the pronunciation of the third person singular -s is
pronounced three different ways: /s/ (unvoiced -s) as
in talks, /Iz/ (short -i + unvoiced -s) as in washes
and /z/ (voiced -s) as in spends. The sound depends
on the last sound of the verb in the base form:
– /s/ after an unvoiced consonant like k, t, p, etc.;
– /z/ after a voiced consonant like d, b, etc.;
– /Iz/ if the third person form ends in -es.
Play the recording and have the class repeat the three
verbs several times.
Transcript [Track 1.41]
/s/ talks
/z/ washes
/Iz/ spends
45
2
6
1.42 p. 36
Have the students copy the table in their notebook
and then listen to the recording to complete it with
the list of verbs given.
Play the recording. If the students are having difficulty
distinguishing the sounds, have them repeat the
verbs before they write them down.
Students who are able to could first try to fill in the
table, based on the pronunciation rules, before they
listen to the recording.
Transcript [Track 1.42] see Student’s Book p. 36
7
1.43 p. 36
Play the recording and have the students check their
answers to exercise 6.
Play it again for repetition
Transcript and answers [Track 1.43]
/s/
talks
looks
takes
makes
/Iz/
washes
watches
brushes
dresses
/z/
studies
prefers
knows
buys
Spoken English
8 p. 36
Explain to the students that it is useful to know some
colloquial expressions to help them communicate
with young people their own age.
Help the students read and pronounce the expressions
given and elicit equivalent expressions in their own
language.
Assign the task in pairs and explain that sometimes
the answer will depend on the attitude of the person
and so there is not always just one right answer.
Call on several pairs of students to read their
responses and discuss them with the class.
46
Answers
1
2
3
4
Cool/Wicked
Wicked
Bummer
Cool/Wicked
Flash on Grammar p. 37
Present simple
Have the class read the table and point out the uses
of the Present simple.
Remind the students that the contracted forms
are used mainly in spoken English and in informal
writing. Highlight the fact that contractions are never
used in affirmative short answers.
Focus on the spelling rules for the third person
singular, offering additional examples, such as:
–
–
–
–
–
–
–
–
o → go-es
s → focus-es
ss → miss-es
sh → push-es
ch → catch-es
x → fix-es
z → buzz-es
y → fli-es
Ask the students to look for additional examples of
verbs in the third person singular throughout Unit 2.
Assign the exercises either individually or in pairs.
Workbook p. 16
1 p. 37
Answers
1
2
3
4
5
6
play
sings
tells
work
likes
go
2 p. 37
Answers
1
2
3
4
5
6
My mum doesn’t paint pictures.
My friend doesn’t smile a lot.
My friends don’t laugh a lot.
I don’t like music.
My friends and I don’t go to the opera.
I don’t work on Saturday.
3 p. 37
6 p. 37
Answers
Answers
1 Does my mum paint pictures?
2 Does my friend smile a lot?
3 Do my friends laugh a lot?
4 Do I like music?
5 Do my friends and I go to the opera?
6 Do I work on Saturday?
Personal answers.
1
2
3
4
5
6
4 p. 37
Explain that the dialogue is an interview with Rosa
Barrios’ mother. It will be necessary to refer back
to the article about Rosa on p. 32 for information
necessary to complete the dialogue.
Answers
2
3
4
5
6
7
8
do
live
don’t
does
is
Do
don’t
5 p. 37
Remind students of how the Present simple is used
for routines. Assign the task individually.
To check their answers, ask a few students to read
what they have written out loud.
Possible answer
I spend most of my time sleeping at weekends. On
a typical day at the weekend I spend about eight
or nine hours in bed! I’ve got about six hours of
free time a day and I spend three hours on my
homework, about an hour shopping and I talk, or
send sms messages, for forty-five minutes a day on
my mobile phones!
Prepositions of time
Read through the examples again of the prepositions
of time and go over how they are used.
Assign the task individually or in pairs.
Workbook p. 16
2
on
in
in
in
from, to
at
Prepositions of place
Review the prepositions of place and go over how
they are used.
Assign the task individually or in pairs.
Workbook p. 17
7 p. 37
Possible answers
1
2
3
4
The bed is near the wall.
The window is on the left.
The wardrobe is on the right.
There is one lamp on the desk and one on the
bedside table.
5 My books and DVDs are in the bookcase.
6 My clothes are in the wardrobe.
Flash on Skills / CLIL pp. 38-39
A Land and its People
CLIL: Geography, zoology,
ethnography
Before you read
1 p. 38
Present the lesson by first explaining that CLIL means
Content and Language Integrated Learning, which
means that a school subject (content) is taught in
English (language). In this lesson the content is
geography, with some notions of zoology (the study of
animals) and ethnography (the study of the customs
and traditions of a people).
Discuss the meaning of the title and ask the class to
identify the land in question (the Arctic) and the people
(the Inuit, a sub-group of the Eskimos). For additional
information, look on the Internet.
Do some preparatory exercises to see how much the
students already know about arctic regions in terms
of the fauna and populations that live there.
47
2
Read the words in exercise 1 to provide a pronunciation
model.
Assign the matching exercise.
Answers
1E
2C
3B
4A
5D
Reading
4 p. 38
Now have the students read the text quickly to check
their answers to exercise 3.
Discuss the answers with the class.
5 p. 39
Study Skills - Identifying text types
Explain that the written language presents specific
features depending on the type of text. Written texts
can be divided into categories referring to their
content, e.g. descriptions, information, instructions
and rules, arguments pro and con, advice, narrative,
etc. Each type of text has certain characteristics
concerning the general form, use of verb tenses,
linkers, lexis and so on. For more information, visit
websites such as:
- http://en.wikipedia.org/wiki/Text_types
- www.bbc.co.uk/skillswise/words/reading/
typesoftext/index.shtml
Read the suggestions for identifying types of texts
which the students will use when they do exercise 2.
2 p. 38
Tell the students to look at the pictures and the text
on pages 38-39 to decide if it is taken from a diary,
an encyclopedia, a tourist brochure or a comic.
Have the students look closely at the photos. Elicit
descriptions (photo A shows a sledge pulled by a pack
of dogs, photo B a large family inside an igloo,photo
C a mother rubbing her nose against her child’s, photo
D a man fishing, photo E an igloo and some dogs).
Have the class read the text for detail. Comment on
the difficult words, with the help of a dictionary, if
necessary.
Check that they have matched the photos to the
paragraphs correctly.
Answers
1B
2D
3E
4A
5C
6 p. 39
Have the students read the text again and answer the
questions.
Check the students’ answers orally.
Answers
Answer
an encyclopedia
3 p. 38
Have the students do the task individually or in pairs
to test their knowledge.
They can check their answers in exercise 4.
Answers
1 T
2 F
3 F
4 F
5 T
48
(They live in Greenland, Canada and the
Siberian part of Russia.)
(They only use igloos when they go fishing.)
(The mothers touch their children’s faces
with their noses.)
(They also eat meat and fish.)
(They live in large family groups.)
1 The Inuit come from the Arctic region of
Greenland, Canada and Siberia.
2 Men build houses and go fishing, women cook,
look after children and make clothes.
3 They use seals, whales and fish for food, they
make clothes from sealskins, they use oil from
whales and seals for light and heat.
4 An igloo is a winter shelter made from ice, which
the Inuit use when they go fishing.
5 Today the Inuit travel by snowmobiles.
Listening
1.44 p. 39
7
Explain that the Skills Page integrates all four skills, for
example, the listening activity is based on the content
and competences acquired in the reading activity. On
this page, after having read an encyclopedia entry
about the Inuit people, the students will listen to an
interview with an Inuit boy who talks about how a
typical day is different for him in summer and in winter.
Play the recording once and have the class answer
the two questions.
Transcript [Track 1.44]
Interv. Tarbak, you’re from Canada, is that right?
Tarbak Yes, I live in the north of Canada in a small
village in Nuova Scotia.
Interv. Do you live there all year?
Tarbak No, in summer I go to live in a cabin near
the sea with my family. We go fishing and
hunting there. In winter we go back to the
village – we have a modern house there
and a car.
Interv. What’s a typical day for you in the summer?
Tarbak Well, I get up early in the morning – about
5 o’clock – and I get dressed then go out
fishing.
Interv. You don’t have breakfast?
Tarbak No, I have breakfast later. I cook some of
the fish I catch and I eat it for breakfast.
Then we go home and give the rest of the
fish to my mother. She prepares it to eat
in the winter.
Interv. What do you do in the afternoons?
Tarbak In the afternoons I go out in my boat with
my father, brothers and uncles to look for whales. If we see one we hunt it, but
they’re difficult to catch. It’s dangerous.
Interv. And in the evening? Do you have television?
Tarbak No, not in the cabin but we watch TV
in the winter in my village house. In the
summer we meet friends and relatives
from other villages. We eat together and
we sing and talk and tell stories...
Answers
In the summer Tarbak lives in a cabin near the sea.
In the winter he lives in a modern house in a village.
8
1.44 p. 39
Now play the recording a second time and assign the
task. Suggest that they use the third person singular
form of the verb and that they refer to a typical
summer day for Tarbak.
Correct the exercise on the board.
Answers
morning: gets up at 5 o’clock, get dressed, goes
out fishing, cooks some fish and has it for breakfast
afternoon: goes out in his boat with his father,
brothers and uncles to look for whales, and if they
see one they hunt it
evening: meets friends and relatives from other
villages, they eat together and sing and talk and tell
stories (In winter, he watches TV in his village house.)
2
Writing
9 p. 39
In order to prepare students for writing compositions
in which they choose the linguistic elements to use,
they are given texts that are already written, with
only a few gaps to complete. This way the student
becomes accustomed to organise his/her ideas
following an outline and to write in a way that is
understandable and correct.
For an integrated approach to skills development, the
writing activity recycles content and lexis from the
reading and listening activities.
This exercise also serves to teach students how to
summarise by extrapolating the most important ideas
and connecting them in a meaningful way.
Assign the task individually, then ask different
students to read their answers out loud, for correction.
Answers
1
2
3
4
5
6
7
8
9
10
11
live
jobs
build
cook
look after
food
whales
seals
animals
towns
snowmobiles
Speaking
10 p. 39
To prepare students to speak freely, it is recommended
that they use the language learned in the reading
activities, but personalise the content. Here they will
compare their country and customs with those of the
Inuit.
First ask them to organise their ideas by jotting down
some notes, then they can begin to practise, using the
example given as a model.
49
2
Answer
Personal answer
Flashback 1-2 pp. 40-41
This double page of exercises is useful for students to
check their own progress and for the teacher to gauge
how much has been learned from the two previous
units and to target any weak points that might need
review and consolidation.
The exercises can be assigned:
during the course of the work on the units, one
exercise at a time, for homework or for extra practice
on particular grammar points or lexis;
after two units, all at once, so the teacher has a global
view of what has been assimilated. In this case, the
work can be assigned in class as though it were a test
(in silence, without the use of dictionaries), written
on a separate sheet of paper and handed in.
GRAMMAR
1 p. 40
1
2
13
14
15
16
17
18
19
10
am
aren’t
is
isn’t
isn’t
are
aren’t
is
aren’t
are
2 p. 40
11
12
13
14
15
16
17
18
19
10
50
Am
Are you
Is he
Is she
they are
isn’t
Are you
they
he
Are they
3 p. 40
11
12
13
14
15
16
17
18
19
10
’ve got
hasn’t got
’ve got
haven’t got
’ve got
’s got
haven’t got
’ve got
haven’t got
’s got
4 p. 40
1
2
3
4
5
6
have
Have
Has
have
hasn’t
Have
5 p. 40
1
2
3
4
5
6
my
her
their
Our
Its
your
6 p. 40
1
2
3
4
5
6
get
speaks
read
have
cost
teaches
7 p. 40
1
2
3
4
5
6
works
don’t like
go
have
doesn’t wear
doesn’t work
8 p. 41
1
2
3
4
5
on
at
in
at
in
9 p. 41
1
2
3
4
5
near
on
under
in
near
10 p. 41
11
12
13
14
15
16
17
18
19
10
you
my
Where
got
in
live
Do
in
Does
speak
VOCABULARY
11 p. 41
1
2
3
4
5
6
passport
wallet
cashcard
diary
notebook
ticket
12 p. 41
1
2
3
4
5
6
7
son
sister
grandfather
stepsister
husband
aunt
cousin
2
FUNCTIONS
13 p. 41
1
2
3
4
5
6
7
is
Where
from
Where
It’s
is
What
14 p. 41
1
2
3
4
5
6
armchair
a lamp
bookcase
wardrobe
washing machine
fridge
51
3
My Ideal Holiday
Topic: leisure time activities while on holiday.
Grammar: adverbs of frequency, verbs of
preference + -ing, object pronouns.
Vo c a b u l a r y : h o l i d a y a c t i v i t i e s , h o l i d a y
accommodations, transportation.
Functions: expressing preferences, asking for
travel information.
Reading: read and understand a text taken from a
blog about teenagers’ favourite holidays; understand
a dialogue between three people talking about
getting around London; understand a summary of
two novels for young people.
Listening: listen to a conversation between two
teenagers about their favorite books.
Speaking: talk about holiday activities; talk about
transportation to school; describe the plot of a book.
Writing: write about your favourite holiday; do a
quiz on transportation; summarise a book.
Pronunciation: the /N/ sound.
Study Skills: writing word definitions to memorise
vocabulary; identifying literary genres.
Robbie’s blog pp. 42-43
1 p. 42
Have the class look at the photos and ask some
questions like:
– What do the photos show? (One is a photo of the
blogger and the others show young people doing
water sports.)
Ask the students to skim the text, as they listen to the
recording so they can grasp the gist. Later, in exercise
3 they will read for detail.
Play the recording while the students follow in their
book and then answer the question.
Transcript [Track 1.45] see Student’s Book p. 42
Answer
a ✔ (Robbie thinks that study camp holidays are
fun
3 p. 42
Now have the class read for detail. Ask different
students to read different paragraphs and point out
the difficult words.
Ask a couple of students to look on a world map
and find Cornwall in Great Britain and Vermont in the
USA.
Begin the lesson by asking questions like:
– What is this lesson about? (A blog about holidays.)
Have the students answer the comprehension
questions individually or in pairs.
Have the class look carefully at the photos and
complete the words.
Check the answers collectively by having different
students read their answers.
When correcting the answers, give an example of
how these words are pronounced in English.
Answers
Answers
1
2
3
4
52
Presentation text
2
1.45 p. 42
swim
visit monuments
make new friends
sunbathe
1
2
3
4
5
He wants to go to the USA.
It is a study holiday.
Students have lessons in Art, Music and Drama.
Rafting, canoeing, wind-surfing.
They sleep in a big room (and sometimes in
tents in the forest).
6 The students are from all over the world.
Extra
As an additional comprehension exercise, to do either
orally or in writing, ask the following questions:
1 Where do Robbie’s parents go on holiday? (They go
to Cornwall.)
2 Where is Cornwall? (In the south-west of the UK.)
3 Where has Robbie got some money from? (From
his Saturday job.)
4 Where is the study camp? (In Vermont.)
5 Where’s Vermont? (In the north-east of the USA.)
6 What two exciting things can you do on a camping
trip? (Go horse-riding and sleep in the forest.)
7 What jobs do students do in the camp? (They help
to cook the meals and clean up.)
8 Who likes meeting people from other countries?
(Robbie.)
GRAMMAR
Adverbs of frequency
Have someone read the examples and translate
them. Ask the students to go to p. 47 for the
rules on using adverbs of frequency and on their
position in the sentence.
Point out to the students that:
– adverbs of frequency precede most verbs, but
always follow the verb to be. In questions and
negative sentences they follow the auxiliary
verb and subject or follow the verb to be and
the subject:
Do you often sleep until 9? I don’t usually
sleep late.
Are you often bored? I’m not usually bored.
– sometimes can be at the beginning or at the
end of the sentence;
– expressions of frequency like every day, once a
week go at the end of the sentence;
– to ask about the frequency of an action, use
how often followed by an auxiliary verb and
subject or the verb to be and the subject.
Insist on the position of the adverb as this is a
common mistake foreign students make.
To do the task have some students read the
text, pausing after each adverb of frequency; if
necessary have the students translate them.
young kids enjoy all that but for a teenager, how
often do you hear them say, ‘It’s soooo boring!’?
3
I’m 16 now and I don’t like going on holiday with
my parents every year. I want to go with my friends
sometimes; I like doing fun things - teenage things!
My parents always say, ‘No Robbie, come with us
to Cornwall,’ (they go to Cornwall every year!). But
this year is different! I’ve got some money from my
Saturday job and I’ve got a plan – a study camp
holiday in the USA!
The camp is in Vermont and the programme looks
fantastic! In the morning there are study courses
in Art, Music and Drama (okay, I don’t usually like
lessons but I don’t mind these courses – they’re
cool!). In the afternoon there are outdoor activities
– you play sports or go rafting, canoeing, windsurfing... (I love water sports!), or if you feel lazy,
you just sunbathe and swim in the lake and stuff.
They often organize camping trips too – you go by
horse and sleep in tents in the forest! Wicked!
The accommodation is similar to a youth hostel –
you sleep in a big room and everyone helps to cook
the meals and clean up. The students come from
all over the world which is great – I love meeting
people from other countries and making new
friends...
4 p. 43
Call on different students to do the exercise orally,
with personal answers.
Assign the written task in class.
Answers
Personal answers. Question 3 must begin with How
often.
Vocabulary: Holiday accommodation
1.46 p. 43
5
Have the class look at the photos and then assign the
matching task.
Play the recording to check their answers and for
repetition.
Transcript and answers [Track 1.46]
Answers
Most kids always go on holiday with their families.
They go to a hotel or an apartment, they visit
monuments on ‘educational’ trips and they
sometimes go to eat in restaurant. Okay, maybe
1
2
3
4
5
camper
tent
youth hostel
hotel
bed and breakfast
53
3
Say it!
6 p. 43
Ask a couple of students to demonstrate the task
orally, by way of example, then assign it as written
homework.
Make sure the class has memorised the vocabulary
from exercise 5.
Now assign the task in pairs and monitor them to be
sure they are using the adverbs of frequency correctly.
FUNCTIONS
Expressing preferences
Have different students read and translate the
sentences.
Move on to exercises 7-9 to practise this function.
7 p. 43
Tell the students to first try to understand the context
of the mini-dialogues and then complete them with
the most appropriate expression from the functions
box.
Have different pairs of students read their answers.
Answers
1 don’t usually
2 love
3 don’t mind
Say it!
8 p. 43
Write a list of expressions of preference on the board
(I love, I like, I prefer, I enjoy, I don’t mind, I don’t
like, I can’t stand, I hate, etc.) and explain that these
can be followed by a noun or by the -ing form.
Give examples of your own preferences regarding the
activities in the box. Have different students read the
examples.
Assign the oral task in pairs.
Write it!
9 p. 43
Now the students can personalise the lesson topic on
holidays and leisure time activities.
Encourage them to use the vocabulary they have
learned in the lesson; remind them to use the Present
simple with adverbs of frequency or expressions of
frequency followed by the -ing form.
54
I hate cycling in traffic!
pp. 44-45
Presentation dialogue
1.47 p. 44
1
Have the students look at the scene in the photo and
ask:
– What can you see? (We can see a tube station
in London. Antonio, Robyn and Michael are just
outside the station.)
Have someone read the title and translate it. Then
ask:
– Which of our friends is missing? (Anna.)
Say:
– Listen and read to find out where Anna is and how
her friends can get there. (Anna is in Leicester
Square. Her friends take the Central line and the
Piccadilly line.)
Play the recording and have the students follow in
their book.
Tell them to skim the text because they only need to
grasp the general meaning so they can answer the
questions.
Transcript [Track 1.47] see Student’s Book p. 44
Answers
They are at a tube station.
The Underground departs from there.
2 p. 44
Have four students read the parts of Michael, Robyn,
Antonio and the woman in the dialogue. Point out and
comment on the more difficult words and expressions,
like crowded (where there are many people) and it’s
a real pain (something that is extremely annoying).
Assign the comprehension task individually or in
pairs.
Correct it orally.
Answers
1F
2F
3F
4T
5F
6F
7T
8F
FLASH FORWARD
Extra
Assign the activity to the students who finish exercise
2 quickly, or wait until everyone has finished and do
the task with the whole class.
As an extra activity for more advanced students, have
them make up short dialogues with the expressions
from the previous exercise. For example:
Answers
1 A Do you like my new mobile phone?
B No, I don’t like it.
1
2
3
5
6
8
Robyn comes to the station by Tube.
She hates cycling in traffic.
Anna is in Leicester Square.
The Central line goes to Holborn.
The woman tells Michael to change at Holborn.
To get to Leicester Square the friends do three
stops on the Central line and two on the
Piccadilly line.
3
2 A Do you like being introduced to new people?
B Yes, I do. I enjoy meeting them.
3 A Why does he always go around with Sharon?
B He loves her.
4 A Is Peter your friend?
B Yes, I see him every day.
5 A Has she got her MP3 player?
B Yes, she has. She always takes it with her.
GRAMMAR
Object pronouns
Read the examples and elicit the equivalent
expressions in the native language. Have the
students go to p. 47 to the section on object
pronouns.
Assign the task, then have the students read the
sentences in the dialogue where object pronouns
are used.
Vocabulary: Transport
1.48 p. 45
4
Have the students look carefully at the pictures and
have them complete the words.
Play the recording so they can check their answers
and repeat.
Transcript and answers [Track 1.48]
Answers
Robyn … I can’t stand it!
Robyn … You know me … Where’s Anna, Mike?
I don’t see her …
Michael … She wants to meet us directly in
Leicester Square.
Michael … Excuse me …
3 p. 45
Do the task orally with the class.
Remind the students the personal pronouns are only
used when referring to a thing or a person that has
already been mentioned. They should imagine that
the people or the objects in the right hand column,
a-e, have already been mentioned in a previous
sentence and to avoid repetition, the sentences
numbered 1-5 use a substitutive object pronoun.
1
2
3
4
5
6
7
8
9
train
bike
car
motorbike
bus
ship
taxi
van
ferry
FLASHPOINT
Remind the students of the structures go by
+ means of transport and take + means of
transport.
Ask them to find examples of each in the
dialogue on p. 44 (the only way to travel is by
bike, take the Central line for three stops, take
the Piccadilly line).
Answers
1b
2a
3d
4c
5e
55
3
Say it!
5 p. 45
8 p. 45
Do the task orally with the whole class.
Alternatively, have the students work in pairs, then
ask them to repeat their dialogues to the class.
FUNCTIONS
Asking for travel information
Ask different students to read and, if necessary,
translate the mini-dialogues.
Explain that the activity will be broken down into two
phases. In the first phase each student goes around
the class finding five classmates to answer the quiz
questions and noting down their answers in the table.
Alternatively, have the students work in groups of six
and have each student rotate the quiz to the other
five classmates.
In the second phase each student writes up a
brief report compiling all of the answers from his/
her classmates. This can be assigned as written
homework. Read the example, so they have a model.
Move on to exercise 6 to practise this function.
FLASHPOINT
Remind the students that after the verb to go,
we always use the preposition to in English and
never at or in.
Tell them that the preposition at is used after
stative verbs (e.g. stop) and the preposition to
after a verb of movement (e.g. go).
Say it!
1.49
6
Holiday activities
1 p. 46
Have the students read the words and expressions
and check comprehension and pronunciation.
Assign the task individually or in pairs so they can
discuss the various possibilities.
Answers
p. 45
Play the recording and tell the students to listen
carefully to the pronunciation and the intonation of
the questions. Have them repeat.
Assign the oral task in pairs and make sure the
students adapt the mini-dialogues to the context of
their town or city.
Transcript [Track 1.49] see Student’s Book p. 45
Write it!
7 p. 45
56
Vocabulary Workshop p. 46
Holiday activities: making new friends, eating in
restaurants, sunbathing
Everyday activities: playing sports, chatting
to friends online, sleeping, listening to music,
swimming, playing computer games, watching
television, doing homework, reading
Both: playing sports, chatting to friends online,
sleeping, making new friends, listening to music,
swimming, eating in restaurants, playing computer
games, watching television, sunbathing, reading
2 p. 46
Assign the first part of the task individually. Tell the
students to draw a table with five columns in it next
to each question. Check the questions orally.
Allow 5-6 minutes for the oral activity to be done in
pairs. Suggest that they consult the grammar page on
p. 47 to answer the last question How often do you
do them? For example, I play computer games twice
on Saturday. I chat to friends online every Sunday
night.
Answers
Answers
1
2
3
4
5
6
Personal answers
How do you usually travel to school?
How do your parents usually go to work?
Has your family got one or two cars?
Have you got a bicycle?
How often do you use a bus?
How often do you travel by bicycle?
Study Skills - Writing word definitions
6 p. 46
Assign the task in pairs so the students can discuss the
meanings of the words and come up with a definition.
Ask the students if they remember the techniques
for memorising and recording vocabulary that they
learned on p. 28 and p. 36.
Go over the technique presented in the box and ask
someone to translate the two words into their own
language, then have them read the definition in
English.
Transport
3 p. 46
Assign the task individually.
Point out these differences between British English and
American English: lorry = truck, the Underground =
the subway or the metro.
Allow them to use a monolingual dictionary and
explain how to use it, if necessary.
Possible answers
Tent: a shelter made of cloth, fixed to the ground,
used especially for camping.
Youth hostel: a building that provides cheap and
simple accommodation and meals, especially to
young people who are travelling.
Resort: a place where a lot of people go on holiday.
Pronunciation: /N/
7
1.50 p. 46
Read the explanation, then play the recording and have
the students focus on the difference between words
that have an /N/ sound, when they end in -ng or -nk,
and words that end with a simple /n/ sound.
Answers
Personal answers
4 p. 46
Make sure everyone understands all of the words.
Go over all of the words for means of transport from
p. 45 and in exercise 3 on this page.
Play the recording again, so the students can repeat
the words.
Have the students copy the table in their notebook,
leaving plenty of space in each section. They can work
individually or in pairs to do the task.
Transcript [Track 1.50]
Answers
2 wheels: (in the air) some aeroplanes, most
helicopters; (on land) bicycle, motorbike, scooter
4 wheels: (on land) most car, taxi, van, most bus
but some have 6 wheels
4-8 wheels: (in the air) some aeroplanes, some
helicopters; (on land) train, coach, lorry, metro
No wheels: (in the air) helicopters with floats or
pontoons; (on water) ship, ferry
Holiday accommodation
5 p. 46
If you think it is necessary, ask the students to first
translate the words, then assign the task; otherwise,
go directly to the matching activity.
2a
Speaker: /N/: thing, wing, bang, swimming, playing
/n/: thin, win, ban, swim in, play in
8
1.51
p. 46
Have the students look at all the words and make
sure everyone understands them.
Play the recording so the class can do the task. Tell
them they will hear the correct answers in the next
exercise.
Transcript [Track 1.51] see Student’s Book p. 46
9
1.52 p. 46
Play the recording again to check the students’
answers.
Play it a last time for repetition.
Transcript and answers [Track 1.52]
Answers
1c
3
3b
/N/: ring, stink, lying, relaxing, rang, wrong
/n/: relax in, Ron, van, lie in
57
3
Flash on Grammar p. 47
5 p. 47
Answers
Adverbs of frequency
Personal answers
Quickly repeat the adverbs of frequency from p. 43 and
remind the students of their position in the sentence.
Go over the expressions and the use of How often...?
Assign the task individually or in pairs.
Workbook p. 24
1 p. 47
sometimes
often
usually
2 p. 47
Answers
2
3
4
5
6
I take the bus every day.
She sometimes goes swimming.
Holidays are often expensive.
My parents go to the same hotel every year.
We always watch TV in the evening.
3 p. 47
Answers
2
3
4
5
6
She always listens to her MP3.
They usually travel by bike.
We do homework every day.
He is usually on holiday in the summer.
Mum and dad often go to the cinema on
Saturday.
Verbs of preference + -ing
Remind the students of the verbs of preference that
they used on p. 43 and highlight the use of either a
verb in the -ing form or a noun.
Workbook p. 24
4 p. 47
Answers
2
3
4
5
Sally doesn’t like pizza.
My parents hate watching horror films.
My cat hates going out in the rain.
Does Lady Gray enjoy listening to classical
music?
6 We don’t mind staying in tonight.
58
Review the object pronouns with the class and
highlight the fact that in English the object pronoun
can be used after a verb or a preposition. Read the
examples.
Workbook p. 25
Answers
never hardly ever
always
Object pronouns
6 p. 47
Answers
1
2
3
4
5
6
him
them
her
it
me
you
Flash on Skills / Literature
pp. 48-49
Island adventures
CLIL: Literature
Before you read
1 p. 48
This double page discusses some of the more
common literary genres and teaches students to
identify them and helps them develop the skills
they need to write a summary of a book about an
adventure or travels.
Discuss the title and ask what it refers to (to the two
adventure books presented in the reading section).
Open a class discussion on the book titles in exercise
2 to see how much the students know about
literature. Ask if they have read any of these books
either in English or a translated version, or whether
they have ever seen a film adaptation of any of them.
Have them answer the questions.
2 p. 48
Read the names of the literary genres and have the
class repeat them.
Read the strategies suggested in the Study Skills box.
Assign the matching task.
Correct their work collectively, commenting on the
books and authors.
Answers
G
F
I
A
science fiction
horror
crime
romance
J biography
D adventure
B travel
E fantasy
H thriller
C humour
Background information
Wuthering Heights (1847) is the only novel written
by Emily Brontë (1818-1848). Set in the moors of
Yorkshire, it tells the sad love story of Heathcliff and
Catherine Earnshaw and the vicissitudes of their
respective families.
Holidays in Hell (1989) by P.J. O’Rourke (born in 1947),
American journalist and satirist, is a satire of travel
literature and a reportage on the most problematic areas
of the world today.
Bridget Jones’s Diary (1996) by Helen Fielding (born in
1958) gives a humoristic narrative of a year in the life of
a London journalist who is single, 30-ish and obsessed
with the petty problems of day-to-day life, her weight
problem and her love life. The film was released in 2001.
Treasure Island (1883) by Robert Louis Stevenson
(1850-1894), Scottish novelist and poet, author of other
famous stories such as Kidnapped and The Strange Case
of Dr. Jekyll and Mr. Hyde, is a classic story of pirates
and their daring adventures.
Eragon (2003) by Christopher Paolini (born in 1983),
American novelist who was inspired by Tolkien and Philip
Pullman, is the first of four novels in the Inheritance
Cycle series. It tells the story of the young farmer Eragon
and Saphira, the dragon who joins forces to fight the
evil Galbatorix and his kingdom. The film was released
in 2006.
Frankenstein (1818) by the English writer Mary Goodwin
Shelley (1798-1851) is a gothic novel, and a precursor
to the horror genre, which tells the story of the monster
created by a mad scientist during one of his experiments
and all of the terrible events leading up to his selfdestruction.
Brave New World (1932) by the English writer and
philosopher Aldous Huxley (1894-1963) is a science
fiction novel, set in the London of the future, which
describes a civilisation dominated by technology and
automation. It was adapted for film with releases in
1980, 1998 and 2011.
Whiteout (2004) by British author Ken Follet (born in
1949), tells of the theft of the antidote for the Ebola virus;
the Head of Oxenfort Medical from where it was stolen
discovers that the thief is a lab technician involved in
a sinister animalist movement. The novel was adapted
for film in 2009.
The Adventures of Sherlock Holmes (1892) by Scottish
writer and physician Arthur Conan Doyle (1859-1930),
is a collection of stories based on the deductive powers
of the investigator. It profoundly influenced the modernday crime story genre.
Dreams from My Father (1995) by Barack Obama (born
in 1961) is the autobiography of the President of the
USA which covers the time period from his birth until
his enrolment at Harvard Law School in 1988.
3
Study Skills - Identifying
literary genres
Read the strategies again and help the students to
apply them to exercises 2, 3 and 4.
3 p. 48
Tell the class to imagine that they open up a book at
random and read a sentence. Ask if they would be
able to identify the genre.
Assign the task collectively, individually or in pairs.
Answers
1
2
3
4
5
6
biography
romance
thriller
horror
science fiction
crime
Extra
If you have an advanced class, you can suggest that the
students invent some sentences, along the lines of the
ones in exercise 3, with enough clues so the reader can
identify the literary genre. Each student can work with a
partner or in a small group, write a sentence or two and
have the other student(s) try to guess the literary genre.
Reading
4 p. 48
Have the students read the plot summaries and
comment on the difficult words they encounter.
Ask if any of them have read either of the two books
or if they have seen the film adaptation. Ask them to
identify the literary genre they belong to, based on the
titles, the illustrations and the key words.
Answer
Both books are adventure novels.
59
3
Background information
For correction, write the information on the board. Ask
the students if they know these books and if they have
seen the movie Murder on the Orient Express.
Lord of the Flies (1954) was written by William Golding
(1911-1993), English novelist and winner of the Nobel
Prize for literature in 1983.
Transcript [Track 1.53]
5 p. 49
Have the students do the task individually or in pairs.
Correct their answers by having them read the
sentences, which condense parts of both books.
