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Cambridge University Press
www.cambridge.org/elt
Cambridge English Language Assessment
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9780521180566
© Cambridge University Press and UCLES 2015
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of the publishers.
First published 2015
A catalogue record for this publication is available from the British Library
ISBN 978-0-521-18054-2 Student’s Book
ISBN 978-1-107-49740-5 Student’s Book and Online Workbook
ISBN 978-1-107-49735-1 Student’s Book and Online Workbook with Testbank
ISBN 978-0-521-18055-9 Workbook with Audio
ISBN 978-0-521-18056-6 Teacher’s Book with DVD and Teacher’s Resources Online
ISBN 978-0-521-18057-3 Class Audio CDs
ISBN 978-1-107-49732-0 Presentation Plus DVD-ROM
The publishers have no responsibility for the persistence or accuracy of URLs
for external or third-party internet websites referred to in this publication, and
do not guarantee that any content on such websites is, or will remain, accurate
or appropriate. Information regarding prices, travel timetables, and other factual
information given in this work is correct at the time of first printing but the
publishers do not guarantee the accuracy of such information thereafter.
Contents
Introduction to Prepare!
4
Component line up
6
Student’s Book overview
8
Student’s Book contents
10
1
It’s a challenge! 14
2
The natural world
19
Culture The USA
24
3
Travel: then and now
26
4
My place
31
Geography Rivers
36
5
School
38
6
It’s very special
43
Culture Secondary school in the UK
48
7
Travel and holidays
50
8
Life in the future
55
Science The birth and death of stars
60
9
Sport and games
62
10 Useful websites
67
Culture Football (the beautiful game)
72
11
City living
74
12 Festivals and films
79
History The history of writing
84
13 Life experiences
86
14 Spending money
91
Culture Instrument families
96
15 Free time
98
16 So many languages
103
Design and Technology108
17 Staying healthy
110
18 Expedition
115
Culture Mumbai, India
120
19 Different ingredients
122
20 Changes
127
Literature Michael Morpurgo
132
Exam profiles 134
Review section answer key
144
Grammar reference answer key
147
Workbook answer key
150
Introduction to Prepare!
Where English meets Exams
Prepare! is a lively new seven-level English course for teenagers. It takes learners from A1 to
B2 and has comprehensive Cambridge English exam preparation throughout. So whether you’re
teaching general English or preparing students for an exam, Prepare! has a wealth of material to
help you do both.
Produced and endorsed by Cambridge English Language Assessment, using cutting edge
language learning research from English Vocabulary Profile and the Cambridge Learner Corpus,
Prepare! is a course you can rely on and trust.
Prepare! is written by a team of writers with extensive experience and knowledge of secondary
school students as well as in-depth knowledge of the Cambridge exams.
The Student’s Book
The Student’s Book includes a starter unit plus 20 short units, covering a wider variety of
teen-related topics than other courses. After every two units, there is either a culture or
cross-curricular lesson which encourages students to learn about the world around them or
about other subject areas through English. After every four units, there is a review section which
revises and consolidates the language from the previous four units through further practice of
key language and skills.
There are ten videos of authentic interviews with teenagers which are included with this
Teacher’s Book and worksheets to go with them are provided online.
At the back of the book, students will find a grammar reference section, with further practice
activities to be used in class or as self-study. Vocabulary lists provide useful lists of all the key
vocabulary taught in each unit, together with its pronunciation.
Exam preparation
CEFR
Cambridge
English Scale
B2
160–179
B1
140–159
A2
120–139
A1
100–119
Level
7
6
5
4
3
2
1
Cambridge English Exam
Cambridge English:
First for Schools
Cambridge English:
Preliminary for Schools
Cambridge English:
Key for Schools
Level 1 covers A1. The remaining six levels are
split into pairs – Levels 2 and 3 cover A2, Levels 4
and 5 cover B1 and Levels 6 and 7 cover B2. The
first book in each pair gradually exposes students
to typical exam tasks and techniques, while the
second book in each pair makes exam tasks more
explicit, thereby preparing students more thoroughly
for the relevant exam. All exam tasks in Levels 2–7
are clearly referenced in the Teacher’s Book.
In addition to regular practice of each exam task in the main units, Level 3, Level 5 and Level 7
have five additional Exam profile sections, which are located at the back of the Student’s Book.
These pages focus on each part of each paper, giving detailed information about the exam task,
as well as practical guidance on how to approach each task, with useful tips and training to
familiarise students with the whole exam and prepare them thoroughly for examination day.
The Exam profiles can be used as focused training after first exposure to an exam task in the
main units, or alternatively towards the end of the year when students require more intensive
exam practice.
The Cambridge English Scale
The Cambridge English Scale is used to report candidates’ results across the range of
Cambridge English exams. This single range of scores covers all levels of the Common
European Framework of Reference for Languages (CEFR). The total marks for each of the four
skills (Reading, Writing, Listening and Speaking) and for Use of English (where relevant) are
converted into scores on the Cambridge English Scale. These individual scores are averaged to
reach the overall Cambridge English Scale score for the exam. Results clearly show where the
exams overlap and how performance on one exam relates to performance on another.
4
EP English Vocabulary Profile
The English Vocabulary Profile (EVP) is an online resource providing detailed information about
the words, phrases, phrasal verbs and idioms that learners of English know and use at each
of the six levels of the CEFR. The vocabulary syllabus of Prepare! has been informed by using
EVP to ensure that students at each CEFR level are presented with high-frequency words and
phrases that are suitable for their language level and relevant to each unit topic. Many of the most
common words in English have a great number of different meanings and a thorough knowledge
of these words helps students to operate successfully even with limited language. The special
Word profile feature in Levels 4–7 deals with these powerful words in detail. Furthermore, the main
vocabulary sections regularly focus on aspects other than ‘concrete’ topic nouns and verbs, such
as adjectives and adverbs, prepositions, phrasal verbs, word families and phrases. All of these
aspects are important if the syllabus is to provide true breadth and depth.
Systematic vocabulary development is crucial to real progress across the CEFR levels. Great
care has been taken to organise the vocabulary syllabus in a logical way both within and across
the seven levels of Prepare! The course offers regular recycling of vocabulary and builds on what
students already know, to guarantee successful language learning from A1 to B2.
For more information on EVP, including information on how it was compiled, how you can access
it, as well as ways to get involved in the English Profile programme, visit www.englishprofile.org
The Cambridge Learner Corpus
The Cambridge Learner Corpus (CLC) has been used to inform exercises in both the Student’s
Books and Workbook of Prepare! This ensures that exercises target the language that students
need most, as they focus on the areas that students at each level find most difficult, and where
errors commonly occur.
Cambridge English Resources
Help your students make friends with other
English learners around the world through our fun,
international Cambridge English Penfriends activity,
where students design and share cards with learners
at a school in another country. Cambridge English
Penfriends is practical, fun and communicative,
offering students an opportunity to practise what they
have learned.
Through Cambridge English Penfriends, we will
connect your school with a school in another country
so you can exchange cards designed by your
students. If your school hasn’t joined Cambridge
English Penfriends yet, what are you waiting for?
Register at www.cambridgeenglish.org/penfriends
For more teacher support, including
thousands of free downloadable resources,
lesson plans, classroom activities, advice,
teaching tips and discussion forums, please
visit www.cambridgeenglish.org/teachers
5
Component line up
Workbook with audio
The Workbook gives further practice of all the language from
the Student’s Book and provides students with comprehensive
work on skills development, which can be used either in class or
for homework. In Levels 3, 5 and 7 exam tips provide students
with advice on how to prepare for and do the exam as well as
further exam tasks which provide further practice of the exam
tasks encountered in the Student’s Book. The accompanying
audio is provided as downloadable MP3 files and is available from
www.cambridge.org/PrepareAudio
Online Workbook
The Prepare! online Workbooks are accessed via activation codes
packaged within the Student’s Books. These easy-to-use workbooks
provide interactive exercises, tasks and further practice of the
language and skills from the Student’s Books.
Teacher’s Book with DVD
The Teacher’s Book contains clear teaching notes on all of the
Student’s Book tasks as well as keys and audioscripts. The
audioscripts include underlined answers.
The teacher’s books provide plenty of lesson ideas through
warmers, coolers, extension ideas and projects, as well as ideas for
fast finishers and mixed ability classes. Each unit also directs you to
where additional resources can be found. Workbook answer keys
and audioscripts are also included.
Exam descriptions, exam tips, explanatory keys, model answers
and underlined scripts provide guidance to the teacher and students
on how to excel at the exam.
The DVD includes 10 video extra films and two Key for Schools
speaking test videos.
6
Class Audio CDs
The Class Audio CDs contain all of the audio
material from the Student’s Book.
The audio icon in the Student’s Book
clearly shows the CD number and the
track number.
Teacher’s resources online – Downloadable materials
Complete suite of downloadable teacher’s resources to use in class including:
• Key for Schools for Schools speaking test video worksheets
• Video extra worksheets
• Progress tests
• Achievement tests
• Corpus tasks
These are available from www.cambridge.org/prepareresources
Presentation Plus
Presentation Plus is the next generation planning and presentation tool for teachers.
Perfect for creating engaging lessons it includes:
• Interactive whiteboard tools
• Student’s Book and Workbook with interactive exercises
• Access to teacher’s resources
Ideal to use with a computer and a projector or with an interactive whiteboard.
Cambridge English Practice Testbank
Prepare! Level 3 Student’s Book with Online Workbook and Testbank contains an access
code to four individual practice tests in
Cambridge English: Key for Schools.
provides authentic exam practice in an online simulation of the Cambridge English test
environment.
How
•
•
•
•
works:
‘Practice mode’ allows up to three attempts at each answer
‘Test mode’ provides timed test practice and only one attempt
Teacher can set students a whole test or by part
Instant marking and comprehensive gradebook
7
Student’s Book overview
Vocabulary sets informed by
English Vocabulary Profile to ensure
they are appropriate for the level
Clear grammar presentation and
practice is extended in the Grammar
reference section at the back of the book
There is comprehensive
coverage of pronunciation in
the Student’s Books
Common mistakes relevant to your students’
level are identified and practised in the Corpus
challenge to ensure meaningful learning
Motivating, topic-based texts
specifically chosen to engage and
inform students
Get talking! presents and practises
EVP informed phrases to encourage
natural and fluent English
Lots of opportunities to personalise
classroom language to encourage
meaningful communication
The full range of Exam tasks are
introduced and practised in the
Student’s book and are easily
identifiable
Video interviews with teenagers
show target language being used
in authentic situations
The stages in Prepare to write help
students prepare, plan, produce and
improve their own written texts
8
A culture or cross-curricular
lesson after every two units
encourages students to learn
about the world around them and
learn about other subject areas
through English
The Exam profile pages provide detailed
information about the different parts of each
paper, with guided practice, useful tips and a
partial exam task for students to try
Video material shows
teenagers doing speaking
tasks in an exam situation
Review pages after every four
units gives further practice on
language and skills
Grammar activities
target and revise typical
errors made at the
students’ level
Answers to quiz on page 9
1 Russia
2 Geography – rivers
3 the future
4 Unit 15
5 page 106
9
UNIT
VOCABULARY
GRAMMAR
PRONUNCIATION
READING
1 It’s a
challenge
Page 10
Adjectives of personality
Present simple
and present
continuous
The alphabet
Two letters to the teacher
The Merrydown Award
2 The natural
world
page 14
Geographical features
Animals
Verbs we don’t
usually use in the
continuous
th: θ and ð
The Earth: A changing
planet
The Giant Panda
3 Travel: then
and now
page 20
Travel
Holiday vocabulary
Past simple
Silent letters
Amelia Earhart – the
first female pilot to fly
across the Atlantic
Moscow tourist
attractions
4 My place
page 24
Describing a holiday
Words to describe
homes
Past continuous
and past simple
/i:/and /ɪ/
Our worst holiday ever
An unusual home
Culture The USA page 18
Geography Rivers page 28
Review 1 Units 1–4 page 30
5 School
page 32
School words and
school subjects
Take take exams, take
a photo
Comparative
and superlative
adverbs
Word patterns
How to give a good talk
Home school is cool
6 It’s very
special
page 36
Possessions and
materials
Possession
Weak forms: a and of
The Staffordshire Hoard
Culture Secondary school in the UK page 40
7 Travel and
holidays
page 42
Holiday activities
Get get back, get lost
Transport
Present continuous
for future
Words that sound similar
Unusual holidays
8 Life in the
future
page 46
Household furniture and
appliances
Words with two
meanings
Future with will
will and won’t
Three amazing time
capsules
Science The birth and death of stars page 50
9 Sports and
games
page 54
Sports and activities
Games
must, mustn’t,
have to, don’t
have to
must and mustn’t
Mind sports
10 Useful
websites
page 58
People guest, old friend
Internet: nouns and
verbs
Verb patterns
– gerunds and
infinitives
gh
Teen troubles
Six great websites for
teenagers
Culture Football (The beautiful game) page 62
10
Review 2 Units 5–8 page 52
LISTENING
SPEAKING
WRITING
EXAM TASKS
VIDEO
An introduction to the
Merrydown Award
Dylan and Gabby talk
about public speaking
Talk about yourself
Write about
yourself
Speaking Part 1
The United Kingdom
Animal photos
A talk about your country
EP Get talking! You’re so
lucky! Really?
A text about an
animal
Listening Part 2
At a hotel reception desk
A conversation asking for
tourist information
Talk about an adventure you
would like to have
A paragraph
about Amelia
Earhart and Fred
Noonan
Speaking Part 2
Adventures!
Five short conversations
EP
Get talking! By the way,
It’s the best way to … I don’t
agree, That’s right
A description of a
home
Reading and Writing Part 7
Listening Part 1
Homes
Dylan practises his talk
A talk about your school
Describe your perfect school
A reply to an
email
Reading and Writing Part 3b
Reading and Writing Part 9
School subjects
Carmen looks for
something for her art
class
Talk about possessions
EP Get talking! Actually,
it’s…, I think it’s…
Write about
possessions
Adjective order
Listening Part 2
Reading and Writing Part 4
An adventure holiday
A perfect adventure week
Plan an activity weekend
Homes of the future
Make predictions about the
future
EP Get talking! Why not?
First of all ….
A phone conversation
about dance classes
A discussion about mind
sports
Agreeing and disagreeing
A doctor gives advice to
teenagers
Give advice on a problem
EP Get talking! After all,
Make sure …
Listening Part 5
Reading and Writing Part 8
A message for a
time capsule
too, also, as well
A description of a
website
Reading and Writing Part 6
Time capsule
Listening Part 3
Reading and Writing Part 4
Games
Reading and Writing Part 3a
Reading and Writing Part 2
11
UNIT
VOCABULARY
GRAMMAR
PRONUNCIATION
READING
11 City living
Page 64
Places
Signs and notices
Determiners
Uncountable
nouns
the
Australian cities
12 Festivals and
films
page 68
Instruments and types
of music
Relative pronouns
who, which, that
Conjunctions
Sounds and spellings
Music festivals
Showing today at Star
Cinema
History The history of writing page 72
Review 3 Units 9–12 page 74
13 Life
experiences
page 76
Jobs
Past participles
Present perfect
with ever and
never
Past participles
A life quiz
14 Spending
money
page 80
Shops
Units of measurement
Present perfect
with just, yet and
already
Questions with question
words
Businesses and shops
in Cardiff
Culture Instrument families page 84
15 Free time
page 86
Free-time activities
Collocations order a
pizza, pay a bill
Present perfect
with since / for
Weak forms
A special birthday
16 So many
languages!
page 90
Words to describe
language learning
Present perfect
and past simple
Word stress
An amazing language
learner
Languages of the world
Design and Technology Materials from nature page 94 Review 4 Units 13–16 page 96
17 Staying
healthy
page 98
Body parts
Teen health
Pronouns myself,
yourself, herself,
himself, ourselves,
yourselves,
themselves
First conditional
/uː/ and /ʊ/
Teen health
18 Expedition!
page 102
Things to take on an
expedition
Phrasal verbs pick up,
wake up
may / might
Sentence stress
The Merrydown
Expedition – kit list
A description of an
expedition
Culture Mumbai, India page 106
19 Different
ingredients
page 108
Words to describe
cooking
Ingredients
Present simple
passive
Ways to pronounce ea
Breakfast cereals
A cooking blog
20 Changes
page 112
Types of building
Change as a verb and
noun
Past simple
passive
Sounds and spelling quiz
Changing buildings
Two biography fact files
Literature Michael Morpurgo page 116
12
Review 5 Units 17–20 page 118
Exam profiles 1–5 page 120
Get talking! page 130
LISTENING
SPEAKING
WRITING
EXAM TASKS
VIDEO
A city quiz
Making requests and
responding
A city quiz
Reading and Writing Part 5
Reading and Writing Part 1
Favourite cities
A cinema trip
A presentation on a festival
EP Get talking! That sounds
exciting, Make sure …
An invitation to
the cinema
Reading and Writing Part 4
Listening Part 4
The Merrydown Award –
choosing who to interview
Ask and answer questions
about experiences
Role play three different
situations
A birthday picnic
Plan and make suggestions
EP Get talking! I suppose,
If you like …
A note
Speaking Part 2
Reading and Writing Part 9
Birthday challenges
Three young people talk
about their free time
Talk about your partner’s
hobbies and free time
activities
An interview
Your partner’s
hobbies and
activities
Reading and Writing Part 4
Different languages
Languages you and your
family speak
EP Get talking!
unfortunately, at least
Information about
your English
class
Reading and Writing Part 6
Different
languages
Conditional
sentences
Reading and Writing Part 3b
Listening Part 1
Health
Reading and Writing Part 7
Listening Part 4
Favourite foods
A story about an accident
Plans for the expedition
Describing photos of the
expedition
Plan an expedition
EP Get talking! What about
you?, The same
A cooking competition
Invent and describe a new
snack
Decide on a recipe
An interview about
changing jobs
Talk about reusing a building
EP Get talking! You’re
welcome. All the time
Activities page 135
Vocabulary list page 138
Reading and Writing Part 2
Reading and Writing Part 3a
Life experiences
A description of
an expedition
A biography
Grammar reference page 147
Irregular verbs page 167
13
1
It’s a challenge!
The adventure starts here
Answers
Lesson profile
Audioscript
Speaking
Listening
Reading
Vocabulary
Grammar
Writing
Say which activities you would like to try
A teacher talks about a school challenge
Students’ letters about themselves
Adjectives describing personality
Present simple and present continuous
Write a paragraph about yourself
camp; exercise; hiking; hobby; students; subject; talk
Mr Jackson: Good afternoon, everyone. Thanks for coming to
the meeting. Now, I’m going to tell you about the Merrydown
Award. A very special man called John Merrydown started it
50 years ago. He was a head teacher here, and he wanted
to help his students have fun, make friends and learn new
things. Those first students had a great time, and I hope you
do too.
There are four parts to the award. You do something different
in each part, but they are all very useful in your lives. The first
part is ‘public speaking’. You need to think of a subject and
prepare to talk about it for three minutes. You do this in front
of a big group of people. It sounds easy but it’s not!
Warmer
If the students did Level 2 together, this activity gets
them using simple English again after the break; if they
didn’t, it helps them get to know each other.
The next part is ‘fitness’. It’s all about getting fit! You can
choose any kind of exercise. It can be sport, or dance, or
something else.
Write the words food, sport, city, animal and colour on
the board. Give the students one minute to write down
their favourite thing in each category. Start by giving
them an example for each, e.g. ice cream, basketball,
Milan, elephant and green.
Then, there’s the ‘skills’ part. For that, you need to choose
a hobby or activity and get better at it. Maybe you can learn
to play the piano or the guitar. Or, if you know what job you
want to do when you're older, you can find out about that.
In pairs, the students then compare and discuss their
answers. Demonstrate with a stronger student:
And finally – the expedition! You're going to go hiking in the
countryside. You have to camp for one night and do all your
own cooking. It’s hard, but it’s great fun.
Teacher: What's your favourite food, Mario?
Student: I love sushi. There’s a great sushi place near
my house. What about you?
As a variation, all the students should walk around the
class asking and comparing answers to see which items
in each category are the most popular.
About you
1
Ask the students Would you like to try flying a
plane? Get some answers and ask them what other
activities they would like to try. Pre-teach award
(a prize you give to someone for something good
they did), then arrange the students in groups and
tell them to look at the poster. Ask some questions
about things on the poster and tell them any words
they don’t know.
The students then discuss the questions in the book.
When they have finished, you ask the questions to
students from different groups to compare answers.
LISTENING
2
1.02 Ask the students Do you think Mr Jackson will
say sport? Why? / Why not? (Yes, it’s in the pictures.)
Will he say fast food? Why? / Why not? (No, this award is
about doing healthy things.)
Arrange the students into small groups and ask them
to do the same task for the words in the box. Then the
students listen for the first time, tick the words they hear
and compare this with their predictions.
14
Unit 1
THAYTRO.NET
Now, if you want to do the award, I would like you to write
me a letter. Tell me about yourself and why you want to do it.
Give that to me next week. OK, are there any questions?
3
1.02 Ask two or three general questions to see how
much the students understood the first time, for example
Who started the award? (John Merrydown) How many
parts are there to the award? (four) Who does the
cooking? (the students)
Arrange the students into pairs. Pre-teach public
speaking, skill and expedition and ask the students to
read the information and predict the answers: Before
you listen again, think what kind of word it could be, like
a noun or adjective, and give a possible answer. For
example, (1) is a number – it could be two.
Play the recording for the students to write the missing
information.
Play it again, pausing after each question, for the
students to check their answers. When you check
through the answers, stop the recording after each
question so that weaker students don’t get lost.
Answers
1 three/3 ​2 sport ​3 guitar ​4 hiking ​5 letter
Extension activity
In pairs, the students discuss which of the four parts of
the award is the most interesting and which is the most
difficult.
READING AND VOCABULARY
4
Ask the students questions about the photos, for
example, What is the boy’s name? Who likes painting?
GRAMMAR Present simple and present
continuous
6
The students match the letters. Ask some
comprehension questions afterwards, for example, What
instruments does Dylan play? (guitar and keyboard) How
old is Gabby’s neighbour? (85)
I usually work hard. (Dylan)
I love school. (Gabby)
At the moment I’m painting a picture of the sea. (Gabby)
I’m learning to play the keyboard now. (Dylan)
I do a lot of sport. (Dylan)
I like to be busy. (Gabby))
Fast finishers
Ask fast finishers to choose a birthday present for
Gabby’s neighbour. Give a few fun examples like ‘a cake
with 85 candles’, ‘Dylan’s old hockey stick’.
Books open, the students complete the verb table.
Answers
Answers
1 Dylan ​2 Gabby
5
Ask the students to underline these words in the two
letters. Explain that they are adjectives like intelligent
and nice, which describe people. See if the students
can work out the meaning from the context by
concept-checking:
Someone who says please and thank you is … (polite)
Someone who does good things is … (kind)
When you feel happy about something, you are …
(pleased)
Someone who doesn’t like to work hard is … (lazy)
Someone who is happy to see you is … (friendly)
Someone who has many things to do is … (busy)
Someone who makes you laugh is … (funny)
Someone who has many friends is … (popular)
Books closed, read out (some of) these sentences from
the letters and see if the students can remember who
they are about, Dylan or Gabby:
7
Present simple
Present continuous
I usually work hard
I do a lot of sport
I play hockey twice a week
I go swimming every Tuesday
I love school
I also like helping other
people
I often go shopping with her
She always tells me
I’m learning to play the
keyboard
I’m teaching my brother to
swim
He’s really enjoying it
I’m painting a picture of the
sea
My mum and I are planning
a party
Ask the students to underline the time expressions in the
sentences, for example at the moment. This is revision
but they will probably still have trouble with the form
as well as meaning, especially the third person s (She
always tells me) in the present simple and the forms of
be in the present continuous.
Do the first written sentence together, then the students
work individually. Note that pleased is the only adjective
in the list which only goes after the person it describes:
the lazy boy / the boy is lazy but the boy is pleased not
the pleased boy.
Elicit from the students the positive, negative and
question forms for each tense.
Language note: the present simple is the most common
verb tense in English.
Answers
Fast finishers
1 lazy ​2 pleased ​3 kind ​4 popular ​5 funny ​6 polite ​
7 friendly ​8 busy
The students write four sentences about what they
always, usually, sometimes and never do.
Mixed ability
Answers
Mime, or ask stronger students / fast finishers to mime
the answers for each sentence. For example, for 1 put
your hands behind your head and yawn.
1 We use the present continuous to talk about things
happening now, at the moment.
2 We use the present simple to talk about things that are
always true or happen regularly.
Grammar reference Student’s Book page 147
Extension activity
Arrange the students into pairs. They have to think of
someone they know for each word and explain why.
Demonstrate with a stronger student.
Teacher:
Student:
Teacher:
Student:
Do you know a busy person?
My mother is very busy.
Why?
She works and helps me at school. Do you
know someone like this?
8
With weaker groups, go through the exercise and
highlight the time expressions which help students
decide which tense to use (in brackets in the Answers).
Fast finishers
Fast finishers write two more sentences for the other
students to do. For example:
I get up / am getting up at seven o'clock every day.
It’s hot. Why do you wear / are you wearing a sweater?
It’s a challenge!
15
Answers
4 are learning (now)
5 I don’t always do (always)
6 is teaching (at the moment)
1 watch (every week)
2 do you usually eat (usually)
3 I’m practising (now)
Fill in the form with your details
Lesson profile
Reading
Corpus challenge
Vocabulary
Pronunciation
Listening
Ask the students to think of one country where it rains
a lot, one where it rarely rains, one where it snows a
lot, one where it never snows. The students write a
sentence for each and compare answers.
Speaking
Next write the corpus sentence on the board and, if
necessary, underline the time phrase at the moment to
help the students find the mistake.
Answer
Warmer
It is raining a lot at the moment.
Present this as a mind map on the board and ask the
students to think of examples for each category. The
students should use Exercise 4 to help them with ideas
and language.
To revise the grammar from the last lesson, read out
five sentences, some present simple and some present
continuous, about yourself. The students must decide if
they are true or false. For example,
I get up at six o'clock every day.
My husband/wife plays the guitar.
I am reading ‘Romeo and Juliet’ at the moment.
My grandmother speaks English very well.
I am wearing green socks.
adjectives
The students do the same in pairs.
WRITING
9
An application form for the Merrydown
Award
Contact details
The alphabet
Gabby and Dylan meet Finn and talk
about their public speaking project
Give your contact details; say
what you do in your free time (Key
Speaking Part 1)
I like / don’t like …
ME
sports/hobbies
now
The students write their paragraphs individually on a
piece of paper. Tell them not to write their names. When
they have finished, put the paragraphs on the walls
around the classroom. The students then walk around
the room, read the paragraphs and guess who wrote
them. Alternatively, read (some of) the paragraphs aloud.
Cooler
Dictate this. The students listen and draw it.
Four teenagers are camping by the river, two boys and
two girls. They are all wearing jeans and T-shirts. The two
girls are playing football and the two boys are sitting
down and watching them. A bird is flying in the sky and
there are some fish swimming in the river. A cat is trying
to catch the fish but they are swimming too fast.
The students can then draw their own pictures and
dictate them to each other.
READING
1
Books closed, on a projector show the students, or just
name, some websites you like or use a lot and tell them
why. (It’s clear and easy to use, there’s lots of useful
information about …) Ask the students to show each
other their favourite websites on their mobile devices, or
just name them, and ask and answer questions about
them, for example How do you know about this website?
– My friend told me about it.
Then ask the students to make a list of what should
go on the Merrydown Award website, for example,
photographs of activities, useful links.
Elicit or pre-teach form, ‘a document with spaces for
you to write information’. Books open, the students read
the letter which gives information about the Merrydown
Award and answer the questions. Give an oral example:
Everyone does the same activities (wrong, you choose
your activities). In the feedback, the students must
correct the wrong answers.
Fast finishers
Fast finishers write a message from Mr Jackson on the
website, for example, ‘Good news! There is a great new
activity – dressmaking.’
Answers
1 ✔ ​2 ✗ (the students do it themselves)
​ ✔ ​4 ✔ ​
3
5 ✗ (the students can make a book but it costs 20 pounds)
16
Unit 1
2
Books closed, ask the students what information
Merrydown students would need to give on the form, for
example age, and pre-teach contact details (information
you need so that you can write or speak to someone).
Answers
Books open, the students do the matching task.
Then drill the questions.
Answers
1 e ​2 d ​3 b ​4 a ​5 c
A
B
F
I
H
J
K
C
D
E
G
P
T
V
L
M
N
S
X
Z
Y
O
Q
R
U
W
VOCABULARY
Extension activity
3
The students stand in a circle and in turn repeat the
letters of the alphabet forwards (A–Z) and backwards
(Z–A). You then say a common sound like /eɪ/. The
students continue saying the letters but the student who
has to say a letter with that sound (for /eɪ/ it would be
letters A/H/J/K) sits down.
1.03 Books closed, ask the students to look up the
following London addresses on Google Maps, or similar,
and use the internet to find who lives/lived there:
22A Baker St (Sherlock Holmes)
10 Downing St (the Prime Minister)
Buckingham Palace (the Queen)
155 Norman Road (David Beckham)
Read each address aloud and get the students to
repeat it.
The students then listen to and repeat Gabby’s details.
Make sure that they break the phone numbers into
groups of digits, with a pause between, as this is easier
to say, hear and remember.
After playing the recording several times, see if the
students can read Gabby’s details by themselves and
then, books closed, remember and say them.
Language note: 0 is pronounced in different ways: ‘oh’
in telephone numbers, ‘zero’ in temperatures and ‘nil’ in
team games.
4
Drill the questions: What’s your email address? Where
do you live? What’s your phone/mobile number? Words
like you and do you are unstressed and the intonation is
falling. Also teach Can you repeat that, please? as the
students will need this.
Arrange the students into pairs and demonstrate the task
with a stronger student.
Extension activity
The students make up the contact details of a famous
person, for example Frankenstein or Jennifer Lawrence,
and go round the class asking for one another’s contact
details.
PRONUNCIATION The alphabet
5
There are many alphabet songs on YouTube for a fun
introduction. Tell the students to read out the letters of
the alphabet. Ask them Does B sound like E or F? (E)
Which sound have they both got? (iː). Tell the students
to complete the table.
1.04 Then play the recording for them to check.
If the student doesn’t sit down, or sits down for the
wrong letter, that student is out of the game and leaves
the circle. Continue until there is one student left.
LISTENING
6
1.05 Ask the students to look at the photo and think
of three questions to ask Finn. For example:
How do you know Gabby and Dylan?
Why do you want to do this award?
What activities do you want to do?
Ask the students what the first part of the Merrydown
Award is (public speaking – see Student’s Book page 10).
Tell them to read the questions before they listen so they
know what to listen for.
Answers
1 (getting to know your) neighbours
2 homework (the students shouldn’t have any)
3 He will ask his mum. (She teaches public speaking at
college.)
Audioscript
Dylan: So, Gabby, what subject are you going to choose for
your public speaking?
Gabby: I’m not sure! Maybe something about getting to know
your neighbours. People don’t talk to each other
enough! What about you?
Dylan: I want to talk about homework.
Gabby: Really? Sorry, Dylan, but that doesn’t sound very
interesting!
Dylan: Wait till you hear my idea. No more homework!
We should study at school and then go home and
enjoy ourselves in the evenings.
Gabby: What?!
Mr Jackson: Excuse me, you two. This is Finn. He’s a new
student and he’s going to do the award with us. Can he
work with you?
Dylan: Of course! Hi, Finn. I’m Dylan and this is Gabby.
Gabby: Pleased to meet you!
Finn: Hi!
It’s a challenge!
17
Dylan: We were just talking about the public speaking. Do you
know what you are going to do for that?
Finn: Not yet, but my mum teaches public speaking at
college. So she’s got lots of ideas.
Dylan: Brilliant! Hey, can she give me some tips for my talk
about homework?
Gabby: Dylan!
Finn: It’s fine – I’ll ask her.
Dylan: OK then! Can I text or email you tonight?
Finn: Sure, here’s my number. It’s 07342 667 378.
Dylan: Got that. And what’s your email address?
Finn: f.townsend56@gt.com
Dylan: f dot … How do you spell Townsend?
Finn: T-O-W-N-S-E-N-D.
Dylan: OK … f dot townsend fifty-six at gt dot com. Thanks
7
1.05 Play the recording again and stop it after
Gabby: Dylan! to check the answers to Exercise 6. The
answers to Exercise 7 come after this. For extra speaking
practice, arrange the students into groups of four and
give them each a copy of the recording script and get
them to act out the conversation.
Answers
07342 667 378
f.townsend56@gt.com
Extension activity
Arrange the students into groups and ask them to
think of three possible topics for public speaking.
They should then say what their ideas are and why they
are interesting. For example: Our fi rst idea is parks.
The parks in our town are very boring and teenagers
don’t want to spend time there.
8
Ask the questions to the students first and get them to
answer in full sentences. Then arrange them into pairs to
fill in the form.
9
Ask the questions to the whole class and get some
sample answers. Do not accept answers of single words;
they must be at least two sentences long. For example:
Teacher: Tell me about your family.
Student: I have quite a small family. There’re me, my
parents and my little brother, Alex. He’s four
and very funny!
Drill the questions before you arrange the students into
pairs to choose three questions and ask each other.
Stronger students can ask all the questions and then
find a new partner.
10
Have a brief class discussion. Stronger students can do
it in English, weaker ones in L1. If you do this after each
of the exam tasks, you can find out where students have
problems and help them work towards overcoming them.
They will also benefit from each other’s ideas.
Project
Use an English-learning website
The students should find the British Council
LearnEnglish teens site and sign up. They need to go to
http://learnenglishteens.britishcouncil.org/ and then click
on ‘Sign up for a free account’ at the top of the page.
They will have authentic practice in giving contact details
and the site is a terrific resource for teenagers (and their
teachers).
Cooler
SPEAKING
Prepare for Key for Schools
Speaking Part 1
Task description
In Speaking Part 1, students are in pairs. The examiner
will ask each student questions about the student’s
family, school, hobbies, home, etc. The examiner will
speak to both students but will ask each one different
questions.
Write this sentence on the board, teach fox, and ask the
students what is special about it:
The quick brown fox jumps over the lazy dog.
If the students don’t know, go through the alphabet,
crossing off the letters in the sentence until they
understand that it uses every letter of the alphabet.
Arrange the students into groups. They must write
their own sentence which uses as many letters of the
alphabet as possible. The winner is the group with a
grammatical sentence with the most different letters.
Exam tips
Teacher’s resources
Tell students that the examiner can only mark what the
students say, so it is important for them to answer the
questions as fully as they can. They usually have to spell
their name, so it is important they know the alphabet.
Student’s Book
Grammar reference and practice page 147
Vocabulary list page 138
See Exam Profile 1, Student’s Book page 120.
Video
Speaking Part 1
Workbook
Unit 1 pages 4–7
Go online for
• Speaking test video worksheets
• Corpus tasks
18
Unit 1
2
The natural world
Arrange the students into pairs to discuss the questions.
For the second question, ask them to think about
changes in different categories like climate, animals and
people, giving some examples, e.g. people are moving
around more, etc.
The world is changing
Lesson profile
Vocabulary
Reading
Grammar
Pronunciation
Listening
Speaking
Geographical features
The Earth: A changing planet
Verbs we don’t usually use in the
continuous
The sound ‘th’
A description of the UK
Describe the geography and weather
of your country
Warmer
To practise the new vocabulary and alphabet sounds
from Unit 1, play Battleships. Ask the students to make
two 8x8 grids in their notebooks. They label the bottom
of each grid A–H and the side I–P. In one grid they write
six new words from Unit 1, horizontally, vertically or
diagonally, one letter in each cell. The other grid they
leave blank.
Arrange the students into pairs. They take turns to
guess each other’s letters by reading out coordinates
(the alphabet letters) and try to find their partner’s six
words. For example:
Student A:
Student B:
Student A:
B/P?
No, my turn. D/J?
Yes, the letter K. (Student B writes K in
square B/P on his/her blank grid.)
VOCABULARY AND READING
1
Elicit the easier words sea and river: What do we call the
water next to the beach? (sea) And the water that runs
into the sea? (river)
Books open, ask the students to look at the words in
the box and see if they are in the pictures. As examples,
the students should name famous or local places, like
the Black Sea or the hill near our school. Drill the new
vocabulary.
Answers
Volcano is in the top right picture; hills can be seen in the
background of the third picture on the right; mountains are seen
in the bottom picture below the text.
Pre-teach earthquake (it’s easier to demonstrate by
shaking the desk!) and tell the students to check their
ideas in the reading text.
Language note: you can say the Earth or just Earth with
no article.
Answers
1 4.6 billion years
2 Temperatures are rising; the weather is wetter in some places
and drier in others; there are more big storms; the Arctic is
getting warmer.
3
Do the first one together. Ask the class to read the first
paragraph and decide which heading fits it best (C).
Then ask them to say why – which information gave
them the answer. (the word old)
Ask the students to do the same thing for the other
paragraphs. In feedback ask them to say why.
Answers:
Paragraph 1 – C (4.6 billion years old)
Paragraph 2 – D (changing because of)
Paragraph 3 – B (It’s normal … but … are worried)
Paragraph 4 – A (Farmers in Greenland like the warm weather)
Extension activity
Early finishers can search the internet for ‘the oldest
in the world’. For example, the oldest
mountains in the world are probably the North Georgia
mountains in America, over 1 billion years old.
4
Ask Which word in paragraph 1 means ‘think but
don’t know for sure’? (believe) The students then work
individually.
Mixed ability
With stronger students, you could do the task orally,
reading out the definition and not giving the first letter.
With weaker students, tell them that the words are in
the last two paragraphs of the article, in the order of the
questions.
Extension activity
Answers
The students draw one of the words on the board for the
other students to shout out what it is.
1 temperature ​2 wetter ​3 drier ​4 storm ​5 farmer ​
6 warm
2
Ask the students to find these things on a real or online
map: Mount Everest, the Amazon, the Baltic Sea, the
Arctic and Greenland.
The natural world
19
GRAMMAR Verbs we don't usually use in
Go through the notes and ask the students to predict
what the answers might be: 1 is a noun, the name of an
island; 2 and 3 are nouns, something from geography;
4 is the name of a river; 5 is difficult to work out, but it is
something the UK doesn’t have; 6 and 7 are adjectives.
the continuous
5
The students find and underline the verbs in the text and
say which tense they are in. They then tick the verbs in
the second box which belong to the same category.
They then listen and check their predictions. To make it
easier, you could stop the recording after each answer is
given.
Answers
The verbs in the first box are all in the present simple.
The verbs in the second box which are about thinking, feeling
and owning are: belong to, hate, love, need, want, have.
Cultural background
The UK is England, Scotland, Wales and Northern
Ireland; Great Britain is England, Scotland and Wales;
the British Isles is a geographical unit – the UK and
smaller islands like the Hebrides, near Scotland.
Many people use the UK and Great Britain to mean
the same thing.
Language note: Have can be used in the present continuous
in phrases like have a shower. Think is used in the present
simple for giving opinions, e.g. What do you think about climate
change? but in the present continuous to describe the thought
process, e.g. What are you thinking about? The other verbs are
not impossible in the continuous in some contexts but the rule
is a good one for this level.
Answers
Alternative presentation
1 Great Britain ​2 sea ​3 mountains ​4 Severn ​5 weather ​
6 colder ​7 wetter
Write on the board John is learning Spanish. He knows it
well. Underline the two verbs and say, States are about
facts, they are true or false, but processes describe what
is happening. Which verb in the sentence is about a state
[knows] and which one is about a process [is learning]?
Explain that state verbs rarely go in the continuous form.
Continue the example on the board and elicit the correct
(want) to go to Argentina and so he
forms: He
(save) money for the trip. [wants / is saving] The
students can then do Exercise 5.
Audioscript
I come from the United Kingdom. It’s often called the UK. The
country is made up of several islands. The biggest one is called
Great Britain. It’s the ninth biggest island in the world. There
are lots of smaller islands too. Many of them are in Scotland.
No one in Britain lives more than 120 kilometres from the sea.
Northern Ireland is part of the United Kingdom too.
There are lots of hills in the UK. We have some mountains, but
not many. Most of them are in Wales, the north of England and
the north of Scotland.
Grammar reference Student’s Book page 148
6
Tell the students to think about the verbs in Exercise 5.
England has some very beautiful lakes. They are in the north
west. It’s a popular place for holidays.
Answers
Most British rivers are not very long. The longest is the River
Severn, which begins in Wales. It’s 338 kilometres long. Other
important British rivers are the Thames, which goes through
London, and the Clyde in Scotland.
1 hate ​2 wants ​3 are you singing; need ​4 belongs ​
5 love ​6 ’m/am running
Corpus challenge
The UK doesn’t have great weather. It rains a lot and it never
gets very hot. The south is warmer than the north, and the east
is the driest part of the country.
Ask the students to write down two things that a) they
don’t have and don’t need; b) they have but they don’t
need; c) they don’t have but they need. Give an example
for each category: bad friends; a bright green skirt; a
present for their mum’s birthday. Then ask them to find
the mistake in the corpus example.
Answer
PRONUNCIATION
I’m needing I need
8
LISTENING
7
20
The weather in the UK is changing at the moment. Winters are
getting colder, with more snow, and summers are getting wetter.
Sometimes we have big storms.
1.06 Books closed, ask the students (some of) these
general knowledge questions about the UK:
Which countries are in the UK? (England, Scotland,
Wales, Northern Ireland)
What is the capital of Wales? (Cardiff)
What language do they speak in Scotland?
(English – very few people know Scottish Gaelic)
What is the second biggest city in Britain? (Birmingham)
Unit 2
th: /θ/ and /ð/
1.07 Play the recording of the two sounds.
These sounds are specific to English, so you will need
to show how the sounds are made, by exaggerating
how the tongue makes contact with the upper teeth.
The difference between them is ‘voicing’ and you can
demonstrate this by asking the students to put their
hands over their ears and hearing the buzzing for /ð/.
A good contrast is breath /θ/ versus breathe /ð/ but you
will need to demonstrate the meaning of these words.
1.08 After the students have put the words into the
correct part of the table, play the recording for them to
check their answer. Then play it again for them to repeat.
Answers
/θ/ Earth: north, south, thing, think
/ð/ weather: other, there, these, this
Wild animals
Lesson profile
Language note: the main problem with these sounds is
pronouncing them together with sounds like /s/, /k/ and /z/, so
it is worth drilling combinations like this thing (s + θ), his thing
(z + θ), sixth (ks + θ), what’s that (s + ð) and Smith’s there
(θ + s + ð).
Vocabulary
Listening
Reading
Speaking
Writing
Extension activity
Arrange the students into groups. Brainstorm words
with th-sounds. The students should make a sentence
with as many th-sounds as possible. Give an example:
The three mothers there think that these clothes are the
best in this weather. Collect all the sentences, correct
any errors, and make them into a list for the whole class
to read and repeat.
Animals
Key Listening Part 2
The Giant Panda
Ask and answer about animals
A text about an animal; prepositions
about, around, between, including
Warmer
Spell out this sequence letter by letter for the students
to separate into words and write down as a sentence:
Todayslessonisaboutanimals. (Today’s lesson is about
animals.)
The learners could then write a short sentence and
repeat the activity in pairs.
SPEAKING
9
10
Say to the students: That was the UK, but what is
interesting in our country? Show them the list in
Exercise 10 and get some examples in each category.
Arrange them into pairs to make notes and prepare their
talks.
Arrange pairs together into groups of four. The talk could
be done as a PowerPoint presentation and/or recorded.
Ask each pair to tick the list and complete these two
sentences after they have listened to the talk:
This talk was good because
(you spoke about all of the things)
To make this talk better you can
(speak more clearly)
They should also ask and answer (two) questions about
each other’s talk. For example Where did you get the
information about the weather changes?
Cooler
Write these sentences on the board (or dictate them)
and ask the students to correct them.
1
2
3
4
5
6
7
A mountain is a small hill. (small big)
A volcano is water with land around. (volcano lake)
It is dry in a storm. (dry wet)
Thing and this begin with the same sound. (the same
a different)
She is understanding the question. (is understanding
understands)
It rains now. (rains is raining)
Are you knowing French? (Are you knowing Do you
know)
VOCABULARY
1
Ask Which of these animals do you know? before the
matching.
Arrange the students in pairs to answer the questions.
Pre-teach rare: Something which is rare is very unusual,
for example snow in summer. Pre-teach the wild:
The wild is the natural place for animals to live, not a zoo.
Question 4 could be done as a brainstorming exercise
with the whole class, one student writing them on the
board, or in groups. Ask the students to name animals
in a certain category, like ones that live in your country
or ones that are dangerous, and give a number, say six
animals, otherwise they may use their mobile devices or
dictionaries to find lots of unusual animals!
Answers
a lion b dolphin c snake d penguin e monkey
1 lions – Africa; dolphins – all the oceans of the world;
snakes – in most countries; penguins – in the southern
hemisphere (South America, South Africa, South Australia,
Antarctica); monkeys – South America, Africa, southern Asia
2 lions – savannah grassland, plains, open woodland;
dolphins – sea; snakes – forests, deserts, prairies;
penguins – sea, rocks near the sea; monkeys – forests
3 Lions and snakes can be dangerous.
4 The lion, penguins and monkeys are in a zoo.
5 Other animals at A2 level: bear, chicken, dinosaur, duck,
insect, mouse, rabbit, rat
About you
2
This could be done in pairs or, to maximise speaking
opportunities, as a class survey with the students
asking the questions to as many other students as
they can in a time limit.
The natural world
21
Extension activity
The students turn the results of the survey into a
pictograph. They make a graph with the number of
pictures of the animal corresponding to how many
students like it (look up ‘animal pictograph’ on Google for
examples). This could be done on paper or electronically.
LISTENING
Prepare for Key for Schools
Listening Part 2
Task description
In Listening Part 2, students listen to two people talking and
they have to match two lists of items, for example people
and their hobbies, or days of the week with activities.
Liam: No, I was excited! Anyway, it’s not dangerous, like the
ones you see in Africa or India. I took that picture in
England, when I was hiking.
Gina: Really?! And this is such a great picture of a penguin!
Did you take it in New Zealand?
Liam: That was in South Africa. It’s funny, isn’t it?
Gina: Yes! This dolphin picture’s good too.
Liam: Oh, yes. I saw dolphins in Mexico and Argentina, but
I took that photo in Scotland.
Gina: And finally this amazing elephant. You took that in a
forest in India, I suppose?
Liam: Er … I took that in Mexico.
Gina: What??
Liam: In a zoo, Gina!
Gina: Oh, right!
Get talking!
See Student’s Book page 130.
Answers
Exam tips
1 Conversation 1 – photo 1 Conversation 2 – photo 2
Conversation 3 – photo 3
2 1 – conversation 1 2 – 3 3 – 2 4 – 1 5 – 3
6 –2 7 –1
Tell the students that there are five questions plus an
example, and eight answers, so there are two answers
they don’t need to use. They may hear two or more
words from the list of answers for each question,
but only one will be correct. They must listen for the
meaning to choose the right one.
1.10
See Exam Profile 4, Student’s Book page 127.
3
1.09 Before the first listening, check that the students
understand the situation and instructions: Who took the
photos? (Uncle Liam) You need to put a letter next to
each animal. The letter is a … (country). Tell the students
that they can use each letter once only.
Go through the answers with the students, pointing out
the wrong answers as well as the right ones and the key
words. The task is tricky because other countries are
mentioned around the correct answer.
Answers
1 C Gina asks about Kenya but Liam says I took that in India.
2 B Liam says there are snakes in Africa and India but I took
that picture in England.
3 H Gina asks about New Zealand but Liam says That [photo]
was in South Africa.
4 G Liam says he saw dolphins in Mexico and Argentina but
I took that photo in Scotland.
5 E Gina thinks the picture is from India but Liam says I took
that in Mexico.
Audioscript
Gina: You’re really good at photography, Uncle Liam!
Liam: Thanks, Gina.
Gina: Did you take this picture of a lion when you were in
Kenya last year?
Liam: That’s right.
Gina: You’re so lucky – I never go to exciting places like that!
Did you take that picture of a monkey there too?
Liam: I took that in India. We were at a market and they were
eating all the fruit.
Gina: I can’t believe you took this picture of a snake! Weren’t
you afraid?
22
Unit 2
Audioscript
Conversation 1
Boy: Hi, Daisy! Happy birthday for yesterday! Did you
have a good day?
Daisy: It was brilliant – my mum took me and my cousins
to a theme park.
Boy: You’re so lucky! I love theme parks.
Daisy: They’re fantastic, aren’t they? We had a really
good time.
Conversation 2
Girl:
What did you do in the school holidays, Pete?
Pete: I went on a climbing course.
Girl:
What?? I didn’t know you liked climbing.
Pete: I do now! It was great fun. And I made lots of new
friends.
Conversation 3
Boy: Tariq – you need to come to my house this
afternoon.
Tariq: Really? Why?
Boy: We need to start work on our science project!
The teacher wants it on Tuesday.
Tariq: Oh, right. I forgot about that. OK, then!
READING
4
Use the picture to pre-teach panda and bamboo.
Give an example of a panda fact like There is one in our
zoo. The students write down three more things. As an
alternative, or extension, ask the students to write three
things which they would like to know about pandas, for
example, Do they only eat bamboo?
The students then check if these ideas and questions
are answered in the text.
5
Demonstrate the task orally: Pandas live in bamboo
forests. (right) Most pandas live in zoos. (wrong) When
you go through the answers, make the students tell you
what is wrong with the ‘no’ answers.
Answers
1
2
3
4
5
6
✗ (now they only live in China)
✗ (they sometimes eat other things)
✓
✗ (they eat bamboo after four months)
✗ (the number is between 1000 and 2000)
✓
SPEAKING
6
WRITE Write the paragraph plan on the board. Tell the
students to use the prepositions between, about /
around and including at least once.
IMPROVE Tell the students to look for grammar,
vocabulary and spelling mistakes. As an extension,
the students read each other’s writing and answer the
questions in Exercise 6 about the new animal.
Project
This task is similar to Key Speaking Part 2, see page 30.
Wonders of our country
Books closed, say We are going to read about some
more rare animals. What questions have you got about
them? In pairs, they should write down six questions in
note form, for example What name? and, books open,
compare them with the ones in the exercise.
•
Ask the students to write out the questions in full
grammatical sentences and drill them.
Arrange the students into new pairs. to make questions
from the prompts on Student’s Book page 135 and
answer them.
With weaker groups, do some work on question forms
first. For example, give them the questions with the
words mixed up for them to put in the right order.
Answers
1 What kind of animal is it? ​2 Where is it from? ​3 Where
does it live? ​4 What does it eat? ​5 How much does it
weigh? ​6 How many are (there) left in the wild? ​
7 What are the babies called? ​8 How many babies does a
female have? ​9 How long does a baby stay with its mother?
•
•
•
•
•
Cooler
Have a quiz of the unit content.
1
WRITING
Prepare to write
GET READY Go through the text and clarify the meaning
of each preposition. For example:
They spend about 12 hours a day – Does ‘about’ mean
exactly 12 hours? (no)
also eat other things, including plants, fish … – Do
pandas eat plants and fish ? (yes)
pandas weigh between 75 and 135 kilograms –
Could a panda weigh 70 or 140 kilograms? (no)
pandas stay with their mothers for around 18 months –
Could they stay for 19 months? (yes)
The students name the two prepositions which are the
same and complete the sentences.
Answers
About and around have the same meaning in this text.
1 between ​2 about/around ​3 including ​4 between ​
5 including
PLAN The students should find out information about
their animal to answer the questions in Exercise 6. They
can find the information in L1 but they must write it
down in English. Weaker students could do the planning
and writing stage in three pairs, each pair taking
responsibility for one paragraph.
Ask if anyone knows the Seven Wonders of the
World. (The Pyramids of Egypt, Hanging Gardens
of Babylon, Statue of Zeus at Olympia, Temple of
Artemis at Ephesus, Mausoleum at Halicarnassus,
Colossus at Rhodes, Pharos of Alexandria) Show
some photos or a YouTube clip of them.
Arrange the students into groups of five. They must
make a PowerPoint presentation of five wonders of
your country. Brainstorm some examples of natural
and man-made things in your country.
First, they should make a list of possible places and
then choose five of them.
Then, they find information about each of them.
Each student prepares a slide about one wonder.
Finally, they should put the slides together, check
their English and then present to the whole class.
2
3
4
5
6
7
8
Which is older – Everest or the Amazon rainforest?
(Everest)
Could you grow vegetables in Greenland 50 years
ago? (no)
What is the longest river in the UK? (the Severn)
What is the driest part of the UK? (the east)
What is a baby panda called? (a cub)
How many hours a day do pandas spend eating?
(12)
How long does the kakapo stay with its mother?
(10 weeks)
Which countries does the Siberian tiger live in?
(Russia, China, North Korea)
Teacher’s resources
Student’s Book
Grammar reference and practice page 148
Vocabulary list page 138
Workbook
Unit 2 pages 8–11
Go online for
• Progress test
• Corpus tasks
The natural world
23
Culture
The USA
Learning objectives
Fast finishers
•
Ask the students to add one or two more questions to
the quiz for other students to answer. They could use
mobile devices to get information. For example:
Which famous river goes through the USA?
A The Amazon B The Thames C The Mississippi
(Answer: C)
•
The students learn about the USA and how it is
divided into states. They learn a little more about
four of these.
In the project stage, the students find out about and
describe a state or area in the USA or their own
country.
Useful vocabulary
armadillo ​
beaver ​nickname ​panther ​poppy ​
prickly ​state (region) ​symbol
Answers
1 C ​2 B ​3 A ​4 B ​5 C ​6 A
2
Preparation
If the students are going to do the project in class, they
will either need access to the internet or books and
maps. The website http://www.discoveramerica.com/
usa/states.aspx has lots of information and pictures
about the individual states of the USA.
Warmer
Arrange the students into pairs. Say a word and give
them one minute to think of as many associated
words as possible. For example, summer – ice cream,
holidays, hot, etc. See which pair has the most words.
Other good starter words are home, money and green.
The final one should be the USA.
Ask the students what the flag of the USA looks like. Ask
them how many stars there are on the flag and why (50,
one for each state). Explain that the USA is divided into
states. Tell the students to read the box, look at the map
and find Alaska.
Fast finishers
Ask fast finishers the name of the one other state which,
like Alaska, is not joined to the other states. (Hawaii)
Answer
Alaska is shown in orange below the main part of the map. This
is because it is situated west of the northern part of Canada.
3
Cultural background
There is a federal system in the USA, so states have
some autonomy from the central government and can
decide local issues like educational policy and transport
regulations. This means that laws can vary between
states, so, for example, you can drive when you’re 16 in
Idaho but you have to be 18 in Florida.
See if the students can name the states and then ask
them to check with one another in groups of four. (They
will find the answers in Exercise 4.)
See which group can name the most other states. You
could help by putting up some of the states on the board
as anagrams:
gieagro (Georgia)
naidnia (Indiana)
aenvda (Nevada)
rwyekon (two words) (New York)
niwgasonht (Washington)
Underline the first letter of the anagram to give a clue.
1
Ask the students some simple questions to see how
much they know about the USA, for example What’s the
name of the president? When did Columbus discover
America? (1492), What is the American English word
for ‘sweets’? (candy) Also ask some open questions like
What American films/music do you like?
The students do the quiz individually, then check with a
partner.
Language note: we have the article before ‘USA’, i.e.
‘the USA’.
24
Culture
4
Check that the students know the compass directions by
shouting out a position, for example north, south-east,
and getting them to move to the appropriate part of the
classroom.
Give the students two minutes to read the text and check
their answers to Exercise 3.
Project
Fast finishers
•
See if the students know what these American
holidays are.
July 4th (Independence Day)
Second Monday in October (Columbus Day)
Last Thursday in November (Thanksgiving)
The students could then find out information about them
on their mobile devices or in books and discuss which
one they would like to take part in.
•
Answers
1 California ​2 Texas ​3 Florida ​4 New York
Other states will be students’ own answers.
5
Go through the pictures and get the students to describe
them. Teach and drill the new words as you’re going
through them: panther, beaver, armadillo, poppy, prickly
pear cactus.
Tell the students to look at the first picture and say what
state it belongs to. Then let the students work individually.
Answers
a Florida ​b New York ​c California ​d Texas ​e Texas ​
f California ​g Florida ​h New York
6
Ask the students some comprehension questions about
the text, for example Where is California? (on the west
coast), Where can you find Disney World? (Florida) What
plant grows in the desert? (prickly pear cactus)
The students complete the table.
Mixed ability
With weaker groups, divide the groups into four and
each student can fill in the table for one state.
Answers
State
Animal
Plant
Other name
California
bear
poppy
The Golden State
Florida
panther
orange tree
The Sunshine
State
New York
beaver
rose
The Empire State
Texas
armadillo
prickly pear
cactus
The Lone Star
State
•
•
As preparation, explain again that a state is like
a region and ask what the equivalent is in your
country. Ask which region the students live in and
what is special about it. With stronger students, ask
if there is a federal system as in the USA, where
regions/states have some freedom. Is this a good or
a bad thing?
Tell the students that they need to make an
individual presentation about somewhere in your
country or about a state in the USA. In class, get
the students to decide which place they will find out
about, so that you know there will be variety in the
presentations.
The students find out the information for homework
and make a presentation to show in class. Stronger
students could add other information, like local
languages, special places, regional food/drink,
geographical features like lakes, etc.
The students present their information in class.
There could be a vote for the most interesting
presentation. Encourage the students to ask one
another questions after the presentation. You could
also collect all the different information and turn it
into a class quiz for another lesson.
Cooler
Read out these places and get the students to write
them in two columns: with the and without the. The
answers are given in brackets.
Example:
the
–
the USA
America
5th Avenue ( – )
Hudson River (the)
Empire State Building (the)
Macy’s Department Store ( – )
Lake Superior ( – )
Rocky Mountains (the)
White House (the)
Wall Street ( – )
Central Park ( – )
Golden Gate Bridge (the)
The students could then find out information about
these places from the internet or a library.
Extension activity
Ask the students to discuss which state they would most
like to visit and why.
The USA
25
3
Travel: then and now
She loved adventure
Lesson profile
Vocabulary
Reading
Pronunciation
Grammar
Writing
Speaking
Travel and adventure
The story of Amelia Earhart
Silent letters
Past simple
A paragraph about Amelia Earhart’s
time on the island
Talk about an adventure you would
like to have
Extension activity
Read out the definitions for the students to shout out
the word:
an exciting and sometimes dangerous experience
(adventure)
transport for flying people (aeroplane)
this gives power to machines and makes them move
(engine)
a journey in the air (flight)
someone who travels by transport (passenger)
you burn this to give heat and power (fuel)
the person who flies a plane (pilot)
you listen to this for information (radio)
Warmer
Arrange the students into groups. On the board write
these questions about famous travellers. If the students
have mobile devices, don’t give the alternative answers,
let the students look them up.
READING
3
Who …?
1
2
3
4
5
… went to China and met Kublai Khan?
A Captain Cook
B Marco Polo (B)
… was the first woman in space?
A Valentina Tereshkova
B Amelia Earhart (A)
… went around the world in eighty days in a famous
book?
A Don Quixote
B Phileas Fogg (B)
… took an army of elephants across the Alps?
A Hannibal
B Julius Caesar (A)
… was the first woman to fly across the Atlantic?
A Valentina Tereshkova
B Amelia Earhart (B)
VOCABULARY
1
Write the word train on the board and elicit as many
other examples as you can. From level A1/A2: aeroplane/
plane, ambulance, bicycle/bike, boat, bus, car,
helicopter, taxi.
Arrange the students into pairs for the discussion and
demonstrate in front of the class with one of the stronger
students.
Teacher: Yulia, do you like going by bike?
Student: Sure, I come to school by bike. What about
you?
2
At this level, the students will need monolingual
dictionaries. Do the first three with the class as these are
more difficult and then let them work individually.
Answers
1
​
3
​5
​
8
26
exciting ​2 Airbus, Boeing 737, Boeing 747
under the wings; they give power ​4 into the air
in a plane ​6 it stops ​7 flies the plane
The pilot must talk to / communicate with the airport.
Unit 3
Ask the students to look at the pictures and elicit as
much information as you can before the students read.
For example Is this a new or an old story? (old) Does the
newspaper have good or bad news? (bad) Give a time
limit for this gist-reading task.
Answers
pilot – Amelia Earhart
navigator – Fred Noonan
last place she took off from – Lae, in Papua New Guinea
No one knows what happened to her. Her plane didn’t cross
the Pacific.
4
Ask some oral questions first, e.g. Was Amelia an
unusual woman? (yes) What was the name of her
plane? (Electra) Then arrange the students into groups
to answer the written questions.
Fast finishers
Fast finishers should underline five new words
(e.g. successful, amazing, took off, bone, button) in the
text and find out what they mean. They can then compare
with other fast finishers and tell the rest of the class.
Answers
1 Because she was the first female pilot to fly across the
Atlantic.
2 In 1937.
3 He was the navigator.
4 They flew west to east.
5 Because the plane did not carry a lot of fuel.
6 They were flying to Howland Island. They didn’t arrive.
7 Nikumaroro Island is 640 kilometres from Howland Island.
8 They found a campsite with fish and bird bones, two buttons
and part of a pocket knife.
5
Ask the class what they think the problems of living on
a desert island might be. Tell them that the answers to
the questions are not in the text and there are no right
answers. Point out that in question 3 they need to use an
-ing form after the preposition for, e.g. for killing birds.
In Exercise 11 the students will write a paragraph based
on their notes.
Answers
1 wanted; did (she) do; decided; didn't carry
2 was not; took off; flew
3 be (was/were)
Grammar reference Student’s Book page 149
8
Possible answers
1
2
3
4
fish/birds / rain water / juice from fruits
it was cold at night / they wanted to make a signal
for preparing food / cutting things
there was no water / it was too hot
PRONUNCIATION
6
Silent letters
1.11 Ask the students What season comes after
summer? and elicit autumn. Ask them to spell it. Ask
How do we pronounce the ‘n’ at the end of the word?
Elicit that we don’t pronounce it, it is silent, i.e. it is written
but not said.
In pairs, the students read the words and underline the
silent letters. Then they listen, check and repeat.
Elicit any more examples of silent letters the students
might know, e.g. often, talk, night.
Answers
became, loved, wanted, was, decided, was not, did not stop,
did (she) do, decided, chose, didn't take, was, took off, flew,
travelled, flew (on), had to stop, didn't carry, were able to,
took off, was, arrived, saw, thought, saw, was, was, found
9
Ask the students to do questions 1–4 and work out
the rules for making past simple questions. Then they
answer questions 5 and 6.
Fast finishers
Fast finishers write two more questions like 5 and 6 and
give them to another fast finisher to do.
Answers
Mixed ability
(Silent letters are in brackets.)
b(u)ild, clim(b), fli(gh)t, (k)new, (k)nife, lis(t)en, sc(h)ool, (w)rite
Give weaker students a simple example to help them:
Amelia liked Fred.
subject
object
Language note: the rules for silent letters are complicated, but
five useful rules at this level are:
i) b is silent in mb, e.g. clim(b), bom(b), lam(b)
ii) k is silent in kn, e.g. (k)now, (k)nife, (k)nee
iii) n is silent in mn, e.g. autum(n), colum(n)
iv)r is silent in British English if it is not before a vowel,
e.g. ca(r), ho(r)se but rat
v)
h is silent in many combinations, e.g. hour, sc(h)ool,
ve(h)icle, Sara(h).
Ask the students to make a vocabulary quiz where the
answers are all words with silent letters. For example:
Say If the question is about the subject (Amelia) there
is no ‘did’.
Write:
??? liked Fred → Who liked Fred?
Say If the question is about the object (Fred) we need
‘did’.
Write:
Amelia liked ??? → Who did Amelia like?
Give an extra example with What:
What animals lived on the island? (What = subject,
so no did)
What animals did they see? (What = object, so did)
Spiderman does this really well. (climb)
We are here now. (school)
Answers
Extension activity
GRAMMAR Past simple
7
Arrange the students into pairs. Tell them there are 28
examples of the past simple in the text. The first students
to underline all 28 are the winners and they have the first
chance to correct the Corpus challenge.
Tell the students to underline the past simple verbs.
Say Give me an example of a regular past simple verb
(walked) and elicit the rule (base form + ed). Then say
Tell me some verbs which are not like this, which are
irregular. (do–did, go–went)
a
1
2
3
4
Fred Noonan
b ‘People’
a
question word + past simple
question a: the object; question b: the subject
In sentence a, the verb has did + infinitive; in b the verb is in
the past simple.
5 b
6 a
The students complete the exercise in the book.
Ask them to give you the base forms of the irregular
verbs too. All the examples of negatives are full forms,
so make sure the students know the contractions too
(did not → didn’t).
Travel: then and now
27
10
Ask the students how many of the verbs in the sentences
are regular (two). Tell them to be careful about the
spelling change with travel in number 1.
How can I help you?
Lesson profile
Fast finishers
Listening
Tell fast finishers to write the message in a bottle, for
example, I am Amelia Earhart and I came to Nikumaroro
island two days ago …
Reading
Speaking
Asking the hotel receptionist for
information
Tourist information leaflets
Asking for and giving tourist information;
Key Speaking Part 2
Answers
Warmer
1 travelled ​2 didn't return ​3 did your aeroplane take off ​
4 flew ​5 didn't see; was ​6 found
Arrange the students into pairs. Ask them to write
down eight things that you need to take on holiday, for
example a passport and money. They then compare lists
and say why you need each thing, for example
An umbrella is good because it isn’t nice to get wet.