Answers
1c
2b
3c
4c
5c
6c
6 p. 49
At this point the students are ready to learn the first
steps to analysing a novel, i.e. the description of the
setting, of the characters and of the plot.
Have the students try to answer the questions orally,
in pairs and then do the written task for homework.
Answers
Treasure Island
1 The story is set on an island.
2 The main characters are Jim, Squire Trelawney,
Doctor Livesey and the pirate Long John Silver.
3 The book tells the story of a boy, Jim, who wants
to find a pirate’s treasure hidden on an island.
Lord of the Flies
1 The story is set on a desert island.
2 The main characters are Ralph and Jack and a
groups of school boys.
3 This is the story of a group of boys surviving a
plane crash and trying to live without adults;
some try to live according to the rules of a
civilised society while others become savage
and primal.
Listening
1.53 p. 49
7
Call the students’ attention to the chart and the
information it contains (author, title, genre) and tell
them they will hear a conversation between a boy and
a girl who are discussing their favourite books.
Play the recording one or two times.
Jill
What’s your book, Martin?
Martin It’s The Great Railway Bazaar by Paul
Theroux.
Jill
Is it good?
Martin Yeah, I really like it. He’s a good writer.
Jill
What’s it about?
Martin It’s about travelling across India by train.
Jill
It’s a travel book then?
Martin Yeah, but it’s also funny.
Jill
Do you often read travel books?
Martin Yes, I do. I think they’re interesting. You
learn a lot about other countries and
cultures and stuff. What about you, Jill?
Jill
I prefer detective stories – I love Agatha
Christie’s books!
Martin Really? What’s your favourite book then?
Jill
Er... I think Murder on the Orient Express.
Do you know it?
Martin Yeah, well... I remember the film...
Jill
Do you? Well the story is set in the 1920s
and it’s about a train journey too.
Martin Who are the main characters?
Jill
Well, there’s Hercule Poirot of course and
then there’s ...
Answers
Martin: Paul Theroux, The Great Railway Bazaar,
travel book
Jill: Agatha Christie, Murder on the Orient Express,
detective story
8 p. 49
Ask the question and, if necessary, play the recording
a second time so the class can identify the common
element.
Answer
They are both about a train journey.
9
1.53 p. 49
Have the class read the questions in exercise 6 again,
then play the recording and assign the task.
Answer
Jill asks question 3: What’s it about?
Martin asks question 2: Who are the main
characters?
60
Writing
10 p. 49
Have them read the plot summaries in exercise 4 again
so they will have a writing model.
– prepare a table similar to the one in exercise 8, with
all the basic information;
– underline the main points in their text, following the
outline questions given in exercise 10;
– begin to speak, looking at the table;
– continue the story, using the underlined points as
reference so as not to lose the train of thought.
Because this task may take longer than you have,
assign it for homework and then do the oral activity
in exercise 11 at the beginning of the next lesson.
Have the students do the oral task in pairs. Remind
them to take notes on their partner’s story so they can
report on it later.
Have the students read the task assignment and the
outline questions very carefully.
3
Answer
Personal answer
Speaking
11 p. 49
Teach the students to do an oral summary of a story,
without having to read their written summary word
for word. Suggest that they:
12 p. 49
Read the example, then give the students some time
to think about and practise telling their partner’s story.
Call on a student to demonstrate the task. If the
student is unsure, allow his/her partner to fill in.
61
4
What’s in fashion?
Topic: clothes, fashion and shopping.
Grammar: Present continuous, Present continuous
vs Present simple.
Vocabulary: clothes and accessories; adjectives
for clothes.
Functions: describing people’s clothes; shopping
for clothes.
Reading: read and understand an interview with
young people on the way they dress; understand
a conversation in a clothes shop and a dialogue
between Anna and her father; read an online guide
to shopping in Britain.
Listening: listen to the description of a shop in the
British Museum.
Speaking: describe what a classmate is wearing;
ask and say what some people are doing; describe
a shop in your area.
Writing: report on shopping in your area.
Pronunciation: the sounds /tS/ and /S/.
Study Skills: identify parts of speech when using
a dictionary (1); taking notes to write a composition.
Trends pp. 50-51
1 p. 50
Begin the lesson by asking:
– What is this lesson about? (Clothes, especially
trendy clothes.)
Ask the three questions in the task. Point out the
language difference between British English and
American English: vest top = tank top.
Have the class quickly skim the text, so they can
answer.
Answers
a Jessica
b Johnny
c Billy and Beatrice
Presentation text
2
1.54
p. 50
Have the class read the text and play the recording
while the students follow in their book. Now have them
read for detail and ask different students to read the
62
different parts in the interview. Ask the class to identify
if there are English words that are used in their language
too and point out the difficult words, like hoodie (a
sweatshirt with a hood) and be into (to be enthusiastic
about). Elicit a definition for the expression skater-style
(clothes typically worn by skateboarders).
Ask the class to answer the question.
Transcript [Track 1.54] see Student’s Book p. 50
Answer
Billy and Beatrice are students at Green Park
School.
FLASH FORWARD
This activity can be done after exercise 2 or 3.
The task can be done orally with the class, then
assigned as a written homework task.
3 p. 50
Have the students read the interview again and
complete the table.
Help them describe what people are wearing and
provide additional vocabulary.
Answers
Jessica: jeans, a skater-style top and trainers.
Johnny: skateboarding clothes, including shorts
and trainers.
Billy: a school uniform including a dark blue jumper,
white shirt, tie, grey trousers.
Beatrice: a similar school uniform including a dark
blue jumper, white shirt, tie, grey skirt.
Extra
As an additional comprehension exercise, either written
or oral, ask the following questions:
1Why is Jessica wearing those clothes? (Because
they are comfortable and because she likes skaterstyle.)
2Why is Johnny wearing those shorts? (Because he
likes the colour.)
3What does Billy wear in the evening? He always
wears a tracksuit and trainers.)
4Is Billy interested in clothes? (No, he isn’t very
interested.)
5Does Beatrice like her school uniform? (No, she
6What clothes does Beatrice like? (She loves all
clothes, especially shoes.)
7What is she doing now? (She’s shopping for a new
dress and sandals.)
8What does she want new clothes for? (For an
eighteenth birthday party.)
Vocabulary: Clothes and accessories
5
Play the recording to check their answers and for
repetition.
Present continuous
Assign the task. To correct it, ask different
students to read the sentences in the text in
which the Present continuous is used.
Answers
In this week’s Trend interview, we ask teenagers on
the streets of Britain, ‘What are you wearing today
– and why?’
Trend
J essica, you’re wearing very trendy
clothes – jeans, a red hoodie, a T-shirt
and trainers. What a cool look! Why do
you like these clothes?
Jessica
Well, I’m wearing jeans because they’re
comfortable and I’m wearing this top
because it’s skater-style.
Trend
Johnny, you’re wearing skateboarding
clothes too, right?
Johnny
Yeah, that’s right. Jessica and I are into
skater stuff.
Trend
Are you wearing those shorts because it’s
hot, or because they’re trendy?!
Johnny Because I really like the colour!
Trend
I see. Cool. Billy, you aren’t wearing trendy
clothes today! Is that your school uniform?
…
Beatrice
I’m shopping for a new dress and sandals
now – for an eighteenth birthday party.
4 p. 51
Do the exercise orally with the whole class, then have
the students copy the sentences in their notebook for
homework.
Answers
2
3
4
5
6
aren’t wearing
aren’t listening
’s playing
Is (she) learning
’m having
4
Have the class look at the pictures and complete the
words. Point out the words that are different in British
English and American English (jumper = sweater,
trainers = tennis shoes).
GRAMMAR
Have someone read the sentences and translate
them. Ask the students to go to p. 55 to find the
complete Present continuous conjugation and its
usage rules.
p. 51
Transcript and answers [Track 1.55]
1
2
3
4
5
6
7
8
9
shirt
jacket
trousers
shoes
skirt
dress
coat
jumper
trainers
6
1.56
p. 51
Have the students look carefully at the illustrations
and complete the descriptions using the words in the
box.
Play the recording to check their answers and for
repetition.
Transcript and answers [Track 1.56]
1 Laura is wearing leggings, a T-shirt, trainers,
and black sunglasses.
2 Valerie is wearing a dress with a belt, a green
scarf and cowboy boots.
3 Richard is wearing a coat, a shirt with a red and
blue tie, brown gloves and a black hat.
7 p. 51
Read the descriptions with the class, make sure
everyone understands and then assign the task.
Answers
a2
b3
c1
Say it!
8 p. 51
Tell the students they will now have an opportunity
to personalise the lesson topic (clothes) in a game for
the whole class. Encourage them to recycle as many
of the words learned in the lesson as possible and
remind them to use the Present continuous.
63
4
Have two students read the example. Then call on
someone to come and demonstrate the task and have
the class guess who is being described. Continue this
way so everyone can have a turn, either collectively
as a class, or in small groups.
I’m looking for a miniskirt
pp. 52-53
Presentation dialogue
1.57 p. 52
1
Have the class look at the photo and elicit the answers/
guesses to the questions:
– Where is Anna? (In a clothes shop.)
– What is she doing? (She’s buying clothes.)
– What is she holding? (A top.)
– Who is she talking to? (A shop assistant.)
– What do you think she wants? (She wants
a miniskirt.)
Have someone read the title and translate it. Then
ask:
– Why do you think Anna’s looking for a miniskirt?
Elicit responses from the class or suggest:
– Perhaps she wants to wear it to a party or to go out
with friend.
Tell them to listen and read to find out exactly.
Play the recording and have the students follow in
their book.
Tell them to skim the two dialogues to grasp the gist
so they can answer the questions.
Assign the task individually or in pairs.
Correct it orally.
Answers
2 Anna is looking for a miniskirt.
3 Anna always goes out on Friday night.
4 Anna is getting dressed to go out. Her dad is
staying at home.
5 Tonight Anna is going out. She has got a date
with Antonio.
3 p. 52
Have the students read the dialogues again and/or
replay the recording. Do the task orally.
Answers
1
2
3
4
Anna wants to buy a top and a miniskirt.
She’s size 10.
She is wearing her new miniskirt.
Her dad probably thinks that it is very trendy
and a bit too short.
5 She’s going out with Antonio.
FLASH FORWARD
Assign this as a class activity or as homework.
Vocabulary: Adjectives for clothes
1.58 p. 53
4
Transcript [Track 1.57] see Student’s Book p. 52
Help the students understand the adjectives in the
box then have them do the matching task.
Answers
Point out that in British English the word smart means
‘elegant’, but in American English it means ‘intelligent’.
In the first situation Anna is in a clothes shop. She’s
buying a miniskirt.
In the second situation Anna’s at home. She’s telling
her dad she’s got a date with Antonio.
2 p. 52
Have three students read the parts of Anna, the
assistant and Anna’s father in the dialogue.
Point out and comment on the more difficult words
and expressions like anything else?, night off, casual,
date. Explain that casual can have two meanings:
‘informal’ as in this context or ‘not close’ as in a
casual acquaintance. Also explain that date in this
context means ‘appointment’ but it can also mean
‘the person you are going out with’, as in Antonio is
64
my date tonight or it can also mean ‘the day, month
(and year)’, as in What is today’s date?
Play the recording to check their answers and to have
them repeat.
Transcript and answers [Track 1.58]
11
12
13
14
15
16
17
18
19
10
11
12
smart
tight
floral
plain
checked
casual
striped
loose
patterned
cotton
woollen
leather
FUNCTIONS
Shopping for clothes
Have two students play the part of an assistant
and a customer. Have them read the questions
and sentences and translate them, if necessary.
Provide a model for intonation and pronunciation.
Move on to exercise 5 to practise this function.
Say it!
5 p. 53
Have the students do the oral activity in pairs. Tell
them to go back to the dialogue on p. 52 for the logical
sequence. If necessary, play the recording again to
have the class practise the proper pronunciation and
intonation.
GRAMMAR
Present continuous
vs Present simple
Have two students read the examples and
emphasise the words in bold. Go to p. 55 for a
more detailed explanation of how these two verb
tenses are used.
Assign the task and ask different students to read
the examples they have found in the dialogue.
Answers
Assistant Can I help you?
Anna
Yes, please. Can I try this top on?
Assistant Sure. Anything else?
Anna
I’m looking for a miniskirt too.
Assistant
Yes certainly, what size are you looking
for?
Anna
Size 10.
Assistant
What about this style? It’s casual and
we’ve got it in floral cotton too.
Anna
Oh, yes, what a lovely style! Have you got
it in other colours?
Anna
Hi, Dad. I’m going out now.
Dad
Are you going out again?
Anna
Yes Dad, I always go out on Friday. It’s
my night off.
Dad
Are you wearing that skirt?
Anna
Yes, I am. It’s new – I’ve got a date...
Dad
A date?
Anna
Bye. See you at twelve.
Dad
At twelve midnight?
Anna Dad, I’m 16! Anyway, Antonio’s waiting
for me. Bye!
6 p. 53
Do this exercise orally with the whole class and ask
the students to justify their choice of verb tense.
4
Answers
2
3
4
5
6
7
get up
is wearing
is talking
often go
don’t speak
’re working
Say it!
7 p. 53
Ask two students to read the sample dialogue.
Now have the students do the task in pairs. Tell them
they can use the same questions and just change the
person (your dad, your brother, your sister, etc. ) and
they can respond with true or made-up information.
Vocabulary Workshop p. 54
Clothes and accessories
1 p. 54
Have the class read the words and check for meaning
and pronunciation.
Assign the written task individually or in pairs.
Answers
Clothes: boots, scarf, sandals, shirt, jacket, trousers,
shoes, skirt, dress, coat, jumper
Accessories: tie, belt, sunglasses, hat, gloves
2 p. 54
Do the task orally or in writing.
Then point out that words like sunglasses and trousers
are always plural because they can’t be separated and
that words for items worn on hands and feet (shoes,
boots, sandals, gloves) are usually used in the plural
because they are worn in pairs.
Answers
Clothes: boots P, scarf S, sandals P, shirt S, jacket S,
trousers P, shoes P, skirt S, dress S, coat S, jumper S
Accessories: tie S, belt S, sunglasses P, hat S,
gloves P
65
4
3 p. 54
Have the students look closely at the picture for one
minute, then have them close their books and try to
recall as many items of clothing and accessories as
they can.
Pronunciation: /tS/ and /S/
1.59 p. 54
5
Have the students look at the table and the phonetic
symbols. Explain that these are part of the International
Phonetic Alphabet (IPA) and are used to represent the
sounds of the English language.
Have them do the task orally in pairs and then, with
their book open, have them write a more detailed
description, following the example given.
Make sure everyone understands the meaning of the
words.
Play the recording so the class can listen and repeat.
Possible answers
A green skirt, a checked shirt, a red dress, a pair of
trainers, a pair of shoes, a pair of gloves, sunglasses,
a blue jumper, a brown coat, an orange jacket, a pair
of boots, a pair of sandals, a purple scarf, a belt.
Study Skills - Using a dictionary (1)
It is important that the students learn how to use a
bilingual or monolingual dictionary. Ask them how they
look up a word. Explain that the usual procedure is:
– look for the word in alphabetical order; it is
necessary to remember the sequence of the 26
letters in the English alphabet;
– identify the part of speech by following the
indications in the box;
– if there is more than one meaning, check the context
in which it is used by looking at the definitions, the
indications in brackets or the examples given.
Transcript [Track 1.59]
/tS/: cheap, choose, chilling, much, catch
/S/: shirt, shoes, shilling, hush, cash
6
1.60 p. 54
Have the students copy the table from exercise 5 in
their notebook and then play the recording so the class
can focus on the sound of each word and write it in
the correct column.
Transcript [Track 1.60] see Student’s Book p. 54
7
1.61 p. 54
Play the recording so the students can check their
answers and play it again for repetition.
Transcript [Track 1.61]
4 p. 54
Have someone read the text and translate it together,
if necessary.
Assign the task and remind the students to use the
tips from the Study Skills box.
Answers
1 outlet: (noun) shop. It is a noun because it can
have an article, it has a plural form and it refers
to a thing.
2 cheap: (adjective) costing little money, not
expensive. It is an adjective because it describes
the quality of a thing (designer clothes).
3 usually: (adverb) in a way that happens in most
cases. It is an adverb because it describes the
frequency of an action.
4 gear: (noun) clothes needed for a particular
activity. It is a noun because it refers to things.
5 clubbing: (noun or verb) the activity of going to
night clubs regularly. It can be a verb if it
describes an action in progress, or a noun if it
refers to the activity in general.
6 chilling out: (verb) spending time relaxing.
66
/tS/: church, check, touch, furniture, children
/S/: sheep, shower, sure, show, push
Spoken English
8 p. 54
Explain the concept of ‘countable noun’ (can have both
singular and plural forms and can take the article a/
an) and ‘uncountable noun’ (does not havea plural
form and does not take the article a/an).
Read the examples and do the exercise with the class,
eliciting different possible adjectives and checking that
the students use the correct structure.
Possible answers
1 What dirty old trainers!
2 What a strange/silly hat!
3 What a pretty/sweet kitten!
Flash on Grammar p. 55
Present continuous
Have the class read the table and point out the uses
of the Present continuous.
Remind the students of the spelling rules for the -ing
form:
– general rule: verb + -ing: talking, going, studying,
playing;
– verb ending in -e: drop the -e and add -ing: driving,
having, writing;
– verb ending in a vowel + consonant: double the
consonant and add -ing: stopping, getting, running.
Ask the students to look for examples of verbs in the
Present continuous tense in the unit.
Assign the exercises either individually or in pairs.
Workbook p. 32
1 p. 55
Answers
2 ’s washing
3 ’s writing
4 ’re learning
5 ’re looking for
6 is ringing
The extra verbs are: play, wear.
2 p. 55
Answers
1
2
3
4
5
6
He isn’t going to school.
She isn’t washing her hair.
He isn’t writing an email.
We aren’t learning English and French.
They aren’t looking for a new house.
Her mobile phone isn’t ringing.
3 p. 55
Answers
1
2
3
4
5
6
’s watching
aren’t doing, ’re playing games
isn’t writing, ’s reading
aren’t cooking, ’re walking
isn’t playing, ’s listening
’m not having, ’m having
Present simple vs Present continuous
Have the class read the rules for the use of the Present
simple and those for the Present continuous.
4
Workbook p. 33
4 p. 55
Answers
2
3
4
5
6
7
8
9
’s raining
rains
’m not working
work
go
’m not going out
’m staying
haven’t got
5 p. 55
Answers
2
3
4
5
What is she doing?
Is it raining in London today?
Does Anna work in the B&B on Saturdays?
What are Anna and Antonio doing tonight?
6 p. 55
Answers
1
2
3
4
5
No, she isn’t.
She’s writing an email.
Yes, it is. The weather in London is awful today.
No, she doesn’t.
They are watching a DVD at Anna’s house.
7 p. 55
Possible answers
2 It isn’t raining now.
3 I’m wearing jeans at the moment, but I usually
wear a school uniform.
4 I don’t speak English at home, but I’m speaking
English to you right now.
5 My friend is talking to his dad now.
6 My mobile isn’t ringing now. It never rings during
lessons because I switch it off.
67
4
Flash on Skills / Culture
pp. 56-57
Listening
1.62
4
Because these pages bring together the four skills, here
again the listening activity is tied into the reading text
and presents an unusual type of shop.
Retail therapy
Before you read
1 p. 56
Play the recording once and elicit the answer to the
question.
Discuss the separate meaning of the two words in
the title, retail and therapy, and then ask the class to
guess the meaning of the title as a whole.
Have the students complete the exercise with personal
answers in order to prepare them for the reading
activity and to focus their attention of the topic in
question (shopping in a city).
Reading
2 p. 56
Tell the students to look at the photos and describe
them (photo A shows a lot of stalls in a street market,
photo B shows a British charity shop, photo C shows
the famous Harrods department store, photo D shows
a branch of a famous high street chain).
Ask what kind of text this is (an online shopping
guide).
Have the students skim the paragraphs for gist and
look at the photos on pages 56-57 to match them to
the paragraphs.
Check their answers collectively.
Answers
1C
2D
3A
4B
3 p. 57
Now have the students read the text for detail and
check for comprehension of difficult words (branches,
goods, charity, bric-a-brac, bargains, etc.) with the
help of a dictionary if necessary.
Assign the true/false task.
Answers
1
2
3
4
5
6
7
8
68
p. 57
T
F (The departments are on many floors.)
F (They have got branches in all major cities.)
F (Their prices are reasonable.)
F (Also local people shops in outdoor markets.)
T
T
T
Transcript [Track 1.62]
I work in one of the shops at the British Museum
in London. It’s a beautiful place inside the central
court of the museum, and the work is interesting
because every day you meet people from all over the
world. We sell souvenirs of the Museum collections
– bags, pens, notebooks, that sort of thing – but we
also do beautiful copies of ancient jewellery, coins,
vases and statues in the collection. We’ve got a lot
of books in the shop – particularly about history,
archaeology and art – and we sell toys and puzzles
for children too.
Answer
3 The British Museum.
5
1.62
p. 57
Play the recording a second time so the students can
identify the items sold in the shop.
Write the answers on the board.
Answers
✔ bags ✔ pens ✔ notebooks ✔ jewellery ✔ coins
✔ vases ✔ statues ✔ books ✔ toys ✔ puzzles
6 p. 57
Have the students answer the questions orally in pairs.
For homework, have them write the answers in their
notebook.
Play the recording again if necessary.
Answers
1 Visitors to the Museum who come from all over
the world.
2 They are copies of ancient jewels.
3 They have got history, archaeology and art books.
Extra
For extra listening practice you can do a dictation
exercise, directly from the CD, using the British Museum
Shop text. Play the recording with a pause after each
sentence to give everyone time to write. If the students
are unsure of a word, let them hear the whole sentence
again to help them get used to hearing the sounds of
the language in context.
Study Skills - Taking notes
Have the class read the suggestions on taking notes
to prepare for writing a composition.
After reading the text of the Visitor’s Guide, the student
can identify the most important words and concepts.
By taking notes, he/she will then be able to write a
personalised guide, using the points in his/her notes.
Writing
7 p. 57
Explain that now the writing task will build on the
content and lexis from the reading task and in part,
from the listening activity.
This exercise also helps students learn how to take
notes based on a series of guideline questions and
then write a composition based on those notes.
Assign the task in class or as homework.
Speaking
8 p. 57
If the writing task was given as homework assignment,
then the students can report back to the class in the
next lesson.
Remind them they must try to speak without reading
the composition that they have written, but that they
can look at the notes they took for reference, i.e. the
answers to the guideline questions in exercise 7.
Flashback 3-4 pp. 58-59
Grammar
1 p. 58
1
2
3
4
5
6
usually
always
hardly ever
usually
often
sometimes
2 p. 58
1
2
3
4
5
6
7
8
every weekend
three times a week
every day
every day
four times a week
every Sunday
once a week
never
4
3 p. 58
1
2
3
4
5
6
going
playing
getting up
speaking
doing
travelling
4 p. 58
1
2
3
4
5
6
them
it
her
it
him
us
5 p. 58
1
2
3
4
5
6
7
8
9
10
’re looking for
’re playing
’s wearing
’s writing
’re washing
’m buying
’s ringing
’re learning
’m going
’m speaking
6 p. 59
1
2
3
4
5
talk
are you reading
are you studying
go
isn’t working
7 p. 59
1
2
3
4
5
6
7
always
walking
come
riding
are
stand
Who
69
4
8
9
10
once
see
Do
Vocabulary
8 p. 59
1
2
3
4
5
ferry
bed and breakfast
tent
taxi
bus
9 p. 59
01 shoes
02 trousers
03 shirt
04 belt
05 skirt
06 dress
07 coat
08 scarf
09 jumper
10 trainers
11 boots
12 jacket
13 hat
14 sunglasses
15 tie
70
10 p. 59
11
12
13
14
15
16
17
18
19
10
11
patterned
tight
floral
casual
plain
striped
checked
cotton
woollen
leather
loose
Functions
11 p. 59
1
2
3
4
5
6
7
8
go
want
stops
go
goes
How
line
stops
12 p. 59
The order is: 1, 6, 9, 10, 3, 4, 2, 5, 8, 11, 7
A Can I help you?
B Yes, I am looking for a shirt.
A What style are you looking for?
B I’m looking for a checked shirt.
A What about this black and red shirt?
B Yes, it’s nice. Have you got it in different colours?
A Yes, we’ve got this blue and white one, too.
B Can I try it on?
A Yes, of course.
BIt’s a bit small. Have you got it in a different
size?
A Sorry, that’s the last one.
You Are What You Eat...
Topic: food habits in Britain.
Grammar: countable/uncountable nouns; some/
any; how much/many…?, too much/many, a lot of,
a little, a few, not much/many, enough.
Vocabulary: food and drink; containers and
packages.
Functions: talking about food preferences; talking
about quantities.
Reading: read and understand a text about British
food preferences; understand a dialogue between
two people making up a grocery list; read about the
benefits of genetic engineering in agriculture.
Listening: listen to an interview with an expert
who discusses the dangers and disadvantages of
biotechnologies.
Speaking: talk about your favourite breakfast food;
ask and answer questions about eating habits;
express opinions on biotechnologies.
Answers
5
1 Yes, traditionally it is. But nowadays chicken
tikka masala is the favourite dish.
2 No. The British love eating foreign food.
3 No. Most restaurants are cheap.
4 No. There are typical British dishes like fish and
chips, roast beef and Yorkshire pudding,
Lancashire hotpot and apple crumble.
5 No. British people have a light breakfast at
home especially during the working week.
6 Yes, this is true.
Presentation text
3
2.02 p. 60
Now have the class listen to the recording and read the
article so they can check their answers to the quiz.
Transcript [Track 2.02] see Student’s Book p. 60
Writing: describe the differences between an
English breakfast and yours; describe your eating
habits; compare the advantages and disadvantages
of genetic engineering in agriculture.
Pronunciation: word stress.
Study Skills: reading for gist (2); identifying the
key phrase to understand the gist of a paragraph.
British food sucks! – Fact or
fiction? pp. 60-61
1 p. 60
Introduce the lesson by asking What are these dishes?
Help the class to identify the different foods and match
the photos to the correct description.
Answers
1B
2C
3D
4A
2 p. 60
Read the task assignment and point out the use of
horror stories (not a literary genre, but a terrible story
about someone or something) in this context. Have the
students do the quiz to check their knowledge (and
preconceived notions!) of British food.
4 p. 60
Now proceed with reading for detail. Call on different
students to read a paragraph and comment on the
more difficult words like cuisine, spicy, ready-made
and tasty.
Assign the comprehension task to be done orally in
pairs, or individually in writing.
Answers
1 The ingredients of chicken tikka masala are
roast chicken and a spicy tomato sauce with
curry.
2 They are Italian, Chinese and Thai food.
3 Fish and chips, Indian and Chinese.
4 Three traditional British dishes are roast beef
with Yorkshire pudding, Lancashire hotpot and
apple crumble.
5 They usually have toast or cereal with tea or
coffee.
FLASH FORWARD
Assign this activity to those who have finished exercise
4.
Have the students do it orally, in pairs or have them
do a brief written description of a typical dish from
their country or of their favourite food.
71
5
Extra
One or two paragraphs from the article could be used in
a dictation exercise, following the technique illustrated
in Unit 2 on page 33. Alternatively, try this ‘fun’ version.
Have the class read and/or listen to the article on British
food again. Dictate one or two paragraphs and replace
some of the words with words that do not make sense
in context. Tell the students that they are to write the
whole paragraph, then put in the correct words where
they belong. For example:
Paragraph 5: At home most people usually have an
enormous breakfast – coffee or tea and toast or cereal
– but some people eat more on Mondays. Hotels and
cafés serve the traditional ‘Full English Breakfast’ of
fish, sausage, egg, tomatoes and mushrooms but it’s
for the tourists!
Paragraph 6: Tea is originally from Africa but of course
it’s the favourite drink in France. The British love tea
– with butter and a little sugar! Some people drink 6
or 7 cups a day!
Vocabulary: Food and drink
2.03 p. 61
5
Have the class listen to the recording and repeat the
words. Then have them identify the ingredients in the
English Breakfast shown in the photo.
Transcript [Track 2.03]
sausage, bacon, eggs, beans, milk, cheese, toast,
cereal, mushrooms, tea, coffee, yoghurt, pasta, fruit
juice, pastries, cake, tomatoes, biscuits.
Answer
The English breakfast in the photo includes:
eggs, cheese, cereal, coffee, fruit juice, tomatoes.
6 p. 61
Do the exercise with the whole class. Help the students
to understand the words they do not know or have
them look them up.
FLASHPOINT
Remind the students of the distinction between
countable and uncountable nouns that they have
already come across when they used the What
structure on page 54. Tell them it is important to
understand the difference because the use of the
article or indefinite pronoun changes depending
on the type of noun. In particular, uncountable
nouns used in a generic sense are not preceded
by an article: I like sugar NOT I like the sugar.
7 p. 61
Do the exercise with the whole class to determine
which nouns from exercise 5 are countable and which
are uncountable. Point out that some can be used both
ways, for example sausage is a kind of pork meat,
whereas sausages are the individual sausage links and
cake is a type of dessert, while cakes are individual
baked confections or pastries.
Answers
countable: sausages, eggs, beans, mushrooms,
pastries, tomatoes, biscuits
uncountable: bacon, milk, cheese, toast, cereal, tea,
coffee, yoghurt, pasta, fruit juice, cake
GRAMMAR
some/any
Have the class read and translate the examples.
What rules can be deduced? Both some and any
mean ‘a few, a certain quantity/number of’ and
can precede plural countable nouns (restaurants,
dishes, tomatoes in the examples) or uncountable
nouns (milk, food, sauce, cheese in the exercise).
Some is used in affirmative sentences, any is used
in negative sentences and in questions.
Assign the task, then have the students read the
sentences in which some or any are used.
Answers
Personal answers
Answers
Paragraph 3: There are some very expensive
restaurants but fish and chips costs just a few
pounds!
Paragraph 5: At home most people usually have a
light breakfast – coffee or tea and toast or cereal –
but some people eat more at weekends.
72
8 p. 61
– Where are Anna and Antonio? (In a big kitchen.)
Do the exercise orally with the class, then assign the
written task for homework.
– What is Antonio doing? (He’s writing something.)
Answers
Have someone read the title and translate it. Then
ask:
1
2
3
4
5
6
7
8
any
some
any
some
any
any
any
any
Say it!
9 p. 61
Now the students can personalise the lesson topic
by talking about their favourite breakfast. Have them
work in pairs or small groups.
If there are any students who do not ever have
breakfast, tell them to invent the information and then
encourage them to change their morning eating habits!
Ask a few students to demonstrate the task for the rest
of the class. They can also report on their partner’s
breakfast preferences, using the third person singular.
Write it!
10 p. 61
Open up a class discussion to get the students used
to thinking about cultural diversity and to encourage
acceptance of others.
Assign the writing task for homework.
Answers
Personal answer
How many eggs are there?
pp. 62-63
Presentation dialogue
1
2.04 p. 62
Have the students look at the scene in the photo and
ask several questions:
5
– What is Anna doing? (She’s checking what’s in
the fridge.)
– Why do you think they need eggs? (Because this is
a B&B and they need eggs for the guests’ English
breakfast.)
– What else do you think they need?
Tell the students: Listen and read to find out.
Play the recording and have the students follow in
their book.
Tell them to skim the text to grasp the general meaning
so they can answer the question.
Transcript [Track 2.04] see Student’s Book p. 62
Answer
Anna and Antonio are writing a shopping list.
2 p. 62
Have two students read the parts of Anna and
Antonio in the dialogue; a third student can read
Anna’s father’s part, Henry. Point out and comment
on the more difficult words (e. g. swap, candy) and
expressions (e.g. What’s going on here?).
Assign the comprehension task individually or in pairs.
Correct it orally.
Answers
1
2
3
4
5
6
7
8
9
bacon ✗
eggs ✔
sausages ✗
cheese ✔
beans ✗
sugar ✗
milk ✗
cereal ✔
coffee ✗
FLASH FORWARD
Assign the activity to the students who finish exercise
2 quickly, or assign it to the whole class for homework.
73
5
GRAMMAR
How much/many…?, too much/many
Read the examples and elicit the translation in
the native language. Have the students go to p.
65 for more examples.
Assign the task, then have the students read the
sentences in the dialogue where these forms are
used.
Yuk! There’s too much sugar in this coffee!
How many eggs are there?
Not many – four.
Let’s get three dozen.
No, three dozen are too many, Antonio!
Two dozen are enough.
Antonio Okay, you’re the boss. Are there any
sausages?
Anna
Yes, there are enough sausages, I think,
but there isn’t much cheese.
Antonio Right, a kilo of cheese...
Anna
No, that’s too much cheese! Write half a
kilo.
Antonio Half a kilo of cheese. And how much sugar
is there?
…
3 p. 63
Do the task orally with the class and have the students
copy the sentences in their notebook for homework.
Point out that the word people in English is plural.
Answers
1
2
3
4
5
many
much
many
many
many
a lot of, a little, a few,
not much/many, enough
Read and translate the examples. Point out the
difference between:
– a few + countable noun;
– a little + uncountable noun;
– not many + countable noun;
– not much + uncountable noun.