Corpus challenge
Answer
Tim, Sue, Christoph and Sabrina were here.
LISTENING AND VOCABULARY
WRITING
11
1
Ask the students What is the name of the place in a
hotel where you get your key? (reception) and tell them
to open their books and look at the photo. Check the
meaning of the vocabulary and drill it.
Who is the person who gives you your room key?
(receptionist)
And the person who takes the key is the … ? (guest)
This person does not stay in a place all the time. (visitor)
This person travels for fun not business. (tourist)
A tourist is not on business but … ? (on holiday)
If you are lost, you need a … ? (map)
You put your clothes and things in a bag called a … ?
(suitcase)
A lot of suitcases together are … ? (luggage)
Tell the students to look back at the end of the story on
page 20. Tell them they are going to write a paragraph
using their notes from Exercise 5. As the model sentence
starters begin I think, the students should use some
basic linking words like so, but and maybe.
Sample answer
I think Amelia and Fred ate fish and drank rain water when they
were on Nikumaroro island. Maybe they built a fire because
they wanted to cook the fish. So I think they used a knife for
preparing food. But I think they died because they didn’t have
enough food or water.
About you
12
Ask the students to tell you the advantages and
disadvantages of each kind of transport, for
example A hot air balloon is slow and can’t carry
many people but it is fun! Arrange the students into
groups for the discussion.
Afterwards, pair up the students from different
groups so that they can tell and compare their
adventures.
Language note: luggage is uncountable; suitcase is
countable.
2
1.12 Ask What questions will John, the guest, ask the
receptionist? and get some ideas, for example, What is
the wi-fi code?
Play the recording. The students check their ideas from
Exercise 1.
Extension activity
Answer
The students make a poster for their adventure, with
pictures and description, for a wall display.
John is visiting Moscow.
Cooler
Arrange the students into groups. Ask them to write the
alphabet A–Z down a page of their notebooks. For each
letter they must think of a verb, for example Ask, Break,
Come, Do, etc. Give a time limit and see which
group can match a verb to the most alphabet letters.
The students then write the past simple for each verb:
Asked, Broke, Came, Did, etc.
28
Arrange the students into pairs to describe the photo
using the words in the box.
Unit 3
Ask the students what they know about Moscow and
Russia, for example Where were the 2014 Winter
Olympics? (Sochi)
Audioscript
John:
Receptionist:
John:
Receptionist:
John:
Receptionist:
John:
Receptionist:
John:
Receptionist:
John:
Receptionist:
John:
Receptionist:
John:
Receptionist:
3
Hello. We arrived this morning. I’m with my
mum and dad, and my sister.
Oh yes, I remember. John, isn’t it? How can
I help you?
It’s our first time here in Moscow and we want
to do some sightseeing this afternoon. Can you
give me some information, please?
Yes, certainly. There’s a big map over there
on the wall and I can give you a small street
map … here it is. We’re here … and the tourist
information centre is … here. It’s not very far.
You can easily get there on foot.
That’s perfect. Thank you. Do they have tour
guides, do you know? My mum and dad like
having a tour guide. … My sister and I think
tour guides are boring – we think it’s much
more fun exploring on our own!
Yes, well … I’m sure they have tour guides.
Thanks. Oh, by the way, have you got an
underground map too?
Yes, look. It’s on the other side of the street
map. … The best way to get around Moscow
is by metro, that’s the underground, or by bus.
You can get day tickets for both.
What about taxis? Aren’t they quicker?
Taxis are OK but they can be expensive and
quite slow. There’s always a lot of traffic and so
they often take a long time!
Thank you. That’s really useful information for
mum and dad. Bye.
Goodbye. … Oh, excuse me. You left your
suitcase.
Pardon?
Isn’t that your suitcase there on the floor?
No, that isn’t mine. Ours are in our room. I saw
a man here at the desk before me. He had lots
of luggage. Perhaps it belongs to him. He went
up in the lift.
Ah yes. I remember. I’ll call his room. Thank you.
1.12 See how much the students understood on the
first listening and demonstrate the task by asking some
simple yes/no questions, for example John arrived in the
morning. (Yes.) Taxis are the best transport in Moscow.
(No, the metro is.) When the answer is ‘no’ the students
should correct the statement.
Books open, ask some questions about the photographs.
Match the first text and picture together, showing that the
key words are oldest streets and shopping. The students
then work individually.
Answers
1 d ​2 a ​3 c ​4 b
5
Student: (Teacher), would you like to visit the Arbat?
Teacher: Yeah, why not? I need to buy some souvenirs.
Which place would you like to visit?
SPEAKING
6
Answer
1 ✗ (He has a sister.) ​2 ✓ ​3 ✗ (It’s not very far.) ​
4 ✗ (It’s on the other side of the street map.) ​
5 ✓ ​
6 ✗ (No, that isn’t mine.) ​7 ✓ ​8 ✓
READING
4
1.13 Ask the students Where can John get more
information about what to see? and elicit ‘tourist
(information) office’. Tell the students to read and listen
and tick the pictures of places which the family will visit
that day.
Mixed ability
With stronger students, play the recording first, books
closed, and see if they can do the task.
Answer
They are going to visit the Cat Theatre, the Kremlin and Red
Square.
Play the recording again and ask some general
comprehension questions like When is the zoo closed?
(Monday)
7
1.14 First, the students should read and listen to the
phrases. Pause the recording after each phrase to give
them enough time to repeat them.
Second, the students should repeat after the recording
without looking at the text.
Optionally, play the recording for a third time, books
closed, and ask the students to write down each phrase
after it has been said.
Mixed ability
Tell weaker students that there are four yes and four no
answers.
Show some YouTube clips of these places to give more
information and atmosphere. Tell the students to discuss
each place in turn. Model with a stronger student:
8
Give an example yourself first of an interesting city and
four sights. Brainstorm cities and sights on the board.
Arrange the students into pairs. One student should be a
tourist and the other person should be a clerk in a tourist
information office. They swap roles when they have
finished. Change the pairs after the first conversation
so they can have a different conversation when they
change roles.
Books closed, write the word МОСКВА (Moscow in
Russian letters, pronounced /mæskˈvæ/) on the board
and ask the students if they can read it.
Travel: then and now
29
Prepare for Key for Schools
Speaking Part 2
Task description
In Speaking Part 2, students ask and answer
questions using prompts they have on cards. One card
has prompts to make questions and the other has
information on it to answer their partner’s questions.
Exam tips
Project
Famous women round the world
•
•
•
Tell students to avoid giving one-word answers but to
try to ask full questions and give full answers. They
shouldn’t worry too much about making mistakes but
speak confidently.
See Exam Profile 1, Student’s Book page 121.
9
Ask the students to form the five questions. See if they
can find different ways of making the same question, for
example Where is it? and What’s the address?
Answers
1
2
3
4
5
10
What’s the address? / Where is it?
Is it open every day?
What time does it close?
How much are drinks?
Can you tell me the web address?
Demonstrate by writing a different example on the board,
prompting and answering the students’ questions:
16 Penny Lane
Tuesday – Sunday
Hours: 10.00 – 16.00
Coffee 1.50 and tea 1.00
www.pennylanetourism.co.uk
The students then ask and answer the questions,
swapping roles when they have finished.
Extension activity
The students make their own information cards for other
places in town, for example a café or the zoo, and ask
and answer questions.
Answers
A's questions
How much does the concert cost? / How much is the concert?
When is it / the concert?
Where is it / the concert?
What’s the phone number?
What time is the concert?
B's questions
Where do we meet?
How long is the tour?
What’s the website? / Is there a website?
When is it / the tour?
How much is does it / the tour cost?
•
•
Divide the students into groups of four. Tell them
they are going to find out about famous women from
different countries, one for each student in the group,
and fill in a table about them.
First, they should look online to find examples of
famous women from the present and past.
Next, they divide the work between themselves, and
each student should get information online about
one woman. They should make notes like this.
Name
Nationality
Born/died
Why famous
Anne
Frank
German
1929–1945
Lived in secret
place because
of war
Wrote a famous
diary about her
life there
They should try to find a picture or photo of the
person, or draw a picture.
They should use the information they have gathered
to prepare a PowerPoint presentation – one slide for
each woman – and present it to the class. Have a
vote on the most interesting women.
Cooler
Write these groups of words on the board. The students
must find the odd-one-out. Do the first one together to
demonstrate, then the students work in groups. There
could be different answers.
1
Red Square the Kremlin the Metro the Golden
Gate Bridge
(the Golden Gate Bridge – the others are in Moscow)
2 Oakland Howland Nikumaroro Lae
(Howland – Amelia Earhart never got there)
3 ride fly walk drive
(fly – the others are on the ground)
4 tourist guest pilot visitor
(pilot – the others are people on holiday)
5 aeroplane helicopter bike car
(bike – it has no engine)
The students could make their own odd-one-outs.
Teacher’s resources
Student’s Book
Grammar reference and practice page 149
Vocabulary list page 138
Video
Adventures!
Speaking Part 2
Workbook
Unit 3 pages 12–15
Go online for
• Video extra worksheet
• Speaking test video worksheets
• Corpus tasks
30
Unit 3
4
My place
THAYTRO.NET
Tell the students to talk about the pictures using full
sentences, not just words. Give a model with the first
picture: In picture a, I can see a cupboard under a
sink. The door is open and there are some mice inside.
Perhaps they went there to find some food.
We were staying in an apartment
Lesson profile
Vocabulary
Reading
Grammar
Pronunciation
Reading and
Writing
Holidays and home
Our worst holiday ever!
Past continuous and past simple
/ɪ/ and /iː/
Key Reading and Writing Part 7
Warmer
Ask the students to make two columns in their
notebooks, one for regular and one for irregular verbs.
Dictate this list of verbs for the students to write in the
right column:
ask, break, call, carry, do, draw, swim, shout, go, jump,
laugh, leave, ride, visit, worry
After you have checked together, the students then give
the past simple of the irregular verbs.
Answers
Regular: ask, call, carry, shout, jump, laugh, visit, worry
Irregular: break (broke), do (did), draw (drew), swim (swam),
go (went), leave (left), ride (rode)
READING
3
Mixed ability
With strong students, you could read out the story the
first time, as a listening exercise, before they check the
written text.
Answers
a We looked, and at the back of the cupboard we saw a family
of mice!!!
b … it started to rain really hard. Dad drove us back to the
apartment.
c We packed our suitcases and left the apartment very quickly!
d We had to eat our supper in the dark!
e … the rain was coming into Pavel’s bedroom and his bed was
very wet.
The first day of the holiday doesn’t have a picture (paragraph 1).
4
VOCABULARY
1
Write on the board the saying ‘Home is where the
heart is’ and ask the students what they think it means.
(We feel happy at home and it is the place where we
want to be / Home is where the people we love are.)
Arrange the students into groups and ask them to
discuss the questions and write notes on the word map.
They should show and explain their word maps to
other groups in full sentences, for example, We wrote
‘Argentina’ because we live here.
2
Books closed, write on the board, ‘Home is the best
place for a holiday.’ Brainstorm some reasons for and
against this. For example (For) cheap, interesting places
near, no language problems; (Against) nothing new to
see, same food, no sea.
Arrange the students into pairs. One student should
argue for this, the other should argue against it.
Demonstrate in front of the class with a stronger student:
Teacher: It’s cheaper to stay at home. You don’t need to
travel anywhere.
Student: But it’s good to see new places. I know
everywhere near my home.
Books open, tell the students they are going to read
about a family who didn’t stay at home. Check or teach
the meaning of the words in the box (storm is from
Unit 2, suitcase from Unit 3).
Tell the students to read the text first, then match each
picture to a part of the text, and underline the relevant part.
Explain that a caption is a title for a picture. Ask the
students which is the best caption for picture a, ‘Dad gets
a surprise’ or ‘Where mice live’? (‘Dad gets a surprise’
because this is the story.) Arrange the students into pairs
to write captions. They can write a phrase or a short
sentence.
Extension activity
The students write speech bubbles for the pictures to
show what the family are thinking and saying.
5
Say to the students Elena had three problems. What
were they? (no electricity / rain in Pavel’s room / mice).
Arrange the students into groups and ask them to
make a list of six other things that can go wrong on
holidays. Give some examples like ‘a noisy hotel’ and ‘a
dirty beach’. Then tell the students an example of a bad
holiday that you had. (It doesn’t need to be true!)
Arrange the students into pairs and ask them to tell each
other about a bad holiday / day out they had. It doesn’t
need to be a true story and they can listen and decide if
they believe it. Put these prompts on the board: Where?
When? Who went? What happened?
Combine pairs into groups to tell the stories again. Ask
the students to report back on each other’s holidays, for
example Lucinda had a terrible holiday in England. First …
My place
31
8
Fast finishers
Fast finishers choose the best story in the group and
make captions for the important parts, like they did in
Exercise 4.
Arrange the students into pairs and, books open, they
should say what was happening, using while. They then
do the task in writing.
GRAMMAR Past continuous and
past simple
6
Answers
The students do question 1. Then pre-teach interrupt by
demonstrating it: ask one student to count to ten and
then interrupt her in the middle. Use timelines to show
the sequence of events in the sentences.
Mum and Dad were cooking
Pavel was playing
I was chatting
my computer stopped
clouds came over
rain started
Books open, give the students 30 seconds to look at the
picture. Books closed, ask them questions to see how
much they remember, for example, Where was Ben?
(in the kitchen) What animal was on TV? (a dog)
When the taxi arrived …
Jade was packing her suitcase.
Sam was listening to music.
Kit and Lulu were watching TV.
Corpus challenge
same time
Answer
different times
B
different times
Explain that when and while are words which join parts
of a sentence and say when something is happening.
Question 2: The students then match the descriptions in
i–iii to the sentences a–c.
For question 3, ask the students to underline all
examples of the past simple and circle all examples
of the past continuous in the text. To find examples
of i–iii they need to look at sentences where there are
two verbs, for example past simple x 2, in the same
sentence.
Mixed ability
Give three of the sentences (see Answers) in a different
order and ask weaker students to match them to i, ii
or iii.
PRONUNCIATION
9
/iː/ and /ɪ/
1.15 Write this saying on the board and ask
the students to say the missing word: ‘North, south,
, west, home is best.’ (east). Say that east
begins with /iː/ and show the students how /iː/ is
pronounced: the lips are open wide, the top part of the
tongue is near the top of the mouth, and the sound
is long. Then contrast the /ɪ/ sound in is: the lips are
loosely spread, the tongue is nearer the centre of the
mouth, and the sound is shorter.
In pairs, students say the pairs of words to each other
and put them into two columns, /ɪ/ and /iː/. Play the
recording for them to listen, check and repeat.
Language note: /iː/ is often spelled ee, e or ea (tree, be,
sea); /ɪ/ is often spelled i, e or y (sit, houses, Dylan).
Finally, ask them to complete the rule in question 4.
Answers
1 awere cooking (past continuous); was playing (past
continuous)
b was chatting (past continuous); stopped (past simple)
c came (past simple); started (past simple)
2 i – c ii – a iii – b
3 i We packed our suitcases and left the apartment.
iiWhile Mum and Dad were reading their books, my brother
Pavel was building a really big sandcastle. / While we were
shopping, the sun was shining
iiiWhen we were walking back to the car, it started to rain
really hard. / When we got back, the rain was coming into
Pavel’s bedroom / … Mum and Dad were cleaning the
apartment when suddenly dad shouted …
4 past simple; present participle
Grammar reference Student’s Book page 150
7
32
The students should cover up the text and tell the story,
taking it in turns to use a picture as a prompt. When they
have finished, they should swap pictures and repeat.
Unit 4
Fast finishers
The students make and say three sentences each using
a minimal pair, for example I will eat it later.
Answers
/iː/ eat, feet, he’ll, he’s, leave, seat
/ɪ/ it, fit, hill, his, live, sit
Extension activity
Play ‘Chinese Whispers’: arrange the students into
groups of six to ten; give one word with an /ɪ/ or /iː/
sound, e.g. eat, to the first student; she must whisper
it to the next student and so on; the last student must
say the word and the group see if it is the same as the
original.
READING AND WRITING
No two homes are the same
Prepare for Key for Schools
Lesson profile
Reading and Writing Part 7
Vocabulary
Reading
Speaking
Listening
Writing
Task description
Reading and Writing Part 7 tests students’ knowledge of
grammar. Students fill in ten spaces in one or two short
texts. The text types are ones which students could be
expected to write themselves, for example an email or
message on the internet.
Warmer
Exam tips
Give the students one minute to write down as many
words with /ɪ/ and /iː/ as they can. Then write some of
their examples on the board. Mouth one of the words
to the class: put your mouth into the right position for
the word but don’t say it aloud. The students have to
recognise the word from your lip movements. Repeat,
and when the students get the idea, they can play in
groups.
Tell students to write only one word – contractions count
as two. They should also think about the time – is it
past, present or future?
See Exam Profile 1, Student’s Book page 121.
10
Tell the students to discuss what kind of words are
missing, then complete the email individually.
Answers
1 is
11
2 from
3 have
Adjectives
An unusual home
Present your ideas for an unusual home
Key Listening Part 1
A description of a home
VOCABULARY
4 are 5 me
Ask the students to read both emails and tell you
who had the best weekend. (Jackie). Ask some more
questions about the emails, for example, Who helped
their Dad? (Tim) Why? (His mum is ill.)
1
Books closed, ask the students to write two things they
like about their house and two things they don’t like. Give
some examples like ‘nice garden’ and ‘far from school’.
Arrange the students into pairs to compare and discuss.
Books open, they see if they have used any of the words
in the box. The students should look at the pictures
and discuss the questions using the words in the box.
Demonstrate with a stronger student:
Tell the students to complete the emails.
Mixed ability
Student: The first one, the boat, is unusual and it’s very
light because it’s in the open air.
Teacher: But it might be dark inside, Toni, and it isn’t
very attractive.
Go through the text and ask weaker students questions
about the missing words, for example: Number 1, what
kind of word must be in every sentence? (a verb)
Number 2, after ‘tell me’ and before a noun, what kind of
word do we need? (a preposition)
READING
Answers
1 about 2 the 3 by 4 every/each
7 so/and 8 do 9 a 10 me
5 had
6 not
2
Cooler
Arrange the students into pairs. Write these times on the
board:
10.00 yesterday
19.00 two days ago
last Saturday evening
on my birthday
in the summer holidays
this time one year ago
The students must tell each other what they did or
were doing at these times. For example At ten o'clock
yesterday we were having a maths test.
Tell the students to look at the picture of Paula and Gary
and say why each of the four homes would be good/bad
for them, for example The boat is too big for two people.
Then ask the students to read the text and say which is
Paula and Gary’s home. (picture b)
As a variation, get the students to read the questions in
Exercise 3 first and predict what the answers are.
3
Get oral answers first and then tell the students to
answer in full sentences in their notebooks.
Possible answers
1
2
3
4
5
6
They wanted to live somewhere more interesting.
Tim / Gary’s dad had a good idea / helped them.
They bought a lorry.
Gary built everything.
They moved in a year ago.
They love it.
My place
33
About you
4
Give some more examples of unusual places.
They could be fantasy, for example, an underwater
castle, an apartment on the 317th fl oor, a house with
wheels. The students make a list of four unusual
places and compare with a partner.
Ask them to think of ideas about making them into
a home. They should write notes about what to
improve, furniture, technology, other ideas.
They make the notes into a paragraph and draw
a picture. They then present their ideas. The class
could vote on which is the strangest/best place to
live.
6
1.17 Tell the students to describe and compare the
pictures before they listen. They then listen and choose
the right picture.
When you go through the answers, ask students to say
why the other options are wrong, for example, 1 is not B
because cheese was for breakfast.
In question 4, students have to hear the word fifteen
correctly. Point out that the stress can change on words
like fifteen: on its own, for example as an age or a house
number, the stress is fifteen, but when followed by a
noun, for example fifteen roses, the stress is on the first
syllable.
Answers
LISTENING
Prepare for Key for Schools
Listening Part 1
Task description
In Listening Part 1, students are tested on their ability to
identify simple factual information in five separate short
conversations. Students listen for information such as
prices, numbers, times, dates and descriptions. They
have to choose one of three pictures as the answer.
Exam tips
Tell students to listen carefully for meaning, as they will
hear something about all three pictures, but only one
answers the question. They should listen all of the way
through, as the answer could come at the beginning,
middle or the end of the conversation.
See Exam Profile 1, Student’s Book page 120.
5
1.16 Ask the students to describe what the three
pictures show. Elicit that they represent different types
of weather: sunny, rainy and cloudy. Tell them that they
will hear all three types of weather mentioned on the
recording, but only one is the answer to the question
What is the weather like now?
Play the recording and ask them to tell you which is
the right answer (C, cloudy) and what is said about the
other types of weather (A – it is going to be sunny in the
afternoon; B – it was raining earlier).
Audioscript
What’s the weather like now?
Boy: Shall we go for a bike ride? It’s going to be sunny this
afternoon.
Girl:
Are you sure about the weather? It was raining earlier
this morning.
Boy: Yes, but it’s stopped raining and there are only a few
clouds now.
Girl:
OK. See you later.
34
Unit 4
1 C
2 A
3 A
4 A
5 C
Audioscript
1 What are they going to put in their sandwiches?
Boy:
Shall we make some sandwiches? I’m hungry.
Girl:
Yes, I’m hungry, too. Look, there’s some cheese in
the fridge, and some tomatoes as well.
Boy:
Well, I had cheese for breakfast, so let’s have the
chicken.
Girl:
OK. We can leave the cheese and tomatoes for
Mum and Dad.
2 How much does the boy want to spend on new sunglasses?
Boy:
Excuse me. I want to buy some new sunglasses.
I’ve got £10. Have you got anything for that price?
Assistant: Well, these are very popular. They were £16 but
they’re in the sale.
Boy:
But they’re still £12. That’s too expensive for me.
Assistant: I’m sorry. That’s all we have.
3 What colour does Ben want to paint his bedroom?
Girl:
Hello, Ben. Are you going to help your dad paint
your bedroom?
Ben:
Yes. He prefers red but I don’t like that colour very
much. I like blue.
Girl:
I think green would be better. It’s nice and bright.
Boy:
Sorry. I don’t agree!
4 What’s the number of the girl's house?
Boy:
Do you live in this street?
Girl:
Yes, I do. I live at number 15. It’s over there.
Boy:
Is it the white house?
Girl:
Yes, that’s right.
5 Where did James have his picnic?
Girl:
Which park did you have your picnic in yesterday,
James?
Boy:
We wanted to go to the park with the new
adventure playground, but it was closed.
Girl:
Oh, so did you go to the park with the new café?
Boy:
That was too far, so we went to the one by the river.
Get talking!
See Student’s Book page 130.
Helping the homeless
Answers
2 Sandra – team sports
3 1 it’s the best way
2 I’m sorry
3 I don’t agree
4 By the way
Sandra:
Phil:
Sandra:
Phil:
Man:
Sandra:
Man:
Sandra:
Phil:
Sandra:
Phil – swimming
5 sure
6 Excuse me
7 Yes, that’s right.
8 Have a good day.
Audioscript
1.18
Sandra:
Phil:
Sandra:
Phil:
Project
Hi, Phil. What are you doing here?
Hi, Sandra. I’m joining a swimming class.
I didn’t think you liked swimming.
Well, I don’t, but everyone says it’s the best way
to keep fit.
Do they? Well, I’m sorry, I don’t agree! I prefer
team sports.
But I’m not very good at team sports!
True! By the way, Phil, can I borrow your phone?
I lost mine.
Yes, sure, Sandra.
Excuse me, is your name Sandra?
Yes, that’s right.
Then I think this is your phone. It’s got your
name on it.
Yes, it is. Thanks very much.
I’ve got to go now, Sandra. Have a good day.
You too! Enjoy your swim. Bye.
WRITING
Prepare to write
GET READY The students read and say where Fernanda
lives (São Paolo) and how many rooms the apartment
has (five).
Pre-teach the word homeless and ask the students
to give reasons why people become homeless, for
example, they lose their job. The students should find
out about homeless people in your country, how they
live and how we can help them.
Arrange the students into groups to find out answers to
these questions:
•
•
What problems do homeless people have?
Are there any organisations/charities (explain this
word) to help them?
Examples from the UK are Shelter www.shelter.org.uk,
which works with people in the UK, and Homeless
International www.homeless-international.org, which
works with people in the developing world. You could
show images from these sites to show who they work
with and the things they do.
• How can we help?
• How can our country help?
The students could find information online or in the
library or just ask people. Some of this can be their own
opinion. They then make a presentation for the class.
Cooler
Arrange the students into groups. They need to choose
furniture for the bedroom in their new apartment. They
have $300 to spend. Give them this list of items:
small bed $100
desk $40
cupboard $50
big bed $150
bookcase $50
TV / computer table $40
armchair $80
sink $50
chair $30
Write this on the board: Luiza is my friend. Luiza is 15. I
like Luiza and Luiza likes me.
Ask Does it look strange? (yes)
Change the sentence on the board:
Luiza is my friend. She is 15. I like her and she likes me.
Ask What are these words she, her and me?
(pronouns)
The students can ask you for other pieces of furniture
and you decide the price.
Get the students to say what nouns the underlined
pronouns replace in the Fernanda text.
Student’s Book
Grammar reference and practice page 150
Vocabulary list page 139
They do the opposite with the text about David: they
replace the nouns with pronouns.
Answers
Fernanda: It’s = our apartment She = Luiza
We = Luiza and I
David:
The house ➝ It Mia ➝ She
Helen and Francisco ➝ They
PLAN The students make notes about their own home.
WRITE Tell the students that the paragraph should be
more than three sentences long.
Give the students helpful language such as I would
like …, Why don’t we get/buy …? and … is a good idea.
Teacher’s resources
Video
Homes
Workbook
Unit 4 pages 16–19
Go online for
• Progress test
• Achievement test
• Video extra worksheet
• Corpus tasks
IMPROVE Tell the students to check their work to make
sure that the sentences are grammatical and there is
not a lot of repetition of nouns.
My place
35
Geography
Rivers
Learning objectives
•
•
The students learn the names of important rivers
and how rivers look and change because of their
flow. They also learn how rivers affect the land
around them.
In the project stage, the students use this
information to describe a river in their own country.
Useful vocabulary
erosion ​flood plain ​meander ​sediment ​valley
Preparation
If the students are going to do the project in class, they
will either need access to the internet or local maps
and atlases. National Geographic has local language
websites and video channels where the students can
find information.
Warmer
Ask the students to write down four things in each of the
following categories:
Ball games, Unhealthy food, Interesting jobs, American
states, Rivers
See which student finishes first and compare answers.
1
Elicit what the students know about rivers, bringing out
the following information. A river begins at a source, for
example a spring, and ends at a mouth, for example the
sea. Rivers flow downhill but they do not always take
a direct path. The flow of a river is a source of energy
which changes its shape and features.
Tell the students to read the names of the rivers in the
box and ask if they know which country or region the
rivers are in, and if they know anything else about them.
Which river is the longest?
Then see if they can match the pictures to the rivers.
Answers
a Yangtse ​b Amazon ​c Nile ​d Volga
Some information about the rivers is given in brackets.
aYangtse This river is in China. [It is about 6,300 km long, the
third longest in the world. A third of China’s population live on
the land around the river (the Yangtse River Basin).]
bAmazon This river is in South America. [It begins in Peru
and flows east into the Atlantic Ocean. Most of it is in Brazil.
It is the largest river in the world (quantity of water) and the
second longest. It is about 6,400 km long. It is between 1.6
and 10 km wide but in the wet season parts of it can be
as much as 190 km wide. There are no bridges across the
Amazon because most of it is in the rainforest, where there
are no roads or cities.]
cNile This river is in Africa. [It is about 6,650 km long and is
believed to be the longest river in the world. It begins from
Lake Victoria in Uganda and ends in Egypt. The Egyptians
built the Pyramids close to the Nile because they had to bring
the huge stones down the river from Aswan. About half of
Egypt’s population live in the Nile Delta region.]
dVolga This river is in Russia. [It is about 3,700 km long,
the longest river in Europe. It begins in hills between St
Petersburg and Moscow and flows into the Caspian Sea.
About half of Russia’s biggest cities are on or near the Volga.
In some places it is so wide you cannot see the other side.
Sturgeon fish (from which we get caviar) live in the Volga.]
2
3
Ask the students to name two rivers in their country. Elicit
some information about them, for example, Where is it?
Is it a long river? Is it famous for anything? Have you
seen it?
Point out the ‘top’, ‘bottom’ and ‘side’ of something on
your desk. Ask the students to look at the diagram in
the top right corner of the Rivers text and complete the
sentences.
Answers
1 bed ​2 bank
Extension activity
Tell the students that ‘bank’ has two meanings: the side
of a river and a place you get money. Ask if they know
any other words like this, for example, ‘book’ (noun thing
you read / verb order ticket), ‘train’ (noun transport / verb
prepare for sport) and ‘park’ (noun green place / verb to
stop and leave a car somewhere for a period of time).
4
Tell the students to read the Rivers text and underline
the words 1–6 in the text and then match them with their
meaning a–f.
Answers
2 d ​3 b ​4 a ​5 c ​6 e
36
Geography
5
Ask the students to read the sentences. Give, or with
a stronger group elicit, examples of words to complete
the sentences (adverbs to go with moves, for example
quicker, stronger). The students then read the text and
complete the sentences with words from the text.
Answers
1 faster ​2 more slowly
6
Ask the students how many paragraphs there are in the
text (three). Tell them to match each paragraph to a row
of diagrams.
Check understanding of these processes in L1 if
necessary:
Subject learning
In the next stage, the students are going to draw
and write about a river in their country. Encourage a
class discussion on what they have learned so far. If
appropriate, do this in the students’ own language. Use
these questions:
Why do rivers change?
What happens when rivers flow fast?
Why are rivers important?
Also check some of the vocabulary learned in the
lesson, for example draw a river with a curve on the
board and ask what they can see (curve/meander).
Project
Ask why in c the river gets deeper (paragraph 1: sediment
from erosion is carried down the river and out to sea).
•
Ask why in a there are curves (paragraph 2: the energy
of the water erodes the river banks).
•
Ask why in b the river floods (paragraph 3: there is a lot
of rain and the land is flat).
•
Ask the students to give examples of each of the three
situations in their country, for example a river which often
floods.
Answers
•
1 c ​2 a ​3 b
7
Tell the students to look at the photographs and say
which river and country this is (the River Thames,
England). Ask them to look at the text and say how long
the Thames is (346 km). The students read the text and
answer the questions.
Fast finishers
The students use mobile devices or a book to find the
name of the longest river in the UK (the Severn) and
some facts about it, for example which region and cities
it goes through.
Answers
1 It goes east. ​2 the North Sea ​3 slowly ​4 London ​
5 It is on flat land. ​6 Because of the Thames Barrier.
Extension activity
Ask the students Why are rivers important to people/
countries? (Uses of rivers include fishing, transport,
energy and leisure.) How do they affect people’s lives?
(In the Amazon Rainforest, for example, it is the main
form of transport; the flood plains of the major rivers
such as the Nile, Yangtse, Ganges water the land,
enabling crops to be grown which feed large parts of the
population, etc.) What can we do to protect rivers and
keep them clean?
•
Tell the students that they have to make a poster
with text and pictures about a river in their country.
Put them into pairs or groups of three. The stronger
students should do/check the writing.
Remind the students of their answers to Exercise 3.
Get them to name more rivers in their country,
small local ones as well as large national ones, and
choose one. Make sure the groups choose different
rivers so that there will be some variety in the
posters.
The students should use the Thames text as a
model in terms of content and length. They will find
out information at home and do the writing and
drawing in class.
Put the posters on the classroom wall and let
the students go round the room comparing the
information.
Cooler
Get the students to solve this famous logic problem:
A farmer wants to cross a river and take with him a wolf,
a goat, and a cabbage. There is a boat that can take him
and either the wolf, the goat, or the cabbage. If the wolf
and the goat are alone on one bank, the wolf will eat the
goat. If the goat and the cabbage are alone on the bank,
the goat will eat the cabbage.
How can the farmer bring the wolf, the goat, and the
cabbage across the river?
Answers
1 The farmer takes the goat across (leaving the wolf and
cabbage behind); he returns alone.
2 The farmer takes the wolf across; he returns with the goat.
3 The farmer takes the cabbage across; he returns alone.
4 The farmer takes the goat across – everyone is together on
the other bank.
Rivers
37
5
School
Choose your topic carefully
Fast finishers
Lesson profile
Reading
Grammar
Listening
Reading
Vocabulary
Speaking
How to give a good talk
Comparative and superlative adverbs
Dylan practises his talk
Key Reading and Writing Part 3b
School and school subjects
Give a 30-second talk
Fast finishers should add two more tips, for example
Prepare your talk with PowerPoint. and Don’t get
nervous, look at the face of a friend.