Point out that enough is used with both countable
and uncountable nouns.
Answers
Anna
…
Antonio
Anna
Antonio
Anna
GRAMMAR
Assign the task, then have the students read the
sentences in the dialogue where these forms are
used.
Answers
…
Antonio … Have we got any cereal?
Anna
Well, there isn’t much...
Antonio Okay. Three packets of cereal. Now, are
there any eggs?
Anna
Well, there are a few... but there aren’t
enough for breakfast.
Antonio Well, how many eggs are there?
Anna
Not many – four.
Antonio Let’s get three dozen.
Anna
No, three dozen are too many, Antonio!
Two dozen are enough.
Antonio Okay, you’re the boss. Are there any
sausages?
Anna
Yes, there are enough sausages I think,
but there isn’t much cheese.
Antonio Right, a kilo of cheese...
Anna
No, that’s too much cheese! Write half a
kilo.
Antonio Half a kilo of cheese. And how much sugar is there?
Anna
Sugar? There’s a lot of sugar – look! Four
packets!
…
FUNCTIONS
Talking about quantities
Have someone read and translate the example.
Move on to exercise 4 to practise this function.
74
4 p. 63
Have the students do the task required, using
expressions of quantity.
Describe the picture with indications of quantities.
Have the students take notes, then in pairs have them
ask and answer questions modelled after the examples.
Possible answers
A How many bananas are there?
B There are many.
A How much orange juice is there?
B There’s a lot.
A How many biscuits are there?
B There are a few.
A How much water is there?
B There’s a little.
Vocabulary: Containers and packages
2.05 p. 63
5
Explain that the words in the box are countable
nouns which help quantify food and drink, especially
if they are represented by uncountable nouns (bread,
water, etc.).
Assign the completion task. Point out that in American
English biscuits are something very different, more
like a flat muffin; the equivalent word is cookies.
Play the recording to check the answers and for
repetition.
Transcript and answers [Track 2.05]
1
2
3
4
5
6
7
8
9
a
a
a
a
a
a
a
a
a
jar of jam
bottle of water
loaf of bread
bag of apples
carton of fruit juice
can of cola
tin of beans
packet of biscuits
slice of cake
Say it!
6 p. 63
Ask the students to look at the food pyramid and ask:
– What does it illustrate? (All of the different types
of food we need and the proportions for a healthy
diet.)
The food pyramid represents the recommendations
issued by the U.S. Department of Agriculture in
2005. For further information, see the website:
http://kidshealth.org//kid/stay_healthy/food/pyramid.
html
5
Have two students read the example, then assign
the task in pairs; tell the class to personalise their
answers regarding their eating habits.
Encourage them to use expressions of quantity in
front of words for food and drink.
Vocabulary Workshop p. 64
Food and drink
1 p. 64
Have the students read the words and expressions
and check comprehension and pronunciation.
Assign the task, having the students list as many
words as they can in each category.
Possible answers
Grains: bread, pasta, cereal, rice
Vegetables: spinach, broccoli, tomatoes, green
beans, peas, carrots
Fruits: apples, oranges, pears, bananas,
strawberries, peaches, apricots
Fat: butter, olive oil, margarine
Milk products: milk, yoghurt, cheese, ice cream
Meats & Beans: beef, pork, lamb, chicken, turkey,
lentils, broad beans, chickpeas, soya beans
2 p. 64
Read the words listed 1-5 to provide a model for
pronunciation. Explain that sometimes an -s is added
to the abbreviation to indicate the plural (e.g. pounds
= lb or lbs).
Point out the differences between British and
American spelling for the following words: grammes
= grams; litres = liters; millilitres = milliliters. If
your students are interested, you can have them look
at the handy kitchen chart for equivalent weights and
measures on this site: www.recipegoldmine.com/
kitchart/kitchart1.html
Have the students do the matching task.
Answers
1b
2c
3a
4e
5d
75
5
3 p. 64
Answers
Do this exercise orally with the class to come up with
various foods and drinks for each type of measurement;
tell them some will go in more than one category. Then
assign it as a written homework task.
2 packets of cereal
500 gms of cheese
3 cartons of milk
2 packets of biscuits
1 carton of yoghurt
450 gms coffee
1 loaf of bread
Possible answers
grammes: sugar, flour
pounds: cheese, carrots
kilograms: potatoes, apples
litres: milk, water
millilitres: oil, vinegar
4
6 p. 64
Have the students write up a fictitious online order.
Then have them dictate it to a partner and check that
it was taken down correctly. Then they swap roles.
2.06 p. 64
To prepare for the listening activity, have the students
read the incomplete dialogue and guess at the missing
words.
Pronunciation: word stress
7
2.07 p. 64
Play the recording so the class can do the task.
Read the general rule, then ask the students to look
at the table, paying attention to the symbols that
represent where the stress is placed on words. Explain
that the accented syllable is shown with a large dot
and the unaccented syllable with a small dot. Tell
them that in order to understand how many syllables
a word has, it is important to pronounce it (you can’t
always tell just by looking at the word), for example
coffee has two syllables whereas cheese has only one.
Have two students read the completed dialogue for
correction.
Transcript and answers [Track 2.06]
Mrs Granger Good morning, Is that Fresco’s
supermarket?
Manager
Yes, madam, it is. How can I help
you?
Mrs Granger It’s my online shopping order. This
week a lot of things are missing...
Manager
I’m very sorry, madam. Which items
are missing?
Mrs Granger Well, there’s too much (1) cereal – four
packets but I only need two – and
there isn’t any cheese. And there isn’t
much milk – just one carton but
I need three. Then there aren’t any
biscuits or yoghurt but there’s a lot of
(2) bacon.
Manager
How much bacon is there?
Mrs Granger Three packets.
Manager
And how many packets of biscuits do
you want?
Mrs Granger Two packets.
Manager
Right. Anything else?
Mrs Granger Yes, I need a tin of coffee – 450
grams – and a loaf of bread but I
don’t want the (3) eggs. There are a
dozen (4) eggs! Then there’s too
much…
5 p. 64
Have the students refer to the dialogue so they can
complete the online order.
If necessary, play the dialogue again.
76
Play the recording and have the students look at the
words. Play it again for repetition.
Transcript [Track 2.07] see Student’s Book p. 64
8
2.08 p. 64
Have the students copy the table from exercise 7 in
their notebook. Now play the recording so the students
can listen and write the words in the corresponding
column.
Transcript [Track 2.08] vedi Student’s Book p. 62
9
2.09 p. 64
Play the recording again for correction.
Play it a last time for repetition.
Transcript and answers [Track 2.09]
•
•
• problem, water, bacon, coffee, biscuit,
shopping, packet, carton, apple, bottle
receive, record, believe, complete, enjoy,
•
compare, create, prefer
Flash on Grammar p. 65
Answers
some/any
Read the table and translate the examples, if necessary.
Point out the use of some in certain types of questions,
i.e. requests and offers.
Assign the task individually or in pairs.
Workbook p. 40
1 p. 65
Answers
2 some
3 any
4 any
5
4 p. 65
5 any
6 some
2 p. 65
Possible answers
There is an apple in the cupboard.
There’s some bread.
There are some bananas.
There isn’t any bacon.
There isn’t any tea.
There are some tomatoes.
There’s a packet of sugar.
There’s some cheese.
There’s a packet of pasta.
There are some potatoes.
There’s some cereal.
There are some biscuits.
How much/many + quantities
Read the table and translate the examples, if
necessary.
Assign the task individually or in pairs.
Workbook p. 40
3 p. 65
Answers
1 How many
2 How many
3 How many
4 How much
5 How many
6 How much
Personal answers, except answer 4: It is 1,000
grammes.
12
3
14
15
16
17
18
19
10
11
many
enough
many
few
much
a little
many
a lot of
a little
much
5 and 6
2.10 p. 65
Transcript and answers [Track 2.10]
In English cuisine there’s (1) a lot of variety.
(2) Many British people like foreign food.
There are (3) some fast food restaurants in the UK
but there also (4) a lot of Italian, Indian and Chinese
restaurants.
Nowadays at home British people don’t eat
(5) much for breakfast. They usually have coffee or
tea and toast or cereal. But in (6) many hotels they
still serve the ‘Full English Breakfast’ - and that is
(7) a lot of food!! Tea is still the favourite drink in
England. The British love tea and they drink (8) a
lot of cups of tea – about six every day!
Flash on Skills / CLIL
pp. 66-67
GM Foods – What are
the dangers?
CLIL: Science
Before you read
1 p. 66
Remind the class that the CLIL pages use the English
language to teach a school subject; in this case, it is
science. This lesson discusses GM foods for human
consumption and looks at both advantages and risks.
Discuss the title and the meaning of GM (Genetically
Modified) foods. For further information, look for sites
on the Internet under Genetically Modified Organisms.
Do some pre-reading activities to determine whether
the students know the names of the foods in the
photos.
77
5
Read the words in exercise 1 to provide a model for
pronunciation and have the class repeat them.
etc.). Point out the use of alarm in this context (it
means ‘concern’ or ‘worry’).
Assign the matching task.
Assign the true/false task.
Check and discuss the answers with the class.
Answers
1E
2B
3D
4C
5A
Reading
2 p. 66
Have the class read the text quickly to find the definition
of a GM food. It is in the second paragraph, lines 4-6:
scientists take a gene from a plant or animal and they
put it into a different plant or animal. In this way they
create new organisms.
Answers
1 F. Americans eat a lot of GM food.
2 T. Scientists put genes from some organisms
into different ones to create new types.
3 T. A small amount of land can produce large
amounts of food.
4 T. It creates new plants and animals resistant to
disease.
5 T. They grow everywhere.
6 F. GM food is very nutritious.
5 p. 67
Answer
c
Study Skills - Reading for gist (2)
Remind the students that in Unit 1 they learned one
technique for reading for gist by looking at the photos,
the titles and subtitles and skimming the text.
Now introduce another tool to help the students
get the global meaning of a text. This technique
identifies the topic sentence in each paragraph, i.e.
the key sentence that expresses the main idea in the
paragraph.
Have the class apply this technique by doing exercise 3.
3 p. 67
Assign the task individually or in pairs.
Answers
Paragraph 1: In some countries, like the USA, people
already eat a lot of GM food.
Paragraph 2: Basically, in all types of GM technology
scientists take a gene from a plant or animal and
they put it into a different plant or animal.
4 p. 67
Have the students read the text for detail and comment
on the difficult words or expressions they encounter
(crops, disease, stay fresh, environment, hunger,
78
Read through the questions, then have the students
read the text again carefully.
Have the students answer the questions orally first,
then in writing.
Answers
1 They take a gene from a plant or animal and put
it into a different plant or animal.
2 Because they are resistant to diseases and don’t
need a lot of water to grow.
3 Because the crops don’t need a lot of pesticides,
fertilizers and water to grow.
4 It can help by allowing a small amount of land
to produce a large amount of nutritious food.
Listening
2.11
6
p. 67
The listening activity expands on the topic of the
reading activity, by offering another opinion on GM
foods.
Before you begin the listening, make sure everyone
understands the new words, like soya beans, corn
(also used as a generic term for cereal grains, including
wheat), pollen and crops.
Transcript [Track 2.11]
Answers
Simon
11
12
13
14
15
16
17
18
19
10
Dr Hall
Simon
Dr Hall
Simon
Dr Hall
Simon
Dr Hall
Simon
Dr Hall
Doctor Hall, good afternoon. Tell me,
what are your main worries about GM
food?
Well, Simon, scientists now know that
GM crops often contaminate other crops.
Contaminate other crops? How?
Genetically modified super-plants like
soya beans, potatoes, corn and sugar
start to dominate the ecosystem
because they are strong and
resistant to diseases. They grow fast and
they grow everywhere! Other plants die
because of this and that means there is
no diversity or variety in the plant life in a
particular area.
I see.
This also means that insects and animals
die because they can’t find the plants
they like to eat.
What about any negative effects on
humans?
Well, GM crops sometimes cause allergies.
Many doctors believe that more people
now suffer from allergies to pollen because
of GM crops.
Because they produce new types of
pollen?
Yes, exactly. Humans are sensitive to
these new types of super-strong pollen.
But the main worry for most of us
about GM technology is the future. Do we
really understand all the possible effects
on humans of these new super-plants?
The technology is evolving very fast and
scientists don’t have time to test all the
effects before these foods arrive in
shops and supermarkets. We want to
know: is GM food really safe?
Answer
crops
ecosystem
resistant
diversity
insects
animals
cause
humans
effects
know
5
Extra
As an additional comprehension exercise to follow up on
the listening activity, ask the following questions:
1Why do genetically modified plants dominate the
ecosystem? (Because they are resistant to diseases.)
2What happens to other plants in the ecosystem?
(They die.)
3What happens to animals and insects in the area
where there are GM crops? Why? (They die because
they can’t find the plants they usually eat.)
4What do GM crops cause in some humans? (They
cause allergies.)
5What part of GM plants causes this? (New types of
pollen).
6
Do scientists know the effects of GM foods? Why?
(No, they don’t, because they don’t have time to test
GM foods before they reach the shops.)
If necessary, play the recording again.
Writing
8 p. 67
The writing activity requires a thorough understanding
of the opinions expressed in the reading and listening
activities.
Students are guided towards producing a table of
arguments for and against GM technology, after reading
the text on p. 65 and completing the summary in
exercise 7.
Dr Hall thinks that GM foods are potentially bad.
7
2.11 p. 67
This exercise provides a model for making a
summary of what was said and reinforces students’
understanding of the interview they just listened to.
Play the recording again so the class can do the task.
With an advanced class, have the students try to
complete the text first and then listen to check their
answers.
For correction, have different students read the text
out loud.
Possible answers
For GM technology: resistance to diseases,
production of more crops, crops stay fresh for a long
time, little need of pesticides, fertilizers and water,
large amounts of nutritious food produced in a small
amount of land.
Against GM technology: contaminations of non-GM
crops, no diversity of plants, animals die because of
plants disappearing, humans suffer from allergies,
future effects are unknown.
79
5
Speaking
9 p. 67
To conclude the work done on these two skills/CLIL
pages, the students should be able to demonstrate
that they can use the language learned and express a
personal opinion.
Draw attention to the symbols on the right and ask if
anyone knows what they mean and if they have ever
seen these on products they buy in the supermarket.
Give the class some time to read the table they
compiled in exercise 8 again and think about their
80
own views on the topic. Then ask the class Who is
for GM technology? Ask for a show of hands and put
those students in one group, then ask Who is against
GM technology? and put those students in another
group.
Give each group about 5-6 minutes to work together
to consolidate their arguments. Each group elects one
representative to speak on behalf of the others.
Open up a debate on the issue, giving each group
equal time. Have them discuss each point.
Write the answers on the board, to conclude the
survey.
They’ve Got Talent!
Topic: young people’s abilities and interests.
Grammar: can/can’t, degrees of ability, good/bad
at, interested in.
Vocabulary: professions; hobbies and interests.
6
Have the students read and listen as they follow the
text and have them answer the question. In exercise
3 they will read for detail.
Functions: talking about abilities and interests.
Answer
Reading: read and understand an online
advertisement for a talent show; understand an
interview between a girl and her drama teacher;
read an excerpt from a modern novel set in Dublin.
The new TV show is called Teens Have Got Talent.
Listening: listen to an interview with two young
members of a band.
Speaking: describe classmates’ abilities; ask and
answer questions about people’s abilities; talk about
forming a band in your class.
Writing: describe your own abilities; describe your
favourite band.
Pronunciation: can/can’t.
Study Skills: listening for specific information.
Yes, you can! pp. 68-69
1 p. 68
Introduce the lesson by asking:
– What is this lesson about? (The Performing Arts.)
Have the students look at the photos and complete
the words.
3 p. 68
Have the students read the text for detail. Have
different students read the various paragraphs and
comment on difficult words, like showbiz, screenplay
and act.
Assign the multiple-choice task.
For correction, ask different students to read the
completed sentences; alternatively have a student
come to the board and write the words that the class
dictates.
Transcript [Track 2.12] see Student’s Book
pp. 68-69.
Answers
1c
2b
3a
4c
5b
4 p. 68
Assign the comprehension exercise individually or in
pairs.
Check the answers by asking students to read them.
During correction model the correct pronunciation.
Answers
Answers
1
2
3
4
5
6
singing
dancing
acting
playing music
telling jokes
writing
Presentation text
2.12 p. 68
2
Ask the students to look at the web page and ask:
– Why is Robyn reading this website? (Because she
is making a film clip about talent shows.)
1 They are teenagers aged 13-19.
2 They are interested in talents like singing,
dancing, telling jokes, doing magic, writing
screenplays, composing, acting.
3 You need to send a recent photo, a few words
about you, a brief description of your act,
a two-minute film clip of your act, your email
address and mobile number.
FLASH FORWARD
This activity can be given to those students who finish
exercises 3 and 4 quickly.
The task can be done orally in pairs or as a brief written
task.
81
6
GRAMMAR
can/can’t
Have someone read the examples and translate
them. Explain that in the first example, can
expresses possibility and in the others can/can’t
express ability or the capacity to do something.
Point out that can and can’t are always followed
by a verb in the base form (infinitive without to).
Ask the students to go to p. 73 to find the complete
conjugation and usage rules for can/can’t.
Assign the task. To correct it, ask different students
to read the sentences in the text in which can or
can’t are used.
Answers
You too can make it!!
• Do you think you’ve got talent?
• Can you show your skills on national television?
• Can you impress the judges and our studio
audience?
Millions of kids all over the world enjoy watching TV
talent shows. But now you too can be in a show!
Most young people can only dream of fame and
fortune but now that fantasy is becoming a reality
for hundreds of British teenagers.
…
Are you thinking, ‘But I can’t sing, I haven’t got any
talent’? Not true!! What about your other abilities?
Can you dance? Can you tell jokes? Do magic? Write
screenplays for television? Are you a composer or
an actor? This is your chance to show us what you
can do!
…
5 p. 69
Assign the written task individually or in pairs.
Answers
1
2
3
4
5
6
82
I can use a computer.
You can’t dance.
My brother can’t play the guitar.
David and I can swim.
My friends can’t do magic tricks.
My mother can’t speak a foreign language.
Vocabulary: Professions
2.13 p. 69
6
The seven words listed are the names of professions
that all have to do with the world of the Arts. Check
that the students understand the words by having
them do the matching task.
Point out that in English the word director can be
used in different contexts: in a company (board of
directors), in music (orchestra director) or in the
cinema (film director). Compare with the native
language.
Play the recording to check the answers.
Transcript and answers [Track 2.13]
1d
actor/actress
2a
director
3g
photographer
4b
cameraman
5c
painter
6f
composer
7 h singer
7 p. 69
acts in films
directs films
takes photographs
uses a video or film camera
paints pictures
writes music
sings songs for an audience
Have the class look at the people in the pictures and
ask:
– Who is number 1?
– What is her job?
– Who is number 2?
and so on. Have the students write short sentences
with the name of the person and his/her profession,
using the vocabulary from exercise 6 and from Unit 6.
Answers
1 Alicia Keys is a singer.
2 Shakespeare is a writer.
3 Monica Bellucci is an actress and a fashion
model.
4 Mozart is a composer.
5 Leonardo da Vinci is a painter and a universal
genius.
6 Daniel Radcliffe is an actor.
7 Elvis Presley is a singer.
8 Quentin Tarantino is a film director.
Background information
Alicia Keys, (pseudonym for Alicia Augello-Cook) was
born on 25th January 1981 in New York, of an ItalianIrish mother and a Jamaican father.
Her debut album, Song in A Minor, sold over twelve
million copies worldwide and won five Grammy Awards
in 2002 and her albums The Diary of Alicia Keys,
Unplugged and As I Am were equally successful.
Alicia Keys is not only a musician, but also an active
benefactress. In 2005, in Bangkok, she conducted the
annual edition of the MTV Asia Awards, the first to be
held after the tsunami that had claimed thousands of
lives in the area the previous winter.
William Shakespeare (Stratford-upon-Avon, England,
1564-1616), the most famous English playwright and
poet, was also one of the greatest poetic geniuses of
Western literature. He wrote comedies (All’s Well That
Ends Well, Love’s Labours Lost, A Midsummer Night’s
Dream, The Taming of the Shrew, The Tempest, among
others), tragedies (Romeo and Juliet, Julius Caesar,
Macbeth, Hamlet, Ling Lear, Othello, Anthony and
Cleopatra, among others) and historical dramas (Richard
II, Richard III, Henry IV, Henry VI) in blank verse, over
150 sonnets and the poems Venus and Adonis and The
Rape of Lucrece.
Monica Bellucci (Città di Castello, Italy, 1964), Italian
actress and model. Some of her films include: The Matrix
Reloaded (2003), The Passion of Christ (2004), Don’t
Look Back (2009), The Sorcerer’s Apprentice (2010).
Wolfgang Amedeus Mozart (Salzburg 1756 – Vienna
1791, Austria), composer and pianist, was one of the
great geniuses of classical music. His musician father
recognised his precocious talent and introduced him,
while still a child, to all the royal courts of Europe. In
1780 Mozart went to Vienna where most of his musical
career took place. In 1782 he married Constanze Weber
and they had six children. He composed operas (Le nozze
di Figaro, 1786; Don Giovanni, 1787; Così fan tutte,
1790 and The Magic Flute, 1791 are among the most
famous), Masses, among which the Requiem remains
unfinished, and a vast number of symphonies, concerts
and sonatas for piano, piano and violin, for harpsichord.
Leonardo da Vinci (Vinci 1452, Italy – Amboise 1519,
France) was an artist, architect, scientist, inventor
and universal genius. His painting career, begun in
Florence (1470-1481) under the protection of the
Medici family, culminated with The Adoration of the
Magi. There followed a Milanese period (1482-1500)
which produced the first Virgin of the Rocks (ca. 1486,
now in the National Gallery of London), the equestrian
monument to Francesco Sforza (1491) and the fresco
of The Last Supper (ca. 1494-98). From 1499 to 1508
Leonardo was in Mantova, Venice and Florence during
which time he worked on the Mona Lisa (1503-1506),
among others. In Milan, in 1508, he completed his
second Virgin of the Rocks now at the Louvre. He was
in Rome between 1514 and 1517 where he worked on
numerous engineering and scientific projects. He spent
the last two years of his life in France, in the service of
King François I. He wrote Treatise on Painting which
was published posthumously.
Daniel Radcliffe (London, 1989), British actor, who
began his career as the young David Copperfield. He
then earned worldwide fame in his role as Harry Potter.
Elvis Presley (Tupelo 1934 – Memphis 1977, USA),
American singer, was known the world over as the ‘King
of Rock’n’Roll’.
Quentin Tarantino (Knoxville 1963, USA), American
director, producer and actor who earned international
fame in the 90s with his films Reservoir Dogs (1992)
and Pulp Fiction (1994). His more recent successes are
Death-Proof (2007) and Inglourious Basterds (2009).
6
Say it!
8 p. 69
Tell the students they will now have an opportunity to
personalise the lesson topic (abilities and interests) by
doing a survey.
Have everyone interview four classmates and remind
them to take notes. Monitor the activity making sure
the students use the question form Can you …? and
the affirmative I can… plus base form, correctly.
9 p. 69
Call on a few students to come up and report the
results of their survey. Choose the reporters so they
talk about different classmates.
I can dance quite well
pp. 70-71
Presentation dialogue
2.14 p. 70
1
Have the class look at the photo and elicit the answers/
guesses to the questions:
– Where is Anna? (In an office at the LAC.)
– What is she doing? (She’s talking to a teacher.)
– What is she wearing? (A formal outfit with a red
blouse and a black jacket.)
Have someone read the title and translate it. Then
ask:
– What do you think Anna’s talking about? (Her
abilities.)
– Why?
83
6
Elicit responses from the class then tell them to listen
and read to find out.
Play the recording while the students follow in their
book.
Tell them to skim the dialogue to grasp the gist so they
can answer the question.
Transcript [Track 2.14] see Student’s Book p. 70
Answer
Verify the students’ understanding of the expressions
in the box by having them do the matching task. Help
where needed.
Play the recording to check their answers.
Have the students work in pairs to tell each other what
their preferences are.
Transcript and answers [Track 2.15]
✔ an interview
2 p. 70
Have two students read the parts of Anna and Hannah.
Comment on the more difficult words and expressions.
Explain that classes here means the same as ‘lessons’.
Also point out that in words like photographs and
photography the ph is pronounced /f/ because these
words come from the Greek and they have kept the
spelling that is closer to the original.
Assign the task individually or in pairs.
Correct it orally.
✔ dance
✗ play music
✔ sing
✔ speak another language
✔ use a digital camera
1
2
3
4
5
6
7
8
9
do motorcross
make models
listen to music
play chess
play snooker
collect cards
chat online
make clothes
go rollerblading
GRAMMAR
Degrees of ability
Answers
✗ use a video camera
? drive a car
✔ cook
? do magic
? write music
3 p. 70
Have the students read and/or listen again to the
dialogue so they can do the comprehension task.
Answers
1 Anna wants to be/act in films.
2 She goes to modern dance classes, to singing
lessons, to Italian lessons and she does a
photography course.
3 She sings in a bar in Covent Garden (and she
goes to one of her dance lessons).
4 Making clothes and cooking (and also taking
photographs).
FLASH FORWARD
Assign this exercise to students who have already
finished exercise 3 or assign it to the whole class as
homework.
84
Vocabulary: Hobbies and interests
2.15 p. 71
4
Have two students read the examples and translate
them. Briefly explain the adverbial expressions,
then go to p. 73 for a more detailed explanation.
Assign the task and ask different students to read
the examples they have found in the dialogue.
Answers
Anna Yes, I can dance quite well. I go to modern
dance classes on Wednesdays and Saturdays.
Anna No, I can’t play music at all but I can sing
really well.
These expressions refer to activities:
not at all
quite well
well
really well
5 p. 71
Have the students write personal answers to the
questions on the lesson topic (abilities and interests),
saying which of the activities mentioned in the
dialogue they can do and how well.
FUNCTIONS
Talking about abilities and
interests
Vocabulary Workshop p. 72
Professions
1 p. 72
Have the class identify the objects and match them
to the professions.
Have a student read the question and answer,
taken from Anna’s interview. Ask the class to
translate it.
Have the students repeat the words: A film/movie
camera, B microphone, C palette, D music score, E
camera, F chair and megaphone, G Oscar statuette.
Move on to exercise 6 to practise this function.
Say it!
6 p. 71
6
Answers
Have the students do the oral activity in pairs. First
ask them to read Antonio’s information sheet and then
ask and answer questions about him, using the third
person singular, following the examples given.
FLASHPOINT
Focus on the prepositions used after the adjectives
good, bad, interested.
Point out that good and bad can have several
meanings in different contexts: a good person
(kind, honest), a good cake (delicious); a bad man
(unkind, dangerous), the milk is bad (spoiled, no
longer fresh). In this case, they indicate ability in
the following structures:
– to be good/bad at + noun (I’m good at Maths.
/ I’m bad at Chemistry.)
– to be good/bad at + verb in the -ing form (I’m
good at singing. / I’m bad at painting.)
1
2
3
4
5
6
7
Remind them to use the vocabulary learned in this
lesson and can/can’t + an adverb of degree, I’m
interested in / good at / bad at + a noun or the -ing
form.
Now ask some students to demonstrate the task in
front of the class, then assign it as a written homework
exercise.
actor
director
cameraman
photographer
painter
composer
singer
2 p. 72
Assign the written task individually or in pairs.
Explain that these are the kind of definitions they
can find in a monolingual dictionary; encourage the
students to get in the habit of using one every time
they encounter a new word.
Answers
1c
3
2a
3d
4b
2.16 p. 72
Tell the students that they are going to hear a job
interview between James and the manager. They are
to try and guess what type of job it is.
Play the recording, but do not let the students read
the dialogue.
Write it!
7 p. 71
Here the students will expand on the personalised
work they did in exercise 5.
G
F
A
E
C
D
B
Answer
pizza delivery boy
4
2.16 p. 72
Now play the recording while the class follows in the
book and fill in the gaps. Ask the students to indicate
when can/can’t indicates ability and when it indicates
possibility: the last two indicate possibility (Can you
start tomorrow? Yes, I can!), all the others, ability.
Have two students read the dialogue. Correct the task
and comment on the difficult words.
85
6
Transcript and answers [Track 2.16]
Mr Girotti So, James, what can you do?
James
I’m good at basketball and I can play
the guitar…
Mr Girotti Yes but, err... for example, can you
(1) drive a car? It’s important for this job.
James
I can’t drive a car but I can drive a
scooter. I’ve got a Vespa.
Mr Girotti Excellent! Now, do you know the town
centre well? Can you (2) find the streets easily?
James
Oh yes, I live in King Street – it’s right
in the centre. I know every street in town!
Mr Girotti Fantastic! Are you good at (3) maths?
You need to take the money and give
change to customers when you deliver
their pizzas.
James
No problem, I’m really good at maths.
It’s my favourite subject!
Mr Girotti Great! Can you start tomorrow?
James
Yes, I can! Of course. Thanks!
Pronunciation: can/can’t
2.17 p. 72
7
Go through the explanation on the weak and strong
forms for can/can’t and point out the phonetic symbols
used. If you think it would be useful, have the class
look at the phonetic chart at the back of the book. Point
out that phonetic charts show what is typically the
standard British pronunciation. Tell the students that
vowel sounds may change considerably, depending on
even a native speaker’s country of origin: Scotland,
Ireland, Canada, the USA (and also north, south, east
and west), Australia, New Zealand, etc.
Play the recording so the students can repeat the
sounds.
Transcript [Track 2.17] see Student’s Book p. 72
8
Have the class work in pairs.
Hobbies and interests
6 p. 72
Remind the students of the mind webs they drew
for the lexical groups studied in Units 2 and 5. Have
them use the same technique for the lexical group of
words in this unit. Tell them to draw a circle labelled
‘Hobbies and interests’ and radiating out from it,
more circles for the subcategories, labelled ‘games’,
‘sports’, ‘creative activities’, etc.
Assign the task, checking that the students are
writing the words in the appropriate categories.
p. 72
Call attention to the two phonetic symbols heading
the two columns in the table.
5 p. 72
Explain the task, telling the students to use exercise
4 as a model for their job interview and to choose
from among the jobs listed in exercise 2.
2.18
Play the recording a first time, so the students can
focus on the words they read and hear, then play it a
second time so they can repeat the words.
Transcript [Track 2.18] see Student’s Book p. 72
9
2.19 p. 72
Have the students copy the table from exercise 8 in
their notebook.
Now play the recording and assign the task.
Transcript [Track 2.19] see Student’s Book p. 72
10
2.20 p. 72
Play the recording again so the students can check
their answers. Play it once more for repetition.
Transcript and answers [Track 2.20]
Possible answers
Games and sports: play chess, collect cards, do
motorcross, go rollerblading, play snooker
Creative: make models , make clothes, dance, sing,
play an instrument, do magic, cook, write music
/æ/ apple, bag, man, bat
/a:/ start, tomato, car, banana
Spoken English
11 p. 72
To help students say Really? with the right intonation,
have them listen to the part of the dialogue on page
70 when the teacher expresses surprise (Really? You
want to be an actress then? And what about… ;
Really? Other interests or hobbies?).
86
Make sure everyone understands the phrases in the
box, then assign the task in pairs.
6
3 p. 73
Answers
1A
Flash on Grammar p. 73
can/can’t
Have the class read the table and the rules for the
use of can.
Tell the students that can is a modal verb and
therefore:
– there is only one form for 1st through 3rd person
singular and plural;
– in the negative form, not is added (can’t or cannot),
without the auxiliary don’t/doesn’t;
– in the question form, can is followed by the subject
(can you dance?), without the auxiliary do/does;
– it is followed by the base form of the verb (we can
dance, but we can’t sing).
Point out that can not only expresses ability and
possibility, but it can also be used to make a request.
Have the students find examples of can and can’t
used different ways throughout the unit.
2A
1 p. 73
Answers
1
2
3
4
5
6
Monkeys can’t write music.
I can’t speak ten languages.
Dogs can swim.
You can’t dance the tango.
She can run 20 kilometres.
I can sing in English.
2 p. 73
4A
5A
6R
4 p. 73
Answers
2f
I don’t have any money. / give money
Can you give me some money, please?
I can’t speak Chinese. / speak English
Can you speak English, please?
I’m hungry. / go to a restaurant.
Can we go to a restaurant, please?
I can’t see. / switch on the light
Can you switch on the light, please?
I’m thirsty. / drink water
Can I drink some water, please? Can you give
me some water, please?
I can’t do my homework. / help me
Can you help me, please?
I can’t sleep. / watch TV
Can I watch TV, please?
I can’t hear you. / shout
Can you shout, please?
My mobile isn’t working. / send an email
Can I send an email, please?
3g
4h
5i
6j
7d
8b
9c
10 e
Assign the exercises either individually or in pairs.
Workbook p. 48
3R
Degrees of ability
Have the class read the adverbial expressions that
show degrees of ability in carrying out an action.
Point out how they are often used with can + base
form of the verb.
Highlight the fact that these expressions always
come after the verb and its object.
Point out that the expression not at all is split in two
parts: the not is attached to can (cannot or can’t)
and the at all goes at the end of the sentence.
Workbook p. 48
Answers
1 Can your teacher speak English? Yes, he/she
can. / No, he/she can’t.
2 Can you play the guitar? Yes, I can. / No, I can’t.
3 Can you close the door? Yes, I can. / No, I can’t.
4 Can cats swim? No, they can’t.
5 Can your father cook? Yes, he can. / No, he can’t.
6 Can you help me? Yes, I can. / No, I can’t.
5 p. 73
Possible answers
2
3
4
5
6
I
I
I
I
I
can’t act at all.
can sing well.
can write stories really well.
can’t play the guitar at all.
can rollerblade quite well.
87
6
good/bad at, interested in
Remind the students that when good or bad indicate
ability, they are followed by:
– at + noun;
– at + verb in the -ing form.
Remind them that interested is followed by:
– in + noun or verb in the -ing form.
Workbook p. 48
6 p. 73
Possible answers
1
2
3
4
5
6
7
8
are good
are good
Are, interested
good
is good
is good
is good
isn’t interested
Roddy Doyle (Dublin, 1958), Irish novelist, dramatist
and screenwriter, earned his first success with the novel
Paddy Clarke Ha Ha Ha (Booker Prize, 1993). His works
include short stories, plays, television screenplays, and
several novel series. From the Barrytown Trilogy novel
series the following screen adaptations have come out:
The Commitments (1987, film in 1991), The Snapper
(1990, film in 1993) and The Van (1991, film in 1996).
Doyle explores the theme of domestic violence in the
novels The Woman Who Walked into Doors (1996)
and Paula Spencer (2006). Henry Smart is the main
character in the novel series The Last Roundup, set in the
Ireland fraught with internal wars and in the America of
Hollywood; it includes A Star Called Henry (1999), Oh,
Play That Thing! (2004) and The Dead Republic (2010).
Reading
2 p. 74
Tell the students to look at the photo and ask them
to describe what they see (a group of young people
wearing formal clothes are standing against the
background of a ruined building. Some of them have
got musical instruments, so they must be the band
Roddy Doyle writes about).
7 p. 73
Answers
Personal answers.
Have the students read the plot of the novel and
answer the question.
Flash on Skills / Literature
pp. 74-75
Answer
They want to play electronic music, but their
manager wants them to play soul music.
3 p. 74
The Commitments
Explain that the text is an abridged and adapted extract
from Roddy Doyle’s novel.
Before you read
1 p. 74
Assign the task.
Have the students look at the musical instruments
illustrated as you read the words to give them a model
for pronunciation.
Assign the matching task.
Do some exercises to prepare the students for the
reading activity by reading the plot synthesis on this
page. Ask if anyone has heard of or seen the film.
Answers
1D
Background information
2C
3A
4F
5B
6E
Answer
Jimmy asks them to think about their motivation in
forming a band.
4 p. 75
Have the class read the text for detail, commenting
on the difficult words and expressions like wouldn’t
be for long, what’s bothering him, rehearsing, sort
of, lads. Point out that Amn’t I right? and Yis and yeh
are slang expressions and not proper English. Tell the
class they will look at these in exercise 5.
Assign the task.
88
Answers
1 Because their band needs a new direction.
2 Jimmy is good at spotting new trends in music.
3 Jimmy suggests the reasons could be: money,
girls, wanting to be something different.
4 Wanting to do something with your life, not to
be a loser.
5 They agree with Jimmy.
Eminem (Missouri, 1972), American ‘white rapper’ who
came onto the music scene in 2000.
Aretha Franklin (Memphis, 1942), gospel and soul
singer, hers is one of the most famous voices in the
world, thanks to her incredible vocal ability and ‘soul’
feeling she puts into her singing.
Study Skills - Listening
for specific information
5 p. 75
Have the class read the suggestions on listening for
specific information and suggest that they apply these
techniques in the listening activities for exercises 7, 8
and 9.
Do the exercise with the class and write the words in
the Dublin dialect on the board, with their equivalent
in English.
If the students are interested in the topic of linguistic
studies, have them go to the site http://en.wikipedia.
org/wiki/Hiberno-English for more details.
Answers
1 yis, yeh
2 The last letter drops out: wha’, d’, doin’, buyin’,
an’, tha’.
3 gear = equipment
loser = somebody unsuccessful
chicks = girls
Listening
6 p. 75
To prepare for the listening activity, check the
students’ general knowledge of music genres. Talk
about the artists listed and provide some background
information, if necessary.
Assign the matching task.
Answers
1e
2a
3g
4b
5f
6c
7d
Background information
Luciano Pavarotti (Modena, 1935-2007), Italian opera
singer whose powerful tenor voice helped to expand the
popularity of opera music worldwide. He participated in
the hugely successful ‘Three Tenors’ collaboration with
Placido Domingo and Josè Carreras.
Metallica, heavy metal band formed in Los Angeles in
1981; it has won nine Grammy Awards.
Green Day, pop punk group formed in Berkeley, USA,
in 1987.
Shakira (1977), Columbian pop singer; has won
numerous Grammy Awards.
Louis Armstrong (New Orleans, 1901-1971), also called
Satchmo, was a singer and virtuoso trumpet player, the
first jazz soloist to emerge and the most influential jazz
musician of all time.
6
7
2.21 p. 75
Explain that the students are going to hear a radio
interview with two young members of a band that
plays ska and reggae music.
Play the recording, reminding the students to
concentrate on the specific information requested.
Then have them do the task.
Transcript [Track 2.21]
Interv. Hello and welcome to Radio Alison! Today
we’ve got some special guests in the
studio, Teresa and Tommy. Hi guys! Can
you tell us what it is that you do?
Teresa Hi! Well, we’re both studying acting
at drama college in Leeds but in our free
time we’re also members of a brand new
band, The Birds.
Interv. So, what type of music do The Birds play?
Teresa Well, we usually play ska and reggae.
Both types of music come from Jamaica,
where my family comes from, but we prefer
ska really.
Tom
Yeah! With ska you can play fast and really
loud! It’s mental!
Interv. Ska music? Cool! How many musicians are
there in the band?
Teresa Well, at the moment there are four of us.
I’m the singer and Tom plays the guitar.
Tom
I can play the saxophone quite well too,
but I can’t sing. I’m really bad at singing!
Interv. Which other musicians are there in the
band?
Teresa Well, there’s Jake, our bass guitar player.
He composes our songs too – he’s really
good at writing songs and our fans’
favourite songs are all Jake’s – and he
plays the piano. Then there’s Phil – he
plays the drums.
89
6
Interv. Where can people hear your music? Have
you got a CD?
Teresa No, we haven’t got any albums out yet but
you can visit our website or come to one of
our gigs!
Interv. Can I ask you why you decided to form a
band?
Tom
Well, it was really because...
Answers
a) They study acting at drama college.
b) They sing and play in a band called The Birds.
Words and phrases that help to identify this
information:
we’re both studying acting at drama college in
Leeds
in our free time we’re also members of a brand
new band, The Birds
Background information
Ska originated in Jamaica in the late 50s and 60s,
based on jazz and a combination of R&B and electric
instrumentals; it was a precursor to reggae which
became very popular with Bob Marley.
8
2.21 p. 75
Have the student read the statements so they know
what information to listen for.
Play the recording again and assign the task. Correct
it collectively.
Answers
1
2
3
4
5
9
F
F
F
F
T
They study at a drama college.
They are a ska and reggae band.
Jake’s songs are the favourite with the fans.
They haven’t got any albums yet.
2.21 p. 75
Have the students read through the incomplete text
so they know what to listen for. Some may be able to
complete it before listening again.
Play the recording again and then check the answers.
Answers
1
2
3
4
5
90
Leeds
ska
reggae
singer
guitar
6 saxophone
7 sing
8 songs
Speaking
10 p. 75
Divide the class into groups, then read through the
example and assign the task. Allow 10 minutes for
the students to discuss their band.
Monitor the groups and provide help with new words,
where needed.
If there is time, at the end you could write the results
on the board, gathering the information as follows:
– musical genre;
– singers;
– musical instruments;
– name of band.
You could then have the class vote on the band they
think is ‘most likely to succeed’.
Writing
11 p. 75
The writing activity brings together both the content
and the lexis of the speaking and listening activities.
Read the questions and the example, then assign the
task to be done either in class or at home.
Flashback 5-6 pp. 76-77
Grammar
1 p. 76
11
12
13
14
15
16
17
18
19
10
some
some
an
any
any
some
any
some
a
any
2 p. 76
1
2
3
4
5
6
much
much
many
many
much
much
3 p. 76
1
2
3
4
5
6
7
a lot
many
a lot
much
a little
a few
a lot
4 p. 76
1
2
3
4
5
6
a
a
a
a
a
a
few, not many
little, not much
few, not many
little, not much
little, not much
few, not many
5 p. 76
1
2
3
4
5
He
He
He
He
He
can dance.
can’t sing.
can play the guitar.
can cook.
can’t swim.
Can
Can
Can
Can
Can
you open the door?
we close the window?
she ride a horse?
your grandfather cook?
you help me please?
7 p. 76
1
2
3
4
5
6
really well
really well
quite well
at all
at all
quite well/well
8 p. 77
1
2
3
4
5
good, climbing
good, playing
interested, buying
bad, using
not interested, going
9 p. 77
1
2
3
4
6
Vocabulary
10 p. 77
1
2
3
4
5
6
7
8
9
sausages
toast
bacon
cereal
fruit juice
eggs
mushrooms
pastries
beans
11 p. 77
6 p. 76
1
2
3
4
5
5 in
6 at
7 quite good
a lot of
some
A little
any
1
2
3
4
5
6
7
8
packet
carton
can
slice
jar
bag
bottle
tin
12 p. 77
1
2
3
4
5
6
painter
singers
composer
paper boy
photographer
actress
13 p. 77
1
2
3
4
5
6
Yes, I have a lot of hobbies.
Yes, I take photographs.
Have you got any photos with you?
You’re very good at taking photos.
Have you got a lot?
I have a few
14 p. 77
1
2
3
4
5
6
7
8
well
good
can
any
interested
don’t
all
can you
91
7
Lover, Love Love...
Topic: life events and describing people.
Grammar: Past simple of be, can for permission.
Vocabulary: life events; physical appearance;
adjectives of personality.
Functions: talking about changes from past to
present; describing appearance and personality.
Reading: read and understand a love quiz about
love in literature and in the cinema; understand a
dialogue in which Anna’s father talks about what his
daughter can and can’t do; read and understand a
descriptive text about two famous English women.
Transcript and answers [Track 2.22]
1
2
3
4
5
6
Presentation text
2 p. 78
Have the students do the quiz to check their knowledge
of the concept of ‘love’ in literature, history and
cinema.
Listening: listen to a description of Marilyn
Monroe’s life; listen to a dialogue about the life of
Pocahontas.
Speaking: talk about what you looked like at the
age of 5; ask and answer questions about a famous
actress; ask and answer questions about two famous
English women.
Writing: describe the physical appearance and
personality of a teacher or a student; write a brief
biography of a famous English woman.
Pronunciation: stress on word prefixes.
Study Skills: making opposite adjectives by
adding a prefix; prepare an outline for writing a
short biography.
The Love Quiz pp. 78-79
Vocabulary: Life events
2.22 p. 78
1
Introduce the lesson by asking:
What are the main events in people’s lives?
Then say:
Look at the pictures first, then write the words.
Help the students identify the events that the pictures
represent and translate the expressions.
Play the recording to double check the answers.
be born
go to school
find a job
get married
have children
retire
Tell them they will hear the correct answers in the
recording that follows.
Answers
1a
2a
3c
8 love, sorry
3
4c
5b
6b
7b
2.23 p. 78
Now have the class listen to the recording and follow
along in the book so they can check their answers to
the quiz.
Transcript [Track 2.23]
1 The annual festival for lovers is called...
a Valentine’s Day.
2 Which actors were the two lovers in the film Titanic?
a Leonardo DiCaprio and Kate Winslet.
3 In which of these films were there two lovers,
Bella Swan and Edward Cullen, who had very
long teeth?
c Twilight
4 In the play Romeo and Juliet by William Shakespeare what happens to the two lovers?
c They die.
5 Which of these hit songs wasn’t a love song?
b Holiday, Green Day
6 The symbol of love in Celtic civilisation was...
b a knot
92
7 Which of these beautiful women was the cause
of the Trojan War?
b Helen
8 Can you complete these famous comments
about love?
All you need is love. Song by John Lennon &
Paul McCartney
Love means not ever having to say you’re sorry.
Erich Segal in the novel Love Story
FLASH FORWARD
Assign this activity to those who have finished
exercise 3.
Have the students do it orally, in pairs.
5
2.25 p. 79
Assign the task individually or in pairs.
7
Play the recording to check the answers and for
repetition.
Transcript and answers [Track 2.25]
1
2
3
4
5
6
7
c
d
e
b
a
g
f
plump – slim
tall – short
pretty – plain
small – big
fair – dark
straight – curly
short – long
Answers
1 Bella Swan is the girl who falls in love with a
vampire, Edward.
2 Romeo’s lover was Juliet.
3 The Trojan War was a war between the Trojans
and the Greeks.
4 John Lennon was a singer and a songwriter.
Vocabulary: Physical appearance
4
2.24 p. 79
Call on two students to read the descriptions out loud.
Have them identify the words used to describe eyes,
hair, height and other features. Have the class fill in
the spaces.
Play the recording to check the answers.
Transcript and answers [Track 2.24]
eyes: brown, grey, black, blue, green
hair: fair, dark, red, grey, black, brown, curly,
straight, short, long
height: short, tall
other: big, small, plump, plain, pretty, slim
Background information
The photograph is of Angelina Jolie (1975) and Brad
Pitt (1963), taken in the spring of 2011 in Los Angeles.
Besides their successful acting careers, the couple are
committed to humanitarian causes, especially to help
war refugees and people in countries ravaged by war or
natural disasters. They have three biological children
and have adopted three others.
GRAMMAR
Past simple: be
Read and translate the examples. Go to page 83
for the complete conjugation of the Past simple
of the verb to be.
Assign the task. To correct it, have different
students read the sentences in the quiz that
contain were or was.
Answers
In which of these films were there two lovers, Bella
Swan and Edward Cullen …?
Which of these hit songs wasn’t a love song?
The symbol of love in Celtic civilisation was …
Which of these beautiful women was the cause of
the Trojan War?
FLASHPOINT
Draw the students’ attention to the use of be born
(I was born in…/They were born in…). Compare
with the students’ native language.
6 p. 79
Do the exercise orally first with the whole class. Tell
the students to read the whole sentence so they
understand the context before they decide to use the
affirmative or negative form of the verb to be in the
Past simple.
Have the students copy the exercise in their notebook
for homework.
93
7
Answers
Assign the true/false task individually or in pairs.
2
3
4
5
6
Correct it orally.
wasn’t, was
weren’t
wasn’t, was
wasn’t, was
weren’t, were
Say it!
7 p. 79
Have the students do the task in pairs. Have them
read the example first, then personalise their answers.
Call on several pairs to come up and demonstrate the
task, describing first themselves and then their partner,
in the third person.
Where were you last night?
pp. 80-81
Presentation dialogue
2.26 p. 80
1
Have the students look at the scene in the photo and
ask several questions:
– Where’s Anna? (In the kitchen.)
– What’s she doing? (She’s having breakfast.)
– Who’s she talking to? (Her dad.)
– Is her dad happy? (No, he looks angry.)
– Where’s her mum? (She’s behind her.)
Have someone read the title and translate it. Then
ask the two questions in the task assignment. Tell the
students: Listen and read to find out.
Play the recording and have the students follow in
their book.
Tell them to skim the text to grasp the general meaning
so they can answer the questions.
Transcript [Track 2.26] see Student’s Book p. 80
Answers
1
2
3
4
5
6
F Anna was out until midnight.
F Anna was at a pizza restaurant.
T
T
T
T
3 p. 80
Have the students do the written part of the task
individually, then have them work in pairs to do the
oral part.
Monitor the exchanges to be sure the students are
formulating the questions correctly and giving the right
answers.
Answers
2
3
4
5
6
Is
Is
Is
Is
Is
her dad happy today? No, he isn’t.
Anna at a pizza restaurant now? No, she isn’t.
Anna’s mum angry with her? No, she isn’t.
Anna 16? Yes, she is.
Anna an actress? No, she isn’t.
FLASH FORWARD
Assign the activity to the students who finish exercise
3 quickly, or assign it to the whole class for homework.
GRAMMAR
can for permission
Read the examples and elicit the translation in the
native language.
Assign the task.
Answers
Anna’s Dad feels angry. Anna feels upset and
annoyed.
2 p. 80
Have three students read the parts of Anna, Henry
(her father) and Hilary (her mother) in the dialogue.
Point out and comment on the more difficult words
and expressions, for example Give me a break! (in
this context it means ‘leave me alone, stop criticising
me!’)
94
Answers
Henry What about this morning? You were asleep
until 10 o’clock. You can’t stay in bed all
morning! We need you in the kitchen.
There were a lot of people at breakfast.
Anna Look, Dad, I’m 16 now…
Henry Yes, but you can’t stay out till midnight!
Were you in a bar? You’re an intelligent
girl, you know you can’t go to bars at 16.
Play the recording and have the students take notes.
4 p. 81
Have the students do the written task individually or
in pairs.
Correct the task by copying the fact file on the board.
7
Transcript [Track 2.28]
Answers
2
3
4
5
6
Can I invite my friends here Saturday night?
Can I get a scooter for my birthday?
Can we use your computer to go on the Internet?
Can Susan sleep at our house tonight?
Can I have a snack, please?
Vocabulary: Adjectives of personality
5
2.27 p. 81
Play the recording and have the students repeat the
words so they can acquire the proper pronunciation.
Have the students look up the words they do not know
in a dictionary.
Assign the task in pairs; point out that some adjectives
may be considered positive by some people or negative
by others, e.g. talkative, quiet. Encourage the students
to express their opinions.
Transcript [Track 2.27] see Student’s Book p. 81
Possible answers
Positive: intelligent, friendly, talkative, quiet, reliable,
sensible, responsible, polite, calm, funny
Negative: irresponsible, silly, shy, talkative, nervous,
rude
FLASHPOINT
Read the rule and the examples. Explain that in
this structure, like is an adverb and not a verb.
Point out that in questions, we use What… like?
to ask for information on the personality or physical
appearance of a person.
Say it!
6 p. 81
Have the class play this guessing game either as a
class or in pairs.
7
2.28 p. 81
Ask the students to glance at the fact file on Marilyn
Monroe, so they know what information to listen for.
Who was Marilyn Monroe?
Marilyn’s real name was Norma Jeane Baker and
she was born June 1, 1926.
Her first job was in a factory; then she was a model.
Her first acting roles were small, for example she
had a very small role in the Marx Brothers film Love
Happy in 1949.
She was a talented actress and won some important
awards. She was the winner of the David di Donatello
prize, the Italian Oscar (in 1956), and a Golden
Globe for her role in the comedy Some Like it Hot.
Marilyn was a good comic actress but she was also
intelligent – she studied Art and Literature at the
University of California. Her friends say she was shy,
very sweet and clever.
Marilyn was a very beautiful woman and was famous
for her blue eyes and blonde hair in her films, but
her real hair was brown.
She married three times, first to James Dougherty,
a police officer, then to Joe DiMaggio (real name
Giuseppe Paolo DiMaggio), a great American baseball
player. Her third husband was Arthur Miller, the
famous playwright.
In her final years she was very ill. She was anxious
and afraid and her death at 36 years old is still a
mystery. Was it suicide, was it an accident or was
it murder? We don’t know the truth.
Answers
Date of birth: 1st June 1926
Real name: Norma Jeane Baker
First job: in a factory
First roles: small, she was in Love Happy (1949)
Prizes: David di Donatello and the Golden Globe
for best actress
Personality: intelligent, shy, sweet and clever.
Hair: blonde but her real hair was brown
Husbands: James Dougherty, a police officer; Joe
DiMaggio, a baseball player; Arthur Miller, the
famous playwright
Say it!
8 p. 81
Have the students work in pairs to do the task. Tell
them to follow the example for the questions and to
refer to exercise 7 for the answers.
95
7
Answers
Answers
2A
B
3A
B
4A
B
5A
B
6A
B
7A
B
hair: curly, straight, wavy, short, dark, blonde
physique: tall, slim, short, plump
When was she born?
She was born in 1926.
What was her first job?
She worked in a factory.
What were her first roles in the cinema?
They were small roles.
Was she a good actress?
Yes, she was.
What was she like?
She was intelligent, sweet and shy.
Who were her husbands?
They were James Dougherty, a police officer;
Joe DiMaggio, a baseball player; Arthur
Miller, the famous playwright.
Assign the task and tell the students to choose
someone they know, so they can describe the person’s
physical appearance and their personality.
Vocabulary Workshop p. 82
Physical appearance
2.29 p. 82
1
Have the students look at the picture and then match
the words to the facial features.
Play the recording to check the answers. Play it again
for repetition.
Transcript and answers [Track 2.29]
hair
eyebrows
forehead
ear
eyes
16
17
18
19
10
cheeks
nose
mouth
teeth
chin
2 p. 82
Have the students do the task putting the words in the
correct category. Tell them to add more if they know
them.
Point out that the adjective short can refer both to hair
length and to a person’s height.
96
The Minister’s Cat is a parlour game that dates back to
Victorian times; the purpose of the game is to describe
the cat using adjectives that begin with each letter of
the alphabet. In general this type of alphabet game
can be used for any lexical category.
You can decide to accept humorous and strange
adjectives as well as ordinary ones. Let the students
have access to a monolingual dictionary.
The game can be played in pairs or with the whole
class.
Write it!
9 p. 81
11
12
13
14
15
Adjectives of personality
3 p. 82
Possible answers
Here are 26 adjectives, some of them humourous:
attractive, beautiful, clever, dark, excited, furious,
greedy, humble, intelligent, jovial, kind, lazy, moody,
nasty, orderly, plump, quarrelsome, rare, slim, tough,
unpredictable, vicious, weak, xenophobic, yellow,
zoological
Study Skills - Making opposite
adjectives
Explain to the students that this is a technique that is
useful for expanding their lexis because they can enrich
their vocabulary by using this procedure to make new
words.
Pronunciation: Stress on word prefixes
2.30 p. 82
4
Read the general rule, then ask the students to look
at the symbols showing where the stress is placed on
the words, i.e. the primary stress (large dot) and the
secondary stress (small dot).
Play the recording once for the class to look at and
listen; play it a second time for repetition.
Transcript [Track 2.30]
responsible, polite, important
irresponsible, impolite, unimportant
Have the students copy the words in their notebook.
Then have them try to pronounce the words and mark
the primary stress.
6
2.31 p. 82
Play the recording to check their answers and to have
them repeat the words.
Transcript and answers [Track 2.31]
•
1 relevant
•
2 reliable
•
3 practical
•
4 responsive
•
6 mature
•
7 rational
•
8 attractive
•
9 perfect
•
Answers
2 Maria is tired now. Last night she was at a party.
3 This year they are in France. Last year they were
in Greece.
4 Today it’s rainy. Yesterday it was sunny.
5 This morning I’m fine. Last night I was ill.
6 At the moment we are at the beach. This
morning we were in the hotel.
2 p. 83
2
3
4
5
6
Were
was
Were
wasn’t
were
2.32 p. 82
Play the recording to check their answers. Play it again
for repetition.
Transcript and answers [Track 2.32]
•
•
6 immature
•
•
7 irrational
•
8•
unattractive
•
2 unreliable
•
3 impractical
•
4•
unresponsive
3 weren’t, wasn’t, was
4 weren’t, were
4 p. 83
Have the class do the task orally or in writing.
•
were
was
wasn’t
was
Were
3 p. 83
1 wasn’t, was, were
2 was, weren’t
•
1 irrelevant
17
18
19
10
11
Answers
5 intelligent
7
7
1 p. 83
5 p. 82
•
•
•
•
9 imperfect
•
5•
unintelligent
Flash on Grammar p. 83
Past simple: be
Read the table and translate the examples, if
necessary.
This is an oral activity to be done in pairs. Make sure
everyone recognises the names of the people and that
they answer correctly during the task.
can for permission
Read the rules for using can and the examples.
Assign the task individually or in pairs.
Workbook p. 56
5 p. 83
Answers
1 can
2 can’t
3 Can
4 can
Flash on Skills / Culture
pp. 84-85
Have the students find more examples in the unit.
They’re coming out of the kitchen…
Assign the exercises to be done individually or in pairs.
Before you read
Workbook p. 56
1 p. 84
Ask the class who they think the illustrations represent
(women who played an important role in English
history and society). Discuss the title and
97
7
the deeper meaning behind the words (women are
coming out of the kitchen and the confines of the
home to take on bigger and more important roles in
society).
Do some pre-reading activities to prepare the students
and help them focus on the topic (famous English
women).
Possible answers
Elizabeth Tudor: famous for her long reign that
brought prosperity to England.
Florence Nightingale: famous because she founded
the nursing profession.
Possible answers
Elizabeth Tudor was intelligent, talkative, clever,
astute, enthusiastic, but she was also controversial,
rude and nervous. She wasn’t pretty, but she was
daring and powerful.
Florence Nightingale was useful, quiet, sensible
and determined. She was very serious, diligent and
compassionate.
Speaking
5 p. 85
The speaking activity ties in with the reading activity
to help remember content and lexis.
Assign one character to student A and the other to
student B.
Reading
2 p. 84
Have the class read the text quickly for gist and have
them complete the table.
Check their answers collectively.
Answers
Elizabeth Tudor: 1533, 1603, Queen of England
Florence Nightingale: 1820, 1910, nurse
3 p. 85
Now have the class read the text for detail and
comment on the more difficult words like flirt, badtempered and suitor.
Assign the true/false task.
Check and discuss the answers with the class.
Answers
1
2
3
4
5
6
7
8
F She was an only child.
F She was 25 when she became a queen.
T
F Elizabeth never married. She died at the age
of seventy.
F She was from a rich family.
F Britain was at war with Russia.
F Their conditions were terrible.
T
4 p. 85
Have the students skim the text and pick out all the
adjectives used to describe personality; tell them they
can add some ideas of their own and help them come
up with some synonyms.
98
Have the As and the Bs each read their text. Now tell
them to ask and answer questions. The one asking
keeps the book open, the one answering keeps it
closed. They then swap roles.
Some questions can be written on the board to guide
the conversation; they can be used for both historical
figures:
– When was … born?
– Was her family rich?
– What was her character like?
– Was she happy with her life? Why or why not?
– What was her dream?
– Was she married?
– What were her achievements?
– Was she old when she died?
Listening
2.33
6
p. 85
The listening activity expands on the topic of the
reading activity, by offering another biography of a
famous woman.
Before you begin the listening, make sure everyone
understands the new words, like ambassador, chief,
tribes, ethnic minorities.
Play the recording once and have the class do the gap
fill task.
Transcript [Track 2.33]
David
Mr Turner, who was Pocahontas?
Mr Turner Pocahontas? Well David, she was a
Native American princess. She’s
famous because she was the first
Native American to go and live in
Britain and she was an ambassador for
Native American culture.
David
When was she born?
Mr Turner She was born around 1595, I think.
David
Really? 400 years ago! Was she from
the Wild West?
Mr Turner No, her father was an important chief
of many tribes in the area which is now
Virginia, on the east coast of the United
States. The British were at war with
the Native American tribes then.
David
Was she a soldier?
Mr Turner No, she wasn’t but when she was a
teenager the British soldiers took her
prisoner. In prison, she learned to
speak English and started to talk to the
British about her people and their
culture, and to promote peace between
the two countries.
David
Was she married?
Mr Turner Yes, she was. She fell in love with an
Englishman, John Rolfe, in Virginia, and
married him. They had a son, too. She
died in 1617 when he was still a baby.
David
So she was really the first Native
American woman to work for better
relations between white Europeans
and ethnic minorities?
Mr Turner That’s right, David, she was!
Answers
Name: Pocahontas
Nationality: Native American
Born: around 1595
Died: 1617
Profession: Native American princess
Family: daughter of an important chief, married an
Englishman, had one son.
Why famous: worked for better relations between
white Europeans and ethnic minorities.
7
2.33 p. 85
This exercise provides a model for making a
summary of what was said and reinforces students’
understanding of the biographical information they
just heard.
Play the recording again so the class can do the task.
With an advanced class, have the students try to
complete the text first and then listen to check their
answers.
For correction, have different students read the text
out loud.
Answers
1
2
3
4
teenager
British
English
people
5
6
7
8
culture
peace
relations
ethnic
7
Study Skills - Writing a short
biography
Remind the class that in Unit 4 on page 57 they
learned the note-taking technique to organise a
composition.
Now they will learn to write an outline for a brief
biography that highlights the key moments in that
person’s life.
Have the students apply the techniques suggested for
exercise 8.
Writing
8 p. 85
The writing activity helps students learn from and
utilise the structure of the brief biographies presented
in the reading and listening activities.
Divide the class into three groups and assign one
historical figure to each. Tell them they are to work
individually at home to do the research work on the
Internet and to write up their short bio.
Remind them to take notes and follow the indications
given in the Study Skills section.
Possible notes
Queen Victoria (1819-1901)
– from London, lived in London
– queen of the United Kingdom of Great Britain and
Ireland, Empress of India
– famous for her long reign, a period of stability and
prosperity in Britain and in the Empire
Charlotte Brontë (1816-1855)
– from Yorkshire, lived in Yorkshire
– novelist and poet
– famous for her novel Jane Eyre published in
1847, repeatedly adapted for the screen and for
television in modern times
Elizabeth Fry (1780-1845)
– from Norfolk, lived in London
– social reformer
– famous for her charity work for the poor and the
sick, and especially prisoners. She opened a
training school for nurses which inspired Florence
Nightingale. She founded the Society for the
Reformation of Female Prisoners.
99
8
Out and About
Topic: emotions.
Grammar: Past simple all forms, regular and
irregular verbs.
Vocabulary: adjectives in -ing and -ed; emotions.
Functions: talking about past events; expressing
feelings, sensations and emotions.
Presentation text
2.34 p. 86
2
Play the recording and have the class follow the text
in their book.
Ask them to skim the emails as they listen and then
match each one to two photos. In exercises 3 and 4
they will read for detail.
Reading: understand some emails about a visit to
London; understand a dialogue between two girls
talking about sightseeing in London and about family
problems; read and understand a text about working
and living conditions in Victorian London.
Listening: understand the description of a ‘literary’
tour of London; listen to an interview about three
horrible jobs people used to do in Victorian London.
Speaking: talk about past events; ask and answer
questions about people’s feelings and emotions; talk
about a sightseeing tour of famous places; talk about
jobs in Victorian London.
Writing: describe life in your own city as it was in
the 19th century.
Pronunciation: Past simple -ed.
Study Skills: using a dictionary (2); planning your
writing (brainstorming and mind maps).
A day out in London
pp. 86-87
1 p. 86
Have the students look closely at the photos and ask
them to name these places. Ask if anyone knows
London, either from personal experience or through
television, movies, books or the Internet.
Transcript [Track 2.34] see Student’s Book p. 86
Answers
1AF
2DE
3BC
Background information
Jack the Ripper is the name of the serial killer who
murdered five prostitutes in the autumn of 1888 and he
may have killed three others. The murderer was never
found and there are no clues as to his identity other than
the letters, signed Jack the Ripper and sent to the press
and the police during that time period.
3 p. 86
Have the students read the text for detail. Have three
students read the emails and comment on difficult
words, like miss, power station, weird. Pay careful
attention to pronunciation.
Explain that ‘Mystery Walk’ can have two meanings,
one referring to an unknown tourist destination
(‘mysterious’) and the other referring to a place of
mystery and intrigue such as the Whitechapel area
of East London, where it is said that Jack the Ripper
committed the murders, or the London of Sherlock
Holmes, Charles Dickens, Harry Potter…
Assign the true/false task.
For correction, ask different students to read the
corrected sentences.
Background information
Information on the places mentioned in the text are
available on the site http://en.wikipedia.org/wiki/ under
the following names:
River Thames, London Eye, Houses of Parliament, Big
Ben, Buckingham Palace, Tate Modern, Oxford Street,
Highgate Cemetery (the site gives a list of the famous
people buried there), 221 B Baker Street (imaginary
residence of Sherlock Holmes), Sherlock Holmes
Museum.
100
Answers
1 F They visited London by boat (email 1) and on
foot (email 3). We don’t know how they
travelled for the other visits (email 2).
2T
3 F Antonio wanted to go on a walking tour.
4 F It wasn’t very frightening.
5 F There’s the house of someone famous in
Baker Street (The Sherlock Holmes Museum).
4 p. 86
Assign the exercise individually or in pairs.
Check the answers by asking students to read them.
Answers
2 at 11.30 last weekend
3 Sunday afternoon
4 yesterday
Extra
As an additional comprehension exercise, written or oral,
have the students answer these questions:
1 What was the weather like during the boat trip? (It
rained a bit.)
2 Did Michael enjoy the visit to the Houses of
Parliament? (No, he didn’t. He thought it was boring.)