Answers
1 c ​2 a ​3 f ​4 d ​5 g ​6 b ​7 e
GRAMMAR Comparative and superlative
adverbs
Warmer
Draw a 5x5 grid on the board and write a word
diagonally left–right. Ask the students to shout out words
to fill in each row horizontally. For example:
L
E
A
R
N
L
O R R
L
E M O N
P
L
A
Y
Y
S
S O R R
Y
A G A
N
I
4
When the students understand, tell them to play in
groups, one student choosing a diagonal word to begin.
Say to everyone You did that exercise quickly and then
write this on the board. Ask the students, What kind of
word is quickly? (an adverb) Does it describe what you
do or how you do it? (how) Tell the students that quickly
is a simple adverb, more quickly is a comparative adverb
and most quickly is a superlative adverb.
Ask the students to read the sentences. Draw their
attention to well and best and explain that they are
irregular forms of good: well – better – the best.
5
Ask the students to underline all the other adverbs in the
text and complete the rules.
Answers
READING
1
2
Arrange the students into groups to discuss the
questions. You could restrict the discussion to English
lessons, or extend it to cover other lessons too. Find out
if they have to give talks, and if so, how they feel about
doing this. Do they find it easy or difficult?
Pre-teach tip: A tip is useful advice, like 'always have a
good breakfast'. Arrange the students into groups. Write
some tips on the board. The students should discuss
which are useful.
Learn a new word every day.
Only speak English in lessons.
Find an English-speaking friend on Facebook.
Sing English songs in the shower.
Buy some easy readers.
Practise pronunciation in front of a mirror.
carefully – simple
more easily – comparative
clearly – simple
well – simple
the most carefully – superlative
the longest – superlative
badly – simple
the best – superlative
better – comparative
easily (x2) – simple
less quickly – comparative
more clearly – comparative
more loudly – comparative
quickly – simple
We usually use than after comparative adverbs.
We use the before superlative adverbs.
Language note: adverbs usually go after the verb and
never between a verb and object, I finished quickly but
I finished quickly the book quickly; less and least can
be used instead of more and most with the opposite
meaning, for example less quickly.
Tell the students to do the same thing for the tips about
how to give a good talk.
3
Check that the students understand what they have
to do by asking: How many headings are there? (7),
How many paragraphs? (7). What are you going to do?
(match them) Demonstrate the strategy with the first
heading, a. Ask Can you find a tip where there is a word
meaning ‘not much’? (less in tip 2)
The students do the matching exercise.
38
Unit 5
Grammar reference Student’s Book page 151
6
Tell the students that bad is irregular before they
complete the table.
Language note: some short adverbs can form the
comparative and superlative with -er and -est, for
example early, quick and slow; there is a spelling
change, y→i (easy-easily, happy-happiest).
Answer
Answers
No, he doesn’t follow all the advice.
adjective
simple
adverb
comparative
adverb
superlative adverb
bad
badly
worse (than)
the worst
Audioscript
good
well
better
the best
careful
carefully
more carefully
(than)
the most carefully
quick
quickly
more quickly
(than)
quicker (than)
the most quickly
the quickest
easy
easily
more easily
(than)
easier (than)
the most easily
the easiest
Dylan: I think homework is a bad idea. We have two hours of
homework a night. That’s too much. Er, … sorry … Oh
yes … One: I think we learn better when we do work in
class. Two: We should have time to do other things in
the evenings, like sports and music. Three: Oh, and I
think people are boring if they study all the time. So, no
more homework … er … That’s it.
Prepare for Key for Schools
Reading and Writing Part 3b
Extension activity
Task description
Ask the students to write down two things which they
should do less loudly, less badly and less often. Give
some examples, like sing in the shower, tidy my room,
forget my homework. They then compare answers.
Reading and Writing Part 3b tests students’ knowledge
of functional language. Students complete a
conversation with five spaces by choosing from a list of
eight options.
Exam tips
Alternative presentation
Students should look at what comes before and after
each space to decide what fits best.
Ask the class to repeat the alphabet A–Z. Arrange them in
pairs. One student says the alphabet as quickly as they can,
the other times them. Then they swap roles.
Next ask all the students to line up according to their
time, the slowest on the left and the quickest on the right.
Go down the line and compare the students:
Tomas said it more quickly than Ivo.
Sandra did it the most quickly.
Christina said it less quickly than Lionel.
Highlight the comparative forms on the board and ask the
students to make sentences comparing themselves, for
example, I said it more quickly than most of the class.
7
Ask the students to choose the correct forms.
Answers
1 too quickly
5 less often
2 the most quietly
3 more carefully
4 well
Corpus challenge
Answer
The weather was very good.
LISTENING AND READING
8
1.20 Ask the students Who was Gabby and Dylan’s
new friend? (Finn) How many parts are there to the
Merrydown Award? (four) What was the fi rst part?
(giving a talk) Tell them that Dylan is going to give his talk
and ask What was tip 3 in the reading text? (plan your
talk) How? (have a beginning, middle and end) Ask Does
Dylan do this? Listen and tell me.
They may need to think about grammar when looking
for the right answer.
See Exam Profile 5, Student’s Book page 129.
9
Ask the students what was good and what was bad
about Dylan's talk. Give some examples: homework is
an interesting topic; Dylan didn’t make any grammar
mistakes.
Ask the students to read the conversation and think
about what the missing lines might be. Then they try to
find a match for them. Tell them to go through it and do
the ones they find easy first, and cross them out, so they
don’t use them again, then go back and try to do the
ones they missed.
After you have checked the answers, and helped
students understand how they could have found the
answers, the students read out the conversation, taking it
in turns to be Finn and Gabby.
Answers
1 B you’re right (in reply to … wasn’t it?); started and the
beginning have a similar meaning
2 H He stopped because He forgot
3 A spoke too fast means it was hard to understand him
4 D third part refers to his ideas; after the space That’s right!
answers the question Wasn’t it something about …
5 F Finn asks for Gabby’s opinion, and It wasn’t bad
expresses an opinion; needs to improve it has a similar
meaning to lots more practice.
Play the recording.
School
39
VOCABULARY
10
The students put the words into two columns: School
words and School subjects.
Answers
School words: classroom, dictionary, diploma, paper, uniform,
fail/pass/take an exam
School subjects: art, biology, chemistry, music, physics, sport
Home schooling
Lesson profile
Reading
Vocabulary
Reading
and Writing
Pronunciation
Speaking
Home school is cool!
Expressions with take
Key Reading and Writing Part 9
Word patterns
Talk about your perfect school
SPEAKING
11
The students give their own talk. Arrange them into
groups to think of ideas. Give some extra ideas as
examples, like Everyone should study English, We can
study by internet and not come to school, Exams are a
bad idea.
Write a frame on the board to help them plan:
I want to talk about …
I think that …
There are three reasons for this.
One …
Two …
Three …
Finally, I want to say that …
The students should practise individually first, recording
themselves on a mobile device or listening to a partner.
Remind them to use the tips from Exercise 2. Then, in
groups, they listen to each talk and say if they like it.
Mixed ability
Give the weaker students simpler topics, like School
holidays are too short, and/or let them do their talk in
pairs, each person preparing and doing half the talk.
Sample answer
I want to talk about school uniform. I think that school uniform
is a good idea. There are three reasons for this. One, you don’t
need to think what to wear every day. Two, parents don’t need
to spend a lot of money on expensive clothes. Three, school
children feel like a team if they all wear the same thing. So, I will
finish by saying that school uniform is not a bad thing. We wear
a uniform in our school and it is a nice one!
Cooler
A silent conversation. Arrange the students into pairs.
Each student has a piece of paper and writes the first
line of a conversation. They then pass it to their partner.
Each partner continues the conversation with a new line
and passes the paper back. Continue until the students
have a dialogue of ten lines or give a time limit. The
students then read out the conversations to the rest of
the class.
40
Unit 5
Warmer
Tell the students to read aloud each question in About
you. Now tell them to read them again quickly, then
more quickly, then slowly, then quietly, then quickly and
quietly, then slowly and loudly. The students can also
suggest adverbs to read the questions, for example
angrily and happily.
Cultural background
Children in Britain go to school at the age of four or five.
The system is divided into primary school (4–11) and
secondary school (11–18). Most children, over 90%, go
to mixed-sex state schools where the education is free.
There is a National Curriculum which all the students
follow, with twelve compulsory subjects. Home schooling
is allowed in the UK but it is not very common.
Students will find out more about secondary schools
after Unit 6 in Culture: Secondary school in the UK.
About you
1
Elicit the names of the school subjects and ask the
students what they do in each of these subjects. For
example In biology we learn about people, animals
and flowers.
Arrange the students into pairs to answer the
questions.
Language note: the main school subjects are
English, geography, history, mathematics (maths),
science (physics, chemistry, biology), ICT, design
and technology, music, art, modern languages;
the school subject is called PE (physical education)
rather than sport.
Fast finishers
Fast finishers should add two more How many / How
much …? questions and discuss them. For example:
How much do you spend on your school lunch?
How many students walk to school?
READING
2
Possible answers
Ask them to see if they can find the answer to the
questions from Exercise 1 in the text.
Answers
1 We don’t know.
3 We don’t know.
3
A
B
C
D
E
F
Show the students the picture and say, It is Monday
morning but this boy Oliver isn’t at school. Why? Get as
many different answers as you can, for example It’s the
summer holidays, then the students should read the text
and find the real answer (he has home schooling).
6
2 It changes every week.
4 None
Answers
A3
Answers
✗
✓
✗
✗
C 6
D 5
E 2
F 1
In pairs, students make three mini-dialogues with two
meanings of take in each, for example:
‘I don’t feel well but I must take a maths test tomorrow!’
‘Take this medicine and you’ll be fine.’
He didn’t do well in tests. 2 ✓
My parents found out what I needed to learn.
His dad helped him. 5 ✗ It was boring. 6 ✓
He doesn’t mind.
READING AND WRITING
7 ✗
Prepare for Key for Schools
Reading and Writing Part 9
Ask the students to make a table comparing school and
home schooling. For example:
Task description
Reading and Writing Part 9 tests students’ ability to
write a message of 25–35 words, for example an email,
a note or a postcard. Students are given three pieces
of information which they must include as part of their
writing.
School
Home schooling
can’t choose subjects
can choose
teacher
none, maybe parents
you need to go somewhere
you can stay at home
study with other people
alone
Exam tips
exams
none
homework
none
To get a high mark, students must include the three
pieces of information that are needed.
Fun!
?
Tell students they will lose marks for writing too little
but not for writing too much. However, as they are more
likely to make mistakes the more they write, it is best not
to do this. It is not necessary to have a perfect answer to
get full marks.
Then arrange them into pairs for the discussion.
VOCABULARY
5
B 4
Extension activity
Tell the students to find the two adverbs in the text:
wasn’t doing well in tests
home schooling works best
4
Write You need to take the 9.17 train on the board and
say Which word could we say instead of take? (catch/
get) After the students match the words, read out the
examples above and get the students to replace take.
Language note: make a photo is a common mistake.
Demonstrate the task with some examples such as
Oliver started home schooling when he was eight.
(right) He stayed in bed all day. (wrong) For the wrong
answers, the students should say why they are wrong.
Fast finishers
1
3
4
8
(exams) We take exams in June.
(transport) Take the next train to Ankara.
(medicine) The doctor told me to take these tablets.
(in directions) Take the second turning/road on the left.
(photos) I took lots of photos on holiday.
(things, meaning carry) Jane always takes her umbrella/
phone with her.
Say to the students Take a pen and underline the
sentence. Then, So you can take an exam and take a
pen, anything else with take? Go through the different
uses of take on the mind map and give your own
examples before the students give theirs.
Language note: the students learned take off (a plane)
in Unit 3; the other A2 phrase with take is about time: the
exam takes 45 minutes.
7
Tell the students you are going on a school trip. Get them
to ask you questions, for example Where are we going?
In pairs, they read Oliver’s email and find out how many
questions there are and what he wants to know.
Answers
There are three questions. He wants to know … the day of the
trip; the time to meet; things to take
School
41
8
Ask the students When is the trip? (Thursday), Why do
you think they need a towel? (maybe to swim in a
mountain lake) They then discuss the questions.
SPEAKING
12
Answers
Drill some useful functional language. For example:
Let’s have a swimming pool.
Why don’t we have Chinese lessons?
Shall we study on Saturdays?
Why not sleep there?
1 yes
2 yes (it’s going to be a great day) He wasn’t asked for this
information, but it is a good way of ending the email.
3 38
4 tThursday 8.30 o’clock a lunch
9
After they read the email, the students first make notes
to answer Lucy’s questions and then turn the notes into
sentences.
Sample answer
From: Valentina
The hockey game is at the sports centre. It begins at 11.00, so
don’t be late. Bring your hockey things and a drink with you.
See you on Monday!
(29 words)
10
Write this sample answer on the board and ask which
question(s) are not answered clearly.
The question What time does it start? is not answered
clearly – no time is given.
Arrange the students into groups to discuss the
questions and make notes. Make sure that weaker
students have fewer and easier questions.
13
School in the past
The students find out about what students did at school
50 years ago.
•
•
•
Sample answer
PRONUNCIATION
11
Word patterns
1.21 Write the word university on the board and say
the word with the syllables spelled out: u-ni-ver-si-ty (5).
Say Is it univerSIty or uniVERsity? (uniVERsity, third
syllable). Mark the stress pattern on the board.
Go through the example words in the table and get the
students to identify the stress. Then play the recording.
1.22 Students should say the words in the box to
themselves before they put them in the table. Then play
the recording for them to check and repeat the words.
Answers
topic: classroom, favourite, model
audience: aeroplane, chemistry, dictionary
communicate: biology, comparative, technology
Extension activity
Put the students in teams and give the students two
minutes to add as many words to the first two categories
as they can, for example:
topic 0o: orange, window, magic, chocolate
audience 0oo: holiday, geography, history
42
Unit 5
After each talk, other students should ask questions, for
example What do the students do in the music lessons?
Project work
The students check their partners’ emails carefully.
From: me
The hockey match will be at our school. It is in the morning.
Bring some extra clothes and money with you. It will be a great
game!
Ask the students what is good and not so good about
your school. Give some examples like There is a great
gym and We only study one foreign language.
•
•
•
In groups, the students think of questions to ask.
(They could start by looking at the questions in
Exercise 1.)
They ask the questions to their grandparents or
other old people who remember.
They compare answers and see what was the same
and what was different between now and then.
They make a group report, either a poster or a
PowerPoint presentation.
They give their presentation to the class.
As a variation, the students could find out about
school in a different country by getting information
online or asking people they know who live there.
Cooler
Write these words on the board from Units 1–4. You
could also elicit them by giving definitions. The students
must mark the stressed syllable. Check, then drill them.
surname, polite, busy, desert, mountain, volcano,
dolphin, adventure, take off, receptionist, tour guide,
electricity, apartment, business, unusual
Teacher’s resources
Student’s Book
Grammar reference and practice page 151
Vocabulary list page 139
Video
School subjects
Workbook
Unit 5 pages 20–23
Go online for
• Video extra worksheet
• Corpus tasks
6
It’s very special
It belongs to a friend of mine
2
Arrange the students into pairs and get them to answer the
questions and describe their object using the adjectives.
Give your own example first (see sample answer) as a
model.
Lesson profile
Vocabulary
Listening
Grammar
Pronunciation
Speaking
Writing
Materials and adjectives
Key Listening Part 2
Possession – determiners and
pronouns
Weak forms: a and of
Describe your family’s belongings
Write about your family’s belongings
Mixed ability
Pre-teach some useful phrases for describing things: It
is (colour / size / shape), It is made of (material), It looks
(nice, etc.), It’s got (a picture of a horse, etc.).
Warmer
Sample answer
Say a word or phrase. The students ask you questions
for which this could be the answer. For example:
I’ve got some leather shoes. I bought them on holiday in
Portugal. These are my favourite shoes because they look
great. They are brown and light and really cool!
Teacher:
Student A:
Student B:
Seven o’clock.
What time did you get up?
When does the match start?
Teacher:
Student A:
Student B:
I’m not sure.
Can you come to the party?
What does this word mean?
LISTENING
Prepare for Key for Schools
Demonstrate with the whole class and then the students
can play in groups.
Listening Part 2
Task description
In Listening Part 2, students listen to two people talking
and they have to match two lists of items, for example
people and their hobbies, or days of the week with
activities.
VOCABULARY
1
Elicit some of the adjectives in the box, for example
the opposite of hard (soft).
Put some objects on the desk and give the students one
minute to look at them. Then cover them up and see how
many they can remember. Make them say the material
and object, for example, a plastic ruler.
Exam tips
Tell the students that there are five questions plus an
example, and eight possible answers, so there are two
answers they don’t need to use. They may hear two or
more words from the list of answers for each question,
but only one will be correct. They must listen for the
meaning to choose the right one.
In the matching task, see how many different answers
the students can find.
Language note: jumper is a synonym with sweater;
we often say woollen jumper.
See Exam Profile 4, Student’s Book page 127.
Fast finishers
The students add one more object for each material, for
example glass window, gold tooth, leather armchair.
Answers
bottle
bowl
cup
envelope
jumper
necklace
ring
shoes
glass / plastic
glass / gold / plastic / silver / wooden
glass / gold / plastic / silver / paper
paper
wool
gold / silver / plastic / glass
gold / silver / plastic
leather / plastic / wooden (from Holland!)
3
1.23 Ask some questions about family vocabulary,
for example, Who is your mother’s brother? (uncle),
Your father’s mother? (grandmother/grandma), Your
dad’s sister? (aunt), The daughter of your mum’s sister?
(cousin) For weaker students, explain this properly by
drawing a family tree on the board.
Go through the example and question 1 (scarf) together.
Play the first part of the recording to It’s nice, isn’t it? The
clock belongs to Carmen’s grandad, so the answer is E
grandfather. Then the students match scarf to A aunt.
Play the rest of the recording a first time. Let students
compare their answers with a partner before you play it
for the second time, for them to check that they have got
the right answers and to listen for any they missed the
first time.
It’s very special
43
Before you go through the answers with them, ask Which
two people have no things? (cousin, mother)
1.24
Answers
1 A ​2 H ​
3 B ​4 D ​5 F
Audioscript
Carmen: So, I’m looking for a small wooden clock. It belongs
to my granddad and he says I can paint it. I think it’s
in this box.
Murat:
Let’s have a look. Oh, here’s a pretty wool scarf. Is
that your grandma’s?
Carmen: Actually, it’s my aunt’s. It’s nice, isn’t it?
Murat:
It’s beautiful! And this old hat’s cool! Is it your
mother’s?
Carmen: That was a present from my mum to my uncle. He
never liked it!
Murat:
Ah, … look, a toy bear! It’s really soft! Is this your
baby cousin’s?
Carmen: That’s my brother’s. My dad gave it to him when he
was little.
Murat:
Oh and look at this painting!
Carmen: Let me see. Oh, I painted that for my dad when I
was about eight. I don’t know why it’s here.
Murat:
It’s lovely! ... And what’s this? Oh, it’s a wool jacket!
Is it yours?
Carmen: That thing? That’s not mine! I think it was my aunt’s
and she gave it to my grandma.
Murat:
Well, the box is empty now. The clock isn’t here.
Carmen: Oh no!
(sound of cuckoo clock)
Murat:
… Carmen?
Carmen: Yes?
Murat:
What’s that on the wall?
Carmen: It’s the clock! Thanks, Murat!
4
See if the students can remember what the adjectives
describe, then play the recording again. Remind them
that adjectives can come before the noun (wooden
clock) or after it (the clock is wooden). Give the weaker
students a copy of the recording script to help them.
Answers
1 lovely painting ​2 old hat ​3 pretty scarf ​4 small clock ​
5 soft bear
Get talking!
See Student’s Book page 131.
Answers
1 ​1 B ​2 A ​3 C
2 Grand Café 2 Mix and Match 3
Oranges and Lemons 3 Quick Bite 1 Star Café 1
American Café 2
3 1 Shall we ​2 Why don’t we ​3 I think it’s ​
4 Let’s have ​5 That’s not ​6 Actually, it ​7 Why not
​8 I don’t know why
44
Unit 6
Audioscript
Conversation 1
Tessa: Hi, Olivia.
Olivia: Hi, Tessa.
Tessa: I’m calling about the cinema this evening. Shall
we meet for a coffee first?
Olivia: Great idea. Why don’t we meet at the Star Café?
It’s near the cinema.
Tessa: Um … I think it’s a bit expensive for us!
Olivia: OK. Let’s meet at the Quick Bite in the cinema.
We can have a drink there before we go in.
Tessa: Sure. See you later.
Conversation 2
Tom: This cafe looks good, doesn’t it, Jack?
Jack: Let’s have a look at the menu outside.
Tom: Good idea.
Jack: Hey, Tom, look at the name at the top of the menu
– American Café. That’s not right!
Tom: Actually, it is the right name! What did you think it
was called?
Jack: I thought it was the Grand Café. Oh well, let’s
go in. I’m hungry.
Conversation 3
Harry: Hey, Paula. Are you going to catch your train?
Paula: Oh hi, Harry. Yes, it leaves in ten minutes. There’s
another in forty minutes.
Harry: Why not catch the train in forty minutes? My train
goes then too. We could have a drink first.
Paula: OK. Do you mean at Oranges and Lemons, the
new juice bar near the station?
Harry: No, I was thinking of Mix and Match.
Paula: Fine with me. I don’t know why it’s called that,
do you?
Harry: No, it’s a strange name. But I like it!
GRAMMAR Possession
5
Ask the students if they have any pets and write a
selection on the board with their owners, for example:
Mario – fish, Alessandra – 2 cats
Ask the students questions, for example Who’s got a
fish? (Mario) and write up the possessive forms, for
example It’s Mario’s fish.
Ask the students to look at the cartoons and for each
one ask, Is there one or more than one boy? The
students match them, then ask, So if there is only one
person, what do we write? [ask one student to write on
the board] brother’s. If there is more than one person … ?
[ask one student to write on the board] brothers’.
Language note: there is no difference in pronunciation
between the two forms; with irregular plurals the form is
’s, children’s book, women’s football.
Answers
a 2 s’ because there is more than one brother
b 1 ’s because there is one brother
6
Take a pen from someone in the class and ask Julio, is
this my pen or yours? Elicit the reply It’s not your pen, it’s
mine. Write the question and answer on the board and
say that my and your are determiners – they go before
nouns, and yours and mine are pronouns – they are
instead of nouns. The students complete the table.
PRONUNCIATION Weak forms: a and of
9
1.25 Tell the students to listen and notice how
the words a and of have the sounds /ə/ and /əv/.
They sound weaker than the other words.
Play the recording again. The students repeat, clapping
on the ‘strong’ words.
Answers
Language note: weak forms are grammar words like
articles, prepositions and auxiliaries.
yours, his, hers, ours, theirs
Grammar reference Student’s Book page 152
Extension activity
Extension activity
Get the students to add three more sentences with the
same rhythm and structure. For example:
Mike’s a friend of ours. That’s a dream of mine.
The girls are fans of theirs.
Ask the students to close their eyes. Describe something
on their desk or something they are wearing and ask who
it belongs to. The students reply. For example:
Teacher:
Student A:
7
I can see a blue jacket. Is it Silvia’s?
No, it’s not hers, it’s Michaela’s.
Ask the students to describe the pictures and say what
the difference is. (The person with a football has a lot of
friends in picture a but only one friend in picture b.) The
students match the pictures and sentences.
SPEAKING
About you
10
Answers
a 1
b 2
Alternative presentation
Write this recipe for a magic drink on the board:
A cup of horse’s milk
Six birds’ eggs
The hair of a friend of mine
A crocodile’s skin
Two sleepers’ dreams
Two things of yours
Ask the students what they think this drink can do, for
example, drink it and you can fly. Then analyse the
possessive forms. For free practice, the students make their
own magic drinks. Finally, they do Exercises 6–8.
8
Demonstrate on the board with an example:
, it doesn’t belong to them. (theirs)
It’s not
The students complete the sentences.
Answers
1 her ​2 my ​3 ours ​4 him ​5 Their ​6 your; mine
Corpus challenge
Answer
Sentence 2 (after a preposition you need a noun or
pronoun)
Give some examples of things your family has and
ask the class who they belong to:
Teacher:
A box of paints.
Student B: Is it your daughter’s?
Teacher:
No, it’s my wife’s. She likes painting.
In pairs, students choose and describe three things.
11
Arrange the students into groups of four, with different
people, to talk about their family’s things.
WRITING
12
Tell the students that the paragraph should include:
– what the thing is
– where it is from
– who it belongs to
– why you (don’t) like it
– what it looks like
Sample answer
My dad’s got an old football shirt. It is black and white and has
the word ‘Juventus’ on it. Dad bought it when he was on holiday
in Italy a long time ago. He loves it. I don’t like it much because I
am a big fan of Roma!
Cooler
Tell the students, I am something or somebody. You
ask me questions to see what or who I am. I can only
answer ‘yes’ or ‘no’.
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Are you alive?
No.
Can we see you in this room?
Yes.
Are you made of metal?
Yes.
Can we speak with you?
Yes.
Are you a phone?
Yes!
When the students understand, they play in pairs.
It’s very special
45
I found some amazing silver jewellery!
Lesson profile
Reading
Speaking
Writing
Treasure – The Staffordshire Hoard (Key
Reading and Writing Part 4)
Talk about treasure in a museum you
know
Describe some treasure you found;
adjective order
3
Ask the students Which treasure looks the best? Teach
hoard (a lot of treasure which is in a secret place). Tell the
students to read the text and find out what Terry found.
Answer
d – hundreds of pieces of wonderful old treasure
Prepare for Key for Schools
Reading and Writing Part 4
Task description
In Reading and Writing Part 4, students are tested on
their ability to understand the main ideas and some
details of longer texts. Students read one long text and
answer seven three-option multiple-choice questions
or seven Right / Wrong / Doesn’t say questions, or they
read three short texts and answer seven three-option
multiple-choice questions.
Warmer
Start a shopping story. In turn the students must
continue the story with an adjective and noun.
I went to the shop and bought some red apples.
I went to the shop and bought some red apples and a
silver ring.
I went to the shop and bought some red apples, a silver
ring and a wooden table.
Exam tips
Before students answer the questions, they should
read the whole text to get an idea of the topic and
general meaning. Tell them to look at each question and
consider all the options carefully before they choose
their answer. The questions are in the same order as the
information in the text.
When the students understand, arrange them in groups
of about eight to do the same. When they get it wrong or
can’t remember, they are out of the game.
READING
1
Books closed, say to the students You fi nd an old box
with rings and necklaces in a fi eld. Treasure! They cost
about 4 million euros today. What do you think – where
is the treasure from? Get some ideas, for example
Someone stole it a long time ago and forgot about it.
Then ask What are you going to do with the treasure?
(Give it to the police.)
Books open, arrange the students into groups to look at
the pictures and discuss the questions.
Possible answers
•
•
•
•
ordinary people, archaeologists
in old ships under the water, in fields, in old buildings
pirates, people who wanted to keep it safe or keep it secret
The students may know stories of treasure that has been
discovered locally, or famous news stories. They might
mention the following books: Harry Potter, The Count of
Monte Cristo, Desert Island.
About you
2
Books closed. If you are able, show the students a
virtual tour of a famous museum like the Egyptian
Museum in Cairo. Ask the students What museums
do you know? What do they have inside?
Books open, arrange the students in pairs to discuss
the questions.
See Exam Profile 2, Student’s Book page 122.
4
The students read and answer the questions. They
should underline where in the text they found the answer.
Fast finishers
Fast finishers think of more things that Terry could buy
with his money, for example a sports car.
Answers
0
1
2
3
A
B
A
C
4
5
6
7
A
C
A
A
(he looked for eighteen years)
(not far from his house)
(Fred and Terry couldn’t keep this national treasure)
(They shared more than three million pounds; with his half
of the money)
(all from the 7th or 8th centuries)
(amazing)
(travelling exhibitions take pieces of the treasure)
(gives talks about how he found the treasure)
Extension activity
The students imagine Terry is giving a talk at their
school and write three questions to ask him. For
example:
Why did you tell the farmer about the treasure?
Do you still look for treasure?
Is it boring to answer the same questions?
In pairs, they ask and answer the questions.
46
Unit 6
WRITING
Extension activity
Prepare to write
GET READY Ask the students to read the museum
leaflet and say what two things you should send to the
museum (an email, a photo). Ask What do you have to
tell the museum? (what the object looks like; where you
found it)
The students then read Ben’s email and say what he
found (a box with lots of coins).
Ask Why do we say ‘big wooden box’ but not ‘wooden
big box’? and explain that there is an order of adjectives
before a noun. Put the categories up on the board and
give an example of each (see Answers).
Tell the students to find the pairs of adjectives from
Ben’s email, the Staffordshire Hoard text and the title of
the spread and put them in the chart.
Answers
opinion
size
shape
age
colour
material
big
wooden
little
gold
square
green
beautiful
gold
amazing
wonderful
The students imagine that they are the director of the
museum, read all the emails and decide which object to
put in an exhibition.
Project
A visit to a museum
• Ask the students to go to a local museum and make
a list of six museum pieces which they see and
like. Alternatively they could look at collections from
famous museums on the internet, for example the
British Museum, the Victoria and Albert Museum
(London), the Hermitage (St Petersburg), the
Museum of the Americas (Madrid).
• At home they should describe the objects and say
why they are interesting, using the work they have
done in ‘Prepare to write’ to guide them.
• In class, the students work in groups to combine
their descriptions into a museum exhibition guide.
• A variation would be to arrange a class trip to a
museum and get the students to be museum guides.
They could also role play this in class, one student
being a guide and the others visitors.
silver
old
PLAN Divide the board into two sections, What and
Where. Ask the students to shout out ideas and write
them on the board, for example painting, music box,
money / at home, in the garden. For each object, ask
the students to give two adjectives in the right order,
for example wonderful old painting. Tell the students
to choose one object and one place from the board for
their email.
WRITE The students draw the picture of their object first,
as this will help them describe it. They could use a real
photo if they are doing this as homework.
IMPROVE Write this sample answer on the board and
ask the students to find mistakes in the grammar done
in this unit.
Hello!
I’ve got a new interesting object for you. It’s a paper
1966 poster of The Beatles, an old fantastic pop
group. It’s from mine uncles’ house and I found it in her
bedroom.
Ben
Corrected version
Hello!
I’ve got an interesting new object for you. It’s a 1966
paper poster of The Beatles, a fantastic old pop group.
It’s from my uncle’s house and I found it in his bedroom.
Ben
The students then check each other’s work.
Cooler
Read out a list of adjectives and one noun. The students
put the adjectives in the right order and draw a picture of
it. For example:
wooden house old frightening tiny → frightening tiny old
wooden house
cheese and tomato delicious pizza round → delicious
round cheese and tomato pizza
green thing little strange plastic → strange little green
plastic thing
If you have space, arrange the students into groups
of seven (some the students can have two words if
the number is smaller). Give six students an adjective
from the six different categories, for example triangular
interesting new paper large blue and give the seventh
student a noun, for example hat. The students must line
up in the correct order (interesting large triangular new
blue paper hat).
Teacher’s resources
Student’s Book
Grammar reference and practice page 152
Vocabulary list page 140
Workbook
Unit 6 pages 24–27
Go online for
• Progress test
• Corpus tasks
It’s very special
47
Culture
Secondary school in the UK
Learning objectives
•
•
The students learn about the secondary school
system in England and Wales and compare it with
the one in their own country.
In the project stage, the students make a webpage
about their own school.
Useful vocabulary
A level ​
AS level ​comprehensive (school) ​GCSE ​
secondary school ​
subject ​term
Answers
1 Sixth form
2 GCSEs (General Certificate of Secondary Education)
3 A levels ​4 September ​5 two ​6 July ​7 six
Extension activity
Ask How many A levels do students take? (three)
Tell the students to read the page again and answer
these questions:
What is a comprehensive school?
What subjects are compulsory (= you must do them)
at GCSE?
What do a lot of students do after A levels?
Warmer
Write these anagrams of school subjects on the board.
Do the first one as an example and then see which
student can find the rest first.
ismuc – music
loigybo (biology) ythoisr (history) hglesni (English)
aoghregyp (geography) tyechismr (chemistry)
semaatthicm (mathematics)
Answers
1 A comprehensive school takes children of all abilities.
2 English, maths and science are compulsory subjects.
3 A lot of students go to university after A levels.
3
Put the students into groups to discuss this and write a
sentence about each difference. See which group can
find the most differences / write the most sentences.
Encourage the students to use the information in the
chart about British schools as a guide.
Cultural background
The education system in England and Wales is divided
into pre-school (ages 3–4), primary education (ages
4–11), secondary education (ages 11–16), sixth form
(16–18) and tertiary education (ages 18+). Over 90% of
pupils go to state schools, where the education is free,
and they follow a national curriculum which standardises
subjects, syllabuses and assessment. Confusingly, old
and prestigious independent schools like Eton are called
public schools, although they are not in the state system.
1
Ask the students What is the name of the school
teenagers go to in Britain? (secondary school)
Do children go to school on Saturdays? (in state schools
– no; in some private schools – yes) Do they have lunch
at school? (usually) Do boys and girls study together?
(in state schools – yes)
Arrange the students into pairs to discuss what else
they know about secondary schools in Britain. They then
check with the webpage.
2
Ask How many breaks do the students have in a day?
(two)
The students read the page again and complete the
chart. Make sure they know what kind of information they
are looking for, for example 4 will be a month of the year.
48
C
 ulture
Ask the students about things which are similar and
different in schools in their country.
4
Ask the students what sort of information their school
has on their website.
Then tell the students to look at the text and ask What’s
the name of this school? (Woodedge) Is it a private
school? (No, it’s a comprehensive school.)
Tell the students to read the information and answer the
questions.
Answers
1 18 ​2 to the National Theatre ​3 four ​4 trainers ​5 no ​
6 Because they give £1 to charity so they don’t have to wear
their uniform, and they can bring extra money because there
will be things to buy.
Extension activity
Get the students to draw, label and describe a school
uniform. It could include fun things, for example, a belt
with a water bottle for hot days, different colour ties/
skirts to show which are the best pupils, running shoes
so pupils can get to class quickly.
5
1.26 Books closed, tell the students they are going
to listen to a student from the school, Aleesha. Ask what
questions they would like to ask her, for example, What
year are you in? What’s your favourite subject? The
students check if their questions are the same as in the
book.
Play the recording for the students to answer the
questions.
Audioscript
My school, Woodedge, is a comprehensive with 1,200 pupils.
It’s a multi-cultural, multi-ethnic school in London. That means
we have people from lots of different backgrounds in our school.
For example, I’m Asian, but in my class there are people
who are Afro-Caribbean, East European, African, and lots
more. It’s great because we learn about each other’s cultures,
festivals and languages – it’s really interesting.
Extension activity
Have an open class discussion on these topics:
What is the best age for children to start school?
What subjects could be added to / taken away from the
school programme?
Will children in the future still need to go to school or will
they study at home?
Project
•
•
My school day begins at 8.35 and ends at 3 o’clock. We have
six lessons a day. We also have PDT every day – that’s
personal development time. We often talk about what’s in the
news. We sometimes also talk about money – how to open a
bank account and that sort of thing.
We have a break in the morning and a break at lunchtime.
I eat in the school café every day. The food’s quite nice. There’s
always a hot meal, like beef curry or roast chicken, or you can
buy sandwiches. Our parents put money Into a school account
online for us and then we pay for our lunch with a card.
After school, we have lots of different clubs to choose from.
This term I’m doing singing and badminton. Last term I did table
tennis and drama club. They’re good fun and we don’t have to
pay for them.
We’ve got Charity Day next Friday. It’s always really good fun.
We’re all making things to bring to school and sell. I’m making
cakes and my friend’s making biscuits. I hope we sell a lot and
make lots of money for Save the Children!
•
Tell the students that they have to make a new
school webpage. Ask them who it is useful for
(parents, new students, etc.) and what kind of
information/pictures it could contain.
Arrange the students into groups. They could do
this project in class or do it as homework, collecting
information individually, then putting it together and
checking it in class. The students should use the
Woodedge website as a model and include some
pictures and artwork. (They may need to take some
photos for this and they could even make a short
video.) They could look at school websites online to
get some extra ideas. The students could make their
website as a real webpage or turn it into a poster.
In class, students should present and compare
their websites. Decide which website has got the
best content and which one has got the nicest
presentation.
Cooler
The students think of five crazy activities for an
alternative school sports day. Give some ideas like
underwater badminton and hotdog eating (speed and
quantity).
Answers
1 1,200 ​2 She is Asian. ​3 3.00 pm ​
4 what’s in the news; money ​5 hot food and sandwiches ​
6 She has a card. (Her parents put money into an online
account which she accesses with the card.) ​
7 singing and badminton ​8 cakes
Extension activity
The students work in pairs. One student asks the
questions and the other answers them as Aleesha.
The students could add two more questions which
‘Aleesha’ will answer using her imagination.
6
Arrange the students into pairs. Tell them to go through
the categories and compare their school with Woodedge.
They should discuss which things are better in their
school and which are better in Woodedge.
Secondary school in the UK
49
7
Travel and holidays
We’re climbing next week
Answers
Lesson profile
Audioscript
Vocabulary
Listening
Grammar
Speaking
Pronunciation
Listening
Holiday activities; expressions with
get
Holiday plans
Present continuous for future
Make plans for an adventure week
Words that sound similar
Key Listening Part 5
Warmer
Revise the travel vocabulary from Unit 3 with this quiz.
1
2
3
4
5
6
7
8
a journey in a plane (flight)
transport which goes under a city (underground)
This is what you are doing when you look at the
interesting things in a town. (going sightseeing)
You put your holiday clothes in this. (suitcase)
an exciting, maybe a bit dangerous, experience
(adventure)
someone who stays in a hotel (guest)
This helps you find where to go. (map)
a person who travels on a train or bus (passenger)
VOCABULARY AND LISTENING
1
Write these holidays on the board: a trip to Sydney
a beach holiday in Spain a holiday in the Alps
Ask the students which one is an adventure holiday (the
Alps) and which one they would prefer.
In pairs they discuss the two questions. Get some ideas
and see if any of them are in the pictures.
Ask the students to match the pictures to the words and
then drill the words with the verb go (go climbing, etc.)
Answers
a mountain biking b zip wiring
c hiking d climbing
Extension activity
Remind the students that the b in climbing is silent, as
they learned in Unit 3. Ask them to write down five more
words with silent letters. They can check on page 21:
(b(u)ild, fli(gh)t, (k)new, (k)nife, lis(t)en, sc(h)ool, (w)rite).
2
1.27 Check that the students understand the
instructions by asking: Do you number the photos in the
order Tara and Dan say them or do them? (say) Play the
recording.
1 mountain biking ​2 hiking ​3 zip wiring ​4 climbing
Tara: Hello?
Dan: Hi. Is that Tara?
Tara: Oh hi, Dan. How’s it going? Guess what! I’m going on an
adventure holiday next week.
Dan: Me too!
Tara: Oh! Mine’s called International Adventure Week and it’s
in the Pyrenees. It’s from 30th March to 7th April.
Dan: I’m going on the same one! Cool! How are you getting to
the airport?
Tara: Mum’s taking me there in the car. Hey, why don’t we give
you a lift?
Dan: Thanks, but Dad and I are going by bus. He wants to
meet the people from the company before we go.
Tara: Can you remember all the things we’re doing next week?
Dan: No, but I’ve got some information here from the website.
Um … Hang on …
Tara: Great. So when are we going mountain biking? That’s
my favourite!
Dan: That’s on the 3rd April, … so that’s Thursday. It says
we’re following bike paths through the mountains and
we’re crossing rivers too!
Tara: Excellent! What about the other days?
Dan: Let me see. We’re going hiking on Monday. We have to
get up really early because we’re getting on a bus at five
o’clock in the morning! It’s taking us to somewhere in the
mountains and then we have to get back to the activity
centre alone. I hope we don’t get lost!
Tara: And when are we doing zip wiring?
Dan: On Wednesday. That looks amazing! It’s so high!
Tara: And fast! When’s the climbing?
Dan: That’s on Tuesday. But we’re not climbing in the
mountains. There’s a climbing wall in the centre. And then
there’s a barbecue and the party on Friday.
Tara: Oh yes, I remember. Everyone’s doing something from
their country – cooking food, playing music, things like
that.
Dan: But you’re terrible at cooking!
Tara: Yes, I know! I’m not cooking. I’m taking my guitar so I can
play and sing.
Dan: Good idea!
Tara: OK, I guess I’ll see you at the airport next week!
Dan: OK, Tara. Bye.
3
1.27 Play the recording again and tell the students
to fill in the plan. Remind them that they will not hear the
days of the week in order.
Ask some general comprehension questions after
the students fill in the plan, for example, Where is the
holiday? (In the Pyrenees, France/Spain) Who is taking a
musical instrument? (Tara, a guitar)
Mixed ability
For weaker students, stop the recording after each activity
and prompt them: What is that activity? When is it?
50
Unit 7
THAYTRO.NET
Answers
Monday: hiking
Tuesday: climbing
Wednesday: zip wiring
4
Answers
Thursday: mountain biking
Friday: barbecue and party
When are you coming?
Are you bringing anything?
Grammar reference Student’s Book page 153
Ask a student, What time did you get up today? and
check they understand what get up means.
Answers
1 getting to ​2 get back ​3 getting on ​4 getting up
​ get lost
5
SPEAKING
7
Show some YouTube clips of exciting places for
adventure holidays in your country and abroad, e.g.
Kamchatka (a mountainous region in Russia) and Krabi
(a resort for climbing and water sports in Thailand). Ask
the students what activities they could do in each place.
For example, hiking and climbing in Kamchatka.
Extension activity
Write these questions on the board for discussion.
Can you get up at 5.30 in the morning?
When was the last time you got lost?
Think of three unusual ways to get to school.
Are your parents angry if you get home late?
5
Ask the students to give a grade to each of the activities
from 1–5; 1 = very boring, 5 = very interesting.
Sample answer
Dientes de Navarino (Chile)
morning
afternoon
In pairs, they then compare grades. Demonstrate in front
of the class with one of the stronger students.
Monday
arrive
horse-riding
Tuesday
climbing
hiking
Teacher: Gina, what do you think about zip wiring?
Student: I gave it 4. It’s interesting but maybe
dangerous! Do you agree?
Wednesday
bike tour
bike tour
Thursday
excursion
excursion
Friday
swimming
leave
GRAMMAR Present continuous for future
6
Arrange the students into pairs. They should choose a
place and write a schedule with at least five different
activities – at least one per day.
8
Ask Are Dan and Tara talking about the past, present or
future? (future). Are they making plans or just thinking
what to do? (making plans)
Teacher: Diego, what are you doing on Monday?
Student: Monday morning, we’re flying to Santiago.
Ask the students to do the analysis task.
Language note: the present continuous for the future is
used for definite arrangements which are going to happen
in the foreseeable future. If it is a long-term plan, we use
the be going to future form: One day I am living am going
to live in a castle. At this level it is too early to teach the
students the difference between the two future forms.
Answers
1 We use to be and the main verb plus ‘ing’ to make the
present continuous.
2 To make questions in the present continuous the subject and
to be change places.
3 We can use the present continuous to talk about now and
the future.
4 The three example sentences are about the future.
Corpus challenge
Books closed, write these two questions on the board
and ask the students what the difference is.
What time do you get up? (everyday routine)
What time are you getting up? (a plan for one time in
the future)
Books open, ask the students to correct the questions.
The students should compare their adventure weeks in
groups. Demonstrate and make sure that questions and
answers are in the present continuous future:
The group then make a new schedule, combining the
best activities.
To make the class presentation interactive, the students
could ask each group questions about what they are
doing on each day.
9
Books closed, ask the students what the date is, write
it on the board and drill the pronunciation. Ask them to
say all the months of the year in order and then ordinal
numbers 1st–31st.
Books open, arrange them into pairs to say the dates.
Then you write down four dates which are important
to you, for example 15 March, 22 May, 30 June,
1 September. The students must pronounce the dates
and guess why they are important (my birthday, Cup
Final day, start of summer holiday, first day back at
school).
The students do the same in pairs.
Language note: we can say the seventeenth of August or
August the seventeenth.
Answers
the seventeenth of August
the third of February
the twenty-first of November
Travel and holidays
51
12
Extension activity
Get the students to line up according to their birthday,
the earliest to the left and the latest to the right. To do
this, they need to ask everyone When’s your birthday?
PRONUNCIATION
10
Words that sound
similar
Books closed, write the words on the board as minimal
pairs in two columns, 1 and 2.
1
2
cat
cut
her
hurt
were
work
head
had
ear
here
ran
rang
thin
thing
part
party
Audioscript
1.28 Explain the game and play the recording. Then
repeat the game, choosing words yourself.
When the students understand the idea, they can play
themselves in groups, one person (the winner of the last
game) reading out the words.
Audioscript
here
her
thing
cat
rang
head
ear
part
hurt
thin
were
work
cut
LISTENING
Prepare for Key for Schools
Hello, everyone. I want tell you about a new adventure holiday
for this summer. It’s called Across the Water and it’s going to be
really great! The holiday is from 28th July for a week. Yes, most
holidays are in August but ours is in July and August.
I think you’re really going to like it because the group isn’t too
big. We have four rooms, so there is space for 16 students.
Last year’s adventure holiday was beside the sea and everyone
liked it. This year it’s near a river. We’re white-water rafting,
fishing and even spending a few nights on a boat.
This holiday is £345 for the week and you don’t have to pay
any more. It’s even cheaper than last year, when the price was
£375!
Are you interested? Then tell your parents about the holiday
and get them to call me on 05371 255946. See you there!
Extension activity
Arrange the students into pairs. One student is Peter,
the person on the recording. The other is a mum or
dad. The mum or dad should phone Peter and ask for
information about the holiday. For example What do they
have to bring? When the students have finished, they
change roles.
Cooler
Task description
Read out this list of words. The students must write
the opposite, for example big – small. There may be
alternative answers.
In Listening Part 5, students listen to someone speaking
and write down one or two words or numbers to
complete a set of notes.
black (white), summer (winter), fi rst (last), go to bed
(get up), win (lose), interesting (boring), remember
(forget), fat (thin), play (work), get to (get back)
Exam tips
The students then make their own list and play in pairs.
Tell students that they have time to read the notes before
they listen. They should think carefully about what the
missing word might be, for example is it a time, a place,
an amount of money? Students should write numbers as
numbers, not words, so they don’t make a mistake with
spelling. They should write something, even if they are not
sure.
Next, or instead, put them into pairs and give them a list
of words (including some from this unit) and tell them
they have one minute to tell a story using as many of
the words as possible. Then ask for volunteers to tell
their story while the rest of the class listen. The pair who
use the most words in a minute (the story must make
sense!) wins.
Listening Part 5
See Exam Profile 5, Student’s Book page 129.
52
Play the recording. Then the students listen a second time
to check their answers and try to get any they missed.
1 28th July 2 16 3 river 4 £345 5 05371 255946
Books open, they read the words in the box aloud.
party
had
ran
Start date: 1 June
Number of student places: 10
Where: forest
Cost: 250 pounds
Answers
Say one of the words in each row. The students must say
1 or 2. Drill all the words.
11
1.29 Ask the students what kind of holiday they think
Across the Water will be and what activities there will be.
For example A beach holiday with swimming and boat
trips. Go through the prompts and ask for examples of
possible answers, for example:
Unit 7
I’d prefer to visit the Arctic
2
Lesson profile
Reading
Vocabulary
Speaking
Key Reading and Writing Part 8
Transport words and expressions
Talk about unusual holidays; plan
weekend holiday activities; make
suggestions and accept or reject ideas
Warmer
Write these times on the board: tonight
at the weekend soon next week
tomorrow
In pairs, the students must ask and answer about
what they are doing at these times, using the present
continuous future. For example:
Student A:
Student B:
What are you doing tonight?
I’m having dinner, then going to my
friend’s house. What about you?
Ask the students to think of a good name for a film about
each of the places in the photos, for example Cold Kills,
Under the World, Elephant on the Road!, Desert Danger.
Then the students read the information about the Film
Club, match the films with the photos and answer the
question.
Answers
Ice World – picture b
Sand Surfing – picture d
Tickets cost £5.00 on the door.
3
Ask the students some basic questions before they do
the exam task, for example Who writes to Tom? (Duncan)
When is the fi rst fi lm on Sunday? (10 am)
The students should read the email from Duncan to Tom
and then look at the Film Club information to enable
them to complete Tom’s notes. After they have done the
task, ask the students to compare answers with a friend
and discuss where they found the information. Weaker
students can do this in L1.
READING
Fast finishers
1
Fast finishers text each other, or write a note, what Tom
wrote to Duncan. They could also reply.
Books closed, arrange the students into pairs. They must
think of five unusual holidays. Give some examples like
sightseeing in Space, camping in your kitchen, travelling
back in time to see the Pyramids.
Arrange each two pairs into one group and get groups to
compare holidays and see which is the most unusual.
Books open, the students discuss the pictures in their
groups. Teach desert (a hot dry place where not many
things grow) and diving (swimming under water).
Then ask the students Which of these places is the best
place for a fi lm? Get some ideas, for example, The safari
because there are lots of exciting animals.
Language note: desert and dessert (sweet food after the
main meal) are often confused. The stress is on the first
syllable of desert and the second of dessert.
Prepare for Key for Schools
Reading and Writing Part 8
Task description
In Reading and Writing Part 8, students use the
information in two short texts (emails, notes, etc.) to
complete a note with five spaces. The answers will be
things like days, dates, prices, etc.
Exam tips
Tell students to read the information in the texts first to
get an understanding of the situation. There will be two
possible answers, but only one completes the notes
correctly. If students write both, they will not get the
mark.
Answers
(+ where the information is)
1 Sand Surfing (the desert fi lm)
2 Sunday (Duncan is busy in the mornings and the only
afternoon film is on Sunday)
3 3 pm (the only afternoon time)
4 £4.00 (Can you get the tickets today? – this is before the
weekend, so the if you book in advance price applies)
5 07334 95612 (Text me on …)
Extension activity
Arrange the students into pairs. One person is
Duncan, the other is Tom. Tom phones Duncan to give
information about their trip to the cinema. Then the
students change roles.
About you
4
Ask the students to rank the holidays in the order
they want to do them and think of two reasons.
For example I’d like to do the diving holiday. I love
swimming. I might fi nd some treasure! In pairs, they
discuss their ideas.
Give another example of an unusual place, for
example the Dead Sea. Ask the students for ideas
about what you can do there, for example read a
book in the water, take a photo of all the tourists.
The students write down three more unusual places.
They could use their mobile devices to find them.
They then ask their partner about the places and
what they can do there.
See Exam Profile 2, Student’s Book page 123.
Travel and holidays
53
VOCABULARY
5
9
1.30 Say to the class Let’s watch an English film this
weekend. Elicit that Let’s is used for making suggestions
and tell them to find this and the other suggestions and
responses in the text – the phrases in blue.
Books closed, see if the students can tell you this word:
Amelia Earhart flew this. (plane, Unit 3) Explain the use
of the preposition by: Amelia flew by plane. By plane
shows how she travelled.
Play the recording and ask some more comprehension
questions, for example Where’s the horse riding? (near
the beach) The students practise the conversation.
Books open, the students do the matching exercise.
Answers
Books closed, see if they can do it without the text.
1 by scooter ​2 by motorbike ​3 by underground ​
4 by helicopter ​5 by tram ​6 on foot ​7 by ship 8 by boat
We use on with foot. We don’t use articles in these phrases.
6
10
Arrange the students into pairs to plan their weekend.
They should do this in English. Tell them to try to use
the phrases in blue to make suggestions and accept /
say if they agree with them, or if they would prefer to do
something else.
Draw this table on the board for the students to copy. You
dictate the transport words and they must write them in
the right column. Then ask fast finishers if they can add
any more words to the columns (see words in italics).
Answers
7
The pairs then act out their conversation for other pairs.
Air
Land
Sea
by helicopter
by plane
by glider
by hot air balloon
by scooter
by motorbike
by underground
by tram
on foot
by bicycle
by car
by taxi
by ship
by boat
Tell the students that more than one answer is possible;
not all are in Exercise 5, e.g. by plane, by taxi.
Project
A transport survey
Arrange the students into groups. They will make a
transport survey about themselves and their friends and
family. They must find out how often each person travels
by the different kinds of transport in Exercise 5 and why.
Tell them also to add by plane and by car.
•
•
•
Possible answers
1 on foot; by taxi
2 by boat/ship; by plane
3 by underground; by scooter
Extension activity
Ask each student to rank each kind of transport
according to their cost (cheap ➝ expensive), then
their comfort (very hard ➝ luxury). They then compare
answers with a partner.
SPEAKING
8
Ask the students some basic comprehension questions
about the programme, for example How do you go round
the island? When is the goodbye party?
Ask the students what they are doing on Saturday and
Sunday morning. They compare their weekend with
Laura and her father’s.
Mixed ability
•
The students prepare a questionnaire.
They give the questionnaire to people they know.
They put the results together to make a presentation
with numbers, graphs and reasons. For example
75% of teenagers go to school by bus every day.
This is because most of them live quite far away.
They could do the presentation with PowerPoint
or make a poster. The other groups listen and ask
questions about the presentation, for example Why
don’t they go to school by bike?
Cooler
Ask the class to solve this puzzle:
A man is travelling by car through the town Darksville.
The car lights are off and there are no lights on in the
town. A small girl is going by bicycle. The bicycle has no
lights. She rides in front of the car. The car stops in time.
The girl is fine! How does the man stop the car in time?
(Answer – it is day time.)
Teacher’s resources
Stronger classes can listen before reading and see if
they can get the answer.
Student’s Book
Grammar reference and practice page 153
Vocabulary list page 140
Answer
Workbook
Unit 7 pages 28–31
He is going sightseeing with Laura’s mum.
Go online for
• Corpus tasks
54
Unit 7
8
Life in the future
Will homes change in 20 years?
Lesson profile
Vocabulary
Listening
Vocabulary
Grammar
Pronunciation
Speaking
In the home
Homes of the future
Key Reading and Writing Part 6
Future with will
will and won’t
Discuss predictions about the future
Warmer
Board crossword. Write international in large widely
spaced letters horizontally on the board. Ask one
student to come up and write a word vertically using one
of the letters. For example:
Answers
1
2
3
4
5
6
washing machine – kitchen – electricity – not furniture
fridge – kitchen – electricity – not furniture
sink – kitchen / bathroom – no electricity – not furniture
lamp – living room / bedroom – electricity – not furniture
sofa – living room – no electricity – furniture
chair – living room / kitchen / bedroom – no electricity –
furniture
7 cupboard – every room – no electricity – furniture
Extension activity
Give the students two minutes to write down by
themselves as many words as they can connected with
the home, for example bath, hall, pillow.
In groups, they then give a definition of a word for the
other students to guess, for example You open and
close it. (door)
t
r
i
n
t
e
r
n
a
t
i
o
n
a
l
2
n
s
p
o
The students mark each activity A or B, then compare
with a partner.
r
t
Ask another student to add another word horizontally
using one of the letters. Continue adding words
horizontally and vertically until the board is a giant
crossword. Then rub out all the words and see if the
students can remember them.
VOCABULARY
1
Books closed, say to the students, Close your eyes and
listen. Come to my house. Open the front door. You are
in the living room. On the left are two chairs and a table.
There is a lamp on the table and a computer. On the
other side of the room is a TV. There is a bookcase near
the TV. Next to the bookcase is a cupboard with three
drawers. Now go back, close the door, open your eyes
and draw what you saw.
The students draw and, books open, see how many of
the objects are in the pictures in their book (lamp, chair,
cupboard).
They match the pictures and answer the questions.
Fast finishers
Demonstrate by asking the students How do you cook
a pizza? Using your hands or using technology? (using
technology) Which technology? (you put it in the oven)
How do you eat a pizza? (using your hands) Pre-teach
(light) switch and remote control by showing them in the
classroom.
Fast finishers
The students write down three more things in the home
that people do using technology. Examples: make tea,
turn off the radio, clean the carpet.
Answers
open your front door – A
turn on the lights – B (using a light switch)
turn off the TV – B (using the switch or remote control)
close the windows – A
turn on the computer – B (using the switch)
close the garage door – A/B (using my hands or a remote
control)
lock the car – A/B (using my hands or a remote control)
LISTENING
3
1.31 Ask the students about the pictures: Are these
houses of the past, today or the future? (the future) How
do you know? (There is a lot of glass and technology.)
The students listen and write down the ‘home’ words.
The students look back at the order of adjectives in
Unit 6 page 39 and think of two words to go before each
picture, for example, heavy metal washing machine,
nice new fridge.
Life in the future
55
Mixed ability
Give weaker the students an easier task: to listen and
say who said the following, Jason (J) or Suzie (S):
I think they’ll be very different (S)
in Bill Gates’ house (S)
That’s amazing (J)
Will furniture change very much? (J)
You can’t use a phone in the studio (J)
Answers
lights, room, washing machine, heating, furniture, chairs, table,
computer
Answers
a 5
b 4
c 1
d 3
e 2
Extension activity
The students write down three more things that
smartphones will do in the future, for example We will
buy everything by smartphone. They compare and
discuss.
Get talking!
See Student’s Book page 131.
Answers
Audioscript
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
Jason:
Suzie:
4
Hello, and welcome to ‘Dream Home’. Today we’re
talking to Suzie. Welcome to the programme, Suzie.
Thank you, Jason. I’m very pleased to be here.
So, what do you think our homes will be like in the
future, Suzie?
First of all, I think they’ll be very different from today’s
homes. We already use technology a lot in our houses
and we’ll use it more and more in the future.
Can you give me an example?
Sure. Well, today in Bill Gates’ house, the temperature,
music and lights change when different visitors go into
a room.
That’s amazing. Will we all be able to do this in our
homes soon?
Why not? We’ll also be able to turn washing machines
on or off by using a smartphone or something like that.
You won’t have to use your hands to do it – and you
won’t even have to be in the house! You’ll be able to do
it from anywhere.
That’s amazing! Will it work for the heating and the
lights too?
Yes, it will.
Will furniture change very much, do you think?
No, it won’t. Chairs and things like that won’t look very
different. And you can’t use a smartphone to talk to a
table! But you’ll probably have a table with a computer
inside it, so you can look at your photos or play games.
So will our homes be more like ones we see in movies
about the future?
Yes, they will.
And, finally, will our homes look different on the
outside, too?
Oh yes. Perhaps that’ll be the biggest change. I’ll put
some pictures of the houses I’m talking about on the
programme website.
Yes, sure. Er … excuse me, Suzie, but you can’t use a
phone in the studio.
Oh sorry. I’m just looking in my fridge to see if I need
to buy some food on the way home.
By smartphone?
Yes. I can do that already!
1.31 Books closed, write outside of houses, tables,
chairs on the board and see if the students remember
what Suzie said will happen to them.
Books open, the students check with the sentences.
Play the recording again for the students to order the
information.
56
Unit 8
2 The topic is ‘saving water’. Gemma has more ideas.
3 1 First of all, 2 Why not? 3 all kinds of 4 including
5 Finally, 6 or something like that 7 It’s a shame that
8 Never mind.
1.32
Carl:
Gemma:
Carl:
Gemma:
Carl:
Gemma:
Carl:
Gemma:
Carl:
Gemma:
Carl:
Gemma:
Carl:
Audioscript
Hey, Gemma, have you got any ideas for our
talk yet? It’s tomorrow, isn’t it?
Yes, it’s tomorrow, Carl. I’ve got a few ideas.
Have you?
No, not yet. But tell me about yours.
So, the topic we chose was saving water,
right?
Yes.
So, here are my ideas. First of all, let’s ask
everyone how much water they think their
family uses every day. We can write their
answers on the board. Then maybe we should
say what an average house really uses. What
do you think?
Yeah, why not? Do you know what the answer
is?
Of course! After that, we can talk about all
kinds of ways we use water in the house,
including washing up, having a shower and
washing clothes. We can ask everyone to think
of ideas in groups about how to use less water.
This all sounds great to me, Gemma. Go on.
Finally, everyone can write a list of ways of
saving water, or something like that. What do
you think?
I think our talk’s ready!
It’s a shame that you haven’t got any ideas,
Carl!
Never mind. I don’t need any. Yours are perfect,
Gemma!
VOCABULARY
Prepare for Key for Schools
Reading and Writing Part 6
Task description
Students read descriptions of five words and write the
correct word. The words will all be on the same topic.
Corpus challenge
Exam tips
Tell the students that the exam instructions and the
example will tell them what the topic is. The words must
have exactly the correct number of letters and must be
spelled correctly. Some words may be plural. Students
should look out for clues such as this/these and it/they
in the definition, which tell them whether the word is
singular or plural.
See Exam Profile 2, Student’s Book page 123.
5
Answer
I will / I’ll see you in front of the museum at 3 pm.
PRONUNCIATION
7
1.33 Books closed, the students listen and write
down the four sentences. Books open, they check, then
listen and repeat.
To demonstrate, write f _ _ _ _ _ on the board and say
This is in the kitchen. It keeps food cold. (fridge)
Language note: the students will probably have two
problems – the rounded /w/ sound and the ‘dark’ /l/
sound in the contraction ’ll; for /w/, exaggerate the
rounding of the lips when you drill will and won’t; for ’ll,
ask the students to compare the two /l/ sounds in little,
the second is the sound in ’ll, the tongue being curled up
further back in the mouth.
Fast finishers
Fast finishers write two more descriptions of house
words for the other students to guess.
Answers
8
1 shower ​2 desk ​3 shelves ​4 walls ​5 armchair
GRAMMAR Future with will
6
Write these two sentences on the board:
Jason is meeting Susie at six o’clock tomorrow.
Homes will be very different in the future.
Ask the students Are they about the past, present or
future? (future) We studied the first future form in the last
lesson. When do we use it? (for plans and arrangements)
Is ‘will’ the same? (No) Why not? (It is a prediction, not a
plan; we can’t be sure.)
The students then look at the examples and complete
the rules.
Language note: will is the most common way of talking
about the future; shall for a future meaning is now very
rare, except in suggestions (Shall we go …?); will is
common after words like think, hope and sure that show
your opinion about the future; the contraction ’ll is mainly
used after pronouns, it’ll be difficult.
Alternative presentation
Invite a student to the front of the class. Ask her to give you
her hand. Look at it and pretend to read her fortune. Make
some predictions, for example You’ll have a very long life.
Next year will be lucky for you. Don’t go to the party on
Saturday – it won’t be fun.
See if the class can remember all the examples of will
and won’t you used, write them on the board and explain
that will is used when making predictions about the future.
The students then do Exercise 6.
Grammar reference Student’s Book page 154
Ask the students what year it will be in five years’ time.
Give some examples of what you, your family and friends
will and won’t do then. For example:
I won’t be your teacher.
You will all be at university.
I think my youngest daughter will learn the piano.
Arrange the students in pairs to make at least one
sentence with will and one with won’t for family, friends,
class and themselves.
You could repeat this activity, but this time for 10 years in
the future.
Extension activity
Tell the students to write down their predictions, put
them in an envelope safe at home, and open the
envelope in five years’ time. See what came true!
SPEAKING
9
Answers
1 without ​2 don’t use ​3 subject ​4 don’t ​5 will not / won’t
will and won’t
10
Ask the class, Do you think children will study at home
one day? They won’t come to school? If someone
agrees, ask When? In the next five years or within the
next 30? They then do the quiz individually.
Arrange the class into groups of three to compare
and discuss their answers. To vary the activity, get the
students to change groups after they have discussed the
first four questions and discuss the second three with
different students.
Cooler
Write these tongue-twisters on the board and get the
students to repeat them.
Wayne won’t want to walk to work in wet, windy weather.
What will we wear on Wednesday when we welcome
the winners?
We’ll wash your watch with warm water while you wait.
Then get the students to make their own tongue-twister
using the /w/ sound.
Life in the future
57
What will we write?
Mixed ability
With a weaker class, give the students a matching task
before Exercise 3. Write these numbers on the left of the
board and this information on the right.
Lesson profile
Reading
Speaking
Vocabulary
Writing
Three amazing time capsules
Choose what to put in a time capsule
Words with two meanings
A message for a time capsule; too, as
well, also
2
73
5,000
04.07
1969
11
Warmer
They must match the number and information in the
text: 2 capsules, 73 messages, 5,000 objects, 04.07
opening date, 1969 man on the moon, 11 spaceship
Tell the students you are from the year 2050. Get
them to ask you questions about the world in 2050.
For example Do people still watch TV? Write some
categories on the board, for example houses, food,
school, work, towns, to give them ideas for questions.
Once they understand, they do the same in pairs.
Answers
1 B ​2 C
4
READING
1
Tell the students You have a time machine. Do you
want to go to the past or the future? Get the students to
discuss when and where they would travel in time.
5
Books open, ask the students to describe the pictures
and say what a time capsule is. Give them one minute to
check their ideas with the text.
Answer
Answers
Picture 1 is the time capsule from Japan (paragraph C).
Picture 2 is the time capsule from the Moon (paragraph B).
Pre-teach bury (to hide something in the ground). Ask
some questions and get the students to answer ‘the
Moon’, ‘Japan’ or ‘the USA’, for example, Which time
capsule has more than one part? (Japan) Which time
capsule has the most things in it? (the USA)
Give them five minutes to read and answer the
questions.