3 Why couldn’t he visit Big Ben? (Because it was
closed to visitors.)
4 What did he watch outside Buckingham Palace?
(The ceremony of Changing the Guard.)
5 Where is Tate Modern? (In an old power station.)
6 Where did the friends do their shopping? (In Oxford
Street.)
7 Where did they go on their ‘Mystery Walk’? (To
places where famous crimes happened.)
8 What did they visit in Baker’s Street? (The house of
someone famous.)
You may want to save this task until after you have
presented and practised the Past simple.
GRAMMAR
Past simple: affirmative
Have someone read the examples and translate
them. Ask the students to go to p. 91 to find the
complete conjugation and usage rules for the Past
simple, as well as a short list of irregular verbs.
Assign the tasks.
Answers
This is a photo of our boat trip on the River Thames
last Tuesday – it rained a bit but we enjoyed it – it
was really relaxing and we saw a lot of famous places
including the London Eye. At the end we visited the
Houses of Parliament. (That was a bit boring!) We
wanted to visit Big Ben but it was closed to visitors.
…We watched the ceremony of Changing the Guard
outside Buckingham Palace last weekend. It took
place at 11.30 and Antonio missed it because he
arrived late! Then we went to the Tate Modern; it was
an old power station but now it’s an art gallery. It’s
really cool! The things there are weird but fascinating
– I studied some of them in Art at school last term.
We finished the day with some shopping in Oxford
Street (zzzz!!) and Robyn bought some souvenirs.
8
Antonio wanted to go on a walking tour yesterday
so we did the ‘Mystery Walk’. We walked along the
trail of Jack the Ripper and we visited some places
where famous crimes happened (but they weren’t
very frightening!). That part lasted two hours and
was quite tiring. They also showed us the house
of someone famous in Baker Street: the house is a
museum now... Who lived there? I can’t remember!
Anyway, it was really interesting but we walked and
walked. We were sooooo tired!
go – went
take – took
do – did
see – saw
buy – bought
5 p. 87
Assign the written task orally, then have the students
do it in writing for homework and have them copy the
sentences in their notebook
Answers
2
3
4
5
6
started, finished
watched
visited
waited
showed
Vocabulary: Adjectives in -ing and -ed
2.35 p. 87
6
These adjectives are also called ‘participial adjectives’
in English, because they have the form of either
the present or past participle of the verbs. Explain
that there is almost always a corresponding verb
(interesting/interested – to interest), but that
sometimes there isn’t a verb, but a noun (e.g. talented
– talent).
Assign the task then play the recording to check the
answers. Play it a second time for repetition.
101
8
Transcript and answers [Track 2.35]
It was… boring, tiring, fascinating, frightening,
interesting, exciting, relaxing.
I was… bored, tired, fascinated, frightened,
interested, excited, relaxed.
7 p. 87
Have the class look at the pictures and do the task
with the whole class.
Ask the students to copy the sentences in their
notebook for homework.
Answers
2 They’re frightened. The film is frightening.
3 He’s tired. Cycling is tiring.
4 They’re bored. The lecture/the film is boring.
Say it!
8 p. 87
What did you see in London?
pp. 88-89
Presentation dialogue
2.36 p. 88
1
Have the class look at the photo and elicit the answers/
guesses to the questions:
– Where are Anna and Robyn? (In a coffee shop.)
– What are they doing? (They’re chatting.)
– What are they wearing? (Casual clothes/something
pink and colourful.)
– What are they eating and drinking? (A cappuccino
and a sandwich, a glass of orange juice.)
Have someone read the title and translate it. Then
ask: What do you think Robyn saw in London? Tell
the students: Listen and read to find out.
Play the recording while the class follows along in the
book.
Tell the students to skim the dialogue to grasp the gist
so they can answer the question.
Allow about 10 minutes for the pair work.
Call on several pairs of students to demonstrate the
task and recite their dialogues.
Transcript [Track 2.36] see Student’s Book p. 88
Answer
Possible answers
2A
B
A
B
3A
B
A
B
4A
B
A
B
5A
B
A
B
6A
B
A
B
102
I played football on Sunday. What about you?
I watched a football match on TV.
What was it like?
It was exciting.
I played computer games at the weekend.
What about you?
I cleaned the house!
What was it like?
It was tiring.
I chatted to friends online this afternoon.
What about you?
I surfed the Internet.
What was it like?
It was interesting.
I visited an art gallery on Friday. What about
you?
I went to the dentist’s.
What was it like?
It was frightening.
I played the guitar on Saturday. What about
you?
I worked all day.
What was it like?
It was boring.
Robyn was at Buckingham Palace and at Tate
Modern.
2 p. 88
Have two students read the parts of Anna and Robyn.
Comment on the more difficult words and expressions,
such as sightseeing, stuff to do, have a row, you’re
kidding!
Call attention to Anna’s attitude when she gives a
vague answer to Robyn’s question, saying: I had stuff
to do. Suggest that maybe she didn’t want to say she
had slept late or that after her row with her dad she
had to work at the B&B. Elicit guesses as to why she
says: Oh it’s a long story. Perhaps Anna, like so many
teenagers, is reluctant to talk about her feelings and
thoughts regarding her family.
Assign the task individually or in pairs.
Correct it orally.
Answers
1
2
3
4
5
6
Robyn, Antonio and Michael
Anna
Robyn, Antonio and Michael
Anna
Antonio
Robyn
FLASH FORWARD
Assign this exercise to students who have already
finished exercise 2 or assign it to the whole class as
homework.
Vocabulary: Emotions
2.37 p. 89
3
Read the adjectives in the box and play the recording
to have the students repeat them. Check for
comprehension and have the students describe the
various situations they see in the photos.
Read the example and provide some additional
personal examples, if necessary.
Assign the task. Then have different students read
their sentences.
Transcript [Track 2.37] see Student’s Book p. 89
GRAMMAR
Past simple: negative and
interrogative forms
Have someone read the examples and translate.
Explain that the negative and interrogative forms
of the Past simple are structured the same way
for regular and irregular verbs, using the auxiliary
did/didn’t. Have the class go to p. 91 to review
the table.
Assign the task and ask different students to read
the examples they have found in the dialogue.
Answers
Anna
Robyn
Anna
Robyn
Possible answers
I feel scared when I see Halloween masks.
I feel happy when I have a picnic with my friends
and family.
I feel surprised when mum organises a surprise
birthday party for me.
I feel jealous when my boyfriend hugs another girl.
I feel nervous when I do maths at school.
FUNCTIONS
Expressing feelings
Read and translate the sentences taken from the
dialogue.
Move on to exercise 4 to practise this function.
Say it!
4 p. 89
Assign the oral activity in pairs.
If necessary, call on a couple of students to demonstrate
the task for the class.
8
Anna
Robyn
Anna
Robyn
Anna
Robyn
Anna
Robyn
Anna
Robyn
Hi! Did you enjoy your sightseeing this
morning?
Oh, yes. I loved it. It was really interesting!
Who did you go with?
I was with Antonio and Michael. Why
didn’t you come?
Oh, I had stuff to do... Anyway, what did
you see in London?
Well, we went to Buckingham Palace to
see the Changing of the Guards.
Oh no! Boring!!
No, it was cool. I took some great photos.
Did you go to the Tate Modern?
Yes, we did. A bit boring.
Oh, I think it’s fascinating!
Anyway, the café was really amazing –
great design. Then we did some shopping...
What did you buy?
Well, Antonio bought some jeans and a
T-shirt but Michael didn’t buy anything.
…
Anna
Actually I didn’t have a good day. I feel
depressed. I had another row with my dad.
Robyn What happened?
Anna Oh, he doesn’t want me to go out, to see
my friends, to go to the LAC…
Robyn You’re kidding! Why not?
Anna Oh, It’s a long story…
5 p. 89
Exercises 5 and 6 help the students not only to practise
asking questions and giving short answers in the
Past simple, but these exercises also serve to check
comprehension of the content of the dialogue.
Have the students do the written task in their
notebook, being sure to leave enough space after the
questions for the answers.
103
8
8 p. 89
Answers
1
2
3
4
5
Did
Did
Did
Did
Did
Anna go sightseeing this morning?
Michael see Antonio this morning?
Anna go with her friends?
Robyn go to a museum?
Robyn buy any souvenirs?
Have the students work in pairs: one plays the part
of Antonio and the other of a friend of his. Have them
make up a dialogue, using the prompts given or adding
more of their own.
9 p. 89
6 p. 89
Have the students swap notebooks with a partner so
they can check each other’s work.
Background information
Answers
1
2
3
4
5
No, she didn’t.
Yes, he did.
No, she didn’t.
Yes, she did.
Yes, she did.
Say it!
2.38
7
p. 89
Tell the class to look at the text briefly so they will
know what information to listen for.
Play the recording once or twice so the students can
do the task.
Transcript [Track 2.38]
We walked a lot. We visited Blackfriars – William
Shakespeare bought a house there or something.
That was a bit boring. I preferred Baker Street. They
say Sherlock Holmes lived at number 221B. It is a
museum now. But Sherlock Holmes didn’t really live
there; it’s just a story.
We also saw Oscar Wilde’s house in Chelsea. He
lived there with his wife and two children.
We visited Charles Dickens’ house – the guide said he
wrote Oliver Twist there… I was really tired by then.
My favourite visit was Westminster Tube Station –
they made some scenes from Harry Potter there, it
was brilliant!
Answers
1
2
3
4
5
104
Explain that this task is identical to the other. Before
you start, discuss the famous places on the tour and
provide the necessary background information.
bought
Baker
Charles
Chelsea
Harry Potter
St. Bartholomew the Great is located in the City of
London and this is where they filmed the church scenes
in Four Weddings and a Funeral (1994), in Shakespeare
in Love (1998), among other films.
William Wallace (1273-1305), Scottish patriot accused
of treason, was tortured in the Tower of London and
executed at Smithfield. The film Braveheart (1995) tells
the story of his heroic deeds.
Abbey Road Studios are located on Abbey Road in St
John’s Wood, in the northern part of London; they are
the recording studios used by famous people. This road
has the most famous pedestrian crossing in the world
because it was those zebra stripes that appeared on
the cover of the Beatles’ album Abbey Road (1969);
the Beatles were photographed as they were crossing.
Vocabulary Workshop p. 90
Adjectives in -ing and -ed
2.39 p. 90
1
Have the class do the written task in their notebook,
working individually or in pairs. Ask them to say which
adjectives express feelings or emotions (those that end
in -ed) and which ones describe things, situations,
events and people (those that end in -ing). If you think
it would be useful, look at the root verb they derive
from.
Play the recording so the students can check their
answers.
Play it again for repetition.
Transcript and answers [Track 2.39]
emotions: bored, interested, excited, tired, relaxed,
amused, annoyed, worried, fascinated
things/events/people: boring, interesting, exciting,
tiring, relaxing, amusing, annoying, worrying,
fascinating
2 p. 90
5 p. 90
Assign the task, having the class look for other
examples of these adjectives in unit 8. Alternatively,
have them come up with more examples that they
already know.
Have students look up the words in a bilingual
dictionary.
Possible answers
Answers
frightening/frightened; amazing/amazed;
depressing/depressed; surprised/surprising
Personal answers.
3 p. 90
Correct the task collectively and check that everyone
understands the meanings.
6 p. 90
Have the class first give the answers orally, then have
them do the task in their book.
Assign the task, telling the students to choose the
correct adjective.
Answers
2
3
4
5
6
boring
bored
interesting
tired
tiring
Study Skills - Using a dictionary (2)
Explain that many languages have words that are
similar because they have a similar origin (e.g. Latin,
Greek, etc.). This can sometimes be helpful, but it can
also present a trap. It is necessary to distinguish:
– ‘false friends’ or words that sound or look very
similar, but that have a different meaning;
– ‘cognates’ or words that have the same etymology
and the same meaning;
– ‘near cognates’, also called ‘apparent cognates’, or
words that have the same etymology, but with just
a slightly different meaning.
Remind the students to always check words in a
bilingual dictionary to be sure of the meaning and
the pronunciation, because sometimes the English
pronunciation is quite different from the native
language, even if the words look similar.
Emotions
4 p. 90
8
Answers
1
2
3
4
angry
worried
bored
surprised
Pronunciation: Past simple -ed
2.40 p. 90
7
Go through the pronunciation table, providing
examples to illustrate each rule.
Play the recording while the students look at the table
and repeat.
Transcript [Track 2.40] see Student’s Book p. 90
8
2.41
p. 90
Have the students copy the table in their notebook.
Play the recording a first time, so the students can
focus on the endings of the verbs they hear and write
them in the correct column. Play it a second time for
repetition.
Transcript and answers [Track 2.41]
/t/ walked, looked
/Id/ started, recorded
/d/ danced, showed
Have two students work individually or in pairs.
Answers
Personal answers.
105
8
Spoken English
9
2.42 p. 90
2 p. 91
Answers
Have the students read the explanation and check
that they have understood by asking them how they
would say the examples in their language.
Now assign the task in pairs. Alternatively, the students
can copy the dialogues in their notebook and do the
task in writing.
Now play the recording to check the answers. Play it
again for pronunciation and intonation.
Transcript and answers [Track 2.42]
1 A I like Paris, but it’s a bit expensive.
B And the French are a bit unfriendly.
2 A Let’s go for a pizza, I’m a bit hungry.
B Now? It’s a bit late.
3 A She wasn’t very good at the interview.
B No, but she was a bit nervous and the questions
were a bit difficult.
1
2
3
4
5
6
walked
played
didn’t visit
watched
didn’t enjoy
talked
Past simple: irregular verbs
Have the class read the table and then have them go
to page 114 for the complete list of irregular verbs
used in this volume.
Assign the exercises either individually or in pairs.
Make sure everyone understands the verbs and the
texts.
Workbook p. 65
3 p. 91
Flash on Grammar p. 91
Past simple: regular verbs
Have the class read the table and the spelling rules
for the use of the Past simple.
Tell the students that this tense is used for an action
that began and was concluded in the past, regardless
of how remote or recent. The Past simple is often used
with the time expressions listed on p. 83.
Assign the exercises either individually or in pairs.
Make sure everyone understands the verbs and the
sentences.
1 p. 91
Answers
106
stayed
talked
tried
travelled
looked
12
13
14
15
16
17
18
19
10
11
16
17
18
19
10
married
listened
tasted
planned
played
didn’t go
didn’t see
got
visited
bought
didn’t go
didn’t stay
went
came
had
4 p. 91
Answers
1
2
3
4
Workbook p. 64
1
2
3
4
5
Answers
We bought some presents for Harry’s birthday!
The twins went to school today, they are well.
I made a lot of pasta. Are you very hungry?
Stewart drank all the cola, there isn’t any in the
fridge.
5 Helen saw her history teacher today.
6 The package you are waiting for came this
morning.
Background information
5 p. 91
Answers
1 Did you come to school by bus this morning?
2 Did you have a maths lesson before your English
lesson today?
3 Did your family live in this town when you were
a baby?
4 Did you like the Harry Potter books when you
were little?
5 Did you and your friends go to the cinema last
weekend?
6 Did you get a lot of presents for Christmas last
year?
6 p. 91
Possible answers
1 Yes, I did. / No, I didn’t. My mum took me by car.
2 Yes, I did. / No, I didn’t. I had an Art lesson.
3 Yes, they did. / No, they didn’t. We lived in a
nearby village.
4 Yes, I did. / No, I didn’t. I preferred Pinocchio.
5 Yes, we did. / No, we didn’t. We watched TV at
Antonio’s house.
6 Yes, I did. / No, I didn’t. I was disappointed.
Flash on Skills / CLIL
pp. 92-93
Victorian London
CLIL: History
Before you read
1 p. 92
Have the students look at the title and ask them what
time period in English history it refers to and briefly
talk about the Victorian era.
Do the preparatory task, asking the class to match the
photos to the words in bold in the text.
8
Reading
2 p. 92
Tell the students to look at the photo and ask them
to describe what they see (the picture shows a
narrow cobbled street: a horse-drawn carriage is the
only means of transport, the gas lamp is the only
illumination, the houses are very close to each other
and do not let much light or air filter down to street
level).
Ask the students to identify the type of text it is (a
historical text which describes Victorian London).
Have the students skim through the paragraphs and
complete them with the words in the box.
Check the answers with the class.
Answers
11
12
13
14
15
16
17
18
19
capital
poverty
aristocracy
commerce
roads
transport
black
food
laws
3 p. 92
Now have them read the text for detail and go over
the difficult words, with the help of dictionaries.
Answers
docks A
Victorian London: Queen Victoria reigned from 1837 to
1901 and in that time she consolidated the British Empire
and ushered in an era of great economic prosperity, a
time in which London became the commercial and
financial capital of the world. The city’s population rose
from one million in 1800 to between 5 and 6 million
one hundred years later. The great majority of people,
however, lived in conditions of dire poverty and filth
which favoured outbreaks of cholera epidemics in 1848
and in 1866, while the wealthy few were celebrating
London’s many successes at the Great Exhibition held
in Hyde Park in 1851.
railway B
workhouse C
Assign the matching task.
Answers
1c
2g
3f
4a
5b
6e
7d
107
8
4 p. 92
Have the class read the text again and answer the
comprehension questions.
Answers
1
2
3
4
Pollution, disease and poverty.
The rich and the aristocracy.
The poor.
Because ships arrived from all over the world. /
London was an important commercial centre.
5 Because there weren’t any electric lights, only a
few gas lamps.
6 In the workhouses people had food and a bed
but they worked very hard, didn’t have any
holidays and were often separated from their
families.
Listening
2.43
5
p. 93
The listening activity reinforces the reading task,
through an interview in which the person talks about
some jobs that poor people did, either on the river
banks (Charles Dickens described these in horrifying
detail in his novel Our Mutual Friend) or in the city
sewers.
Present the new words for jobs (mudlarks, toshers,
rivermen) and others from the recording, such as
corpses and sewers.
Play the recording once and have the class answer
the question.
Transcript [Track 2.43]
Toby
Dr Henshaw, you are an expert on
19th century occupations and some
of them were quite unusual, weren’t
they?
Dr Henshaw Yes, Toby, they were. Many of them
don’t exist today, mudlarks, for example.
Toby
Mudlarks?
Dr HenshawYes, they were er… children … err…
worked on the mud of the River
Thames looking for things in the river.
Toby
Really? What sort of things?
Dr HenshawCoins and jewellery or sometimes
clothes. They also collected wood,
you know, for fires.
Toby
Was it a dangerous job?
Dr HenshawSometimes, yes. Children often fell
into the water and died. That made
the rivermen happy!
108
Toby
Why? What did the rivermen do?
Dr HenshawWell Toby, in those days, there were
often dead bodies in the river. London
was a dangerous and violent place
and it was common for thieves to
murder their victims and throw them
into the river. Rivermen operated
from the banks in boats. They pulled
the corpses from the water with long
hooks, took any valuable things from
their pockets, then threw them back
into the water.
Toby
That’s terrible!
Dr HenshawYes but then there were also the
toshers. Toshers went down into the
sewers and looked for valuable things
there.
Toby
They worked in the sewers! Ugh!
Dr HenshawYes, not surprisingly the toshers were
not popular with the neighbours!
Many of them became rich, but
they always smelled of the sewers.
Terrible!
Answers
1 rivermen
2 toshers
3 mudlarks
6
2.43
p. 93
Have the students read the questions and listen to the
recording again.
Assign the multiple choice task.
Answers
1c
2a
3c
4a
5a
6b
Speaking
7 p. 93
Suggest that the class do some research on the Internet
to find out about the four jobs listed. If the students do
not have access to a computer, explain the meaning
of the terms or look them up in a dictionary.
Assign the task orally in pairs.
Background information
Alewives were women who specialised in brewing beer
at home, for personal use. If they wanted to sell it, they
put a broom handle outside their door as a signal to
would-be customers.
Study Skills - Planning your writing
Have the class read the suggestions for how to plan
composition writing.
Suggest that the students apply the brainstorming
technique for exercise 8.
Writing
8 p. 93
The writing activity complements the other skills, by
utilising the content and the lexis presented in the
reading.
Have the students work in small groups and tell them
to gather as many ideas as they can by brainstorming
and then noting them down in a mind map.
9 p. 93
Assign the writing task either in class or at home.
Flashback 7-8 pp. 94-95
Grammar
1 p. 94
1
2
3
4
5
6
wasn’t
wasn’t
was
were
wasn’t
was
2 p. 94
11
12
13
14
15
16
17
18
19
10
was
were
was
was
were
are
are
Were
were
Was
3 p. 94
1
2
3
4
5
6
7
8
I wasn’t
I was
I was
I wasn’t
it wasn’t
they were
she wasn’t
they weren’t
4 p. 94
1
2
3
4
5
6
7
8
9
planned
went
drank
saw
tried
travelled
bought
wrote
ate
8
5 p. 94
1
2
3
4
5
6
7
8
Was, wasn’t
Was, wasn’t
Did, did
Were, weren’t
Did, didn’t
Did, did
Were, were
Did, didn’t
6 p. 94
1
2
3
4
5
6
eat, ate
have, have
go, went
see, saw
play, played
drink, drink
7 p. 95
1
2
3
4
5
6
7
8
9
went
were
didn’t
weren’t
were
did you
Did you
Was it
were they
Vocabulary
8 p. 95
1
2
3
4
5
6
7
chin
teeth
eyebrows
hair
nose
ears
cheeks
109
8
9 p. 95
1
2
3
4
5
6
7
8
9
relaxed
exciting
excited
bored
boring
frightening
frightened
interested
interesting
10 p. 95
1
2
3
4
5
110
jealous
surprised
depressed
upset
embarrassed
Functions
11 p. 95
1
2
3
4
Can
Can
Can
Can
I open the window?
Emma and Laura sleep at our house?
I use your computer for a couple of hours?
we go to Berlin with the school?
12 p. 95
1
2
3
4
5
annoyed
jealous
surprised
embarrassed
bored
Is it Chance?
Topic: inventions and discoveries.
Grammar: Past continuous, adverbs of manner.
Presentation text
2.44 p. 96
2
9
Vocabulary: professions and actions related to
them; crimes and criminals.
Play the recording while the students follow in their
book.
Functions: talking about temporary events in the
past; narrating a sequence of events in a story.
Have them skim the text quickly, just to identify the
characters mentioned. In exercises 3 and 4 they will
read for detail.
Reading: read and understand an article about
chance inventions; understand a conversation about
a mugging; read and understand some episodes of
Frankenstein and a short text about its origin.
Transcript [Track 2.44] see Student’s Book p. 96
Listening: listen to a student talking about
Answer
Frankenstein.
Isaac Newton, Christopher Columbus and William
Webb Ellis.
Speaking: ask and answer questions about past
actions; describe a crime scene; talk about book
themes.
Writing: describe what you were doing yesterday at
a certain hour; describe a scene from Frankenstein.
Pronunciation: the sound of the schwa /´/ (1).
Study Skills: memorise lexis by writing example
sentences; identify opening sentences of a literary
work.
3 p. 96
Now have the class read the text again for detail.
Comment on the difficult words or expressions like in
full swing, chase, cheer.
Have the students copy the table in their notebook
and do the task.
Answers
Columbus
Genius! Or was it? pp. 96-97
Newton
1 p. 96
Fleming
Have the students look at the pictures carefully then
ask if they know the characters and why they are
famous.
Have the class match the possible quotes to the right
people.
B1
was searching for India.
discovered America.
was reading under a tree.
understood gravity.
was investigating bacteria.
discovered penicillin.
was playing football.
invented rugby.
4 p. 96
Assign the task individually or in pairs.
Check their answers by having different students read
them.
Answers
A2
William Ellis
He
He
He
He
He
He
He
He
C3
D5
E4
Background information
Information on the famous people in the exercise is
available on http://en.wikipedia.org/wiki/ under the
following names:
Isaac Newton (1643-1727)
Archimedes of Syracuse (c. 287-212 BC)
Christopher Columbus (1451-1506)
William Webb Ellis (1806-1872)
Alexander Fleming (1881-1955)
Answers
1
2
3
4
Ellis went to Rugby.
It was in 1823.
They cheered wildly and they were very excited.
The teams decided to make a new set of rules
for a new ball game.
111
9
FLASH FORWARD
Assign this task to students who have already finished
exercises 3 and 4.
have them write them out for homework. This is a
good exercise to help students expand their lexis as
they also learn the words used in the definition.
Possible answers
Answers
Thomas Edison invented many devices like the
phonograph, the motion picture camera, and a longlasting, practical electric light bulb.
Guglielmo Marconi invented the telegraph and the
radio.
John Logie Baird invented television.
Background information
Information on the famous people in the exercise is
available on http://en.wikipedia.org/wiki/ under their
names:
Thomas Edison (1847-1931)
Guglielmo Marconi (1874-1937)
John Logie Baird (1888-1946)
Vocabulary: Professions
2.45 p. 97
5
Have the students look at the pictures and do the
exercise with the whole class.
Play the recording to check the answers.
GRAMMAR
Play it again for repetition
Past continuous
Transcript and answers [Track 2.45]
11
12
13
14
15
16
17
18
19
10
11
12
scientist
doctor
lawyer
nurse
architect
secretary
sailor
engineer
plumber
postman
electrician
shop assistant
Say it!
6 p. 97
Have the students work in pairs, so one student
describes a profession and the other tries to guess it
and then they swap roles.
Alternatively, have the students look up the definitions
of all the professions in a monolingual dictionary and
112
This person studies natural sciences and does
research in a laboratory. (scientist)
This person diagnoses illnesses and treats people.
(doctor)
This person writes legal documents and represents
people in court. (lawyer)
This person takes care of sick people, usually in
hospital. (nurse)
This person works in an office dealing with letters,
phone calls, etc. (secretary)
This person works on ships, assisting in their
operation and maintenance. (sailor)
This person designs and builds engines, machines,
roads etc. (engineer)
This person repairs water pipes, drains, etc.
(plumber)
This person collects and delivers letters, parcels,
etc. (postman)
This person repairs electrical equipment. (electrician)
This person serves customers in a shop. (shop
assistant)
Read and translate the examples. Go to page 101
for the complete conjugation and uses of the Past
continuous.
Assign the task.
Answers
Did you know that many of the great discoveries
or inventions in history happened by accident or
‘serendipity’ – when you discover something while
you are actually trying to do something else? They
say that Isaac Newton, the father of modern physics,
finally understood gravity, after years of research,
when an apple fell on his head one day as he was
sitting reading under a tree in his garden! And
Christopher Columbus wasn’t actually looking for it
when he discovered America – he arrived there while
he was searching for India!
One day, in 1823, the pupils at a famous school in
Rugby, England, were playing in a football match.
The game was in full swing and of course everyone
was running and kicking the ball. Then one of the
players broke the rules. William Webb Ellis was
running when someone passed the ball to him, but
Ellis didn’t kick the ball, he jumped up and caught
it in his hands! His opponents were chasing him but
he ran like the wind with the ball in his hands until
he got to the goal. The spectators were cheering
wildly and everyone agreed that Ellis’s controversial
technique was incredibly exciting. The teams decided
to make a new set of rules for a new ball game
and rugby football was born. Was this genius or
serendipity?!
7 p. 97
Do the task orally first, then have the students do it
in writing as a homework assignment.
Answers
2 They are visiting Paris now. This time last year
they were travelling to Spain.
3 At 8 o’clock this morning Maria was having
breakfast.
4 At 9 o’clock yesterday George was waiting for
the bus.
5 Yesterday, at midday Jenny was buying new
clothes.
6 This time last week Jim was visiting the doctor.
Say it!
8 p. 97
Do the task orally with the whole class or have the
students work in pairs and take turns saying what
Mary was doing.
Answers
At 10 a.m. she was writing letters to the American
clients while she was calling the sales department.
At 11.30 a.m. she was checking the email while
she was editing the sales brochure.
At 1 p.m. she was having lunch with Sandra while
she was shopping for food at Fresco’s.
At 3 p.m. she was interviewing the new secretary
while she was calling Mr Turner for instructions
about Friday.
At 4.30 p.m. she was sending the sales brochure
corrections to Rosemary while she was booking a
meeting room for Friday.
Write it!
9 p. 97
Possible answers
At 8 o’clock this morning I was walking to school.
At 9 o’clock yesterday we were having a Maths test.
Yesterday, at midday, I was having lunch in the
school canteen.
This time last week my mum was driving me to the
dentist.
At 10 p.m. yesterday I was watching TV.
This time yesterday I was playing football / cycling
to the park.
9
What happened? pp. 98-99
Presentation dialogue
2.46 p. 98
1
Have the students look at the scene in the photo and
ask several questions:
– Where are the four friends? (Outside a restaurant.)
– How does Anna look? (She looks upset.)
– What are the others doing? (They’re trying to
understand what happened.)
– What are they wearing? (Casual clothes, jeans,
hoodies or jackets.)
Have someone read the title and translate it. Then
ask: What do you think happened to Anna? Tell the
students: Listen and read to find out.
Play the recording and have the students follow in
their book.
Tell them to skim the text to grasp the general
meaning so they can answer the question in the task
assignment.
Transcript [Track 2.46] see Student’s Book p. 98
Answer
Anna is late because someone mugged her.
2 p. 98
Have four students read the parts of Robyn, Antonio,
Anna and Michael in the dialogue. Point out and
comment on the more difficult words and expressions.
Assign the task individually or in pairs. Explain that
these are all of Anna’s movements from the moment
she left home.
Correct it orally, having the students read the sentences
in the right chronological order.
Assign the task to be done either in class or at home.
113
9
GRAMMAR
Answers
1b
2f
3g
4c
5a
6d
7e
Adverbs of manner
Read the example and elicit the translation in the
native language. Have the students go to page 101
and read the rules for usage, spelling and word
order in the sentence.
3 p. 98
Have the students do the task orally in pairs. Assign
the written work for homework.
Assign the task. To correct it, have one or two
students come to the board and write out the
completed table.
Answers
1
2
3
4
5
He stole her bag and her mobile.
It happened in Regent Street.
She shouted for help.
He ran towards Piccadilly Circus.
Just a few pounds (and her mobile).
FLASH FORWARD
Assign the activity to the students who finish exercise
3 quickly, or assign it to the whole class for homework.
Possible answer
I was walking along Regent Street when I saw a man
mugging a girl. She looked about 16-17, she was tall
and slim, with blonde straight hair. She was wearing
jeans, a black jacket and a green scarf and she was
carrying a small bag. The man was wearing a black
hoodie and jeans, he looked about 20 years old. He
was following her, then suddenly she turned around
and he grabbed her bag. She struggled with him and
shouted, but he ran away toward Piccadilly Circus.
Answers
strange
quiet
sudden
good
real
strangely
quietly
suddenly
well
really
Personal answers
4 p. 99
Have the students make adverbs from the adjectives
given, then tell them to put them in the sentences so
the meaning is logical.
Answers
1
2
3
4
5
6
quietly
carefully
loudly
fast
dangerously
clearly
Extra
Photocopy the part where Anna describes the mugging,
on page 98. Use a white-out pen to conceal some of
the words, creating blanks. Make enough copies for the
whole class. Tell the students this exercise tests their
ability to listen; they will hear the recording at normal
speed and they are to fill in the gaps without looking in
the book! To check their answers they can look at the
text on page 98. This technique can be used for any
text. For example:
I was coming out of the Tube _______ when I noticed this
guy _______ me. He was looking at me a bit _______,
you know. Then as I was _______ into Regent Street, he
came up behind me and _______ something quietly. I
turned around and _______ he grabbed my bag. While
we _______ struggling I shouted for _______ and after
that he ran away towards Piccadilly Circus.
114
Vocabulary: Crimes and criminals
5
2.47 p. 99
Have the students match the words to the pictures
and try to come up with the equivalent words in their
language.
Play the recording to check the answers.
Play it again for repetition.
Transcript and answers [Track 2.47]
1
2
3
4
mugger
robber
forger
thief
FUNCTIONS
Talking about temporary events
in the past
Have the class read and translate the examples
and focus on the conjunctions when, as and while.
Move on to exercise 6 to practise this function.
6 p. 99
Have the students do the writing task individually or
in pairs.
Correct the task by having various students read the
sentences.
Vocabulary Workshop p. 100
Professions
1 p. 100
9
Have the students work individually or in pairs to do
the written task in their notebook.
Remind the students that in units 2, 5 and 6 they had
used spidergrams to write down vocabulary for lexical
groups. Tell them to use the same technique for this
lexical group. Draw a large circle in the center and in
it write the word ‘Professions’. Around it make circles
for the subgroups, as shown on page 100.
Have the students note down the words they have
learned in unit 6 as well as those from this unit, putting
them in the appropriate subgroup.
Answers
1 As we were driving along Rose Street we heard
a strange noise.
2 Where were you going when I saw you yesterday?
3 They were having dinner when Sam arrived.
4 While Dianne was eating toffee she broke her
tooth.
5 She was reading the letter when she started to
cry.
Say it!
7 p. 99
This activity can be done by calling on differents
students and having each tell a different part of the
story to the rest of the class.
Alternatively, have the students work in pairs, then
call on some to read their story to the class.
Write it!
8 p. 99
Assign the composition as a written homework task.