58
Unit 8
5 A ​6 C
Ask the students Who wrote a letter? (a Japanese
student) Tell them to discuss what it might have said
in pairs and then compare their ideas with the letter on
Student’s Book page 136. (This discussion also serves
as a way of gathering ideas for Prepare to write.)
Tell the students that your time capsule will have in it
an apple, a shoe, and a joke. Get them to guess why
and then give them your reasons:
an apple because people in the future probably
won’t eat real food, there will be food tablets;
a shoe because it will show how tall people were
(people will be much taller in the future);
a joke so people can see what was funny for us.
Each student makes a list of three things for the
time capsule. Then, in groups of four they choose
eight things and explain why their objects are
important. Each group presents their time capsule to
the class. The other students listen and guess why
each thing is important.
Cultural background
3
​4 B
Tell the students to say what is interesting about each
of the capsules before they decide which is the most
interesting. See if all the class agree on which is the
most interesting capsule.
6
Give the students two minutes to locate the pictures and
match them to the paragraphs.
In Japan, Panasonic and The Mainichi Newspapers
buried two identical time capsules in celebration of the
Japan World Expo 70 event. The first capsule was to
be opened in the year 2000 (this happened) and every
century after that. The lower capsule was to remain
buried for 5,000 years.
​3 A
About you
A time capsule is something with objects and information for
people in the future. People hide them, or bury them, or send
them into space.
2
objects
spaceship
man on the moon
opening date
capsules
messages
VOCABULARY
7
Ask the students to read the two sentences in their book.
Say In which sentence is ‘letter’ the same as ‘message’?
(the second) Write hello in tiny letters on the board.
Check that the students know both meanings of each
word by asking questions, for example What is a small
of fruit. (kind)
clock? (watch) An apple is a
What do you do if you want tickets? (book them)
Answers
booki) noun: something you read ii) verb: to arrange in
advance (from Unit 3)
kind
i) adjective: nice ii) quantifier with of: type/sort
letter
i) noun: message/note ii) noun: part of the alphabet
picturei) noun: something painted or drawn ii) noun:
photograph
ringi) noun: jewellery on a finger ii) verb/noun: telephone
(often to give someone a ring)
watch i) noun: clock on your hand ii) verb: to look at
8
The students complete the sentences.
Answers
1 ring ​2 picture ​3 kind ​4 watch ​5 book ​6 kind ​
7 ring ​8 book ​9 picture ​10 watch
WRITING
Prepare to write
GET READY Books closed, explain that we have a time
capsule from some children in 1965. Ask the students
to guess three things that are in the capsule and why
they are there, for example a school book from 1965 (to
show what children studied then). Say that there is also
a message in the capsule. The students should write
down three things they think the message says.
Books open, they read Liliana’s message and check
their ideas, and answer the two questions.
Answers
She makes five predictions: – cities under the sea; cities
on Mars; robot teachers; robot doctors; flying cars.
None of them are true now, although robotic arms are
used to assist surgeons in operations.
Then draw the students’ attention to the words in blue.
Also, as well and too have the same meaning, but the
word order is different; as well and too go at the end of
a sentence or clause; also is usually at the beginning
of the sentence or clause or before the main verb (after
auxiliaries like be, can, will). They are adverbs and add
extra information.
Answers
1 the end ​2 the end ​3 has
PLAN If the students need help with ideas, write some
categories on the board, and ask them to think of two
ideas for each. For example:
Transport
School
Free time
Home
travel by bicycle / no private cars
old people study / children teach them
films 5D / fast food not popular
live under the sea / 100-floor flats
The students should choose about five predictions.
WRITE The students should use will (not) for predictions
and make their notes into full sentences.
IMPROVE The students then correct each other’s writing
and make suggestions for improvements.
Project
Home crossword
The students make a crossword of all the ‘home’ words
they have learned in this unit and Unit 4.
•
First, get them to look back and write down all the
‘home’ words.
• Second, they should make a crossword grid with six
words vertically and six words horizontally.
• Next they should write definitions for each word.
• Finally, they copy the blank crossword grid onto a
piece of paper and put the clues under it.
• They exchange crosswords and complete them.
To make the task more manageable and the final result
professional-looking, there are many free website
resources where the students can make their own
crosswords by typing in words and definitions, for
example www.puzzlemaker.com
For weaker students, a picture crossword is an
alternative or they could make a wordsearch instead.
Cooler
Play Noughts and Crosses. Draw a grid on the board.
Why
Where
What
Who
Which
When
How
Do
Did
Demonstrate by playing yourself against the class. You
are X and the class is O. The students choose a square
and ask you a question beginning with that question
word, for example, Where is Nebraska?
If you get the question right (the USA), you put a X on
the square.
If you get the question wrong, the class put a O on the
square.
Then it’s your turn to choose a square and ask a
question.
Continue until you or the class have a row of three X
or O, horizontally, vertically or diagonally. Once the
students understand the game, they play in groups.
Teacher’s resources
Student’s Book
Grammar reference and practice page 154
Vocabulary list page 140
Video
Time capsule
Workbook
Unit 8 pages 32–35
Go online for
• Progress test
• Achievement test
• Video extra worksheet
• Corpus tasks
Life in the future
59
Science
The birth and death of stars
Learning objectives
Fast finishers
•
The students write down the names of the nine
different planets and check if they are the same names
in English (Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune, Pluto). Note – there is some
controversy as to whether Pluto is a planet. For strong
students, an extra step could be to get into groups and
make a mnemonic to remember the order of planets. A
well-known example is: My very educated mother just
served us nine pizzas.
•
The students learn facts about the Universe and the
life cycle of different kinds of stars.
In the project stage, they find out information about
black holes.
Useful vocabulary
dust ​galaxy ​gas ​gravity ​Milky Way ​planet ​
star ​Universe
Answers
Preparation
You could bring in a map of the sky at night. If the
students are going to do the project in class, they will
either need access to the internet or local maps and
atlases.
The website http://www.kidsastronomy.com/ has lots of
relevant facts and activities for this age group.
1
2
Tell the students to look at the first paragraph of the text
and ask What is the name of our galaxy? (the Milky Way)
The students try and answer the questions themselves,
then check with the text.
Warmer
Fast finishers
Write start on the board and ask the students to take
away one letter to make a new word (star). Arrange the
students into small groups. Give them two minutes to
write down as many words as they can which become
new words if you take away one letter. Examples: (b)
ring, f(l)our, (g)round, (h)ear, li(v)e, (p)air, (t)rain, plane(t),
(s)how, tea(m). As an easier alternative, write these
examples on the board and ask the students to take
away a letter to make a new word.
Ask the students to calculate how many seconds there
are in a day (86,400) and then how many years 100
billion seconds would be (about 3,170 years).
Books closed, ask questions to see what the students
know about the Universe and elicit vocabulary they might
know, for example: What’s the name of the place where
we live? (Earth) Is it a star or a planet? (a planet) Is the
sun a planet? (no, a star) Drop something on the floor
and ask Why does it fall? (because of gravity)
Background information: The largest natural unit is
the Universe, which is practically infinite. The Universe
contains galaxies, which in turn contain planets and
stars. Basically, stars are much bigger than planets and
planets go round them, so our Earth (a planet) goes
round the Sun (a star). The Milky Way is the galaxy that
contains the planets and bodies which go around our
Sun (the Solar System).
Tell the students to use the words in the box to complete
the sentences.
60
1 universe ​2 star ​3 Gravity ​4 planet ​5 moon ​6 space ​
7 explosion ​8 galaxy
Science
Answers
1
2
3
4
3
There are about 100 billion stars in our galaxy.
Stars are born in clouds called nebulas.
Stars can be blue, white, yellow, orange or red.
When small stars die, first they get bigger and hotter, then
they lose their gas and become white dwarfs. Large stars end
in a supernova, which is a big explosion.
Ask the students to find the items in the pictures and
then answer the questions.
After feedback, ask some more questions to check
understanding, How does the star become a ball
shape? (Gravity pulls the gases and dust together.)
What makes a star bright? (It burns.) What is the most
common kind of star? (red star) Why is a supernova
called a factory of the universe? (The process makes
heavy materials such as iron.)
Answers
1 Red stars are the smallest and coolest. Blue stars are the
biggest and hottest.
2 A supernova is a huge explosion. A nebula is a huge cloud of
gas and dust where stars are born.
3 A white dwarf is made when a small star dies. A neutron star
is made when a large star dies. A neutron star is also smaller,
hotter and heavier than a white dwarf.
Extension activity
Cooler
Ask the students to go outside one clear evening and draw
a picture of the stars they see. They could then try and
find out the names of the brightest stars/constellations and
compare with other students in the class.
They could also find pictures of the constellations of the
Signs of the Zodiac, starting with their own star sign.
Do a simple gravity experiment. Get the students to
stand on a raised surface – it could be the top of some
stairs or even a chair (be careful!), and drop three
objects – a ball, a stone, a coin. Get the students to
predict the order in which they will hit the floor and then
see if they are right. In fact, all of the objects will hit the
ground at the same time.
Subject learning
In the next stage, the students are going to find out and
write about black holes. Encourage a class discussion
on what they have learned so far. If appropriate, do this
in the students’ own language. Use these questions:
Give me an example of a planet.
What is the difference between a planet and a star?
How are stars made?
How do they die?
What is the result of a supernova?
Also check some of the vocabulary learned in the
lesson, for example get them to write their own gapped
sentences for the vocabulary in Exercise 1 to give to
other groups.
Get the students to find out the reason for this (they may
need to explain in their own language). (Gravity affects
all objects in the same way; it doesn’t matter how heavy
they are.) Ask them why, then, a person in a parachute
would fall more slowly than someone of the same weight
not in a parachute. (A greater surface area means more
wind resistance and slows the object down.)
Project
•
•
•
Arrange the students into groups of three or four. Tell
them to find out some information about black holes
at home. They should make notes and print or draw
pictures.
In class, they should compare their information,
write a short description in full sentences and
choose the best pictures.
Together they make a presentation to the class.
Sample answer
A black hole is a place in space with very strong gravity.
When stars explode in a supernova, they can make black
holes. Light cannot get out of a black hole because of
the gravity. The biggest black holes are millions of times
bigger than Earth. Black holes are everywhere but the
nearest one is very far away.
The birth and death of stars
61
9
Sport and games
They must do it for three months
About you
2
Teacher: Carmen, what do you do to keep fit?
Student: Not much, but I go skating in the winter.
What about you?
Lesson profile
Vocabulary
Speaking
Grammar
Pronunciation
Listening
Arrange the students into pairs. Demonstrate at the
front of the class with one of the stronger students:
Sport and games
Talk about what you do to keep fit
must, mustn’t, have to, don’t have to
must and mustn’t
Key Listening Part 3
This could also be done as a whole-class activity.
Give the students two minutes to find a partner and
discuss the questions, then clap your hands and
they find a new partner, and so on.
Warmer
Write the word skateboarding on the board. Underneath
write great and breaking, showing that the letters come
from skateboarding. In groups, give the students three
minutes to find as many words as they can from the
word. Also, see who can find the longest word.
GRAMMAR must, mustn’t, have to, don’t
have to
3
VOCABULARY
1
Books closed, elicit some of the vocabulary, for example,
You do this on a mountain in winter. (skiing) Tiger Woods
plays this game. (golf)
Books open, ask the students to cover the word box and
see how many activities they can name in the photos.
Then they look at the word box and do the matching.
After the matching, ask What is a sport? (a game
or activity which people do to keep healthy or for
enjoyment, often playing against each other) There
may be disagreement about some of the activities like
chess. Arrange the students into pairs to discuss the
two questions.
Answers
Picture a chess ​b cricket ​c karate ​d diving ​e skiing ​
f puzzles
sports: badminton, climbing, cricket, diving, fishing, golf, karate,
skateboarding, skiing
help you get fit: badminton, climbing, cricket, dance classes,
diving, fitness classes, golf, karate, skateboarding, skiing
Extension activity
Draw a table on the board with these headings: Games,
Team sports, Water sports, Racket sports, Winter sports,
Others. See how many words the students can add in
pairs. See examples below.
Games: board games, cards, chess, video games
Team sports: basketball, cricket, football, hockey, rugby,
volleyball
Water sports: diving, sailing, surfing, swimming
Racket sports: badminton, table tennis, tennis
Winter sports: skating, skiing, snowboarding
Others: cycling, dance classes, fishing, fitness classes,
golf, karate, running, skateboarding
Ask the students How many parts are there to the
Merrydown Award? (four) Which part did we do last
time? (public speaking / giving a talk). So the next part
is …? (fitness) The students then read the text and
answer the questions.
Answers
1 chess, fishing, puzzles, video games ​2 no ​
3 three months ​4 write about your activity on the website
4
Pre-teach necessary (something you need to do, like go
to school). Give a list of things, and the students say if
they are necessary or not: drink (yes) eat chocolate (no)
sleep (yes) travel by taxi (no). The students underline the
forms in the text and match the meanings.
Language note: no difference is made between must and
have to (pronounced /hæftə/) at this level but:
• have to can mean an outside obligation, for example
Teachers have to work very hard (it’s not our choice)
• have got to means the same as have to
• the future of have to is will have to; there is no future
of must
The biggest problem for students is understanding the
difference between don’t have to and mustn’t.
Answers
1 c ​2 c ​3 a ​4 b
After must and have to we use the infinitive without ‘to’.
Alternative presentation
Draw a barred window on the board with a face behind it.
Say: Fred is in prison. Can he get up when he wants? (no)
Say and write on the board Fred must get up at six o’clock.
Ask Is it alright to stay in bed? (no) Say and write on the
board He mustn’t stay in bed. Say There are other people in
prison. Does Fred need to see them? (yes) Does he need to
be friends with them? (no)
Say and write on the board Fred has to see other people but
he doesn’t have to be friends with them.
The students then do the language analysis in Exercise 4.
Grammar reference Student’s Book page 155
62
Unit 9
5
Corpus challenge
Books closed, ask the students to guess which activity
Dylan has chosen for the Merrydown Award. They ask
you questions, and you can only say yes or no. For
example: Is it a sport? (yes) Is it a racket sport? (no) etc.
Ask the students why must is wrong. (This is about the
past and must doesn’t have a past form.)
Answer
When the students guess, ask Where can Dylan learn to
climb? (at a climbing centre), What rules are there at a
climbing centre? For example, don’t eat and climb! Think
of fi ve more rules and write them down.
Books open, the students check their ideas with the list.
Pre-teach rope by showing it in the photograph. Do the
first item together. Ask Do you need to fi ll in the form?
(yes) So what word do you need? (must) (Have to is
also an acceptable answer, of course, but as the focus of
this exercise is the difference between mustn’t and don’t
have to, students are asked only to choose between
must, mustn’t and don’t have to.)
Answers
1
2
3
4
5
6
7
6
You must fill in the form at reception.
You don’t have to bring your own ropes.
You mustn’t talk to people when they are climbing.
Under-13s mustn’t climb without an adult.
You must climb with a partner if you are a beginner.
You don’t have to book on a weekday.
You mustn’t stand under people when they are climbing.
Tell the students to look again at the past forms of must
and have to in Exercise 4. Pre-teach goggles (glasses
you wear when you swim or dive). Check that the
students know that this exercise is now about the past:
When was the competition? (last week) So can we use
‘must’? (no)
When I was younger I had to live far away from my
grandparents.
PRONUNCIATION
8
1.35 After the students listen and repeat, explain that
the weak (normal) pronunciation of must is /məst/ before
a vowel and /məs/ before a consonant, i.e. the final t isn’t
heard. The strong form /mʌst/ can be used for emphasis.
9
1.36 Demonstrate with two examples: Gabby must
help Finn. (m) Finn mustn’t worry about the competition.
(mx). This exercise could be done as a dictation before
repeating the sentences.
Answers and Audioscript
1
2
3
4
5
6
7
A: Did you have to pay?
B: Yes, I had to pay five pounds.
They then write down Finn’s answers in the first person:
I had to pay fi ve pounds.
Answers
He had to arrive at the pool at 8.30 am.
He had to wear a swimming hat.
He didn’t have to wear goggles.
He had to bring sandwiches for lunch.
He didn’t have to stay until 6 pm.
7
Give example activities to help the students make their
lists, for example housework, helping people, shopping.
The students compare lists. To demonstrate, get them to
ask you questions:
Student: Did you have to mark any tests?
Teacher: Yes, I did. I had to check your progress test.
They could also write the answers in their exercise
books. For example:
Players must leave the field now. m
What must we bring tomorrow? m
You mustn’t wear black shoes. mx
Students must wear school uniform. m
You mustn’t worry about the maths test. mx
You must stop writing now. m
We mustn’t spend too much money. mx
LISTENING
Fast finishers
One student is Finn, the other asks him questions:
must and mustn’t
Prepare for Key for Schools
Listening Part 3
Task description
In Listening Part 3, students listen to an informal
conversation between two people and answer five
multiple-choice questions, each with three possible
options, A, B or C.
Exam tips
Tell students that they will hear something about all
three options, so they should listen carefully for the
meaning – they shouldn’t choose an answer just
because they hear the word.
See Exam Profile 3, Student’s Book page 125.
10
1.37 Tell the students to look at the pictures, and
ask What activity does Gabby want to do? (dance) Do
you know any different kinds of dance? (salsa, folk, etc.)
Gabby wants to go to a dance school. What information
does she need? The students check their ideas with the
questions. Play the recording.
Brita didn’t have to get up early at the weekend.
Sport and games
63
The students check their answers together. Then play the
recording for them again.
Cooler
Get the students to shout out all the words for activities
they have learned in this unit. Write them on the board.
Individually, the students write down the three most
difficult, the three most dangerous and the three most
expensive. In pairs they compare answers.
Check the answers with them and then have a
discussion about which they found difficult. Weaker
students can do this in L1. For example:
Teacher:
Was number 1 hard for you?
Student A: Not really, because I heard the time and
then ‘for beginners’.
Teacher:
How about you, Sasha?
Student B: I got it wrong because I heard the time nine
o’clock.
Teacher:
You have to listen more carefully.
Don’t choose an option just because you
hear that word. You need to listen to the
words around it.
Are they really sports?
Lesson profile
Vocabulary
Reading
Mixed ability
Listening
Speaking
If weaker students need to listen again to the Key task,
play it once more for them while stronger students listen
with a different task:
Which phrases in the listening are the same as …
I need information about (I’m ringing to ask about)
I want to know about (I’m interested in)
No problem. (That’s fine.)
I understand. (Right.)
This will be great! (I can’t wait!)
Warmer
Write these puzzles on the board.
What turns everything around but does not move? (a
mirror)
What are two things you cannot eat for dinner?
(breakfast and lunch)
What is in the middle of nowhere? (h, the letter)
Is an old hundred-dollar bill [use your own currency]
better than a new one? (yes, it is 99 dollars better)
Answers
1 A
2 A
3 C 4 B
5 B
Audioscript
Woman:
Gabby:
Woman:
Gabby:
Woman:
Gabby:
Woman:
Gabby:
Woman:
Gabby:
Woman:
Gabby:
Woman:
Gabby:
Hello. Juliana’s Dance School.
Oh, hello. I’m ringing to ask about dance classes.
Well, I teach Latin American dance on Thursdays,
jazz dance on Fridays and street dance on
Saturdays.
I’m interested in Latin American dance. What time
are the classes?
The earliest one is at six o’clock. That’s for
beginners. After that I have classes for more
advanced students at seven thirty and nine o’clock.
Oh, I’m a beginner!
That’s fine. Classes start on September the 3rd, and
finish on December the 16th. But you must book by
the end of July.
Right. And how much are the classes?
It’s £75 per term or £46 for half a term. If you pay for
all three terms together, it’s £120, so you can save
quite a lot of money.
And do I need to buy anything for the classes?
No. Just wear comfortable clothes. Most people buy
dancing shoes after a few months but you don’t have
to. But don’t forget your water. My classes are hard
work!
OK!
And one more thing – we don’t do dance exams at
the end of every term. Instead, we have a show. We
invite all the parents to watch. It’s great fun!
Excellent. I can’t wait!
Games and puzzles
Mind Sports (Key Reading and Writing
Part 4)
Giving opinions
Agreeing and disagreeing
VOCABULARY
1
Books closed, pre-teach the vocabulary. What do you get
if you win the Olympics? (a gold medal) Snap [substitute
a popular card game in your country] is a …? (card game)
What type of game can you play on a table? (a board
game) Which board game has black and white squares?
(chess) What do you need to play chess? (a chess set)
Books open, the students match the pictures.
Answers
a board game
2
b gold medal
Unit 9
d chess set
The students do the matching exercise. With stronger
students, books closed, read out the descriptions and
see if they can say the word. (Puzzle was in Exercise 1
on page 54.)
Fast finishers
Give fast finishers the verbs be, do, get, have, lose, win
and solve and tell them to put them before the right
nouns in the exercise. (do/solve a puzzle, get/win a
prize, be a fan, be a winner, have/lose/win a match)
Answers
1 d ​2 c ​3 a ​4 e ​5 b
64
c card game
About you
3
Give an example of a number puzzle and a word
puzzle:
Give the next number: 2 + 5 + 9 + 14 + 20 + ? (27,
starting with 3, add 1 more each time)
Find a word for the part of the body. Put one letter on
the start and one on the end to make a new word for
a part of the body. (heart)
Arrange the students into groups for the discussion.
READING
4
The students give an explanation of mind sports using
the title and pictures. They then check what mind sports
are in the first paragraph.
Read the students a list of sports and ask which is not
in the summer or winter Olympics: boxing, hockey,
football, chess, diving, judo, snowboarding. (chess) Ask
the students why chess isn’t in the Olympics. (It’s not a
physical activity, it’s a mind sport.)
Answer
Mind sports are thinking games.
Prepare for Key for Schools
Reading and Writing Part 4
Fast finishers
Fast finishers write down as many of the 28 summer
Olympic sports as they can think of and check on the
official Olympic website http://www.olympic.org/
Answers
1 B The question says ‘all card and board games’ but the text
says some card games.
2 A these have millions of fans
3 B The question says ‘always’ but the text says some
[matches] take hours, but others fi nish in just 10 minutes.
4 A every four years, just like the Olympics
5 C The beginning of the text says some people want to add
another kind of sport to the Olympics, but there is nothing
about people wanting to add extra games to the Mind Sports
Games.
6 C The text says Vanessa ‘did very well’ but nothing about a
gold medal.
7 B My Dad fi rst showed me how to play
Cultural background
The board game Go came from China about 2,500
years ago. It is a simple game of strategy played by
two people. Players move black and white pieces on a
square board to try and win territory from each other.
About 40 million people, mainly in East Asia, play Go.
The students can learn about the game and play online
at http://pandanet-igs.com/communities/pandanet
Task description
In Reading and Writing Part 4, students are tested on
their ability to understand the main ideas and some
details of longer texts. Students read one long text and
answer seven three-option multiple-choice questions
or seven Right / Wrong / Doesn’t say questions, or they
read three short texts and answer seven three-option
multiple-choice questions.
Exam tips
Before students answer the questions, they should read
the whole text to get an idea of the topic and general
meaning. Tell them to look at each question, choosing
the correct word for each space. The questions are in
the same order as the information in the text.
See Exam Profile 4, Student’s Book page 126.
5
Demonstrate the task with some simple examples: Mind
sports are in the Olympics. (Wrong) ‘Go’ is a new game.
(Wrong) Vanessa Wong will be an Olympic champion.
(Doesn’t say)
When they have finished, students discuss their answers
in pairs and help each other see why they got some
answers wrong. Weaker students can discuss this in L1.
Model the discussion with a stronger student:
Teacher: So we both got the first two right. But I got
question 3 wrong. Why was that?
Student: The question says ‘always’ but they don’t
always take a long time, so it’s Wrong.
Then go through the explanations as a class.
LISTENING
6
1.38 Ask some questions about chess, for example
How many pieces are there in a chess set? (32: 16 for
each player) Which is the best piece and why? (the
Queen, it can move anywhere) Which pieces go fi rst:
black or white? (white) Where did chess start? (in India)
Play the recording twice.
Answers
1 B
2 B
3 A
4 A
5 B
Audioscript
Mark: What do you think about this article, Lily? Do you
think it’s a good idea to have games like chess in the
Olympics?
Lily:
I’m not sure, Mark. There are lots of chess competitions
already. They don’t need to be in the Olympics.
Mark: But the other competitions aren’t as famous as the
Olympics, are they? An Olympic medal is very special.
Lily:
That’s true. But the Olympic Games are for sport, and
I don’t think chess is a sport.
Mark: Most people say it is, you know! And remember, sport
isn’t just about being fit and strong. You often have to
use your brain as well if you want to win.
Lily:
I know! I play football and it’s really important to think
about what you’re doing when you play.
Mark: Well, I think mind sports like chess will be in the
Olympics in 10 years’ time.
Lily:
Mm, I don’t agree. I don’t think they’ll ever be in the
Olympics.
Sport and games
65
Extension activity
Cooler
The students describe a board game they like, saying
how to play it and why they like it.
Arrange the students into groups. They must write six
crazy rules for their country using must (not) and (not)
have to. Give some examples:
Everyone must go to bed before nine o’clock.
Children don’t have to go to school.
You must not eat vegetables at the weekend.
SPEAKING
7
If you think it would be helpful, give students a copy of
the audioscript and tell them to find the useful language
and underline it. Drill it.
Arrange students into groups for the discussion.
8
Write the word SWIMS, in capitals, on the board. Ask the
students what is unusual about this word. If they don’t
know, ask them to write it on a piece of paper and then
turn it round. (SWIMS is the same upside down.)
Arrange the students into groups and make it into a class
competition. Give four points for finishing first and two
points for each correct answer (in bold).
Answers
1
1
4
3
2
2
3
4
1
4
2
1
3
3
1
2
4
2 CUPBOARD
3
Name
Age
Sport
Bob
11
skiing
Jane
12
basketball
Jake
13
tennis
Mary
14
volleyball
Project
Making a new sport
The students must think of a new sport and make a
PowerPoint presentation (or a poster) about it.
•
•
•
•
66
Show a YouTube video of an unusual sport (‘caber
toss’ will show a strange British example).
Arrange the students into groups of four to think of
ideas.
The students plan their presentation. They must …
i) describe what the sport is and how you play it
ii) say what things you need
iii) give the rules and
iv) say why it will be popular.
Groups can divide the four tasks among themselves.
Tasks ii) and iv) are easier for weaker students.
In class, the students listen to one another’s
presentations and then they vote for one sport to go
into the Olympics.
Unit 9
Teacher’s resources
Student’s Book
Grammar reference and practice page 155
Vocabulary list page 141
Video
Games
Workbook
Unit 9 pages 36–39
Go online for
• Video extra worksheet
• Corpus tasks
10
Useful websites
Problems, problems!
About you
3
Student: How many contacts do you have online?
Teacher: I’ve got a lot, but most of them are not
really close friends.
Students discuss the questions in groups.
Lesson profile
Vocabulary
Reading
Listening
Grammar
Reading
Pronunciation
Speaking
People, the internet
Teen troubles, a problem website
Dr Mandy gives advice to three
teenagers
Verb patterns – gerunds and
infinitives
Key Reading and Writing Part 3a
gh
Listen to each other’s problems and
give advice
To demonstrate, get the students to ask you the
questions. Reply in full sentences:
READING
4
Pre-teach troubles: Troubles are problems you have.
Elicit advice: I’ve got some troubles. I need some …?
Write this grid on the board (without the ticks!) and ask
the students to complete it by reading the text.
The answers are shown here on the grid.
Warmer
Who …?
Word association. Write the word winter in the middle of
the board and get the students to shout out words and
phrases associated with winter, for example, cold, snow,
my birthday, skiing, and write them on the board.
likes fashion
Ask the students to make a list of the last ten people they
wrote or spoke to, for example Mario, Mrs Robinson,
Dad, etc. They should then categorise these people by
relationship, for example friends, relatives, teachers.
Students should then do the matching task.
Answers
1 b ​2 f ​3 a ​4 e ​5 d ​6 c
2
Ask the students what verbs you can have with friend,
for example have, lose, make, meet, miss, invite, phone.
When you go through the answers, point out the verb
patterns with invite and contact.
Mixed ability
With stronger students, write the sentences on the
board with the verbs in italics missing.
Answers
1 invite (someone to a party, etc.) ​2 miss
​3 contact (someone by phone/email) ​4 meeting ​5 made
✓
has a problem with one friend
hasn’t enough friends
✓
✓
Say to the students Here is some advice. Who is it for?
‘Tell your friend not to copy you.’ (Katy)
Arrange the students into pairs and tell them they must
think of two pieces of advice for each person.
Each two pairs should then combine into a group and
explain their associations. For example: (teenager)
problems because we have got a lot of them!
1
✓
doesn’t want to leave her friends
Arrange the students into pairs. You say a word and they
have two minutes to write down associations. Example
words: teenager, the Olympics, English
VOCABULARY
Andrea Ben Katy
Language note: advice is uncountable, we say some
advice or a piece of advice.
LISTENING
5
1.39 After they have listened to the recording, ask
the students to tell you the words which give the answer.
Answers
A Ben
B Katy
C Andrea
Audioscript
A
I’m very sorry to hear about your problem. Studying alone isn’t
easy. But it doesn’t mean you can’t have friends. There are lots
of ways to meet people. What activities do you enjoy doing?
Maybe you should think about joining some clubs, for example
drama or dance. Make sure you have lots of contacts in your
phone or online, and remember to call people. Waiting for them
to contact you first isn’t always a good idea.
B
Thank you for writing to the website. I can understand why you
aren’t happy about what your friend is doing. But don’t be too
angry. After all, it means she thinks you look great! I think you
should try to talk to her about how you feel, and explain why
you don’t want her to do it. Also, why not offer to go shopping
with her? If you decide to do this, you can give her advice and
help her to find her own way of dressing. Good luck!
Useful websites
67
C
I know that leaving your friends behind is difficult, but if you
want to improve, you should change class. You’ll get better at
dancing and you’ll probably make new friends too. And here’s
another idea – why don’t you tell your friends to practise a bit
more? Offer to help them in your free time. Then maybe the
teacher will ask them to move up too.
6
1.40
What shall we do this afternoon, Emma?
I don’t mind, Stella. What do you want to do?
I’d like to go out and take some photos.
Sure, that’s fine. Can I have a look at your
camera? It’s really nice.
Stella: Yeah, I got it for my birthday. I can’t wait to go out
and use it again! Press this button and you can
see the photos I took last weekend.
Emma: Wow, they’re great! You should enter a
competition. I saw a poster about one at school
today.
Stella: Really?
Emma: Yes, I’ll just look online and find a bit more
information for you. Ah, here it is … look.
Stella: Let me see …. So … the subject is City Life.
Well, that’s good for me. After all, most of my
photos are of streets and buildings.
Emma: Excellent! Just make sure you enter before
June 5. That’s the closing date. Good luck in the
competition!
Stella: Thanks! Right, let’s go out and take some photos
now.
1.39 Tell the students that notes are not full
sentences, just the important information. Play A again
and show these notes on the board:
studying alone isn’t easy
think about joining some clubs
remember to wait for people to contact you
Say These notes about advice are not very good. Why?
studying alone isn’t easy – this is not advice
think about joining some clubs – this could be written
more simply, e.g. join clubs
wait for people to contact you – wrong information, the
opposite is true
Play B and C. The students individually make their own
notes on the three pieces of advice. In pairs the students
compare them – first as notes and second with their
advice in Exercise 4.
Answers
(A) Ben – join clubs, have lots of contacts, call people, don’t
wait for them to contact you
(B) Katy – talk to her (about how you feel), explain why you
don’t want her to do it, offer to go shopping, give her advice and
help her find own way of dressing
(C) Andrea – change class, tell friends to practise more, offer
to help
Extension activity
Ask the students for different ways of dealing with a
problem and list them on the board, for example ask a
friend, go to an advice website, speak to your parents,
do nothing. In groups, the students discuss in which
situations each way works best/worst.
Get talking!
See Student’s Book page 132.
Answers
1 take photos
2 1 a camera ​2 enter a competition ​3 City Life ​
4 June 5
3 1 I don’t mind ​2 that’s fine ​3 I can’t wait
​4 a bit more ​5 After all, ​6 Excellent! … make sure ​
7 Good luck
68
Unit 10
Audioscript
Stella:
Emma:
Stella:
Emma:
GRAMMAR Verb patterns – gerunds and
infinitives
7
Tell the students that when a verb is followed by another
verb, the second verb can be either a to-infinitive or an
-ing form. They just have to learn which verbs take an
infinitive and which take a gerund (-ing form).
Books open, the students read the example sentences
and complete the rules.