Possible answer
A woman was in café with her favourite dog. She
was having a cup of tea when a man started to talk
to her. While he was talking, another man put a
bag on the floor behind the woman’s chair. Then he
grabbed the woman’s dog, put it in the bag and left.
The woman shouted but the men ran away with the
dog. She could see its tail sticking out of their bag.
Possible answers
medical: doctor, nurse, paramedic, ambulance
worker
design/engineering: architect, engineer, planner
financial/business: secretary, manager, bank clerk,
accountant, financial advisor, business analyst,
stockbroker
retail/shops: shop assistant, paper boy, pizza delivery
boy
other: scientist, lawyer, sailor, actor/actress, director,
photographer, cameraman, painter, composer, singer,
computer programmer
services: plumber, postman, electrician, babysitter
Study Skills - Writing example
sentences
Explain to the students that besides writing down
the definition of a word to remember the meaning,
another good habit is to write an example sentence
which illustrates both the meaning and the use of the
word.
Have the students read and, if necessary, translate the
examples. This technique will be applied in exercise 2.
2 p. 100
Have the students do the written task in class.
Ask different students to read their example sentences
and write the most interesting ones on the board.
Possible answers
1 He asked the doctor for a prescription for his
cough.
2 The sailors rigged the ship with sails.
115
9
3 In our area, the postman delivers letters and
parcels only once a day.
4 The electrician turned off the electricity at the
mains before repairing the switch.
5 There were a lot of customers and only one shop
assistant to serve them.
6
Crimes and criminals
3 p. 100
Have the students work individually or in pairs.
Encourage them to use either a bilingual or a
monolingual dictionary.
Correct the exercise collectively, making sure that
everyone has understood the meaning of each word.
to mug (a person)
to forge
to rob
to steal
to kidnap
to hi-jack
(an areoplane)
mugging
forgery
robbery
theft
kidnapping
hijacking
mugger
forger
robber
thief
kidnapper
hijacker
4 p. 100
Have the students do the matching task and then ask
them to compare these definitions with those they
find in a dictionary.
Answers
2b
3d
4a
Pronunciation: /´/ (1)
5 p. 100
Have the students read the comment on the schwa
and point out its phonetic symbol.
Ask the students to pronounce the words and try to
identify the weak vowel sound. Point out that there
are sometimes big differences between British and
American speakers of English, for example. Tell them
they will hear the standard British pronunciation in
the recording in exercise 6.
(We do not highlight the schwa that is part of the /´U/
sound in photograph.)
Answers
1 doc tor ˈdɒktə(r)
2 pho to graph /ˈfəʊtəɡrɑːf/
116
sai lor /ˈseɪlə(r)/
A meri ca /əˈmerɪkə/
se cre tary /ˈsekrətri/
cup board /ˈkʌbəd/
rob ber /ˈrɒbə(r)/
wa ter /ˈwɔːtə(r)/
2.48 p. 100
Play the recording while the students check that they
have circled the correct vowels. Play it again and
have them repeat the words.
Transcript [Track 2.48] see Student’s Book p. 100
7
2.49 p. 100
Have the students skim the questions and make sure
that everyone understands them.
Answers
1c
3
4
5
6
7
8
Play the recording so the students can identify the
weak vowels.
Play it again for repetition.
(We do not highlight the schwa that is part of the
/´U/ sound in telephone and in tomorrow, nor the
fact that schwa is often not pronounced in the last
syllable of seven and of wonderful.)
Transcript and answers [Track 2.49]
1
2
3
4
Look at the clock, it’s a quarter to seven!
Remember to telephone your sister tomorrow.
Shall I send you another letter?
I was thinking about my wonderful trip to South
America.
8 p. 100
Have the students do the task individually or in pairs.
Check their responses by writing the words on the
board and underlining the weak vowels.
If necessary, play both recordings again.
Answers
O in doctor, photograph, sailor, to, tomorrow
ER in robber, water, quarter, remember, sister,
another, letter, wonderful
A in America, at, a, another, was, about
OA in cupboard
Flash on Grammar p. 101
Past continuous
Read the table for the Past continuous conjugation
and remind the students of the rules for the -ing form
which they have already used for verbs of preference
on p. 47 and for the Present continuous on p. 55.
Remind the students that the Past continuous is used
for an action in progress in the past and have them
read the rules and the examples.
Assign the exercises to be done individually or in pairs.
Make sure everyone understands the sentences.
Workbook p. 72
Answers
9
2 A Were you playing computer games when
your mobile rang?
B No, I wasn’t. I was listening to music.
3 A Was she reading a book when the fire
started?
B No, she wasn’t. She was watching TV.
4 A Were you shopping when you lost your
wallet?
B No, I wasn’t. I was going for a walk.
5 A Was he driving carefully when he crashed?
B No, he wasn’t. He was driving very fast.
4 p. 101
Answers
1 p. 101
Answers
2
3
4
5
6
3 p. 101
The teacher was/wasn’t writing on the board.
We were/weren’t writing in our notebooks.
I was/wasn’t talking to Paul.
We were/weren’t doing maths.
Outside the sun was/wasn’t shining.
1
2
3
4
5
6
7
8
9
was looking
was reading
was reading
opened
was shining
was looking
flew
crashed
was
FLASHPOINT
Read the explanation and the examples. Point
out that this rule applies in both the Present and
the Past continuous and in any other continuous
form of the verb.
If you think it would be useful, write verbs on the
board that are not usually used in the continuous
form, like believe, belong, contain, consist,
hate, hear, know, like, love, mean, need, refer,
remember, seem, see, suppose, realise, think,
understand, want. Point out that there are some
exceptions, for example I think does not take
the continuous form when it means ‘I believe’
or ‘it’s my opinion that…’ but it can take the
continuous form I’m thinking when it means ‘I’m
considering’, ‘I’m deciding on something…’
Adverbs of manner
Have the class read the whole explanation, spelling
rules, sentence position and the examples.
Workbook p. 72
5 p. 101
Answers
2 fast
3 well (or beautifully)
4 carefully
2 p. 101
Answers
1
2
3
4
5
was doing, heard
looked, was raining
was talking, started
were, was shining
was sitting, wasn’t
117
9
Flash on Skills / Literature
pp. 102-103
Frankenstein’s Monster
Before you read
1 p. 102
Ask the class if they have read the stor y of
Frankenstein’s Monster, if they have seen any of the
film and if they know who the author of the book is.
Do some pre-reading activities to prepare the students
and help them focus on the topic.
Answers
1
2
3
4
5
T
F (She wrote it in Switzerland.)
F (It’s the name of a scientist.)
T
F (He refused to create another monster.)
2 p. 102
Have the class read the two paragraphs quickly to
check their answers to exercise 1.
Background information
Mary Shelley (1797-1851), daughter of philosopher
William Godwin, married poet Percy Bysshe Shelley in
1816 after living with him for two years prior to that.
She is famous for her novel Frankenstein: or, the Modern
Prometheus (1818) written in a gothic vein. The story
was adapted for the screen several times; the most
famous film was the 1994 version starring Robert De
Niro (the monster), Kenneth Branagh (Frankenstein) and
Helen Bonham Carter (Elizabeth).
Percy Bysshe Shelley (1792-1822), famous romantic
poet, rebel and anarchist, left his wife and went to live
with Mary Godwin first in Switzerland and then in Italy.
He drowned in the sea off Lerici, near La Spezia. Among
his works, he is best known for: Ode to the West Wind,
Prometheus Unbound, To a Skylark.
John Polidori (1795-1821), English writer and
physician, contributed to the horror literature genre with
his story entitled The Vampyre (1819).
Reading
3 p. 102
Have the class read the three paragraphs taken from
the novel and do the task.
118
Answers
1
2
3
1
the
the
the
C
scientist
monster
monster
2B
3A
4 p. 103
Have the students read the text for detail. Comment
on the difficult words, with the help of a dictionary, if
necessary.
Have the students answer the questions orally. Assign
the task as written homework.
Answers
1 It was a cold dark night in November. It was
raining and Frankenstein’s laboratory was very
dark.
2 The monster had yellow skin and big muscles.
He had black hair, grey eyes and black lips.
3 Because he was horrified by his creation.
4 Because he wanted a friend.
5 Because the monster was a horrible sight.
6 He was Frankenstein’s son.
7 Because he found hate and fear in people and
no one saw any good in him.
8 He wanted love and friendship.
5 p. 103
Assign the task individually and correct it collectively.
Answers
Personal answer
Listening
2.50
6
p. 103
The listening activity expands on the topic of the
reading activity, by offering a student’s opinion of the
story of Frankenstein’s Monster.
Before you begin the listening, make sure everyone
understands new words, like consequences, selfish,
victim.
Play the recording once and have the class take notes
on the four points then call on different students to
read their answers.
Transcript [Track 2.50]
Answers
Teacher So what book did you read for the exam,
Miranda?
Student I read Frankenstein’s Monster by Mary
Shelley.
Teacher Splendid! It’s a great book, a classic. Can
you tell me who the main characters are?
Student Yes, Dr Frankenstein is the main character
and then there’s the monster he creates
in his laboratory.
Teacher And what is the story about? What are
the main themes of the book?
Student It’s about good and evil and what those
words really mean. At first Frankenstein
seems like the good guy and the monster
seems like the bad guy, but later we
understand that Frankenstein is the
criminal because he created the monster
without thinking about the consequences.
Teacher What can you tell me about the personality
of Frankenstein? What type of man is he?
Student He’s very ambitious – he wants to be
famous and create something incredible.
He’s also selfish because he doesn’t think
about the effect his actions have on other
people.
Teacher And what about the monster?
Student I think the monster is the victim in the
story. He is basically good but he becomes
bad because everyone he meets treats
him badly because of how he looks. They
only judge him on his appearance.
Teacher I see. Now what happens at the end of
the story? ...
It’s about good and evil and what those words really
mean. At first Frankenstein seems like the good guy
and the monster seems like the bad guy, but later we
understand that Frankenstein is the criminal because
he created the monster without thinking about the
consequences.
Possible answers
1 The book deals with good and evil and what
they really mean.
2 Frankenstein seems like the good guy and the
monster seems like the bad guy, but later we see
that it is the opposite.
3 Frankenstein is very ambitious and he is also
selfish.
4 The monster is basically good but he becomes
bad because everyone he meets treats him
badly.
7
2.50 p. 103
9
Speaking
8 p. 103
The speaking activity complements the reading and
listening activities by encouraging the students to delve
a little deeper into the themes discussed in the novel.
In groups, ask the students to identify the themes of
the excerpts they have read, have them choose one
and tell them to pick out examples from the readings.
Possible answers
✔ Humans can do anything if they try. (…the
scientist wants to create the perfect human
being, … make a beautiful creature)
✔ Humans mustn’t interfere with Nature. (He
goes against the laws of Nature to create life
using the bodies of dead men. … I wanted to
make a beautiful creature but the monster was
horrible)
✗ Money isn’t important in life.
✔ Don’t judge people by their appearance
only. (Everyone saw bad in me because of my
appearance. Everyone was afraid of me. But I
was good …)
✔ Family and friends are the most important thing
in life. (… the monster asks Frankenstein to
create a companion for him. … I wanted him to
be my friend.)
✔ Love conquers all. (I was good, I looked for love
and found only hate and fear … I wanted love
and friendship …)
9 p. 103
The group work in exercise 8 culminates with a
representative from each group telling the class which
theme was chosen and reading the examples found in
the texts.
Have the students read through the paragraph, then
play the recording again so they can do the task.
For correction, have different students read the
completed sentences out loud. Ask them if they agree
with the point of view expressed.
119
9
Study Skills - Opening sentences
The goal is to learn to identify the opening sentences
in literary works.
Have the students read the two examples taken from
English literature. Then go around the classroom and
ask students to recall opening sentences from works
of literature that they know.
Writing
10 p. 103
Have the class read the abridged excerpt of the novel
and make sure that everyone understands it.
Discuss the situation being described and the events
leading up to it. (Frankenstein marries his cousin
Elizabeth, whom he adores. On their wedding night
Elizabeth is killed by the monster who punishes
Frankenstein in this way for refusing to ‘create’ a
companion for him).
120
Have the students rewrite the episode in the third
person and then encourage them to voice their
opinions.
Possible answer
The last moment of happiness in Frankenstein’s
life was when he married Elizabeth. On the first
night of their honeymoon, he was walking up and
down the garden of their inn and was afraid of
discovering the monster hidden somewhere in the
grounds. He decided the monster wasn’t there and
was beginning to relax when suddenly he heard a
dreadful scream. He rushed to the room and found
his wife dead on the bed – murdered!
I imagine that the monster killed her in revenge
because Frankenstein refused to create a female
monster as a companion to him.
Money
Topic: shopping, pocket money, methods of
payment.
Grammar: compounds of some, any, no, every;
possessive pronouns and Whose…?; like and
would like.
Vocabulary: shopping and payment; at the
restaurant, the menu, the table.
Functions: asking for information; ordering in a
restaurant.
Reading: read and understand a text about online
shopping; understand a conversation between four
friends ordering food at a restaurant; understand a
web text about pocket money and teens’ part-time
jobs.
Listening: understand restaurant orders; listen to
a radio interview with three young people.
Speaking: order food in a restaurant; ask and
answer questions about spending habits.
Writing: write questions and answers about online
shopping; make a pie chart with explanations.
Pronunciation: the syllables where we find the
schwa /´/ (2).
Study Skills: strategies for annotating visual
information (images and graphics).
e-shopping pp. 104-105
1 p. 104
Have the students match the words to the photos.
Check their answers and pay careful attention to
pronunciation.
Presentation text
2.51
p. 104
2
10
Ask the class to skim the text for gist and to answer
the questions. In exercises 3 they will read for detail.
Answer
It answers three questions: What is e-shopping?
How does it work? Where can I find reliable online
shopping sites?
3 p. 104
Have the students read the text for detail and comment
on difficult words, like reliable, credit crunch, goods,
receipt.
Assign the true/false task.
If useful, ask different students to correct the false
sentences.
Answers
1
2
3
4
T
F e-shopping is quick, easy and convenient.
F Only some websites request you to register.
F You can only pay by credit card or electronic
payment card.
5 T
4 p. 104
Have the students read the text again and do the task.
Possible answers
You
You
You
You
can save money.
can do everything without leaving your home.
don’t need to find a parking space.
don’t need to queue.
Answers
A
B
C
D
E
vending machines
shops
online
mail order
markets
FLASH FORWARD
Assign the task to students who have quickly finished
exercises 3 and 4.
121
10
Extra
Do a quick survey of the students in the class who have
ever shopped online. Draw a table on the board with two
columns. In the left-hand column make a list: 1 music,
2 clothes, 3 electronic gadgets, 4 other things. Then
ask the questions:
1 How many of you bought music online?
2 How many of you bought clothes online?
3 How many of you bought electronic gadgets online?
4 How many of you bought other things online?
Have the students raise their hands for each questions,
then write the number in the right-hand column.
When finished, have the students write a brief summary,
using either numbers or percentages:
In our class, 16 students/60% of students bought…
online.
GRAMMAR
Compounds of some, any, no, every
Have someone read the examples and translate
them. Ask the students to go to p. 109 to find the
table and usage rules for these compounds.
Explain that:
– compounds of some are used in affirmative
sentences and for offers and requests;
– compounds of any have the same meaning as
some, but are used in negative sentences and
in questions. They can be used in affirmative
sentences when the meaning is indefinite or
‘whatever’ indifferent (see p. 104 in the text:
You can buy almost anything on the web);
5 p. 105
Assign the task orally, then have the students do it in
writing for homework.
Answers
1
2
3
4
anybody
anywhere
something
anything
5
6
7
8
Nobody
somebody
somewhere
everything
Vocabulary: Shopping
6
2.52 p. 105
– compounds of no must always be used with an
affirmative verb;
Have the class look at the pictures, then do the activity
collectively.
– compounds that refer to a person can end
in -body or -one with no change in meaning
(somebody, someone, everybody, everyone,
etc.).
Play the recording to check the answers.
Assign the task.
Answers
What is e-shopping?
In these days of the Credit Crunch everything in the
shops seems to be getting more expensive. Everyone
is trying to save money. For the clever shopper the
answer is simple: e-shopping. You can buy almost
anything on the web now and it’s quick, easy and
convenient – you can do everything without even
leaving your home! No more, ‘But I can’t find
anywhere to park!’ or, ‘I can’t stand waiting in this
queue!’ You can order from your sofa!
122
How does it work?
1 First find a website that sells the goods you’re
looking for. You can use a search engine like Google to do this.
2 Browse the lists of products and prices then choose something you want.
3 You may need to register on the site to order, some websites ask you to do this, some don’t.
4 Complete the order form with the requested
information about the type and quantity of goods
you want, your delivery details and your credit
card information. (Everyone needs a valid credit
card or electronic payment card to pay for goods
online.)
5 The company then sends you an email to confirm your order. Print it and put it somewhere
safe – this is your receipt!
Play it a second time for repetition
Transcript and answers [Track 2.52]
1 cash card
2 credit card
3 voucher
4 cheque
5 cash
7 p. 105
Have the class read the incomplete text and check for
comprehension of new words (i.e. overheads, run a
shop, suppliers, bargains).
Assign the task individually or in pairs.
To check their answers have different students read
the completed sentences and pay careful attention to
pronunciation.
Answers
2
3
4
5
website
pay
costs
charge
6 price
7 goods
8 spend
FLASHPOINT
Have the class read the explanation and examples,
in preparation for exercise 8.
Say it!
8 p. 105
Assign the oral activity in pairs.
Call on several pairs of students to demonstrate the
task and recite their mini-dialogues.
FUNCTIONS
Asking for information
Have the class read and translate the examples.
Move on to exercises 9 and 10 to practise this
function.
You can find second-hand bargain through sites
like eBay.
Because e-companies charge you less, and because
you can find second-hand bargains.
10
Whose is the chicken?
pp. 106-107
Presentation dialogue
2.53 p. 106
1
Have the class look at the photo and elicit the answers/
guesses to the questions:
– Where are the four friends? (In a restaurant.)
– Are they eating? (No, they aren’t. The waiter is
serving them.)
– Are they happy with the service? (No, they look
puzzled.)
Have someone read the title and translate it. Then
ask: What do you think happened? Tell the students:
Listen and read to find out.
Play the recording while the class follows along in the
book.
Tell the students to skim the dialogue to grasp the gist
so they can answer the question.
Write it!
9 p. 105
Assign the task individually or in pairs.
Possible answers
Why are there a lot of great bargains on the Internet?
How can companies keep their costs down?
What can you compare on the Internet?
Where can you find second-hand bargains?
Why can you spend a lot less?
10 p. 105
Have the students swap notebooks and ask them to
answer their partner’s questions.
Possible answers
Because e-company don’t have to pay rent for shops.
They have no shops to run and no staff to pay.
You can compare the price of the same goods
between different suppliers.
Transcript [Track 2.53] see Student’s Book p. 106
Answer
The chicken with olives.
2 p. 106
Have four students read the parts of Anna, Antonio,
Michael and the waiter. Comment on the more difficult
words and expressions, such as dish, apologies,
sparkling, cutlery.
Assign the task individually or in pairs.
Answers
Anna
fish
cola
Michael vegetarian lasagne sparkling mineral water
Antonio steak
sparkling mineral water
3 p. 106
Have the students answer the comprehension
questions individually or in pairs.
Correct them orally.
123
10
Answers
Transcript [Track 2.54]
1
2
3
4
5
Waiter
Girl
Waiter
Girl
Waiter
Boy
Waiter
Boy
They are in a restaurant.
Someone at another table.
They ask for cola and sparkling mineral water.
The cutlery is missing.
Because the waiter is new. It is his first night.
FLASH FORWARD
Assign this exercise to students who have already
finished exercise 3 or do it with the whole class to
review some of the lexis already used and memorise
the new words.
Answers
bed and breakfast
eggs and bacon
knife and fork
hands and face
boys and girls
salt and pepper
fish and chips
Answers
The girl orders steak and roast potatoes.
The boy orders tuna and a green salad.
6
2.55
p. 107
Have the class do the matching activity to help them
learn or review the names of table place settings.
Vocabulary: At the restaurant
4 p. 107
Have the students read the words in the box and check
for understanding.
Assign the task and check the answers orally, paying
attention to pronunciation.
Answers
1 starters
2 main courses
Are you ready to order?
Yes, we are. Can I have the steak please?
Certainly. Would you like a side dish?
Yes, the roast potatoes, please.
Fine. And you sir?
What’s the fish of the day?
It’s tuna.
Mmm, good, I love tuna! Okay, I’ll have the
tuna, please.
Waiter Any vegetables with the fish, sir?
Boy
Err, a green salad please.
Waiter And would you like anything to drink?
Girl
Yes, some mineral water please.
Boy
And I’ll have a cola.
Waiter Right, thank you.
Play the recording to check their answers.
Play it again for repetition.
Transcript and answers [Track 2.55]
1
2
3
4
5
cup
knife
glass
bowl
fork
6
7
8
9
10
plate
spoon
napkin
salt and pepper
saucer
3 side dishes
4 desserts
GRAMMAR
5
2.54
p. 107
Have the class read the Functions box before you play
the recording, so the students are familiar with the
language typically used in a restaurant.
Play the recording a first time and have the students
listen for gist.
Play it again, having them listen for detail so they can
complete the task.
Check the answers orally.
124
Whose and possessive pronouns
Have someone read the examples and translate.
Have the class go to p. 109 and go over the rules
for Whose and possessive pronouns. Explain
that Whose can be used as a pronoun (Whose
is this bag?) or as an adjective (Whose bag is
this?). On the board, make two columns and
write the possessive pronouns and the possessive
adjectives. Compare the two.
Assign the task and ask different students to read
the examples they have found in the dialogue.
Answers
Possible answer
Whose is the chicken?
It’s isn’t mine – I’m having fish.
Chicken with olives?
Err, no. It isn’t mine. I’m having the
vegetarian lasagne.
Waiter Chicken for you, sir?
Antonio No, steak. I don’t think the chicken is
ours. Maybe it’s for someone at another
table?
Waiter Oh, I’m very sorry.
Michael No problem.
five minutes later
Waiter Whose is the fish? Anyone?
Antonio It’s hers. Anna’s.
Waiter And the vegetarian dish?
Anna
That’s his. Michael!
…
Anna
(aside) I haven’t got any cutlery! Whose is
this fork? Is it yours, Antonio?
Antonio (aside) No, it’s not mine. I haven’t got any
cutlery either!
…
A Are you ready to order? What would you like?
B I’d like the chicken with olives and capers.
A And you?
C I’d like grilled fish of the day please.
A Would you like anything to drink?
B I’d like cola, please.
C I’ll have mineral water.
A Anything else?
B Yes, please, I’d like some chocolate cake.
C Ice cream for me.
later
B Can we have the bill, please?
A Certainly… Here you are.
B Can I pay by credit card?
A Yes, we accept all credit cards.
Waiter
Anna
Waiter
Michael
7 p. 107
Assign the task individually or in pairs.
To correct it, have a student read each completed
sentence and write the possessive pronoun used each
time.
Answers
1 Whose, mine
2 Whose, hers
3 Whose, yours, mine
FUNCTIONS
Ordering in a restaurant
Have the students read and traslate the examples.
10
Vocabulary Workshop p. 108
Shopping
1 p. 108
Do the task orally with the whole class. Have the
students copy the exercise in their notebook for
homework.
Answers
1
2
3
4
5
cash, credit card, cash card
cash card
credit card, voucher
credit card, cheque
cash
2 p. 108
Assign the written task to be done individually or in
pairs.
Correct and discuss the answers collectively.
Move on to exercise 8 to practise this function.
Answers
Say it!
8 p. 107
Have the students work in groups of three, then call
on a group to demonstrate the task.
12
13
14
15
16
V
V
N
N
N
17
18
19
10
V
V
V
N
125
10
At the restaurant
3 p. 108
Assign the task, telling the students they can choose
from the menu on page 107 or invent dishes with
vocabulary they already know.
Possible answers
Starters: Carrot and coriander soup, Salmon paté,
Mini herb omelette
Main courses: Chicken with olives and capers,
Grilled fish of the day, Steak with wild mushrooms
Side dishes: Selection of grilled vegetables, Roast
potatoes, Chips, Green salad
Desserts: Chocolate cake, Apple pie, Ice cream
Possible answers
tablecloth: a large piece of cloth, used for covering
a table during a meal.
teapot: you use it to make and serve tea.
milk jug: a container used for holding milk.
sugar bowl: you use it to serve sugar from.
Pronunciation: /´/ (2)
2.56 p. 108
6
Have the class read the sentences to make sure they
understand the meaning.
Play the recording while the students follow in their
book, to see where the schwa sound is indicated.
4 p. 108
Explain that in a monolingual dictionary, the definition
often includes the material with which an object is
made and a description of what it is used for.
Assign the written task to be done in class.
Have the students read their answers.
Play it again for repetition.
Transcript [Track 2.56] see Student’s Book p. 108
7 p. 108
Have the students look at the sentences and make
sure the meaning is clear. Then have them identify
the schwa sound. They will hear the answers in the
recording for exercise 8.
If there is time and you think it is useful, compare the
students’ definitions with those in a dictionary.
Possible answers
1 cup
2 knife
3 spoon
4 napkin
5 saucer
fork: you use it to pick up food and eat it.
plate: a flat dish, you use it to put food in, like a
steak, fish, chicken and vegetables.
bowl: a deep round dish, you use it to put soup or
cereal in.
glass: you use it for drinking.
salt and pepper: you use them to add flavour to food.
5 p. 108
Have the students work individually or in pairs.
Have them check their answers in a dictionary.
If you have a computer with Internet access in class,
have the students go to these websites
www.oxfordadvancedlearnersdictionary.com
or
http://dictionary.cambridge.org.
8
2.57
p. 108
Play the recording so the students can check their
answers. If you think it is necessary, write the words
on the board.
Play the recording a second time for repetition.
Transcript and answers [Track 2.57]
1
2
3
4
Is the butcher’s next to the fish and chip shop?
She got out of bed and started to pack her bags.
Let’s go to the seaside on Saturday!
Where did you put that pair of brown shoes?
Spoken English: Apologising
9 p. 108
Have the students read the sentences in the box. Check
for comprehension and pronunciation. If necessary,
have the class listen again to the dialogue on p. 106.
Now assign the task in pairs. Then, have the students
practise the mini dialogues together.
Correct the task orally. Help with pronunciation and
intonation.
126
Possessive pronouns
Answers
1 I’m very sorry, No problem.
2 my apologies
10 p. 108
Read each situation and make sure the students
understand them. If appropriate, call on three pairs
of students to come up and demonstrate a possible
dialogue for each situation.
Assign the task in pairs.
Possible answers
1A
B
2A
B
3A
B
I’m very sorry, I can’t come to your party on
Friday.
No problem. I can tell you about it when I see
you on Saturday.
I was taking your dog for a walk in the park
and it ran away! I’m very sorry. What can I do?
Don’t worry about it. It’s got my phone number
on its collar. Somebody found it and phoned
me a few minutes ago.
I forgot your homework on my desk at home.
My apologies.
Oh dear! Can you tell the teacher?
Have the class read the table and point out the
differences and similarities between subject pronouns,
possessive adjectives and possessive pronouns.
10
Workbook p. 80
Whose…?
Have the class read the explanation and the examples.
Write both examples on the board and, under each,
write the alternative structure: Whose is this bag, Dan?
and Whose shoes are these? Point out that whose can
be an adjective or a pronoun, depending on its position
in the sentence.
Workbook p. 81
3 p. 109
Answers
2 my, hers
3 our, ours
4 my, yours
5 Whose, mine
6 Whose, yours
7 Whose, his
4 p. 109
Answers
Flash on Grammar p. 109
1 yours
2 mine
3 his
4 mine
5 his / Leo’s
Compounds of some, any, no, every
Have the class read the table and the examples.
Remind them of the rules, if necessary.
Workbook p. 80
Answers
2 p. 109
Answers
1 someone
2 something
3 everywhere
Have the class read the explanation and the examples
for the use of like and would like.
Remind the students that they have also learned a
different meaning for like on p. 81 in the expression
what + be + like? (What’s your new teacher like?
What are your sisters like?)
1 p. 109
1 Nothing
2 something, anything
3 Somewhere
like and would like
4 Someone
5 Everybody
6 Nobody
Workbook p. 81
5 p. 109
Answers
1
2
3
4
5
would
Do (you) like
Would (they) like
like
doesn’t like
127
on Skills / Culture
10 Flash
pp. 110-111
Pocket money
Before you read
Answers
1 Teenagers get between 5 and 10 pounds a week
for their pocket money.
2 They wash the dishes, clean the house, babysit,
do gardening and wash the car.
3 Maggie saves ¼ of her pocket money.
1 p. 110
Do the preparatory task, asking the class to read the
sayings 1-5 out loud. Check pronunciation.
Then have the students do the matching activity so
they learn the meaning of each saying.
Answers
1c
2d
3e
4b
5a
Reading
2 p. 110
Ask the students to skim the web page text and choose
the best title from the sayings in exercise 1. They will
read for detail in exercises 3 and 4.
Answer
The best title is: Money doesn’t grow on trees.
3 p. 111
Have the students read the text for detail and go over
any difficult words, such as manage, afford, pocket
money, spoil, with them.
Assign the true/false task, individually or in pairs.
Check the answers collectively. Have the students
indicate where in the text they found the information
to base their answers on.
Answers
1 F You receive pocket money weekly, and also for
your birthday.
2 F Most kids get pocket money weekly.
3T
4T
5 F Some British parents (not all) pay kids for
doing jobs in the house.
4 p. 111
Have the class read the What kids say… part of the
text again and answer the comprehension questions.
Check the answers by asking students to read them
out loud.
128
Listening
5
2.58 p. 111
To prepare for the listening task, tell the class they
are about to hear an interview with the three young
people listed in the table. Have them read the three
questions.
Play the recording at least twice so the students can
do the task.
To correct it, copy the table on the board and call on
different students to come up and fill it in.
Transcript [Track 2.58]
Pres
Research shows that the average British
teenager spends £12.40 a week on
clothes, games, entertainment and
personal items. Where do they get their
money from? Our reporter Greg Winters
interviewed some teens at Fairview
Shopping Centre to find out what they do
to earn money and what things they like
to spend it on...
Greg
So Sophie, how much pocket money do
you get every week?
Sophie My dad gives me ten pounds a week.
Greg
And what do you usually spend it on?
Sophie I buy accessories like earrings and bags
but not clothes – my mum buys those
for me. I buy music CDs and magazines
too, and sometimes I use the money to go
to the cinema or a fast food restaurant
with my friends.
Greg
Hannah, what about you?
Hannah I’ve got a Saturday job – I work in a
baker’s shop and I get fifteen pounds a
week for that.
Greg
What do you spend the money on?
Hannah I don’t spend much of it – just a little
on going out with my friends and presents
for my family’s birthdays and stuff. I’m
trying to save the money so I can buy a
motorbike soon. I live in the country but
my school and all my friends are in town. I
want to get some wheels!
Greg
Rajit, do you get pocket money?
Rajit
Greg
Rajit
Greg
Rajit
Yes, I do. My mother gives me six pounds
a week plus I’ve got a job two evenings a
week as a pizza delivery boy. I earn about
twelve pounds a week doing that.
Do you save the money?
I try to save about half of it, yes. The rest
I spend on computer games, magazines
and DVDs. Oh, and tickets for the football!
I’m a big Chelsea fan!
Cool! Are you saving for anything in
particular?
I want to go to university when I finish
school but it’s expensive. My parents
want to help but I need to have money for
books and things too so ... every little
helps!
Answers
Sophie: from Dad; £10; accessories like earrings
and bags; music CDs and magazines; going to the
cinema or fast food restaurant
Hannah: from her job in a baker’s shop; £15; going
out with friends and presents for the family and
saving for a motorbike
Rajit: from mother and from job as a pizza delivery
boy; £18; buying computer games, magazines,
DVDs, football tickets and saving half of it
Speaking
6 p. 111
Explain that this exercise prepares for the oral task
they will do next.
Have the students read the list out loud. Check that
they understand all the words and monitor their
pronunciation.
7 p. 111
Divide the class into groups of four and assign the task.
Monitor carefully to be sure they are all speaking in
English and taking turns with questions and answers.
Writing
8 p. 111
Do an activity similar to the Extra activity suggested for
the section on e-shopping (see Teacher’s notes above)
by making a list of the things the students spend their
money on. Then have them give you a show of hands
to answer the question How many of you spend money
on…? Now write the number of students next to each
line.
Have the students work in small groups to do the task.
Have them read the task assignment carefully and
make sure everyone understands the instructions.
10
Study Skills - Annotating visual
information
Have the class read the suggestions for how to make
visuals, e.g. images or graphics, clearer for the reader.
The students will apply these strategies in exercise 9.
9 p. 111
Read through the task assignment with the class, then
have them do the activity in small groups.
To correct the exercise call on one or two groups to
draw their pie chart on the board and put annotations
in the correct place.
Flashback 9-10 pp. 112-113
GRAMMAR
1 p. 112
1
2
3
4
5
6
7
8
was shining
was raining
was tallking
were having
were having
wasn’t listening, was listening
weren’t going, were going
wasn’t listening, was looking
2 p. 112
1
2
3
4
weren’t, were watching
Was I talking, were, were talking
Were they walking, were, were going
was she wearing, she wasn’t, was wearing
3 p. 112
1 had
2 was walking
3 heard
4 wanted
5 weren’t having
6 ran
4 p. 112
1 well
2 high
3 fast
4 straight
5 simply
129
10
5 p. 112
1a
2c
3a
4c
5a
6b
The order is: 3, 8, 2, 9, 5, 1, 4, 6, 11, 12, 10, 7.
6 p. 112
1 theirs
2 hers
3 ours
4 his
5 mine
6 yours
7 p. 113
11
12
13
14
15
16
Mine
Everybody
nobody
was doing
hard
anywhere
17
18
19
10
11
going
whose
mine
yours
Mine
17
18
19
10
11
engineer
plumber
postman
electrician
shop assistant
VOCABULARY
8 p. 113
11
12
13
14
15
16
doctor
lawyer
nurse
architect
secretary
sailor
130
muggers
forged
robberies
credit card
11 A What were you doing at eight o’clock this
morning?
12 B I was waking up! I always wake up at about
eight.
13 A OK. And what about yesterday?
14 B At eight o’clock yesterday I was waiting for
the bus.
15 A Why? Where were you going? Were you going
to school?
16 B No, I wasn’t. I was going to the bank. I had
to get some money.
17 A And what happened?
18 B As I was going into the bank, a strange thing
happened.
19 A Did you see a robbery?
10 B No, but a tall man was coming out of the
bank with a big bag of money and as he was
getting into his car, he dropped the bag and
all the money fell onto the pavement.
11 A And the wind was blowing and it was
beginning to rain...
12 B Really! Oh no!
11 p. 113
9 p. 113
1
2
3
4
Functions
10 p. 113
5
6
7
8
cash
bargains
saved
charge
11
12
13
14
15
16
17
18
would you
like
Would you
I’d
anything
that’s
like
or
9 would you
10 some
11 else
12 have
13 can
14 card
15 you can
Teaching Techniques for Mixed-Ability Classes
Technique 1
Numbers in my life
Objectives: a increase students’ self-esteem;
consolidate rapport with the class.
Materials: pencil and paper.
Preparation: none.
Write some numbers that have significance in your
life, on the board.
Ask the students to guess what the numbers represent,
giving them hints like: it’s a number that has to do
with my family, home, school; it has to do with exams,
etc.
Once they have guessed or you have told them what
the numbers mean, have them do the task in pairs.
Provide some suggestions:
3 (brothers or sisters)
18 (house or apartment number)
90 (out of 100 on an exam)
55 (kg – weight)
Variations
The same technique can be used for:
Places in my life: instead of numbers, use places
where important events took place in your life.
People in my life: indicate the names of some people
that have been influential in your life.
Answer the questions
1 Where does Robbie want to go on holiday?
2 What type of holiday is it?
3 Write three things students do in the mornings
at the camp.
4 Write the outdoor activities at the camp.
5 Where do the students sleep at the camp?
– Student B (more challenging):
Write the questions for the following answers.
Task B (more challenging)
Answers
1
The USA
2
A study camp
3
Art, music, drama
4
Sports, rafting, canoeing
5
A big room
Write the questions for Student B on a piece of paper
or on the board.
Have the students compare each other’s questions
while the teacher walks around to monitor.
Technique 3
Using questions
Objectives: vary the level of difficulty of the
questions.
Materials: textbook.
Technique 2
Mixed tasks
Objectives: facilitate cooperative reading of a text.
Materials: textbook.
Preparation: adaptation of comprehension
questions in the textbook.
Have the students read a text from their book.
For example, FLASH on English, Unit 3, p. 42,
exercise 3.
– Student A (less challenging):
Answer the following questions.
Preparation: plan the comprehension questions.
In posing the questions, the teacher can modulate the
level of help given in the prompts. For example, in
FLASH on English, Unit 5:
*** Challenging:
How would you explain the variety of British food today?
** Less challenging:
Where can you eat traditional English food? In a pub?
In people’s homes?
* Less challenging:
What is Britain’s favourite drink? Is it tea or coffee?
131
Teaching Techniques for Mixed-Ability Classes
Technique 4
Technique 5
Flexible gap-fills
Giving support
Objectives: vary the level of difficulty of the gapfill exercises.
Materials: gap-fill exercises in the textbook.
Preparation: none.
– (less challenging) six spaces: with the words in
random order.
mother
sister
son
daughter
husband
wife
brother
children
This is Julia Jolly the American actress.
Her (1) _______ Jack and her (2) _______
Pete Brad are actors too. She’s got one
(3) _________ James, he’s 35, and she has got
a (4) _________ , Marion, and a stepsister,
Elizabeth. Julia and Pete have got five
(5) _________ , a (6) _________ called Zanox,
a (7) _________ called Zeeba, and twins called
Nox and Venus. They’ve also got a baby girl
called Shamana.
– (more challenging) six spaces: without the words
(students cover the words with a piece of paper).
Have the students complete their version of the text.
For correction, have the students compare their
answers while the teacher checks them.
Variation
Write the same text on a piece of paper, but add some
additional spaces (suitable for higher level students).
This is Julia Jolly the American actress.
Her (1) _______ Jack and her (2) _________
Pete Brad are (3)_______ too. She’s got one
(4) _______ James, he’s 35, and she has got
a (5) _______ , Marion, and a (6) _______ ,
Elizabeth. Julia and Pete (7) _______ got five
(8) _______ , a (9) _______ called Zanox,
a (10) _______ called Zeeba, and twins called
Nox (11) _______ Venus. They’ve also (12) _______ a
baby girl called Shamana.
132
Materials: comprehension exercises from the
textbook.
Preparation: slips of paper with the answers in
Explain to the students that it is possible to do the
activity with or without prompts. For example, from
FLASH on English, Unit 1, p. 27, exercise 4:
father
Objectives: help the weaker students.
random order.
Choose a comprehension exercise from FLASH on
English. For example, Unit 9, p. 96, exercise 4:
Answer the questions.
1 What school did Ellis go to?
2 What year was the famous football match?
3 What was the reaction of the spectators to Ellis’s
technique?
4 What did the teams decide after the match?
For weaker students: give them a slip of paper with
the answers in random order. Ask them to re-arrange
the answers. For example:
They cheered wildly and they were very excited. / It
was in 1823. / The teams decided to make a new set
of rules for a new ball game. / Ellis went to Rugby.
For more advanced students: ask them to answer the
questions in the book. If they finish quickly, ask them
to write a new paragraph for the text.
Have the students work without drawing attention to
the different levels of difficulty.
Variation
Allow the students to choose between activity A and B;
say: task A is easier than task B. Choose the one you
want.
Technique 6
Multiple choice or No choice?
Objectives: vary the level of difficulty of the
comprehension exercises.
Materials: multiple choice comprehension
questions in the textbook.
Preparation: write the sentences from the exercise
on a piece of paper.
Teaching Techniques for Mixed-Ability Classes
Choose a multiple choice exercise from FLASH on
English. For example Unit 3, p. 49, exercise 5:
Make a second version of the text by modifying the
lexical and grammatical elements in a more or less
complex way. A simpler version could be.
1 The map Jim finds is of…
a some treasure. b the Underground. c an island.
2 The cook on the ship is really…
a the author. b a pirate. c a boy.
3 Long John Silver and the sailors want to kill...
a Jim. b Ben Gunn. c Jim’s friends.
4 At first the children on the island are…
a relaxed. b depressed. c happy.
5 The little boys are afraid of…
a the night. b the animals. c the big boys.
‘I spend most of the money on designer clothes.
I love them! I go to shops where designer
clothes are cheap. I often find a lot of good
clothes because I’m a size 10. I don’t wear designer
clothes to school, I only wear them when I go out
with my mates clubbing or at parties. I like clothes
but I am crazy about shoes! I’ve got fifty pairs of
shoes and trainers, some of them are really old.
When I’m at home I love relaxing on the sofa in
an old tracksuit and a pair of my favourite trainers!’
Copy the sentences, but give only two of the choices.
In pairs, have the students find the differences in the
texts.
Copy the sentences without any of the choices.
1
2
3
4
5
The map Jim finds is of…
The cook on the ship is really…
Long John Silver and the sailors want to kill...
At first the children on the island are…
The big boys want to hunt…
The exercise now has three different levels of difficulty:
very challenging (the original version with three
choices), somewhat challenging (with two choices),
less challenging (with no choices).
Technique 7
Twin texts
Objectives: delve into language use in specific
contexts and look at linguistic variations.
Materials: copies of two versions of the same
text, one from FLASH on English and the other with
variations.
Ask the students to say which expressions they prefer
(words, phrases or structures) and why.
Have the students write their own version of the text
as a homework assignment. Tell them they can modify
the form and the content. For example:
I buy a lot of clothes; I usually shop at cheap shops
but I can never find my size…
Variation
Have the students choose a text on the Internet that they
want to modify or one from a magazine article and have
them rewrite it and show it to the class.
Technique 8
Change the tense
Objectives: practise using the Present simple and
the Past simple.
Preparation: choose a text from the textbook and
Materials: a simple questionnaire in the Present
make a second version of it by modifying the lexis
and the grammar.
simple.
Preparation: write a questionnaire like the one in
Choose a text from FLASH on English, for example:
Unit 4, p. 54, exercise 4:
‘I spend most of the money on designer clothes.
I love them! I go to outlets where designer
clothes are cheap. I usually find a lot of good
stuff because I’m a size 10. I don’t wear designer
gear to school, I only wear it when I go out with
my friends clubbing or at parties. I like clothes
but I love shoes! I’ve got fifty pairs of shoes and
trainers, some of them are vintage. When I’m
at home I love chilling out on the sofa in an old
tracksuit and a pair of my favourite trainers!’
the example.
Have the students work in pairs to ask and answer
the following questions.
How long does it take you?
1
2
3
4
5
6
How long does it take you to brush your teeth?
How long does it take you to get dressed?
How long does it take you to wash your hair?
How long does it take you to have a bath or a shower?
How long does it take you to get ready to go out?
How long does it take you to do your homework?
133
Teaching Techniques for Mixed-Ability Classes
To practise using the Present simple, the students should
answer in the long form, using the action verb.
I usually brush my teeth in three minutes.
I usually get dressed in...
Have the students who finish quickly write a similar
questionnaire in the Past simple.
How long did it take you?
1 ____________________________________________
2 ____________________________________________
3 ____________________________________________
4 ____________________________________________
5 ____________________________________________
6 ____________________________________________
To practise using the Past simple, the students should
answer in the long form, using the action verb.
I brushed my teeth in two minutes.
I got dressed in...
Have these students complete each other ’s
questionnaires.
Technique 9
Dictations
Objectives: listening and pronunciation practice.
Materials: a brief text from FLASH on English.
Preparation: write the dictation text on two
different pieces of paper.
Choose a brief text for the dictation. For example, from
FLASH on English, Unit 3, p. 49, exercise 6:
– Student A (shorter and simpler):
Dictate the following text to your partner.
An aeroplane crashes on a desert island and a group
of school boys are the only survivors. At first, they
are happy there – there aren’t any adults, they are
free, the island is a paradise.
– Student B (longer and more difficult):
Dictate the following text to your partner.
134
While they wait for a ship to find them, they create
their own ‘micro-society’ and split into two groups.
One group makes Ralph their ‘chief ’, and he
organises shelter and fire and collects food. Jack,
the head of the other group, takes his boys hunting
for wild pigs.
Assign the task in pairs.
Have the students check each other’s dictation and
check their answers in the textbook.
Variation
Eliminate the last word and ask the students who
finish first: Can you guess the missing word?
Technique 10
Joke dictation
Objectives: listening and writing practice through
jokes.
Materials: none.
Preparation: find some short jokes and separate
questions and answers.
Have the students write the words ‘Question’ and
‘Answer’ on a piece of paper.
Tell the class that you are going to dictate some
questions and answers in random order. The students
will then match them and write them on the same line.
Dictate:
Question
Answer
1 Why are policemen strong?
2
Next please.
3 What’s green and points north?
What kind of milk does a
A milk shake.
4
nervous cow give?
The movies
5
(moo-vies).
A museum
6
(moo-seum).
Dictate:
They hold up the traffic
A magnetic cucumber.
Doctor, doctor, everyone ignores me.
Where do cows go to enjoy themselves?
Where can you see old cows?
At the end of the dictation, have the students check
each other’s responses.
Call on different pairs to read the jokes. Student A
reads the question and Student B reads the answer.
Teaching Techniques for Mixed-Ability Classes
Technique 11
Technique 12
Interactive jokes
From native language to English
Objectives: encourage the students to listen and
speak; promote correct pronunciation.
lexis in specific contexts.
Materials: jokes written on pieces of paper.
Materials: a brief text.
Preparation: prepare a sheet of paper, following
Preparation: choose a text and a few words and/or
expressions to dictate in the native language.
the example.
Have the students pair off.
Hand out the papers with the following text. Ask the
students to fold the sheet in two, so they only see their
part, for Student A or B.
Student A
11 How do you know when an elephant is going on
holiday?
12 Why are elephants shy?
13 Why didn’t the skeleton go to the party?
14 Why did the bald man put his head out of the
window?
15 When does love start? When does it end?
16 Why did the man with one hand cross the road?
17 Why are you looking in the mirror with your eyes
closed?
18 Why does a horse have six legs?
19 Why do dogs carry bones in their mouths?
10 What do you call a policeman with a banana stuck
in each ear?
Student B
a
b
c
d
e
f
g
h
i
j
Objectives: increase awareness of grammar and
Anything you like because he can’t hear you.
Because they don’t have pockets.
I want to see what I look like when I’m asleep.
Because it has forelegs in the front and two legs at
the back.
To get to the second-hand shop.
To get some fresh air.
Because it had nobody to go with.
Because they swim with their trunks on.
It starts when you sink into his arms and it ends
with your arms in his sink.
It packs its trunks.
Choose a text from FLASH on English, for example:
Unit 10, p. 110, exercise 2:
Pocket money is a small amount of money that
parents give their children regularly. It’s theirs to
manage and spend as they want. Sometimes people
in the family (for example, grandparents) give kids
money for their birthdays or other special days too.
Choose a few words and/or expressions in the text to
dictate in the native language.
Dictate the text. Tell the students they will hear some
words in their language, but they are to write them in
English.
Have the students compare their dictations.
For correction, have them read the original text in their
book.
Technique 13
Miming scenes
Objectives: review lexis from the textbook.
Materials: sentences written from the textbook,
written on pieces of paper.
Preparation: write some sentences from the
textbook on pieces of paper.
Propose some situations from the textbook that can be
mimed in class. For example, Unit 8, p. 87, exercise 5:
(Answers: 1 j, 2 h, 3 g, 4 f, 5 i, 6 e, 7 c, 8 d, 9 b, 10 a)
Assign the task in pairs. Have Student A read the
question and Student B find the appropriate answer.
For correction, have the students read their jokes out
loud.
1 We walked home yesterday because there were
no buses.
2 The lesson started at 9 o’clock and finished at
10 o’clock.
3 They watched a Harry Potter film on Saturday.
4 You visited your grandmother last weekend.
5 She waited one hour for the bus; it was very late.
6 He showed me his paintings.
135
Teaching Techniques for Mixed-Ability Classes
Write the situations on pieces of paper and put them
on the teacher’s desk.
Ask individual students or small groups to take one,
read the situation and then mime it to the class.
Back-writing
Objectives: review past work; practise writing
The class must try to guess the situation.
kinesthetically.
When finished (you could impose a time limit), the
situation is read out loud.
Materials: textbook.
Variation
The same activity could be done with the Present
continuous or with brief narrative texts.
Technique 14
Objectives: review the Past simple for irregular
Materials: irregular verbs from FLASH on English
Unit 8, p. 91.
Preparation: none.
Ask Student A to ‘write’ one word, expression or phrase
on the back of Student B who will try to guess correctly
by reading the page in the book.
words: late
phoned
hour
ago
awful
expressions: an hour ago
What happened?
Oh my God!
phrases: What was she doing? It was awful!
Poor you!
Technique 16
Ask the students to stand up.
In turns, each student goes up to the front and says
a verb with its Past simple form, for example buy –
bought, while at the same time making a gesture
(for example, touch a knee, put hands on hips or
shoulders, etc.).
go – went
do – did
make – made
Have the students open their book to a page they have
already studied.
Some examples from Unit 9, p. 98:
verbs.
buy – bought
have – had
drink – drank
write – wrote
Preparation: none.
The students then swap roles.
Irregular verbs
come – came
see – saw
eat – ate
The rest of the students copy the gestures and repeat
the verb.
Variation
Prepare two decks of cards. On the first deck, write the
Present simple of some irregular verbs; on the other deck,
write the Past simple.
When each student comes up, they can choose either
the first or the second deck, depending on the level of
difficulty they are comfortable with. The teacher will
give them their card.
136
Technique 15
Personalising a dialogue
Objectives: practise conversation; asking
questions.
Materials: a dialogue from the textbook.
Preparation: choose a dialogue that can be
personalised by the students.
Write the dialogue you have chosen on the board, with
questions and answers relative to the characters. For
example, Unit 2, p. 34:
Anna
What about you, Mike? Have you got a big
room in your aunt’s house?
Michael Not really. I’ve got my own room but it’s a
typical London house and my room’s a bit
small, but it’s cosy. There’s a bed in it and
a desk, a big TV, a wardrobe for my clothes...
Oh, and there’s a sofa bed for friends too!
Anna
Wicked! And do you like London, Mike?
Michael I love London – there are hundreds of
things to do! – but I don’t go out in the
evenings, I study!
What about you, Anna?
Anna
I work, so I get up early and go to bed late!
Teaching Techniques for Mixed-Ability Classes
Have the students repeat the dialogue several times,
in pairs. The teacher erases a piece of the dialogue at
each repetition.
At the end, there is no more dialogue left on the board
and the students try to repeat it from memory.
Now the students repeat the dialogue, with personalised
information.
137
Workbook Answer Key and Transcripts
UNIT 1
Grammar and Vocabulary
Practice pp. 10-11
10
1 grandmother
2 twin
3 stepsister
4 stepmother
5 daughter
6 uncle
7 cousins
Grammar
1
1 ’s
2 Are
3 are
4 aren’t
English in context pp. 12-13
5 isn’t
6 are
7 is
2
1 Yes, I am.
2 No, he isn’t.
3 Yes, they are.
4 Yes, we are.
3
1 have got
2 have got
3 has got
4 has got
5 Yes, it is.
6 No, they aren’t.
7 No, you aren’t.
8 No, we aren’t.
5 have got
6 has got
7 has got
8 have got
4
1d 2g 3a 4h 5b 6e 7f 8c
5
1 We haven’t got a good camera.
2 Have your friends got a car?
3 Sorry I haven’t got a pen.
4 My street’s got lots of shops and a
cinema.
5 Have you got courses for actors at your
school?
6 Has your school got a bar?
7 My teacher’s got a laptop.
8 All the students have got mobile
phones.
6
1a
2b
3b
Vocabulary
7
1 cashcard
2 passport
3 the keys
4 map
4a
5b
6a
5 photograph
6 laptop
7 pen
8 pencil
8
1 MP3 player
2 ticket
3 digital camera
4 watch
5 CD
6 diary
7 wallet
8 mobile phone
9
1 cousin
2 wife
3 twin
4 stepmother
5 grandfather
6 nephews
7 aunt
8 sisters
138
1
1 are
2 ’m
3 haven’t got
4 ’ve got
5 are
6 They’re
7 Their
8 ’ve got
9 our
10 ’s got
11 Has
12 aren’t
2
Student’s own answers
3
1 It’s Cooper, C-o-o-p-e-r.
2 I’m from Johannesburg.
3 Is that in South Africa?
4 What’s your address in Brighton?
5 Have you got a phone number in
Brighton?
6 Yes, I have.
4
Student’s own answers
Sum Up!
5
1 Henri is French.
2 Is your brother happy at his new school?
3 Has Tim got a red car?
4 Her songs are famous.
5 Its name’s Goldie.
6 That’s a nice phone.
7 Open your books.
8 Our teacher is great./Our teachers are
great.
6
1 Mr Thompson’s class. 5 huge
2 I am
6 my
3 my laptop
7 Of course
4 Have you got
7
1 And you
2 you know
3 By the way
4 Sorry
5 no problem
6 that’s right
8
Student’s own answers
Vocabulary Builder p. 14
2
1 phone book
5 cameraman
2 phone number 6 cashpoint
3 security pass
4 bookshelf
7 birthday card
8 cardboard
4
1T
6T
2 F half-brother 7 F father-in-law
3T
8 F sisters
4 F half-sister
9 F brothers-in-law
5T
10 F ex brother-in-law
5
1 brother-in-law
2 sister-in-law
3 cousins
4 husband
5
6
7
8
half-brother
stepsister
stepfather
son
Skills p. 15
Reading
1
He’s from London.
2
1 What’s your favourite film?
2 Is it a good film?
3 Have you got the book?
4 Is it a good story?
5 What’s the director’s name?
6 Is the film just for girls?
7 Are the actors good?
8 Has it got a good soundtrack?
9 Has Robert Pattinson got a girlfriend?
He’s very nice.
Listening
2
4
Speaker
Alice
Emma
Alice
Emma
Alice
Emma
Alice
Emma
Alice
Emma
Alice
Emma
Alice
Emma
Alice
Emma
Alice
Emma
1
So, what’s the character’s
name?
His name’s Troy. Troy Bolton.
And how old is he?
He’s about 13 in the first film.
Where is he from?
He’s from Albuquerque, A-L-BU-Q-U-E-R-Q-U-E, New Mexico
Is that in Mexico?
No it’s in the US.
So, Troy’s American?
That’s right.
What are his parents’ names?
Their names are Jack and
Lucille.
Has he got any brothers or
sisters?
No he hasn’t.
Has he got a girlfriend?
Yes. Her name’s Gabriella
Montez. She’s beautiful.
Has he got a best friend?
Yes, he has. His name’s Chad.
He’s in the basketball team too.
Workbook Answer Key and Transcripts
Alice
Emma
Alice
Emma
What’s the name of the
school?
It’s East High School.
Thank you for talking to me
Emma.
You’re welcome.
Speaker
Alice
Jack
Alice:
Jack
Alice
Jack
Alice
Jack
Alice
Jack
Alice
Jack
Alice
Jack
Alice
Jack
Alice
Jack
Alice
2
So, what’s the character’s
name?
Her name’s Hermione Granger.
And how old is she?
She’s 11 in the first film
Where is she from?
She’s from the UK.
So she’s English.
That’s right.
What are her parents’ names?
Mr and Mrs Granger! I’m sorry.
I don’t know their first names.
Has she got any brothers or
sisters?
No, she hasn’t.
Has she got a boyfriend?
Well she hasn’t got one in the
first film – she’s only 11!
Has she got a best friend?
Yes, she’s got two best friends
– Ron and Harry.
What’s the name of the school?
It’sHogwarts,H-O-G-W-A-R-T-S.
OK, thanks! Thank you for
talking to me Jack.
A Speaker 2
2 B Speaker 1
5
name
surname
age
nationality
parents
Troy
Bolton
13
American
Jack and
Lucille
Hermione
Granger
11
English
Mr and Mrs
Granger
UNIT 2
Grammar and Vocabulary
Practice pp. 18-19
Grammar
1
1 get up
2 has
3 live
4 take
5
6
7
8
goes
work
works
live
2
1 My sister doesn’t like her job.
2 My brother doesn’t play the piano.
3 They don’t live in a house.
4 I don’t see my friends on Saturday.
5 My dad doesn’t makes my breakfast
for me.
6 We don’t eat typical Japanese food.
7 My aunt doesn’t work in town.
8 My brother doesn’t sing in the
bathroom!
3
1 Do you get up early? Yes, I do. / No, I
don’t.
2 Does your sister live in a bedsit?
Yes, she does. / No, she doesn’t.
3 Do you come from here? Yes, I do. /
No, I don’t.
4 Does your mother have an interesting
job? Yes, she does. / No, she doesn’t.
5 Does your brother listen to his MP3?
Yes, he does. / No, he doesn’t.
6 Do teenagers sleep a lot? Yes, they do.
/ No, they don’t.
4
1 I get up early on Saturdays
2 Do you live in an attic?
3 She doesn’t walk to school.
4 My parents love their jobs.
5 My friend doesn’t smile a lot.
6 Does your dad listen to music pop?
7 I don’t like her clothes.
8 We work in ther afternoon.
5
1 in
2 at
3 on
4 at
5 in
6 on
7 at
8 in
6
1 near
2 on
3 under
4 in
5
6
7
8
near
under
on
in
7
1 get up
2 start school
3 watch TV
4 go home
5
6
7
8
have lunch
do homework
go to bed
have a shower
8
1c
2b
3h
4e
9
1 bedroom
2 armchair
3 lamp
4 carpet
5
6
7
8
5d
6f
7a
8g
bookshelves
wardrobe
bed
television
English in context pp. 20-21
1
Rachel
1 lives
2 laughs
3 sings
4 don’t sing
Jacob
5
6
7
8
listen
doesn’t like
gets up
works
1
2
3
4
does
plays
don’t do
walk
2
1 It’s got
2 really huge
3 There’s
4 There’s
5 near
6 In my
3
5
6
7
8
doesn’t get up
listens
likes
studies
17
18
19
10
11
12
I’ve got
It’s got
there are
on
cosy
my ideal home
1 cosy
2 don’t
3 what about you
4 play
5 cool
6 does not
4
1 Do you like
2 like
3 don’t see
4 get up
5
6
7
8
studies
start
do you go out
go out
Sum Up!
5
1 fence
2 gate
3 garden
4 garage
5
6
7
8
chimney
kitchen
bathroom
living room
6
1 Are you from Devon?
2 Do you like your way of life?
3 Do you have a job?
4 Do people give you money for your
furniture?
5 Do you get up early?
6 Is your camper cosy?
7 Do you go out with your friends?
8 Are you happy?
7
1 live
2 loves, teases
3 don’t
4 don’t, give
5
6
7
8
make
is
go, listen, sing
easy, cool
8
Student’s own answers
Vocabulary Builder p. 22
1
1 bedroom
2 bedsit
3 housework
4 housewife
2
1 bedroom
2 homework
3 bedsit
4 city centre
3
1 do
2 do
3 make
5
6
7
8
homework
armchair
bookcase
city centre
5
6
7
8
bookcase
armchair
housewife
housework
139
Workbook Answer Key and Transcripts
4
5
6
7
8
do
make
make
do
make
4
1 make breakfast 4 makes furniture
2 do homework 5 make money
3 do housework 6 do a course
5
a have a car
b Student’s own answers
6
1 have time 4 have a break
2 have lunch 5 have a word with
3 have a go 6 have a coffee
Skills p. 23
Reading
1
She wants to work in a safari park in
Australia.
2
1 Jasmine lives in a villa by the sea.
2 The house has got two TVs.
3 Her boyfriend likes the furniture.
4 Jasmine doesn’t watch much TV.
5 Jasmine writes a blog and a photo diary.
6 Jasmine loves animals.
7 Jasmine travels to other countries.
8 Jasmine makes 70,000 pounds a
year/a lot of money.
Listening
4
3
Journalist
Mario
Journalist
Mario
Journalist
Mario
Journalist
Mario
Journalist
Mario
Journalist
Mario
Hi Mario! So, do you like your
job?
Yes, it’s a bit tiring but I like it!
Can you tell our readers
about a typical day?
Well, I wake up at half past
six.
That’s early.
Yes, I know. I don’t have time
to have breakfast.
I open the shop at eight, but
there’s a lot to do before I
open.
Have you got an assistant?
Yes, I have, but she arrives
at eleven and that’s when
I have my breakfast! I have a
sandwich and a cup of coffee
at the bar.
Do you have lunch?
Yes, I do. I have lunch at the
pizzeria next door at half past
one. I go for a walk at a
quarter past two and start
work again at three.
What time do you go home?
We close the shop at five and
140
Journalist
Mario
Journalist
Mario
Journalist
Mario
Journalist
I go home at half past five.
What do you do when you
get home?
Well I have a shower at six, I
have an early dinner. I eat at
seven and I watch TV at
eight.
Do you play any sports?
Yes, I play football twice a
week, on Mondays and
Fridays at half past six.
When do you talk to Jasmine?
I call her every day before
bed, at ten.
OK, Mario. Thank you for
talking to me.
1 wakes up
2 doesn’t have
3 eight
4 eleven
5
6
7
8
has lunch
goes for a walk
eats at
plays football,
half past six
UNIT 3
Grammar and Vocabulary
Practice pp. 26-27
Grammar
1
1 Teenagers hardly ever play golf.
2✔
3 Travellers always need to take their
passport.
4✔
5 Teenagers usually sleep for most of
the weekend.
6 At weekends I rarely get up early
7✔
2
1 I always miss the bus.
2 Do you sometimes work in the
summer?
3 I usually watch adventure films.
4 My parents hardly ever give me
money.
5 People often listen to music on the
radio.
6 I never sunbathe on holiday, It’s
boring!
3
Student’s own answers
8 My brother doesn’t like riding his bike
in the rain.
5
1 him
4 she
7 them
2 them
5 they
8 it
3 you
6 we
6
1 me
5 her
9 they
2 it
6 him
10 them
3 them
7 It
4 she
8 them
7
1 hotel 4 tent
2 self-catering apartment 5 bed and
3 camper breakfast
Vocabulary
8
1 taxi
2 motorbike
3 bicycle
4 aeroplane
9
1a
5c
5
6
7
8
2c
6a
ferry
scooter
lorry
helicopter
3b
7b
4a
8b
English in context pp. 28-29
1
Henry8
1 travel
2 cycling
3 cycle
4 playing
5
6
7
8
cooking
make
sightseeing
going
Kylie the social queen
1 like
5 chat
2 do
6 eat
3 listening
7 love
4 reading
8 making
2
[1] A Do you like going on holiday with
your parents?
[2] B Yes, I do. We go to an apartment
by the sea every year.
[3] A Do you like sunbathing?
[4] B Yes, it’s great. I love lying in the
sun. And I swim in the sea with
my friends every day.
[5] A Really? I can’t stand it and I don’t
like the sea!
3
1 Does, does
4
2 go, doesn’t
1 I can’t stand staying up late.
2 My sister enjoys buying clothes with 3 Is, for, isn’t
her friends.
4
3 Between tennis and football my dad 1 Doesn’t he like your friends
prefers playing tennis.
2 I hardly ever see them
4 I don’t enjoy doing homework on 3 He prefers going out with just me
Sundays.
4 Tom always eats at home with his
5 My family loves taking a holiday at
family
the sea in the summer.
5 Does he like going shopping
6 I don’t mind playing computer games, 6 He doesn’t mind it
7 What does he like doing
but I prefer other things.
7 My best friend loves going to parties. 8 He loves watching football on TV
9 I can’t stand it
Workbook Answer Key and Transcripts
Sum Up!
5
1
1 working
2 it
3 really
2
1
2
3
4
4 scooters
5 like
6 them
take
prefers
by
never
5 hates
6 him
7 her
6
Student’s own answers
Vocabulary Builder p. 30
1
fly / pilot: a plane, a helicopter
ride: a bike, a scooter
drive: a train, a car
sail: a boat, a ship
2
1 sail
2 fly/pilot
3 drive
4 rides
5
6
7
8
drives
fly/pilot
sailing
riding
3
1 -ing
2 -al
4
column1
exciting
tiring
column 2
personal
normal
5
1 interesting
2 tiring
3 friendly
4 personal
6
1 trip
5
6
7
8
2 tourists
3 -ly
column 3
daily
boring
daily
traditional
normal
exciting
3 kids
4 holiday
Skills p. 31
Reading
1
They usually go to the disco.
2
1 goes
2 wakes up
3 getting up
4 makes
5
6
7
8
plays
take
rent
friends
Journalist
Matthew
Journalist
Matthew
Speaker 2:
Journalist
Chloe
Journalist
Chloe
Journalist
Chloe
Journalist
Chloe
Speaker 3:
Journalist
Kate
Journalist
Kate
Journalist
Kate
Journalist
Kate
goes
stays
likes
doesn’t like
Mathew Cornwall
Bed and
Breakfast
sailing
doing
homework
Chloe
Tuscany
nothing
apartment going
by the sea out with
friends and
sunbathing
Kate
At home
Stays at
home in
Manchester
Listening
4
Speaker 1:
Journalist
Matthew
Journalist
Matthew
Matthew
OK Matthew, where do you
usually go in the summer?
We usually go to Cornwall.
We love the sea there.
Where do you stay?
We always stay in a Bed
and Breakfast. The people
are friendly and it’s not
expensive.
Right. What do you like
doing on holiday?
I love sailing. We’ve got a
small boat.
What don’t you like doing?
I hate doing my homework.
I always do it in the last
week!
Chloe
Right Chloe. Where do you
usually go in the summer?
We usually go to Tuscany.
It’s great.
Where do you stay?
We rent an apartment by
the sea. It’s got a fantastic
view.