Language note: it is sensible to present these verb
patterns as idioms which have to be learned for each
verb separately; there is sometimes a subtle difference
between the infinitive and the gerund, compare I tried
to warn Jack but he was out and I tried warning Jack
but he did it anyway, but this is beyond the level.
Answers
Use the gerund after prepositions: at, about, for (also by, of,
with, etc.)
Use the infinitive + to after some verbs: try, decide, forget (also
choose, learn, hope, plan, need, want)
Use the gerund after some verbs: stop, miss, enjoy (also finish,
don’t mind)
Alternative presentation
Explain to the students that in the UK and many countries,
people make New Year resolutions on January 1st. These
are things they want to change or do better that year. Write
yours from last year on the board:
learn to ski
stop wasting money on clothes
don’t forget to phone my mum every day
finish paying for my car
try to eat less chocolate
Analyse the language and then get the students to make
their own resolutions.
Grammar reference Student’s Book page 156
8
PRONUNCIATION
10
To demonstrate, write an example on the board:
Who wants to be / being famous? (to be)
Ask Why to be? (want takes the infinitive + to)
gh
1.41 Write this sentence on the board and see if any
of the students can pronounce it correctly: I thought my
neighbour on the right had eight daughters. Ask how
many different sounds for vowel +gh there are here. (3)
Play the recording for the students to listen to the
different sounds. Then let them try to put the words into
the correct column.
Fast finishers
Fast finishers think of three sentences beginning I’m
thinking of … , for example I’m thinking of changing my
phone and compare.
Play the next track for students to check their answers
and repeat.
Language note: in all these examples, except enough,
the rule is that gh is silent after a vowel.
Answers
1 to buy
2 carrying
3 to be
4 waiting 5 to drive
1.42
Corpus challenge
Answers
1 hope to see you
2 want to write
/eɪ/ eight
neighbour
straight
/ʌf/ rough
enough
/ɔː/ bought
caught
daughter
thought
SPEAKING
11
READING
Prepare for Key for Schools
Reading and Writing Part 3a
Task description
In Reading and Writing Part 3a, students are tested on
functional language. Students complete five two-line
conversations with one of three options.
Exam tips
Tell students they should read the first line of the
conversation first and think about what the situation is
and what answer could come next. Students should
think about the meaning of each sentence, and not
choose an answer because it uses similar vocabulary.
See Exam Profile 3, Student’s Book page 124.
9
Answers and Audioscript
/aɪ/ night
bright
flight
right
Give a problem and get the students to respond
appropriately. For example: My car won’t start. (Walk to
school.)
The students complete the conversations.
Fast finishers
Tell the students that you have a problem. They must
listen and write down the infinitives and gerunds:
It’s my best friend’s birthday soon and I’m thinking of
getting her a present. It’s difficult to decide what to buy
because she’s got everything. I don’t want to give her
money because she won’t want to take it. I don’t mind
spending about 30 dollars. Have you got any advice?
The students must give you advice, for example Take her
to a nice café.
Arrange the students into groups to do the same thing.
As an extension, they could write the most interesting
problem and advice down and put it on the classroom
wall. The students go round all the problems and write
some extra advice underneath.
Cooler
Write on the board Friendship is … and give some
examples with gerunds to finish the sentence, for
example doing things together and being there when
your friend needs you. Get some more examples from
the class. Arrange the students into pairs. You give them
a sentence starter and they have two minutes to think
of ways of ending the sentence using gerunds. Example
sentence starters: Love is … Happiness is … My idea of
a perfect weekend is …
Fast finishers write down one more piece of advice for
each situation. For example:
1
2
Join a different club.
Don’t worry about it.
Answers
1 B
2 A
3 C
4 A
5 B
Useful websites
69
The students should underline the key words and
phrases in the speech bubbles and the corresponding
ones in the websites which give the answer. They
compare their answers in pairs.
I love using this website
Lesson profile
Reading
Vocabulary
Reading
Writing
Six great websites for teenagers
Website nouns and verbs
Key Reading and Writing Part 2
A description of a website
Warmer
Give the students two minutes to write down things they
love and things they hate. For example, I love singing in
the shower. I hate waking up early. They then compare
answers.
READING
1
Write your favourite websites (they don’t need to be
English language ones) on the board and ask the
students to guess what each one is for, for example
listening to music, and if it looks interesting. Make
sure that they remember how to pronounce website
addresses (from Unit 1).
The students make their own list of their three favourite
websites and tick one or more of the things they use
them for. They could add another category if they need
to, for example downloading fi lms.
Arrange the students into pairs. They should describe
what the websites are and why they like them. Then they
should go through each website function and say if they
like doing these kind of things. For example:
I don’t like playing games much but there’s a great site
for playing chess, www.chess.com.
I don’t do that but I sometimes download new games.
2
Demonstrate with an example on the board:
I know a lot of people and I can’t phone them all, so this
is great for finding out what’s going on with everyone.
(chatting to friends) The students then match each text to
the activities in Exercise 1.
Answers
1
2
3
4
3
finding information, playing games
sharing stories, chatting to friends
reading articles, listening to music, finding information
sharing and watching videos, reading articles, finding
information
Books closed, write the names of the websites on the
board and see if the students can guess what they are
about. For example, EcoCentral: Eco- is often about
helping the planet.
Books open, do the first one together. Are any of these
websites about the human body, animals and fun things
to do online? (D – biology, wildlife, cool games).
70
Unit 10
Answers
Including key words and phrases from the speech bubbles and
websites
1 D human body, fun online / biology, wildlife, cool games
2 B to become a writer, put my stories online, discuss ideas /
for teenagers who love writing, share your work with others,
message boards where you can chat
3 C what is happening in the world, learn more about my
favourite stars / daily news programme, articles about
famous bands
4 A to help the planet, making short films and want to share
them / looking after the Earth, upload your own videos
VOCABULARY
4
The students underline the words in the texts and see
if they can work out their meaning from the context and
then match them with meanings a–f. Demonstrate with
the first word: ‘The website is large but the menus are
easy to use.’ So a menu is something to make a big
website easy to use. What does a menu do? (It tells you
what there is on the website.)
Answers
1 f
5
2 d
3 a
4 b
5 e
6 c
The students underline the verbs in the texts then match
them with the sentence endings.
Fast finishers
Write message board on your whiteboard. Tell fast
finishers to come out and write useful messages for the
class on the board, for example Who wants to come
skating with me on Saturday?
Answers
You can save a document or other file on your computer so
you don’t lose it.
post a message or question on the internet for others
to read.
record music, video or pictures so you can watch or
listen to them again.
search for information online by typing a word into a
box.
upload a file from your computer onto a website.
download a file from the internet to your computer.
Prepare for Key for Schools
Reading and Writing Part 2
Task description
In Reading and Writing Part 2, students are tested on
their knowledge of vocabulary. Students fill in a space in
five sentences with one of three options. The sentences
are all on the same topic or are linked by a simple
story line.
Exam tips
Sample answer
Tell students to read all the sentences, including the
example, to get an idea of the narrative. The three words
will be similar to each other, but used in different ways.
They should read the words around the space very
carefully and may need to think about grammar to get
the right answer.
There’s a website http://www.dccomics.com/superman.
This is about Superman and other super heroes. You can
get information about the characters, and you can also
shop online. The games are fun and there are projects. I
like it because I am a Superman fan!
See Exam Profile 3, Student’s Book page 125.
6
Project
Books closed, ask the students if they know any
websites for making friends.
Books open, do the example together and ask why
started is correct. (You start a project or business.)
An internet questionnaire
The students make an internet questionnaire and put it
on Survey Monkey: www.surveymonkey.com
•
Answers
1 A perfect + for (favourite + of, pleased + with/by)
2 C upload a file/document/photo (record music, describe a
person or thing)
3 B search + for (find and miss don’t take a preposition)
4 C contact somebody (make friends, talk to somebody)
5 A post messages (go down / look at a menu, look at screens)
WRITING
Prepare to write
•
•
•
GET READY
Arrange the students into groups. They must think
of six questions to ask people about the internet. To
get them started, brainstorm examples of possible
questions, for example How often do you use the
internet? and What is your favourite website?
The students then go to Survey Monkey and make a
survey using these questions. For weaker students,
there are local language versions of Survey Monkey
where the instructions are in your language but the
questions can be in English.
The students send the survey link to as many people
as possible and collect the results after a week.
They make a graph of the results – this is
possible on the Survey Monkey site – and make a
presentation to the class.
Answers
There is / are is used seven times to start sentences.
You can is used five times to start sentences.
This is used twice to start sentences.
Other ways: On this site … The website is … If …
PLAN As an example, write on the board the website
http://www.dccomics.com/superman or another one you
like. (You could show the website if you wish.)
Write these notes on the board.
what it’s about: Superman + other super heroes
what you can do on it: get information, shop, etc.
why it’s useful/fun: games, projects
why you like it: Superman fan!
The students think of their own favourite website –
remind them they talked about it at the start of the
lesson – and make notes.
WRITE Tell the students that their paragraph should
have at least three sentences and they should make
sure that they begin each sentence in a different way.
They can use the website descriptions in Exercise 3 to
help them.
IMPROVE Write these sentences on the board and ask
the students to find the mistakes.
There is many photos of animals. (There are)
To search for information is easy. (Searching)
They then check their own and their partner’s work.
Cooler
Give the students a vocabulary quiz of Units 6–10. You
read the definition and they must write down the word.
1
2
3
4
5
6
7
8
9
10
to me. (belongs,
I have a computer. It
Unit 6)
brilliant, very nice (wonderful, Unit 6)
You do this when you don’t know where you are. (get
lost, Unit 7)
a place where there is no rain, often very hot (desert,
Unit 7)
This is where you keep your car. (garage, Unit 8)
order something in advance like tickets (book, Unit 8)
a game where you need to think about the answer
(puzzle, Unit 8)
a game you play on a table (board game, Unit 9)
someone who lives next to you (neighbour, Unit 10)
You click on this to go to another website. (link, Unit 10)
Teacher’s resources
Student’s Book
Grammar reference and practice page 156
Vocabulary list page 141
Workbook
Unit 10 pages 40–43
Go online for
• Progress test
• Corpus tasks
Useful websites
71
Culture
Football (the beautiful game)
Learning objectives
•
•
The students learn about the Football for Hope
Festival. They also learn about the men’s and
women’s football World Cup.
In the project stage, they use this information as a
model to describe a previous World Cup.
Useful vocabulary
FIFA ​mascot ​social change ​referee ​
tournament ​
trophy
Warmer
Arrange the students into small circles. One student
says a sport/activity, the next says another sport/
activity beginning with the last letter of the first word,
and so on, around the circle. For example, hockey –
yoga – athletics – skiing. If nobody can think of a sport
beginning with the last letter, they could try with the
second to last (so skiing – netball), etc. See which group
can make the biggest chain of words.
1
Ask the students if they like football and, if so, what their
favourite teams and players are.
Ask the students to describe the pictures and answer the
questions.
2
Pre-teach or check that students understand social
change (change in how people think about each
other and behave towards each other), exchange
(demonstrate by exchanging something of yours for
something of a student’s), referee (the person who
makes sure players obey the rules of the game) and
tournament (a competition with a series of games
between many teams or players with one winner at
the end).
The students read and check their ideas.
Sample answer
People meet, share ideas and experiences and learn how to
work together. They also play a football tournament.
3
Tell the students to match the titles to the paragraphs.
Fast finishers
The students write down three things that they would tell
players on another team about their country, for example
In Russia our football season is in the summer.
72
Culture
Answers
Paragraph 1 What is Football for Hope?
Paragraph 2 Meeting the teams
Paragraph 3 Playing the game
Extension activity
If Football for Hope came to their country, what activities
would students organise for the participants to do in the
first week?
4
Arrange the students into groups to discuss the
questions.
Give some extra discussion questions, for example
What sports do you think are good for bringing people
together? Why do you think they chose football?
Fast finishers
The students write more questions based on the text.
Collect the questions and then divide the class into
teams for a class quiz, using the questions. You will
need to check the questions – and answers – before
doing the quiz.
Answers
1 Students’ own answers
2It helped the young people to get to know each other and
learn about each other’s countries.
3The teams had both boys and girls; the players in a team
were of different nationalities; there were no referees.
4 Students’ own answers
Extension activity
Point out the sentence near the end of the text: Often
this meant talking through action and using a lot of
eye contact. Give the students a situation, for example
asking how old somebody is or inviting somebody to a
café, and get them in groups to act out how they might
deal with it, using actions and eye contact but no words.
Extension activity
The students think of three new rules/changes to make
football games more interesting, for example, you get
two points for scoring a goal with your head.
5
Ask the students if they saw the last World Cup, who
won, and what games they enjoyed.
Pre-teach nickname by giving an example with someone
in the class. Arrange the students into pairs, pairing
someone who likes football with someone who doesn’t
like it very much, to do the quiz.
6
Put pairs together into a group of four to compare and
check answers.
Answers
1 Fédération Internationale de Football Association
2 32
3 every four years
4an electronic way of seeing if the ball has crossed the line
and a goal has been scored
5 30 days
6 Brazil has won five times.
7 the top goal scorer of the tournament
8 The Netherlands
9 2018 in Russia and 2022 in Qatar
10 yes
Extension activity
Ask the students to find out, on mobile devices or by
asking one another, which of these countries has not
hosted a World Cup: Australia, England, Italy, South
Africa, the USA, Uruguay (Australia). Can they think of
a country which has never hosted the World Cup but
deserves to and explain why?
7
1.43 Tell the students that they are going to listen
to something about football. Can they guess what it will
be about, for example famous players, the history of the
game, the fans?
The students listen and see if they guessed correctly.
Audioscript
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Bill:
Ellen:
Project
•
•
Answer
The Women’s World Cup
8
•
1.43 Give an example of the task:
The programme is called Sport on Saturday. (X Sport on
Sunday)
Play the recording again.
In the feedback, get the students to correct the ‘wrong’
answers.
Answer
1 ✗ It was in 1991. ​2 ✔ ​3 ✔ ​4 ✗ 24 teams play. ​
5 ✗ They have never won. ​6 ✔ ​7 ✗ They are different.
Welcome back, everyone, to Sport on Sunday. Today’s
guest, Ellen Parker, is here to talk about the World Cup.
Hello, Ellen.
Hello, Bill. It’s a pleasure to be here.
I’m not sure many of our listeners know about the
Women’s World Cup. So, please tell us more.
Sure. Well, it all started in 1991 and the first tournament
was in China.
Ah, that’s interesting. And how many teams played that
first year?
There were 12 – and the US team won. It was a great
beginning!
So, have there been tournaments every four years
since then?
Yes, there have. But more than 12 teams play now –
there are 24 at the moment and there might be even
more in the future.
Have the US won again since that first year?
Yes, they have, in 1999. And Germany has won twice,
too.
What about Brazil? Have they ever won it?
No, they haven’t even won once yet! But there’s always
the next time!
True! So which other teams have won?
Japan won in 2011 and Norway in 1995.
What’s the trophy like? Is it the same as the men’s?
No, it’s different – and actually, I think the trophy for the
Women’s World Cup is better than for the men’s.
And I’m sure you hope that your team will win it, Ellen!
That’s right, I do.
Well, good luck!
Thanks.
•
•
Tell the students they are going to give a presentation
about a country which has had a World Cup.
Arrange them into pairs, putting someone who likes
football with someone who doesn’t like it very much.
Make sure that pairs choose different countries and
sexes so that there is some variety.
The students find out the information outside class
and put it together as a presentation in class. If they
are using PowerPoint, give them a maximum of five
slides so that it doesn’t take too long to get through
all the presentations. They could also show brief
video clips of action from the World Cup.
The students present their World Cup in class and
answer questions from the other students.
The class should vote on which was the best World
Cup out of those presented.
Cooler
Do the football game cooler on page 100 (Unit 15).
Football (the beautiful game)
73
11
City living
It’s a great place for tourists
Lesson profile
Vocabulary
Listening
Grammar
Pronunciation
Reading and
Grammar
Writing
Important buildings and places in a
city
A quiz about cities
Determiners a, the, all, both, other,
another
the
Australian cities (Key Reading and
Writing Part 5)
A city quiz
Warmer
Arrange the students into pairs. Write the city versus the
country on the board. The students must compare life
in both places and say which they would prefer to live
in. Encourage them to use comparatives. Give some
categories like free time / school / houses / shopping so
students can think of different ideas.
VOCABULARY
1
Books closed, ask the students to make a list of buildings
or places in a city, for example offices, parks.
Books open, the students compare their list with the
pictures and do the matching exercise. Drill all the words.
Answers
stadium a The Emirates Stadium, London, UK
cathedral b Notre Dame cathedral, Paris, France
mosque c Sultan Ahmed Mosque, Istanbul
museum d The Natural History Museum, London, UK
theatre e Winter Garden Theatre, Toronto, Canada
palace f The Royal Palace, Madrid
temple g Wat Phra Kaew, Bangkok, Thailand
statue h The Motherland Calls, Volgograd, Russia
2
Check the meaning of some of the words and
demonstrate the activity by asking your own questions,
for example Where can you cross a river? (a bridge)
The students write five questions individually, then they
get into pairs to ask each other. When they have finished,
ask them to close their books and name all the places.
LISTENING
3
To demonstrate, ask where other cities are, for example
Santiago (Chile), Nairobi (Kenya) Sochi (Russia).
The students do the same with the cities in the box.
Then choose some of these cities and ask the students
what they know about them, for example The 2020
Olympics will be in Tokyo. It’s a big business city.
74
Unit 11
Fast finishers
Fast finishers find out the language and currency of
each country, for example, Egypt – Arabic / the pound.
Answers
Cities in capital letters are capital cities.
PARIS – France
BEIJING – China
Rio De Janeiro – Brazil
CAIRO – Egypt
ROME – Italy
LONDON – the UK
San Francisco – the USA
MADRID – Spain
SEOUL – South Korea
MEXICO CITY – Mexico
Shanghai – China
Mumbai – India
TOKYO – Japan
NEW DELHI – India
New York – the USA
4
1.44 Read out this text: This is a very old city. Two
thousand years ago people spoke Latin here. It has
some very old temples and famous churches. What is
it? (Rome) Ask the students how they know. (Latin – the
Romans spoke this; temples – the Romans built temples;
churches – Rome is the centre of the Catholic religion)
The students listen to the recording and do the same.
Answers
The words that give the clues are in italics.
1 Beijing – China, 2008, Olympics
2 Paris – Europe, Notre Dame, river, Sacre Cœur, Louvre
3 Mumbai – largest city in India, film industry
4 San Francisco – United States of America, trams, Golden
Gate, Alcatraz
5 Rio de Janeiro – carnival, football stadium, statue of Christ
6 Tokyo – largest city in the world, modern, busy, temples,
Mount Fuji
Audioscript
OK, are you all ready? The quiz will begin in a few moments. All
the questions are about cities of the world. Listen carefully to
each question and then write down the name of the city. Here
is question 1.
This is the second biggest city in China. It is in the north of
the country and has some beautiful parks and temples. It also
has a very famous stadium, called the Bird’s Nest. In 2008, the
Olympic Games were in this city. What is its name?
Question 2
This city is in Europe. It has one of the most famous cathedrals
in the world – Notre Dame. The cathedral is on an island in
a river. There’s another beautiful church in the city, called
Sacre Coeur. The city also has a lot of bridges and the famous
museum, the Louvre.
Question 3
This is the largest city in India but it’s not the capital. It’s in the
west of the country by the sea. It has a very large film industry.
It’s a great place for tourists because it has both beaches and
wonderful museums.
Question 4
This city is in the United States of America. It has lots of hills
and people travel by bike or by tram. It has a bridge called the
Golden Gate, which is well known around the world. However,
there are many other great places to visit. Alcatraz and
Chinatown are both popular with tourists.
Question 5
This Latin American city is next to the Atlantic Ocean. Every
year there is a big carnival here at the end of February. It also
has one of the biggest football stadiums in the world. The other
really famous thing here is the statue of Christ on top of a
mountain above the city.
Question 6
This is the largest city in the world. It is in Asia. It is very
modern and busy, and is famous for its bright lights, tall
buildings, shops and restaurants. But the city also has many
excellent museums, temples and gardens. There’s a beautiful
mountain called Mount Fuji, not far away.
5
7
Do the first gap together. Ask Why is it ‘a great holiday’?
(Rosa talks about the holiday for the first time.) The
students then work alone. Afterwards, in pairs, the
students should explain their answers to each other.
Answers
1
2
3
4
5
6
7
8
9
10
11
12
1.44 Tell the students that the answers are not in the
order of the quiz questions. Give them a minute to read
the questions before you play the recording again. Tell
them that two cities will be used twice in the answers.
Corpus challenge
If there is a zoo in your town, ask the students what it
is like. If there is no zoo, ask if a zoo would be popular
there. The students then correct the mistake.
Answers
Answer
a Tokyo b Rio de Janeiro c Beijing
d Mumbai e Paris f San Francisco
g Beijing h Paris
Extension activity
Arrange the students into pairs. They should choose a
city to visit and say why.
GRAMMAR Determiners
6
Books closed, say to the students, This is a city in
England. The city has a famous football team and
was the home of the best pop group in the world, The
Beatles. What is it? (Liverpool) Then say First, I said
a city and then the city. Why? (First you say a, then you
say the when you say the word again.) Did I say best
pop group or the best pop group? (the best) Why?
(We use the with superlatives.)
Say Here’s another city. It has two sides, one in Asia and
one in Europe. Both are beautiful. What is it? (Istanbul)
Say Does ‘another’ mean ‘one more’ or ‘many more’?
(one more) I said ‘both’ – both what? (both sides)
How many sides are there? (two)
Books open, the students read the examples and
complete the rules. For rules 1 and 2, they need to read
sentences a–h in Exercise 5; for rules 3–5 they need to
read the examples in the grammar box, which are taken
from the recording.
Answers
1 a ​2 the ​3 both ​4 all ​5 Another
Grammar reference Student’s Book page 157
a (Rosa talks about the holiday for the first time.)
all (There are more than two famous places in Rome.)
the (We use the before first, second, etc.)
the (Because there is only one in the world.)
a (Rosa talks about the museum for the first time.)
other (more than one tourist)
another (one more museum)
an (Ice cream is talked about for the first time.)
the (There is only one centre in the city.)
both (There were two people, Rosa and her brother.)
the (superlative)
the (There is only one world.)
It’s the biggest zoo in my town. (the + superlative)
PRONUNCIATION the
8
1.45 Play the recording for the students to listen and
repeat. Ask if they can see the rule. Check that they know
what a vowel and consonant are: Are /e/ and /əʊ/ vowels
or consonants? (vowels) /p/ and /z/? (consonants)
Answers
/ðiː/ before a vowel sound
/ðə/ before a consonant sound
Language note: there may also be a linking sound similar to /j/
between /ði:/ and the following vowel, the office = /ðiːjɒfis/.
1.46 Demonstrate with the Arctic /ðiː/ and the White
House /ðə/. The students go through the list themselves
and then check with the recording.
Answers
/ðə/
/ðiː/
the dog
the apple
the North Sea
the Arctic
the River Nile
the Earth
the Statue of Liberty
the Indian Ocean
the orange
the umbrella
Language note: (the) Earth can be with or without an article.
Extension activity
The students extend each column by three items.
They then dictate the six items to each other in a
different order and they have to write their partner’s
words in the correct column.
City living
75
READING AND GRAMMAR
Prepare for Key for Schools
Cooler
Write these questions on the board. The students
complete them with a or the and then answer them.
Reading and Writing Part 5
1
Task description
2
In Reading and Writing Part 5, students are tested on
grammar. Students fill in eight spaces in a text with a
grammatical word such as a determiner, pronoun or
conjunction, etc. Each space has three multiple-choice
options.
Exam tips
Before students answer the questions, they should read
the whole text to get an idea of the topic and general
meaning. They then look at each question, choosing
the correct word for each space. They should then read
the whole text again with their answers to check that it
makes sense. The questions are in the same order as
the information in the text.
See Exam Profile 3, Student’s Book page 124.
9
Books closed, ask the students, What is the biggest
island in the world? (Australia) What is its capital city?
(Canberra) Do you know any other cities there?
Books open, students see if they named the cities in the
text. They then fill in the spaces individually. Tell them
not to worry about words they don’t know. When you go
through the answers, ask them to explain their choice of
words.
Answers
0 C (the because ‘country’ has been mentioned before,
i.e. Australia)
1 A (superlative, so not many, and three cities, so not more)
2 B (because visitor is singular)
3 B (around the world is a common expression)
4 C (one more city)
5 A (the other words don’t make sense here)
6 B (be not far from is a standard phrase)
7 A (there are two things, rainforest and ocean)
8 C (after to (not a preposition) we use the infinitive)
3
4
5
city usually smaller than
town?
Is
(a … a; no, bigger)
most expensive city for tourists? (the;
What is
Oslo)
city with
different name
Name
today. (a … a; many examples: Smyrna/Izmir, New
Amsterdam / New York, Bombay/Mumbai)
famous square. What is the
Moscow has
square? (a … the; Red Square)
name of
first supermarket? (the; New
Where was
York, the Astor, opened in 1915)
Do you mind if I sit here?
Lesson profile
Reading
Vocabulary
Grammar
Reading and
Listening
Speaking
Key Reading and Writing Part 1
Words and phrases with similar meanings
Uncountable nouns
Everyday conversations
Conversations: making and answering
requests
Warmer
Ask What happens in a railway station? and get some
ideas, for example: people catch trains / go to work,
trains leave for other cities, people say goodbye.
Arrange the students into pairs. Choose another place in
the city from page 64 and give students three minutes to
write down what happens there. They then compare lists.
READING
Prepare for Key for Schools
WRITING
10
Ask the students what information they could include in
a city description; Exercises 5 and 9 give some ideas.
For example: where it is, how many people, interesting
places, transport, culture, why it is famous.
The students choose three cities and make notes for
each one, then write them into short paragraphs. They
shouldn’t include the name of the city in the description
but they should give a choice of four cities for their
partner to guess from.
In pairs they read out and guess each other’s cities.
Award two points for guessing correctly and one point if
your partner guesses your cities.
76
Unit 11
Reading and Writing Part 1
Task description
In Reading and Writing Part 1, students are tested on
their understanding of real-world notices. Students
match five sentences to eight signs or notices.
Exam tips
Students should look for a notice that says the same
thing as the sentence, but in different words. For
example the sentence might say ‘sport’ but the notice
may talk about ‘football’. They shouldn’t choose a notice
just because it has the same words as the sentence.
They should think about the meaning.
See Exam Profile 4, Student’s Book page 127.
1
Books closed, draw a box on the board. In the box write
Wet paint!
Ask What is this? (a notice/sign) Where would you see
it? (on a seat in a park, a door in school) Why is it there?
(You can get paint on your clothes.)
Books open, the students do the matching exercise.
Fast finishers
Fast finishers calculate how much it would cost for their
family to go to the swimming pool three times a week
next month.
Answers
A in a park B in a café C by a river D at a sports centre
E on a poster F in a museum G in a clothes shop
H at a train station
2
GRAMMAR Uncountable nouns
Books closed, ask Which notice was about music? (E)
What music do you like? and get some answers.
Tell the students that music is an uncountable noun so we
can’t say ‘What musics …?’ Get them to make two columns
in their notebooks, ‘countable’ and ‘uncountable’. Read out this
list of nouns and the students put them in the correct column:
dog, adventure, water, notice, music, child, advice, drink.
Books open, the students check with the grammar
explanation.
Language note: it is better for the students to learn which
noun is (un)countable on a word-by-word basis as the logic
will not be clear to them; the determiners a, few and many
are not used with uncountable nouns; much is generally
used in negatives and questions and a lot of in statements:
There isn’t much bread. Do you have much bread? There’s a
lot of bread.
Grammar reference Student’s Book page 157
4
Demonstrate with some oral examples: You won’t need
to pay to go online (B, free internet), Someone will tell
you about everything you see (F, tour guide).
fruit orange How many
do you eat a week?
Ask After ‘many’ do we have a countable or uncountable
noun? (countable) Which of the nouns is countable?
(orange) Do we need to change the form of orange?
(Yes, make it plural, oranges) Pre-teach coin by showing
one, then the students work individually.
The students then do the matching task.
Answers
1 E ( online … information / For details visit www.stadium.
co.uk)
2 G (staff … help … clothes / Jeans, Ask the assistant)
3 C (Children … pay less / Under 16s – £2.50 [less than
£5.00])
4 A (keep these animals out / No dogs)
5 D (morning … afternoon / 10 am and 2 pm)
Demonstrate with an example on the board:
Fast finishers
The students make sentences with the words not used,
for example (1) desk, I need a desk for my computer.
Answers
VOCABULARY
3
Say to the students Another way of saying ‘Saturday’ is
‘the weekend’ or ‘the day after Friday’. Can you think of a
different way of saying ‘mum and dad’? (parents, mother
and father, family)
The students underline the words and phrases in the
texts then match them.
1 furniture ​2 projects ​3 article ​4 traffic ​5 coin ​6 food ​
7 electricity ​8 jewellery
Extension activity
Tell the students to use a dictionary or go to
http://dictionary.cambridge.org/ and look up the words in
the exercise. Ask them to notice the [C] countable or [U]
uncountable symbol next to the words. When they look
up a new noun they should look out for this information.
Fast finishers
Ask the students to think of different ways of saying
these other words from the texts:
great (very good, fantastic)
trips (excursions, tours)
adults (over 18s, not children)all (everyone, everybody)
Answers
1 h ​2 a ​3 f ​4 e ​5 g ​6 c ​7 d ​8 b
READING AND LISTENING
5
1.47 Pre-teach cloakroom, a place where you leave
your coat, and bowling (mime the action).
Ask about picture 1: What is the girl carrying? Why do
you think she is speaking to the man? (She is lost.)
Arrange the students into pairs to describe the other
pictures. See if they can match the pictures before they
listen, then listen and check. Tell them to ignore the gaps
for now.
Answers
1 b ​2 e ​3 f ​4 d ​5 a ​6 c
City living
77
6
1.47 Get the students to categorise the phrases into
questions and replies before they fill in the gaps.
Questions: Do you mind if I, Could you, Can you tell me,
Could I, Is it OK if I
Replies: Sure, I’d like to, That’s fine, I’m sorry but,
I’m afraid not, No problem, Of course
After checking the listening, arrange the students into
pairs to act out the conversations.
Language note: with a polite request, often the pitch
starts high and the intonation rises at the end.
Answers
1
5
​
8
12
7
I’d like to ​2 I’m sorry, but ​3 Could you ​4 No problem ​
Is it OK if I ​6 I’m afraid not ​7 Do you mind if I
That’s fine ​9 Can you tell me ​10 Sure ​11 Could I ​
Of course
Sample answer
(place) at the zoo / (request) feeding the lion
Excuse me, do you mind if I give the lion some ice cream?
Sure, but our lion only likes banana ice cream.
10
Project
A phrase book
The students will make a phrase book for Englishspeaking people coming to their country.
•
Ask the students, What’s the difference between Hi! and
Good morning? (Hi is informal, Good morning is formal.)
Ask Which one would you say to a new teacher? (Good
morning) They mark the formal phrases with F for formal.
•
Fast finishers
Ask fast finishers to think of an answer for each
question, for example, Can you help me? – Sure, no
problem.
•
Arrange them into groups of four. Each student
will choose a place from Exercise 1 on page 64.
They must write down six useful phrases with
English translations. Give some examples:
(square) ¿Me puede decir dónde está la plaza del
Zócalo?
Can you tell me where Zocalo Square is?
(cathedral) Me gustaría ver la catedral.
I’d like to see the cathedral.
Make sure the weaker students have easier places
like café and shop.
When each student finishes their section, the other
students check it and they put it together into a
phrase book.
Answers
Cooler
1 Could you help me? F ​2 Do you mind if I sit here? F ​
3 Could I have a drink? F
Books closed, write this dialogue on the board:
Ask the students to close their eyes. Say: You are at
home in your kitchen. Go to your fridge. Open the door.
What do you see inside? Open your eyes and write
down everything you see.
A: Can you tell me where the station is?
B: No.
The students make a list, using determiners, for example
a bit of meat, some milk.
8
Ask the students what is wrong with it. (No by itself is
rude.) Ask them for a better answer, for example, I’m not
sure. Books open, they do the exercise and compare
with their answers.
Answers
Yes – Sure, Certainly, No problem, That’s fine, Of course
No – I’m sorry, but …, I’m afraid not
Extension activity
The students write two ‘rude’ dialogues like the one on
the board and pass it to others to make more polite.
SPEAKING
9
78
Each pair acts out the conversation while the other
students listen and try to guess what the place is.
To make it more fun, give each pair a dice (a sugar cube
can improvise). They write down six places and number
them 1–6. Then they write down six requests and number
them i–vi. They throw the dice twice. The first number is
the place, the second number is the request. They make a
conversation using the phrases in Exercise 6.