Right. What do you like
doing on holiday?
I love going out with my
friends and sunbathing.
What don’t you like doing?
Nothing really! I always do
the washing up on holiday,
but I don’t mind doing it.
I never do it at home.
Kate
OK Kate. Where do you
usually go in the summer?
My mum and dad go to
Spain for two weeks every
year but I stay here. I love
Manchester. It’s a great city
and there’s a lot to do in
the holidays.
So, you stay at home.
That’s right, in our house.
My cousin Beth comes to
stay with me.
What do you like doing?
We love sightseeing, going
to museums, and exhibitions, that sort of
thing.
What don’t you like doing?
I don’t like doing the
housework. We always tidy
the house the day before
mum and dad come home!!
Sightseeing, doing the
housework
going to
museums
and
exhibitions
UNIT 4
Grammar and Vocabulary
Practice pp. 34-35
Grammar
1
1 ’s talking
2 ’re listening
3 ’re looking
4 ’s wearing
5 ’m watching
6 are having
2
1 ’s sleeping
2 are you talking
3 are you going
4 ’m thinking
5
6
7
8
3
1 am thinking
2 is studying
3 like
4 enjoy
5 am planning
6 is having
’s doing
isn’t listening
Is he writing
isn’t wearing
4
1 Do you know what Jenny is doing right
now?
2 Bob often does his homework in the
evening.
3 She’s wearing fantastic jeans!
4 Dave isn’t talking on the phone.
5 I love rap.
6 They’re waiting for a friend.
7 Where is Kevin going?
5
1b
2h
3f
4g
6
1 socks
2 tracksuit
3 shorts
4 jacket
5a
6e
7c
8d
5 shirt
6 dress
7 coat
7
1 comfortable clothes 4 school uniform
2 skater stuff 5 accessories
3 designer clothes 6 trendy clothes
8
1 trainers
2 sunglasses
3 belt
4 sandals
5 gloves
6 tie
9
1 checked
2 plain
3 loose
4 casual
5
6
7
8
tight
floral
striped
smart
English in context pp. 36-37
1
1 ’re having
2 ’s travelling
3 ’s coming
4 ’s studying
5
6
7
8
2
1 ’re staying
5 are spending
’s cooking
isn’t making
’s buying
are you doing
141
Workbook Answer Key and Transcripts
2 is buying
3 comes
4 leaves
6 sell
7 am getting
8 is waiting
3
1 Is Sarah having a party? No, she isn’t.
She’s shopping in New York.
2 Is Mia having a party? Yes, she is.
3 What is Ted doing? He’s travelling from
Scotland by plane.
4 Is Ted working this weekend? No, he
isn’t.
5 Who’s making the cake? No one, dad
is buying the cake.
6 Where is Lizzie studying? In the library
7 Where are Sarah and Jane staying?
They’re staying in a five star hotel.
8 Why are they visiting New York?
Jane is buying clothes for her shop.
4
1 a lovely style
4 a boring lesson
2 an awful weather 5 an unusual job
3 an expensive shop
5
1 try
2 anything else
3 in blue
4 on
5
6
7
8
Certainly
size
looking for
What about
Sum Up!
6
1 What are you doing?
2 I’m getting ready.
3 What a colourful top!
4 Do you like these black boots?
5 I hate tight clothes.
6 I always wear my trainers to school.
7 This jacket is very cheap.
8 Can I try on this skirt.
7
1 dress
2 loose
3 not wearing
4 try on
5
6
7
8
size
designer stuff
scarf
a great friend
8
Student’s own answers.
Vocabulary Builder p. 38
1
1 trend
142
2 comfort
3 colour
2
1 funny
2 useful
3 dirty
4 reasonable
5
6
7
8
thoughtful
fashionable
lucky
helpful
3
1 trendy
2 comfortable
3 funny
4 colourful
5
6
7
8
thoughtful
reasonable
dirty
fashionable
4
1 Going
2 being
3 spending
4 Listening
5 singing, playing
5
1 raincoat
4 changing room
2 baseball shoes 5 department store
3 earring
6 shoe shop
6
1 raincoat
4 changing room
2 baseball shoes 5 department stores
3 earrings
Jane
Thomas
Jane
Thomas
Jane
Yes, it is. But I enjoy it. It’s a
good way to make money.
What do you study, Jane?
I’m training to be a chef!
Good luck!
Thank you!
1 at a market
2 skirt
3 MP3s
4 on the Internet
5 restaurants
6 three or four
UNIT 5
Skills p. 39
Grammar and Vocabulary
Practice pp. 42-43
Reading
2
1 They sell things people donate.
2 She likes meeting new people.
3 Mostly clothes.
4 Because its got cheap, cool music
and clothes.
5 She’s trying on a jacket.
6 It’s only 5 pounds, and it’s her size.
7 She never wears second-hand clothes.
Grammar
1
1 tea, sugar
2 cheese
3 cereal, milk, coffee
4 fruit juice
5 air, water, fruit
6 bacon
7 pizza
8 coca cola, wine
Listening
5
4
Speaker 1: Kerry
Thomas What do you study Kerry?
Kerry
I study music and I design and
make clothes.
Thomas Really? Have you got a shop?
Kerry
No, I haven’t. I sell them at a
market on Saturdays.
Thomas What are you making now?
Kerry
I’m making a long skirt.
Thomas It’s very nice!
Kerry
Thanks.
Speaker 2: Omar
Thomas So Omar, are you studying a lot
at the moment.
Omar
Yes, I’ve got an exam this
week.
Thomas What do you study?
Omar
I study film. I really like it.
Thomas And you like making money!
Omar
That’s right!
Thomas So what do you sell, Omar?
Omar
Mobilephones,clothes,books
and CDs.
Thomas And where do you sell them?
Omar
I usually sell them on the
Internet.
Speaker 3: Jane
Thomas Mmm, that looks good. What
are you making, Jane?
Jane
I’m making a chocolate cake.
Thomas Really?
Jane
Yes, it’s for a restaurant in the
village.
Thomas How many do you make a
week?
Jane
It depends, usually three or
four a week.
Thomas Wow! That’s a lot!
2
1 some
2a
3 any
4 any
5
6
7
8
some
some
a
some
3
1 How much pasta is there?
2 How much salad is there?
3 How many ham sandwiches are there?
4 How many chips are there?
5 How much water is there?
6 How much fruit juice is there?
7 How many sausages are there?
8 How many mixed vegetables are there?
4
1 There isn’t much pasta.
2 There’s lots of salad.
3 There aren’t many ham sandwiches.
4 There are some chips.
5 There’s lots of water.
6 There isn’t much fruit juice.
7 There are lots of sausages.
8 There are lots of mixed vegetables.
5
1 are enough
2 is too much
3 enough
4 Are there enough
Vocabulary
6
1 cereal, milk
2 fish, chips
3 fruit juice
4 mushrooms
5
6
7
8
5 aren’t enough
6 are too many
7 too many
8 isn’t enough
curry
pastries, biscuits
tomato sauce
roast beef
Workbook Answer Key and Transcripts
7
1 fast
2 spicy
3 ready-made
4 light
5
6
7
8
tasty
typical
fresh
hot
8
1 kilo of apples
2 cup of tea
3 slice of cheese
4 bottle of red wine
5 tin of tomatoes
6 slice of my birthday cake
English in context pp. 44-45
1
1 Is there any, is some
2 Is there any, yes, there is some
3 Are there any, are some carrots and
some beans
4 are there any, No there aren’t
5 Is there any, isn’t any
2
1 water
2 loaf
3 milk
4 cartons
5
6
7
8
packet
sardines
pounds
jar
3
1 roast beef and Yorkshire pudding
2 fish and chips
3 toast and marmalade
4 milk
5 chicken salad
6 crackers and cheese
7 pastries and biscuits
8 cup of coffee
4
1 some
2a
3 some
4 any
5
6
7
8
an
some
any
some
5
1 much
2 any, some, aren’t, a lot
3 many, an, some
4 is, any, a lot of
5 slice
6 a lot of, a little
6
Student’s own answers
7
1 a lot
2 isn’t too much
3 a few
4 aren’t enough
5
6
7
8
enough
too many
much
a lot of
8
1 Is there any
2 How much
3 a few
4 aren’t many
5
6
7
8
a little
isn’t much
How many
are a lot of
9
Student’s own answers
Vocabulary Builder p. 46
1
healthy: tomatoes, fish, beans, juice,
yoghurt, apples, cereal, orange, water,
carrots
too much is bad for me! tea, pastries,
crisps, potatoes, cheese, meat, wine,
chips, sugar, bread, biscuits
2
Student’s own answers
3
1 internationally 4 usually
2 originally 5 cheaply
3 traditionally 6 typically
4
uninteresting
unkind
uncommon
inadequate
unmodified
informal
Skills p. 47
Reading
1 Yes there are.
5 all
6 has got some
7 is some
Listening
6
4
Speaker 1:
Mrs Clegg
Speaker 2:
Tariq
3: Sally
My family loves this market.
The prices are reasonable
and the vegetables are fresh
and seasonal. There are lots
of nice things to eat. The
cakes and biscuits are great.
My children love them.
1 enough
2 fresh but dirty
3 isn’t cheap
4 doesn’t like
5 international
6 Spanish and Turkish, burgers
7 comes (straight)
8 reasonable
9 seasonal
10 cakes, love
UNIT 6
Grammar and Vocabulary
Practice pp. 50-51
5
1 cheap 4 cruel
2 rare 5 strange
3 insufficient 6 casual
2
1 There are a lot of
2 any 3 very little 4 A few
Speaker
Sally
Mrs Clegg
Well, the market’s huge and
there aren’t enough places
to sit down and have a cup
of tea. The vegetables are
fresh, but they’re very dirty
and the meat isn’t cheap!
You definitely pay too much
money. I like having fish and
chips for lunch on Saturdays.
I don’t like foreign food.
Tariq
It’s a really exciting market
with an international
atmosphere. I love the
Spanish and Turkish food and
my son loves the Bombay
burgers! The fish is very fresh
and it comes straight from
the sea - the same day we
buy it!
Grammar
1
1 F Jonathan can play the guitar.
2 F Miriam can run a kilometre.
3 F Jonathan can’t speak French.
4T
5 F Jonathan can’t run a kilometre.
6 F Miriam can’t play the guitar.
7 F Jonathan can dance.
8T
2
1 Can Jonathan play the guitar? Yes, he
can.
2 Can Miriam run a kilometer? Yes, she
can.
3 Can Jonathan speak French? No, he
can’t.
4 Can Miriam dance? No, she can’t.
5 Can Jonathan run a kilometre? No, he
can’t.
6 Can Miriam play the guitar? No, she
can’t.
7 Can Jonathan dance? Yes, he can.
8 Can Miriam speak French? Yes, she
can.
3
1 ’s really good at 4 ’s interested in
2 ’s good at 5 ’s good at
3 ’m interested in 6 ’s bad at
4
1 Can
2 Can
3 Can
4 Can
5
1f
7c
I use
we go
you help
you close
2g 3b
8h
5
6
7
8
Can
Can
Can
Can
4a
6
Student’s own answers
we have
you repeat
I write
I go
5d
6e
143
Workbook Answer Key and Transcripts
7
1 Rick can’t cook at all.
Rick can cycle really well.
Rick can play guitar really well.
Rick can take photographs quite well.
Rick can play snooker quite well.
Rick can’t rollerblade at all.
2 Sarah can cook really well.
Sarah can cycle really well.
Sarah can play guitar quite well.
Sarah can’t take photographs at all.
Sarah can’t play snooker at all.
Sarah can rollerblade quite well.
3 Jill can cook quite well.
Jill can’t cycle at all.
Jill can play guitar really well.
Jill can’t take photographs at all.
Jill can play snooker really well.
Jill can rollerblade quite well.
8
Student’s own answers
Vocabulary
9
1 actor 4 photographer
2 composer 5 teacher
3 pizza delivery boy
10
1 actor
2 singer
3 shop assistant
4 photographer
5 painter
6 cameraman
7 composer
8 babysitter
11
1 playing chess
2 collect cards
3 make clothes
4 doing motocross
5 listen to music
6 go rollerblading
7 chat online
English in context pp. 52-53
1
1f 2d 3e 4a 5b 6c
2
1 can write Spanish quite well
2 can tell jokes really well
3 can paint pictures quite well
4 can’t take photos at all
5 can windsurf on the sea really well
6 can do motocross on country roads
really well
3
Student’s own answers
4
Across
3 writer
6 actor
7 director
144
Down
1 actress
2 singer
4 painter
5 composer
5
[1] EllaO K Kim, let’s start. Why
do you want to work with
children?
[2] KimWell, I love kids. I look after
my baby cousins at the
weekends and I think I’m
very good at it.
[3] EllaOK good, you have experience
of working with kids. Can
you play any sports?
[4] Kim Yes, I’m in the school
athletics team and I play
tennis quite well.
[5] Ella Great! The children have one
hour of tennis every day. Can
you use a computer?
[6] KimYes, I can, but not very well. I
can type, and I can check my
email!
[7] EllaThat’s OK. You can practise
in the office. Can you cook?
[8] KimWell, I’m not very good at
cooking. To be honest I’m
really bad at it!
[9] EllaThat’s OK Kim, I think I can
cook for the children. When
can you start?
[10] KimI can start on Monday.
6
1 Can he
2 can
3 the piano really well
4 at
5 Can you
6 shop
7 Can I
7
1 good at
2 Can
3 can’t
4 at all
5
6
7
8
bad at
Can
well
can
9
10
11
12
well
Can
can
good at
8
1 Talent
2 audition
3 skills
4 doing
5
6
7
8
act
acting
at all
judges
9
10
11
12
audience
career
good at
Can
9
Student’s own answers
Vocabulary Builder p. 54
1
1 studio audience 5 film clip
2 talent show 6 show business
3 media attention 7 cameraman
4 TV programme
2
1 studio debate 5 film company
2 talent scout 6 showman
3 media studies 7 camera operator
4 TV channel
3
1 studio debate 5 film company
2 TV channel 6 media studies
3 camera operator 7 showman
4 talent scout
4
-ly, week
5
1 hourly 2 yearly 3 monthly 4 daily
6
1 hourly
2 weekly
3 monthly
4 yearly
5 daily
6 monthly
7
1 noun
2 noun
3 verb
4 noun
8
1 place
2 programme
3 joke
4 show
Skills p. 55
Reading
1 Miss Havisham’s cousin’s son.
2
1 night school
2 gentleman
3 cruel
4 inherit
5
6
7
8
anonymous
fortune
benefactor
mysterious
3
1 F Jo Gargery is his only friend.
2T
3 F Pip can read quite well.
4T
5T
6 F Estella makes fun of him.
7 F Pip can’t dance at all.
8T
Listening
7
5
Mum
Noah
Mum
Noah
Mum
Noah
Mum
Noah
Mum
Noah
Mum
Noah
Mum
Noah
Mum
Noah
What’s the matter, love?
William’s really good at everything
and I’m not good at anything!
Oh, come on, that’s not true!
It is! He can play the guitar, he
sings and he’s in the football
team. He’s even good at maths!
You’re good at a lot of things,
Noah!
Like what? I can’t play a musical
instrument, I’m bad at sports and
I’m terrible at maths!
You’re both terrible at washing up!!
Thanks Mum!
You’re good at other things! You’re
really good at telling jokes.
Yeah, right!
And you take great photos.
Yes, but anyone can use a digital
camera.
That’s not true. William can’t take
photos.
True, his photos are really bad!
And you beat everyone at snooker.
Well I always beat you and
William. But dad’s quite good.
Workbook Answer Key and Transcripts
Mum
Noah
Mum
Noah
You are a good cook – your pizzas
are delicious.
Yes, well, I suppose I do cook
quite well.
So, you see. You’re good at a lot of
things.
OK. Thanks Mum. I feel a bit
better now.
William
✔
✔
?
✗
✔
✔
✗
✗
?
play football
maths
tell jokes
washing up
play an instrument
sing
play snooker
use a digital camera
cook
Noah
✗
✗
✔
✗
✗
✗
✔
✔
✔
UNIT 7
4 was
5 were
6 were
7 were
8 was
2
1 Was Daniel at work yesterday?
2 When were you in France?
3 Why were you late?
4 What day was your birthday on this
year?
5 Were you good at maths at school?
6 Was the train late again?
7 Where was your brother on holiday?
8 Were they at the shopping centre
all day?
3
1 he wasn’t.
2 I was.
3 we weren’t.
4 it was.
4
1 wasn’t
2 weren’t
3 wasn’t
5
1 was
2 were
3 were
10
Student’s own answers
9
1 shy
2 irresponsible
3 funny
4 intelligent
1
1 be born
2 get engaged
3 move house
4 set up home
5 have children
6 change job
7 get married
2
1 was born
2 set up home
3 get married
4 get engaged
5 change job
6 have children
7 move house
5
6
7
8
reliable
sensible
nervous
talkative
English in context pp. 60-61
1
1 were
2 was
3 was
4 was
5 was
6 were,were,weren’t
7 were
8 was, was
2
2a 3a 4b 5b 6a 7b 8a
Grammar and Vocabulary
Practice pp. 58-59
Grammar
1
1 was
2 was
3 were
8
1 ears – eyes
4 noses – eyebrows
2 nose – mouth 5 forehead – chin
3 cheeks – teeth 6 eyes – hair
5
6
7
8
I wasn’t.
he was.
they weren’t.
you were.
4 weren’t
5 weren’t
6 wasn’t
7 weren’t
4 were
5 was
6 was
7 was
8 weren’t
6
1 yesterday 5 on
2 last night 6 in
3 two months ago
7 this evening
4 yesterday evening
Vocabulary
7
1 tall
4 small
2 slim
5 fair
3 plain
6 curly
7 Short
3
1 were
2 wasn’t
3 was
4 were
5 Were
6 was
4
1 irresponsible
2 immature
3 silly
4 noisy
5
1 short
2 plump
3 long
5
6
7
8
7 weren’t
8 were
9 were
unfriendly
rude
unhappy
unpopular
4 straight
5 eyes
6 teeth
7 cheeks
8 nose
9 plain
6
Student’s own answer
7
1 Can we rent
2 you can’t watch
3 Can I invite
4 Can we order
5 Can I have
6 you can come
7 Can we have
8 you can’t drink
Sum Up!
8
1 were you, night / I was
2 was / He was
3 Was Maria, yesterday / she wasn’t, was
4 Were we, ago / we weren’t, We were
5 Were you, last, you weren’t /
I wasn’t, I was
6 Were they, morning / they weren’t,
They were
9
1 weren’t
2 were
3 she like
4 fair hair
5
6
7
8
slim
a bit silly
was born
get married
Vocabulary Builder p. 62
3
1 not very tall
5 not very fast
2 not very nice
6 not very polite
3 not very intelligent 7 not very sensible
4 not very slim
8 not very friendly
4 Student’s own answers
5 Student’s own answers
Skills p. 63
Reading
1
Michelle Obama
2
1b 2e 3f 4d 5i 6g 7a 8h 9c
3
1 A small house with a garden in
Chicago.
2 She was a gifted student.
3 Her father was an engineer and her
mother was a housewife.
4 He was very active.
5 She can’t go for a coffee or shopping
with her friends and she can’t go to
bed late.
6 It’s long, dark and wavy.
Listening
8
5
Ava
Rob
Ava
Rob
Ava
Rob
Ava
Rob
Ava
Rob
Ava
Rob
Ava
So, what’s your friend’s name?
Jack Winston.
Can you spell his surname for me?
Yes. It’s W-i-n-s-t-o-n.
Where’s Jack from?
Well, he was born in Ireland,
in Dublin, I think. But he lives in
Liverpool.
Right and what’s he like?
He’s perfect for the part. He’s not
very tall, but he’s really nice-looking.
He’s got short black hair and blue
eyes. He’s great. He’s very friendly
and gets on well with people.
Is he reliable? It’s a big part.
He’s extremely reliable.
OK. Sounds good. Can you send
me his CV?
OK. Got to go now.
OK thanks. Speak soon.
145
Workbook Answer Key and Transcripts
1 Winston
2 Liverpool
3 Dublin
4 tall
5 short
6 eyes
7 friendly
8 reliable
UNIT 8
Grammar and Vocabulary
Practice pp. 66-67
Grammar
1
1 five days ago
2 two days ago
3 last Thursday
4 three weeks ago
5
6
7
8
three days ago
last Monday
24th March
thirteen days ago
2
1 watched
2 called
3 enjoyed
4 danced
5 talked
6 listened
7 visited
8 looked
3
1 went
2 bought
3 did
4 wrote
5 made
6 had
7 saw
8 drank
4
1 did
2 did
3 did
4 did
5 did
6 did
7 did
5
1 Jimmy didn’t watch TV yesterday
evening.
2 Our students didn’t listen to a word
of the talk!
3 I didn’t leave home early this
morning.
4 The cinema didn’t open on time so
there was a queue.
5 The bus didn’t go to my street so I
walked.
6 We didn’t see the boys last night.
7 My friend didn’t go to the show, the
tickets were very expensive.
5 chatted
6 Did you have, studied
7 didn’t clean
8 Did you like, made
Vocabulary
7
1c
3 c 5 c
2a
4 a 6 a
8
1 boring
2 tired
3 interesting
4 depressing
146
5
6
7
8
1
1 wanted 4 didn’t want 7 didn’t like
2 studied 5 enjoyed
8 watched
3 decided 6 loved
9 chatted
2
1 did you do
2 I took
3 Did you buy
4 I didn’t buy
5 Zadie bought
6
7
8
9
10
3
1 embarrassing
2 relaxing
3 amusing
4 annoyed
5
6
7
8
Did you have
We went
Did you eat
We ate
We saw
embarrassed
relaxed
annoying
amused
4
1 a bit hot
2 a bit boring
3 a bit expensive 4 a bit tired
5 a bit small
6 a bit late
5
Student’s own answers
you watch
you play
he start
you finish it
you live in
it rain for
Rob need
6
1 fell
2 didn’t go
3 took
4 Did you see?
English in context pp. 68-69
6
1 You look really upset
2 What’s the matter
3 had a row
4 It’s a long story
5 Very funny
6 What happened
7 Boring
8 You’re kidding
Sum Up!
7
1 was
2 embarrassed
3 finished
4 tried
5 didn’t
6 Did you get
8
1 came
2 drank
3 talked
4 went
5 liked
6 didn’t like
7
8
9
10
11
12
wasn’t
tired
went
boring
bought
interesting
7 frightening
8 took
9 didn’t watch
10 didn’t have row
9
Student’s own answer
7c
8b
worrying
embarrassed
surprised
frightening
Vocabulary Builder p. 70
1
1 go on
2 play
3 go on
4 surf
5
6
7
8
go on
go on
play
take
2
1 going on a boat trip
2
3
4
5
6
play a musical instrument
take a photo
surfing the Internet
went on a tour
play a game
3
1 boring
2 dreadful
3 kidding
4 row
7 fall out
5 famous 8 frightening
6 weird
4
1 the United Kingdom
2 the United States of America
3 National Aeronautics and Space
Administration
4 the United Nations
5 the European Union
6 United Nations Educational Scientific
and Cultural Organisation
7 Member of Parliament
Skills p. 71
Reading
1 The ghost chamber
2
1 thought
2 told
3 wrote
4 held
7 felt
5 bought 8 slept
6 woke up
3
1 Lucy 4 Benjy
7 Benjy
2 Benjy 5 Lucy and Benjy 8 Benjy
3 Lucy 6 Lucy
Listening
9
5
Steven Where did you go on your school
trip Anne?
Anne We went to Hampton Court. It
was really interesting.
Steven Was that where King Henry VIII
lived?
Anne Yes, for a few years, but he had
fifty different houses and
palaces! Did you know that he
became king when he was only 17?
Steven No, I didn’t.
Anne He was really amazing. He
played two or three instruments,
wrote songs and played tennis!
Steven And he had six wives! But how
many children did he have?
Anne Well, I’m not sure. He had lots of
children that died.
Steven Queen Elizabeth was his
daughter, wasn’t she?
Anne That’s right and she was queen
for forty-five years!
Steven So how old was she when she
died?
Anne She was seventy years old!
Steven That was very old in those days.
1F
2T
3F
4T
5T
6F
Workbook Answer Key and Transcripts
UNIT 9
English in context pp. 76-77
Grammar and Vocabulary
Practice pp. 74-75
Grammar
1 were walking around
2 was sitting
3 was sitting
4 wasn’t expecting
5 were watching
6 was cooking
7 were having
8 wasn’t thinking
2
1 was Gary studying
2 were they travelling
3 were they trying to book train tickets
4 was he running very fast
5 were you painting
6 was I playing
3
1 No, he wasn’t. He was saving money
to buy a motorbike.
2 No, they weren’t. They were making a
documentary about public parks.
3 No, he wasn’t. He was hoping to go
to the London Film School.
4 No, he wasn’t. He was going out with
Sandra.
5 No, you weren’t. You were trying to
interfere.
6 No, I wasn’t. I was trying to tidy your
books.
7 No, she wasn’t. She was making a skirt.
4
1 were watching / interrupted
2 got / were preparing
3 was / was falling
4 was chasing / ran
5 crashed / was trying
6 knocked / was talking
7 discovered / was reading
8 wasn’t listening / asked
1
1 was raining
2 was driving
3 saw
4 was wearing
5 wasn’t wearing
6 stopped
7 didn’t want
8 were talking and laughing
2
1 Was it raining? Yes, it was.
2 Was Emily crying? Yes, she was.
3 Was Emily wearing a jacket? No, she
wasn’t.
4 Was the man shouting? No, he
wasn’t.
5 Were Tom and Jack singing? No, they
weren’t.
6 Was Emily laughing? No, she wasn’t.
3
1 What were you doing when you saw
Emily?
I was driving along Church Street.
2 Who was Emily talking to?
She was talking to a strange man.
3 Where was Emily waiting?
She was waiting at the bus stop.
4 What was the man doing?
He was talking angrily.
5 What was Emily wearing?
She was wearing a white dress.
6 What were Amy and Jack doing when
you arrived at the restaurant?
They were talking to a waiter.
7 What were you doing when you heard
Emily shout for help?
We were talking and laughing. / I was
talking and laughing.
4
1 It was raining hard.
2 The man was talking angrily.
3 Tom was driving carefully.
4 Tom was driving slowly.
5 Emily cried quietly.
6 They were laughing happily.
5
1 quick
2 careful
3 angry
4 strange
5 rough
6 slow
7 happy
8 clear
9 cold
6
1 slowly
2 noisily
3 quickly
6
1 When
4 while
2 As/While 5 When
3 When
4 carefully
5 sadly
6 quietly
7 gently
8 clearly
7
1 thief
4 kidnapper 6 forgeries
2 robbers 5 steal
7 robbery
3 hijacker
7
1 sailor
3 secretary 5 plumber
2 architect 4 scientists 6 electrician
8
1 robber
4 forgery
7 muggings
2 mug
5 rob
8 thief
3 Hijackers 6 kidnapping
8
1 were you doing
2 was the man doing
3 Were you making
4 wasn’t doing
5 grabbed
6 while
7 as
6
7
8
9
did he do
Did he say
kicked
was wearing
9
1 ago
4 was waiting
7 asked
2 slowly 5 wasn’t wearing 8 as
3 when 6 happily
9 postman
10
Student’s own answers
Vocabulary Builder p. 78
1
1S
2D
2
1 talk
4 swing
3S
4S
2 match
5 ship
5D
6S
3 place
6 watch
3
Verb Noun: person Noun:
art/work
(no musician
music
verb)
act actor
acting
film film maker
film
paint painter
write writer
painting
writing
4
1b
2a
Other associated
nouns
song, concert,
tune
film, play,
show
documentary,
programme
picture
book, novel,
story, poem, play
3b
5
1 -er, -or, - ant, -ist -ery: player, director,
assistant, tourist, forgery
2 -al, -ly: traditional, friendly
3 -y, -able: rainy, comfortable
4 in-, un-, ir-, im-: incomprehensible,
unreal, irresponsible, immature
5 -ing, -ed: interesting, excited
Skills p. 79
Reading
1 It wasn’t raining anymore.
2
1 He woke up at 8.30.
2 It was cold and it was raining.
3 It was disappearing down the high
street.
4 She was sitting at the bus stop. She
was listening to her mp3!
5 She was rehearsing.
6 He was helping his brother fix his bike.
7 She brought them tea and biscuits.
8 He felt very happy.
Listening
10
4
Mum
Susan
Mum
Susan
Mum
Susan
Mum
You’re late for dinner. What
happened? Are you OK?
Sorry Mum. I went to the café
on the high street with Toby
Marshall.
The Italian café next to the
library?
Yes, that’s right. Anyway,
something really unpleasant
happened while we were there.
What?
Well, we were drinking our coffee
and chatting, when a man and
woman started fighting.
What happened exactly?
147
Workbook Answer Key and Transcripts
Susan
Mum
Susan
Mum
Susan
Mum
Susan
Well, the man started ordering
their drinks, and while he was
talking to the waitress, the
woman suddenly got up and
threw a glass of water in his face.
Then the man shouted at
her really loudly and she started
screaming. It was really scary.
Then what happened?
Someone called the police and
then a police car arrived.
What did the police do?
Well, they took them both away
in the police car. Anyway we both
felt a bit shaky after that, so we
went to the park for a walk.
I see. You must be hungry. Wash
your hands and sit down. There’s
fish and chips for dinner.
Great!
1 What happened?
2 We were drinking our coffee and
chatting, when a man and woman
started fighting.
3 While he was talking to the waitress,
the woman suddenly stood up.
4 He shouted at her really loudly and
she started screaming.
5 It was really scary.
6 What did the police do?
UNIT 10
Grammar and Vocabulary
Practice pp. 82-83
Grammar
1 somewhere
2 something
3 everything
4 nowhere
5 everywhere
6
7
8
9
everyone
anything
nothing
no one
2
1 any
2 any
3 no
4 no
5 every
6 any
7 no
8 some
3
1 mine
2 hers
3 yours
4 ours
5 his
6 theirs
4
1 hers – mine 4 hers – yours
2 theirs – hers 5 his – ours
3 What – Whose 6 mine – theirs
148
5
1 Which
2 Whose
3 What
4 Whose
6
1 online
2 cheque
3 cash
4 cash card
7
1 C forks
4 B knife
2 A glass 5 B bowl
3 C cup
7 C napkin
English in context pp. 84-85
1
1 anyone
2 someone
3 anything
4 something
5 anything
2
1 mine
2 hers
3
1 Whose
2 Whose
3 Whose
4 Whose
5 Whose
6 Whose
6 nobody/no one
7 nowhere
8 somewhere
9 Anywhere
10 something
3 hers
4 ours
5 yours
6 ours
is this cup?
are these biscuits?
is this bowl?
are these plates?
is this tablecloth?
are these spoons?
4
1 It’s mine. 4 They’re ours.
2 they’re his/hers. 5 It’s mine.
3 It’s yours. 6 They’re hers.
5
1 spoon
2 knives
3 starter
4 course
5 dish
6 glass
6
1 bargains
2 Save, items
3 Buy, pay
7
1 card
2 sorry
3 cash
7 salt
8 dessert
9 cup
4 cost
5 charge, goods, cost
6 cash, credit card
4 problem
5 my
6 yours
7 sorry
8 mine
9 No
Sum Up!
8
1 something 5 pay
2 Whose
6 card
3 mine
7 Whose
4 bargain
8 yours
9 cost
10 price
9
Student’s own answers
Vocabulary Builder p. 86
1
1 plate
2 cup
3 packet
4 box
5 dish
5 Whose
6Which
2
6 B saucer
3
Student’s own answers
online shopping
credit card,
voucher, bargain,
charge, cost,
goods
6 tin
7 glass
in a shop or on the street
cash, credit card, cash card,
cheque, voucher, vending
machine, bargain, charge, cost,
goods
4
business
phone
birthday
playing
report
boarding
5
1 playing card 4 birthday card
2 phone card
5 boarding card
3 business card 6 report card
6
1 business card 4 birthday card
2 boarding card 5 playing cards
3 phone card
6 report card
Skills p. 87
Reading
1
She wants a new car.
2
1T
2 F They like buying clothes.
3T
4T
5 F Forty percent of teens have a bank
account.
6 F He buys sneakers and boots.
7T
8T
Listening
4
Dialogue 1
Dad
Are you hungry?
Kate Yes, can I have some toast?
Dad
Toast? What about a nice bowl
of vegetable soup to go with it?
Kate You know I don’t like vegetables!
Dialogue 2
Tim
Excuse me, could I have
another knife and fork? These
aren’t very clean.
Waiter I’m very sorry. I’ll bring them
straight away. Can I bring you
anything to drink?
Jill
Yes, I’d like a glass of cola,
please.
Dialogue 3
Mark Would you like a cup of coffee?
Helen OK. Thanks. Do you want me to
do anything?
Mark OK, you can bring the cake.
Helen Where are the plates?
Mark They’re in the cupboard above
the sink.
1
2
3
4
5
6
7
8
9
10
some toast
bowl of vegetable soup
knife and fork
very sorry
anything to drink
a glass of cola
cup of coffee
do anything
cake
the plates