Unit 11
Teacher’s resources
Student’s Book
Grammar reference and practice page 157
Vocabulary list page 142
Video
Favourite cities
Workbook
Unit 11 pages 44–47
Go online for
• Video extra worksheet
• Corpus tasks
12
Festivals and films
It’s a festival that everyone loves
2
As a variation, turn it into a milling activity where the
students have, say, 10 minutes to go round the class
and ask as many other students as possible.
Lesson profile
Vocabulary
Reading
Grammar
Pronunciation
Speaking
Instruments; types of music
Three great music festivals to go
to this summer (Key Reading and
Writing Part 4)
Relative pronouns who, which, that
Sounds and spelling
Plan your own festival
Books open, put the students in pairs to discuss
the questions.
READING
Prepare for Key for Schools
Reading and Writing Part 4
Preparation
Task description
Ask the students to bring in a piece of their favourite
music on their mobile device, for Exercise 2.
In Reading and Writing Part 4, students are tested on
their ability to understand the main ideas and some
details of longer texts. Students read one long text and
answer seven three-option multiple-choice questions
or seven Right / Wrong / Doesn’t say questions, or they
read three short texts and answer seven three-option
multiple-choice questions.
Warmer
To revise words from Unit 11, write anagrams of
(some of) these places on the board:
library, stadium, cathedral, mosque, museum, theatre,
palace, temple, statue, sports centre
Exam tips
Before they answer the questions, students should read
all three texts and the questions to get an idea of the
topic and general meaning. Then tell them to look at each
question in turn. The answer could be in any of the three
texts. There may be something about the question in all
the texts but only one text will have the correct answer.
Tell the students that they are places around town with
the letters mixed up. Do the first one together: rbyrail
→ library. Then the students work individually, books
closed, to see who can finish first. Let weaker students
look back at Unit 11. You can give the first letter of each
word if they need it.
VOCABULARY
Ask one of the students to play a short music clip, or play
something yourself. Elicit from the class the genre, e.g. pop,
and any instruments, e.g. guitar and drums: What kind of
music is this? What instruments can you hear?
1
See Exam Profile 5, Student’s Book page 128.
3
4
Demonstrate the categorisation activity with the words
just elicited: Is ‘pop’ an instrument or a type of music?
What about ‘guitar’? For stronger classes, this activity
can also be done books closed, as a dictation.
Answers
Instruments: drum, guitar, keyboards, trumpet, violin
Types of music: blues, classical, folk, jazz, pop, rap, rock, soul
In the follow-up, give the students a target number of words
to add to each category: two for weaker students; three for
stronger.
Suggestions: instruments fl ute, piano; music dance, samba,
hip-hop.
About you
If the students have brought in some music, put them
in small groups to take it in turns to play it. The students
who listen should identify the type of music, instruments
and the group/song, and say if they like the piece.
Get students to look at the photos and title and ask what
the photos show. Give them three minutes for the first
reading and let them discuss the third question in pairs.
In the example question, ask the students to find where
the key information is in the Sounds text. (15th century
castle) They then work individually. During feedback, ask
them to identify the part of the text where the answer is
found.
Fast finishers
The students make up an extra Which festival … question
in the same multiple-choice format for other fast finishers
to answer, for example Which festival has a lot of visitors
who are not there for the fi rst time? (Moon Fest)
Answers
1
2
3
4
5
6
7
A
B
A
B
C
A
C
(there are musical instruments that you can play)
(best places to listen to new music)
(an outdoor cinema)
(you can sail or windsurf)
(where you can camp)
(all kinds of music from dance to … jazz)
(famous pop groups who don’t usually play at summer
festivals)
Festivals and films
79
GRAMMAR Relative pronouns who, which,
Fast finishers
that
5
Give the sentence starters below to fast finishers to
complete:
Explain that the words in red are relative pronouns and
that we use them when we want to give more information
about people and things. They also combine information
into one sentence. Show this with the first example:
The festival is a great idea for people who …
The festival should be in a place which …
There’s even a 15th century castle. The castle is often in
films and TV shows.
Answers
1 Tickets are cheap, so teenagers who/that haven’t got much
money can go.
2 There are shops which/that sell clothes and food.
3 Sam Kilcoyne is the man who/that started the festival.
4 There are some famous bands who/which/that always play at
the festival.
5 It’s a festival which/that parents feel is safe for their children.
→ There’s even a 15th century castle that’s often in films
and TV shows.
To help weaker students with the sentence completion
task, go through each example with them so that they
identify whether the noun is about people or things.
Point out that that is always possible and make sure that
in the task where students are asked to replace that, they
do not think who or which are better.
Corpus challenge
Dictate the sentence starter My favourite colour is blue
so … and get the students to finish it using their own
ideas. They can then compare their sentences with the
corpus example. In the error correction exercise, elicit
the reason for the mistake – mobile phone is not a
person, so you cannot use who.
Answers
We use who and that when we talk about people.
We use that and which when we talk about things.
0 a building that’s → a building which is
2 music that → music which
3, 5 a place that → a place which
6 people that → people who
7 bands that → bands who/that (we can think of bands as
either ‘things’ or ‘people’)
Answer
B is not correct.
Alternative presentation
Ask the students to write down short answers to six prompts:
Name …
– a friend who is a good dancer.
– a film which has some nice music.
– a person that loves parties.
– an actor/actress who sings well.
– a game or sport which needs music.
– a word in [L1] that sounds beautiful.
The students share their answers in groups.
After that, write up the six prompts on the board and get the
students to analyse them as in Exercise 5.
Grammar reference Student’s Book page 158
Extension activity
In small groups, the students write their own prompts
on different topics (food, travel, etc.) and read them to
other groups as a basis for the same discussion task.
For example:
Name …
– something which you eat everyday.
– someone in your family who loves fast food.
6
80
Show a YouTube clip from the Underage festival or just
tell the class they are going to read about the Underage
Festival and ask them what they think it is. The answer
is in the example sentence. The students match the
sentence halves and join them with the relative pronoun.
Unit 12
PRONUNCIATION Sounds and spelling
7
1.48 Books closed, write, don’t say, the English
town Loughborough on the board. Then ask How many
letters are in the word? (12) How do you pronounce it?
See if any students get close to /ˈlʌfbrɘ/. Ask How many
sounds are in the word? (6)
Books open, explain the task and play the recording,
pausing it after each word to give the students time to
think and write.
Language note: spelling is not always a good guide to
pronunciation in English. There are 26 letters in English
but around 44 phonemes (sounds). So often some letters
in a word are not pronounced, see Unit 3 Pronunciation.
A good learning strategy for the students is to write down
a transcription for every new word.
Answers
word
cheap
children
clothes
festivals
great
phone
place
which
who
letters
5
8
7
9
5
5
5
5
3
sounds
3
7
5
9
4
3
4
3
2
This film looks exciting!
Extension activity
The students write down three words where the number
of letters and sounds is the same, and three words
where they are different.
For example: (same) dogs, forest, sadly; (different) the,
hour, all
Lesson profile
Speaking
Reading
Grammar
Listening
Writing
SPEAKING
8
Books closed, get the students to brainstorm the things
you need to consider in starting a festival: You are now
going to start your own festival! What do you need to
think about? For example, where will it be? What other
things? Other considerations not on the list include the
right time of year, the price of tickets, marketing.
Books open, the students can compare their ideas with
the list.
Organise groups of mixed abilities, giving each student
a more/less demanding role. Stronger students could
be the Festival Director, organising the discussion and
doing the final presentation, or the Entertainment Officer,
thinking of creative extra activities; weaker students
could have more limited roles like Programme Organiser,
making a daily schedule, and Group Secretary, recording
decisions. Give a time limit, say 15 minutes, to discuss
and prepare the presentation.
PowerPoint would be an ideal way of doing the
presentation, each student in a group being responsible
for preparing one slide. A non-technology option is a
poster. To make sure that groups listen to one another
during the presentations, give them a simple task:
Warmer
Write these instructions on the board or dictate them:
Find somebody who…
– has a birthday soon
– went to bed late
– needs a new phone
Group 2
About you
1
2
Group …
Answers
Cooler
Dictate these quiz items (make a buzzing noise for
the gap). The students write the items down, adding a
relative pronoun, and then answer them. For weaker
groups, write the quiz on the board.
A type of music
An instrument
A group of people
A type of disco
The vowel
A person
Festival.
Ask Where do you find out what films are on at the
cinema? and elicit the cinema’s webpage. Ask the
students to read the webpage quickly and ask some
questions, for example How many films are on? (five)
Which film sounds exciting? (The Drake Adventures)
Do the first question in the exercise together and then
they work individually. Check the answers and then they
compare which films they want to see.
Presentation
1
2
3
4
5
6
Show some film clips, or bring in some DVD cases,
and ask the class if these look like interesting films
and why. Put them into pairs for the discussion.
READING
Ideas
English
– has an interesting pet
– can’t spell
– saw a film yesterday
The students have ten minutes to find as many answers
as possible by asking each other. To introduce the topic
of the lesson, ask those students who did see a film to
tell the whole class about it.
Listen and give each group a mark from 1–5 for each
category (1= not very good, 5 = excellent):
Group 1
Films and cinema
Showing today at Star Cinema
Conjunctions if, that, when, where, while
Key Listening Part 4
An invitation to the cinema
is slow and sad.
is round.
play pop music.
is very quiet.
you hear in ‘blue’.
can go to the Underage
Answers
1 which/that (the blues) ​2 which/that (drum)
​ who/which/that (band) ​4 which/that (silent) ​
3
5 which/that (/u:/) ​6 who/that (teenager)
1
2
3
4
5
6
7
8
B Game, Set, Match
A The Drake Adventures
B, D Game, Set, Match and Body Swap
A The Drake Adventures
B Game, Set, Match
E New Boy
D Body Swap
C, E A Forest of Dreams and New Boy
Extension activity
Give the students two imaginary ‘lines’ from the films
and ask them to guess which film they came from:
One day you will be a champion! (Game, Set, Match)
That scarf is a terrible colour. (New Boy)
In groups, the students should make up eight lines from
the films for other groups to guess where they are from.
Strong students could make mini-dialogues.
Festivals and films
81
GRAMMAR Conjunctions
Exam tips
Books closed, write on the board Is it more interesting to
watch a fi lm or read a book? and discuss briefly.
Tell students that they have time to read the notes
before they listen. They should think carefully about
what the missing word might be, for example is it a time,
a place, an amount of money? Students should write
numbers as numbers, not words, so they don’t make
a mistake with spelling. They should write something,
even if they are not sure.
Point out or in the question and explain that it is a
conjunction – a word which joins sentences or parts of a
sentence. Compare the question on the board with Is it
better to watch a fi lm? Is it better to read a book?
Elicit other conjunctions the students know: but and and,
and ask for example sentences. Books open, the students
then find and underline the five conjunctions in the webpage.
As you go through them, give or elicit the meaning of the
conjunctions: that goes after a verb or adjective and gives
more information; while describes another thing happening
at the same time; where describes a place; when describes
a moment in time; if describes a condition or a possibility.
See Exam Profile 5, Student’s Book page 129.
5
Language note: when and while came up in Unit 4, so
the students should be familiar with them. If for the first
conditional comes up in Unit 17, so this is a preview.
3
Books closed, ask the students to complete the sentence
My friends and I go to the cinema if … in a logical and
grammatical way.
Books open, check the ending in the first question.
Pre-teach popcorn before the students work individually.
1 b
4
2 c
3 e
Tell the class that a boy called Gabriel is going to
celebrate his birthday at the Star Cinema and he is calling
his friend Ana to invite her. Go through the notes and elicit
examples of possible answers (in brackets in the key).
Answers
1 a day (Friday) 2 name of film (Body Swap)
4 money (five pounds) 5 transport (train)
6
Answers
4 a
5 d
Give some examples of your own first. When the
students compare their sentences, encourage them to
use follow-up questions. Demonstrate with a student:
Student: I often listen to music while I’m on the bus.
Teacher: Do you come to school by bus?
Extension activity
Do the exercise the other way round. Give the end
of sentences and the students have to think of a
grammatical and logical beginning.
(Never speak on your phone) … while you are cycling.
(It was really dark) … when I got home last night.
(It’s a big problem) … if you lose all your money.
LISTENING
Prepare for Key for Schools
Listening Part 4
Task description
In Listening Part 4, students listen to a conversation and
write down one or two words or numbers to complete a
set of notes.
Ask What is a great way to celebrate a birthday? Have
you got any ideas? Make a list together. Give some
examples, like ‘go to a café’ and ‘visit the circus’, to start
the students off. In feedback, the whole class can decide
which group has the best way to celebrate.
1.49 Pre-teach give sb a lift and pick sb up. Check
the students understand the context and task: Who is
calling who? Why? How many pieces of information do
you need to get? Play the recording twice for them to
answer the questions.
Answers
1 Saturday 2 New Boy 3 6.45
4 (£)7.10 (not £5.00, that is for a drink and popcorn)
5 car (they’ll go there by car and come back by bus)
Audioscript
Gabriel:
Ana:
Gabriel:
Ana:
Gabriel:
Ana:
Gabriel:
Ana:
Gabriel:
Ana:
Gabriel:
Ana:
Gabriel:
Ana:
Gabriel:
Ana:
82
Unit 12
3 time (15.00)
Hi, Ana. It’s Gabriel here. Are you free this
weekend?
Yes, why?
I’m going to the Star Cinema with a few friends.
Can you come?
Sure. Which day are we going?
Well, I’ve got a family lunch on Sunday, so it will
have to be Saturday.
OK. Are we going to see The Drake Adventures?
That sounds really exciting!
It is, but I saw it last month, so I chose New Boy.
I hope that’s OK.
Of course! What time does it start?
We’re going to the 6.45 showing. It’s an hour and a
half long, so we’ll be out by 8.15.
That’s fine. How much are the tickets?
We’re all 13 now, so it’s a bit more expensive – it’s
£7.10. Bring an extra £5.00 if you can, for a drink or
some popcorn.
OK. And how are we getting there?
My Dad’s giving us a lift in his car, but we’ll have to
get the bus home afterwards.
No problem!
Great! We’ll pick you up at about 6.15 then.
OK. Bye, Gabriel.
Get talking!
See Student’s Book page 132.
Answers
1 He asks her to play the guitar in the band for the school
show.
2 1 C ​2 E ​3 A ​4 D
1.50
Tom:
Hayley:
Tom:
Hayley:
Tom:
Hayley:
Tom:
Hayley:
Tom:
Project
A cinema poster
The students make an English-language advertising
poster for their local cinema.
•
Audioscript
Do you want to be in the school show this year,
Hayley?
Yes! That sounds exciting, Tom! What’s it going
to be about?
It’s a musical called Bugsy Malone. And guess
what? I’m going to be Bugsy!
Wow! Congratulations, Tom! So, what do you
want me to do?
We need someone to play guitar in the band.
I hope that’s OK?
Sure. No problem!
Great. There’s a meeting about it in the hall after
school today. Are you free?
I think so, but I’ll need to check.
Great. You can meet the rest of the band, and
hear all the songs.
WRITING
Prepare to write
GET READY Students read the email and answer the
questions.
Answers
Leo; Now You See Me; 6.00
•
•
•
•
Arrange the class into small groups. Tell them the
poster should include the name of the cinema,
titles and brief descriptions of three or four films
(to recycle the topic vocabulary, conjunctions and
relative pronouns), time of showings (to recycle
prepositions of time), directions to the cinema (to
recycle prepositions of place). Give the task of
film descriptions to stronger students and times/
directions to weaker students.
In class, the students share ideas and make notes
based on the categories above.
At home, they write their section of the poster.
Back in class, groups check each other’s work and
put it together as a final product, a poster.
Groups visit one another’s posters, and ask one or
two the questions about the films.
Cooler
The students play Bingo to revise the new words.
Get them to draw a six-square grid in their books.
Elicit the new words from this unit and make a list on the
board. The students should fill in each square in their
grid with a word from the list.
Read out words from the list in random order or give
definitions. If the students have that word in their grid,
they cross it off. The first student to cross off all six
squares is the winner.
Go through the uses of the different prepositions: a) at ​
b) on ​c) on ​d) at ​e) to. Then call out some days,
times, places, etc. for students to supply the correct
Monday (on),
preposition. For example
3 o’clock (at), etc.
After you have demonstrated with the whole class, the
students play in small groups.
PLAN Books closed, ask the students When you are
inviting someone to see a film, what do you need to
think about? Brainstorm answers and, books open,
compare with the bullet points. The students then plan
their invitation individually.
Student’s Book
Grammar reference and practice page 158
Vocabulary list page 142
WRITE Remind the students to think about prepositions
and to try to use some conjunctions.
IMPROVE Tell the students to underline all the
prepositions and conjunctions in their invitation. They
read it through again as a final check. Then they swap
letters and check each other’s work, paying particular
attention to the words underlined. Collect in the letters
for you to mark.
Teacher’s resources
Workbook
Unit 12 pages 48–51
Go online for
• Progress test
• Achievement test
• Corpus tasks
Festivals and films
83
History
The history of writing
Learning objectives
•
•
The students learn the history and purpose of
writing. They also learn about how alphabet systems
evolved gradually from visual representations
(basically pictures) to abstract systems, such as are
used in most alphabets today, where an individual
sign typically has no visual relationship to something
in the real world.
In the project stage, they use this information to
research the history of an alphabet.
Useful vocabulary
characters (in writing) ​clay tablets ​consonants ​
hieroglyphics ​
vowels
Preparation
The Cambridge Encyclopedia of the English Language
by David Crystal has a detailed and fascinating section
on writing and alphabets.
Warmer
Write this sentence on the board: The amazing ex-British
queen can speak two different languages very well.
Ask the students which letter of the alphabet is not used
in the sentence (j).
Give them three minutes to make a grammatical
sentence which uses as many of the alphabet letters as
possible. See which group has the best sentence.
1
Ask the students Which is more difficult for you in
English, writing or speaking? What makes writing
difficult? Elicit the idea that spelling is often difficult
because writing has changed over a long time. Give
examples of words with silent letters in English, like
(k)now and t(w)o – originally the silent letters were
pronounced. Ask if they have seen any examples of
something from their country written 500 or 1000 years
ago. Can they read and understand it? Are any words
pronounced in the same way?
Point out that humans have been able to speak for about
100,000 years but writing systems didn’t begin until
much later, when communities became larger and more
complex. Arrange the students into groups to answer the
questions. If they don’t know the answers, encourage
them to speculate.
84
History
2
Ask the students to give you examples of consonants (for
example, k, s) and vowels (for example, a, o).
The students read the text and check their answers to
Exercise 1.
Answers
1 About 5,000 years ago.
2 They needed it to do business, first for writing numbers when
they were buying and selling animals and food.
3 It probably began in Sumeria (now Iraq) and Egypt.
4 Early writing had pictures to represent words.
5 Students’ own answers. English uses the Roman alphabet.
Extension activity
Put these reasons for writing on the board and get the
students to think of examples from things they have
written recently.
To get/give information (e.g. a text message about
meeting a friend)
To remember things (e.g., a shopping list)
For fun (e.g. filling in a crossword or sudoku)
Can the students think of any more reasons for writing
and examples?
3
Ask the students what they think people used to write
with? Can they tell from the pictures on the right-hand
page?
Ask the students to answer the questions in pairs and
then compare as a class.
Ask them how easy they think their writing system is for
foreigners to learn.
Fast finishers
Ask the students to work out these (not real) words if
water is ‘fi’ and house is ‘wo’.
lu-fi (man water)
Answer: crying
wo-ka (house mouth)
Answer: door
fi-wo (water house)
Answer: boat
Suggested answer
1 T
he Chinese alphabet has over 3,000 characters and so is
probably one of the hardest to learn and use.
2 Phoenician is probably the easiest as it only has 22 letters
to learn.
Project
Extension activity
•
The students have a written conversation. Put the
students into pairs and set a time limit, say five minutes.
The first student writes something on a piece of paper
and passes it to their partner. This person responds
and passes the paper back and so on. There can be
no talking during this time. You could also do this by
text messaging rather than paper. Afterwards, ask the
students how it felt compared to a normal conversation;
were there any advantages, for example more time to
think about a response?
4
Ask the students what is unusual about these sentences.
(There are no vowels.)
Tell the students to read them and say which words are
easy and difficult.
Answers
1 My favourite sport is football.
2 Can you come with out with me this afternoon?
3 When is your birthday?
5
Write ‘m n nglsh tchr’ on the board and see if the
students can work out the sentence. (I am an English
teacher.)
Tell them to write at least three sentences with only
consonants. Then arrange them into pairs to read each
other’s sentences and say which words are difficult.
6
Ask the students to think of examples when we use pictures
not words (for example, maps, signs, emoticons, art).
Tell the students to work out the meaning of the pictures.
•
•
•
Tell the students they are going to find out about an
alphabet and present the information to the rest of
the class.
Arrange them into pairs and tell them to choose an
alphabet. It could be an alphabet used today like
American Sign Language, an old one like Runic or
even a fantasy language like J.R.R. Tolkien’s Elven.
The students find out the information outside class
and put it together as a presentation in class.
The students present their alphabet in class and
answer questions from the other students. They
also make a short quiz, giving some words or
symbols and asking what they mean or how they
sound, perhaps offering multiple choice options. For
example (Greek):
Is Δ pronounced:
A /d/
B /f/
C /w/
(Answer: A)
Cooler
Write some old SMS messages on the board (from the
early days of texting) for the students to work out.
CU later.
See you later.
RU OK?
Are you OK?
PLZ TXT
Please text.
B4 2day
Before today
Dont B L8
Don’t be late.
Up 2U
It’s up to you.
ORLY
Oh really?
Answers
1 Cross the road here. ​2 restaurant
4 I’m happy/sad.
​3 lift / US elevator ​
Extension activity
The students draw a picture for the other students to
work out the meaning.
Subject learning
In the next stage, the students are going to find out
more about an alphabet. Encourage a class discussion
on what they have learned so far. If appropriate, do this
in the students’ own language. Use these questions:
Why is writing important?
What did the first alphabets look like?
Name some different types of alphabet.
What kind of alphabet do we use in our language?
Do you think our alphabet might change in the future?
The history of writing
85
13
Life experiences
Have you ever wanted to be a chef?
Lesson profile
Listening
Grammar
Vocabulary
Pronunciation
Speaking
The friends discuss who to interview
Present perfect with ever and never
Jobs; Key Reading and Writing Part 2
Past participles
Ask about life experiences
Warmer
Pretend to be someone from space who visits Earth for
the first time. You have a lot of questions! Demonstrate
with one of the students. For example:
Teacher:
Student:
Teacher:
Student:
Teacher:
Where am I?
In school.
What’s school?
A place where you learn things.
Why?
When the students understand, arrange them in pairs to
do the same.
LISTENING
1
1.52 Ask the students to name a famous person from
their country and say what they have done to be famous.
Ask the students questions about the factfiles: Who is
very good looking? (William) Who probably knows kings
and queens? (Hannah) Who probably travels a lot?
(Clark and William)
Play the recording for the students to match Dylan, Finn
and Gabby with the famous people.
Answers
Finn: Clark Stevens, photographer
Gabby: William Foster, model
Dylan: Hannah Stone, artist
Audioscript
Dylan:
All three jobs look interesting, don’t they? Who do you
want to interview, Gabby?
Gabby: Well, I’ve never talked to a real artist, so it’d be fun to
interview Hannah. But I’d like to talk to a model too, so
I’m not sure. Have you decided, Finn?
Finn:
Yes, I have. I’d like to interview Clark because he
sounds really interesting. He’s visited different parts of
the world, too. Have you decided, Dylan?
Dylan: No, I haven’t. I don’t mind who I interview.
Gabby: Well, if you really don’t mind, I think I’d prefer to meet
William. Most models are women, so I can ask him
about what the fashion world is like for him.
Dylan: OK, then I’ll interview Hannah. Hey, maybe she’s
painted a picture of the Queen!
86
Unit 13
Extension activity
The students choose who they want to interview and
write five questions, for example, ‘Clark, is your job
dangerous?’ Give them ideas for questions like working
hours, travelling, problems, equipment, etc. They then
roleplay the interviews in pairs.
2
1.52 Ask the students if they can remember the
reasons the friends gave for their choices. Play the
recording again.
Answers
Finn:
Clark, because he sounds interesting and has visited
different parts of the world.
Gabby: William, because most models are women, and it will
be interesting to hear what the fashion world is like for a
man.
Dylan: He didn’t mind, so he let the others choose first.
Extension activity
Make a daily schedule for one of the famous people.
For example (William):
10:00 get up
10:30 have breakfast: black coffee, half an apple, etc.
GRAMMAR Present perfect with ever and
never
3
Ask a student Did you walk home from school
yesterday? If ‘no’, ask Have you ever walked home?
(If the first answer was ‘yes’, ask a different student.)
Write the two questions on the board.
Ask In the first question, am I asking about a specific
time in the past? (yes) So what tense is it? (past simple)
Is the second question about a specific time? (no, it’s
asking about any time in the past) Explain that in this
case we use the present perfect and ever.
Tell the students to read the examples and complete the
rules.
Language notes:
• It might be helpful to explain that ever means ‘in
your life’.
• Never has the meaning of ‘not ever’.
• For regular verbs, the past participle is the same
as the past simple form but the students should be
careful about spelling rules (travel – travelled, worry –
worried, etc.).
Answers
1 We use the auxiliary verb ‘have’ plus the past participle of the
main verb.
2 We use the present perfect to talk about experiences in
the past.
3 We can’t use words like last week or ago with the present
perfect.
4 We can use ever in present perfect questions.
5 We can use never in present perfect statements.
Books open, ask the students some questions about the
pictures, for example Picture a. Where is he? What is he
doing? Why? The pictures show a dentist, a mechanic,
a chef and a pilot.
The students then do the matching exercise. Drill all the
words.
Books closed, read out the definitions for the students to
name the job.
Alternative presentation
Fast finishers
Download the song Brighton in the Rain to play in class or
show it on YouTube. The song begins ‘I’ve never been to
Athens and I’ve never been to Rome’ and every line has the
present perfect with never. Brighton in the Rain is so ideal
for teaching the present perfect that online you can find
many worksheets to go with it. It is an authentic song and
it has both regular and irregular verbs, so you will have to
present both together.
The students underline the stressed syllable in the jobs
with more than one syllable: artist , dentist, tour guide,
mechanic, model, photographer, pilot, receptionist.
Grammar reference Student’s Book page 159
4
Demonstrate with an example on the board: She / never
fail / an English test. (She has never failed an English test.)
The students read out the sentences. Make sure that
they use contractions after nouns and pronouns –
My mum’s, I’ve never, etc. – as this is more natural in
speaking.
Fast finishers
Ask the students to turn all the statements into questions
and all the questions into statements. For example Has
your mum ever visited Antarctica? I have never worked
in a factory.
Answers
1
2
3
4
5
My mum has / ’s never visited Antarctica.
I have / ’ve never camped in the winter.
Have you ever worked in a factory?
Has Tony ever repaired a computer?
We have / ’ve never returned to our old school.
Corpus challenge
Books closed, read out a list of countries, or of towns
in your country and tell the students to write down the
ones that they have visited. Then they compare in pairs.
Books open, they correct the sentence.
Answer
I’ve never travelled there and I want to visit it. (present
perfect because it is about experience, visit needs an object)
Answers
1 e
2 i
3 f
4 a
5 h
6 c
7 j
8 d
9 b
10 g
About you
6
Arrange the students into pairs and give them
one minute to list as many other jobs as they can.
Examples of other jobs they might know: actor,
cleaner, cook, engineer, farmer, manager, secretary,
shop assistant, waiter/ress. Write all the jobs on the
board. The students should say what each job is, for
example An actor works in fi lms or at the theatre.
Tell the students to give each job a rating from 1–5,
5 meaning a dream job and 1 the worst job in the
world. Then arrange them into groups to compare
their lists and discuss the jobs.
Extension activity
Give each student in the class a job (two students could
have the same job if a large class). The students should
line up according to how interesting the job is, ‘very
interesting’ being on the left and ‘very boring’ on the right.
You can repeat the activity with a different adjective, for
example how difficult the job is, how dangerous, etc.
Prepare for Key for Schools
Reading and Writing Part 2
Task description
In Reading and Writing Part 2, students are tested on
their knowledge of vocabulary. Students fill in a space in
five sentences with one of three options. The sentences
are all on the same topic or are linked by a simple story
line.
Exam tips
VOCABULARY
5
Books closed, write on the board: A teacher is
somebody who … and get the students to think of
different ways of finishing the sentence, for example
‘helps people to learn’, ‘changes the world’.
Tell students to read all the sentences, including the
example, to get an idea of the narrative. The three words
will be similar to each other, but used in different ways.
They should read the words around the space very
carefully and may need to think about grammar to get
the right answer.
See Exam Profile 3, Student’s Book page 125.
Life experiences
87
7
Language note: the rule is that -ed is pronounced /d/ for
verbs which end with a voiced sound other than /d/; /t/
for those which end in an unvoiced sound other than /t/;
/ɪd/ for verbs which end in a /t/ or /d/ sound.
Ask the students some questions about the picture, for
example What is the girl doing? Who are the children?
Do the example together: Why is the answer B, got?
(We say have or get a job but be somebody, e.g. she is
a doctor.) The students then work individually.
When you check the answers, ask the students to
explain why they are right. Weaker students can use L1
for this.
Fast finishers
Fast finishers write down three questions to ask Tanya
about her job, for example Do your parents want you to
work? and then pass them to other students to answer.
Answers
/ɪd/ decided: pointed, recorded, texted, visited
/d/ arrived: called, climbed, failed, played
/t/ hoped: asked, helped, pushed, washed
Extension activity
The students add two more verbs to each column, for
example /ɪd/ hated, wanted; /d/ opened, questioned;
/t/ walked, joked. For weaker students, you might
need to give them a list.
Answers
1 C (finishes (stops doing something) is the opposite of starts;
a person doesn’t ‘close’; completes needs an object)
2 B (you go on the bus and travel by bus; catch the bus/train
doesn’t need by)
3 A (you do sport)
4 C (exciting is about it, the job; the other adjectives are about
a person)
5 C (want takes the to-infinitive, think and know take that
clauses)
Extension activity
The students discuss different kinds of summer jobs for
teenagers and why they are useful.
Cultural background
In the UK, teenagers can do part-time work from the age
of 13 and full-time work from 16. Many school students
(over 16) and university students take jobs in the
summer holidays.
Child labour is an important part of the economy of
many countries. Around the world, about 150 million
children younger than 14 do adult jobs.
SPEAKING
9
Ask the students Have you ever walked more than 15
kilometres? and get some answers. The students then
form the questions.
Answers
1
2
3
4
5
6
10
Have you ever wanted to climb a mountain?
Have you ever helped a neighbour?
Have you ever cooked a meal for your family?
Have you ever joined a drama club?
Have you ever worked as a DJ?
Have you ever repaired anything?
Ask the students to add two more questions of their own.
Drill the questions first, making sure that the students
use the correct -ed pronunciation, and the short answers.
The students then ask and answer the questions in pairs.
Tell them to give additional information in their answers,
for example Have you ever cooked a meal for your
family? Yes, I have. I cooked spaghetti bolognese on my
mum’s birthday.
Mixed ability
PRONUNCIATION Past participles
8
1.53 Books closed, elicit the verbs and write them
on the board. For example To write to someone on your
mobile (text) The students then write down the past
forms.
Write on the board and say, Have you ever texted or
called someone by mistake? Discuss briefly. Underline
the two -ed endings and ask Do we pronounce these
the same? (no)
Books open, play the recording for the students to hear
the different ways of pronouncing the -ed endings. Then
they complete the table. Do the first one or two together.
1.54 Play the recording for them to check their
answers, and drill the words.
88
Unit 13
Give the weaker students some sentence headers to
choose from for their two extra questions:
Have you ever watched …
Have you ever danced …
Have you ever tried …
Extension activity
The students report back their answers, for example
Maxim’s never interviewed anyone but he’s always
wanted to climb Mount Elbrus!
Cooler
Give each of the students a job from Exercise 5. They
must describe the job for the other students to guess.
For example Have you ever had toothache? This is the
person to go to! (dentist)
4
No, I’ve never done that
Lesson profile
Vocabulary
Reading
Speaking
Irregular past participles
Life Quiz; Key Reading and Writing
Part 3a
Short conversations
Ask the students What tense are the questions in the
quiz? (present perfect) So what forms are the main
verbs? (past participles) Match the first as an example
then the students work individually. Tell them that these
are all irregular verbs.
Check these, then the students add the past simple form.
They could look at the list on page 167 when they check
together.
Drill all three forms.
Language note: dream can also have the past forms
‘dreamt’ /dremt/; ate, the past simple of eat, can be
pronounced /et/ or /eɪt/.
Warmer
Write on the board, or dictate, these sentences.
The students should discuss if they are true or false.
(They could find the answers on their mobile devices.)
It has never snowed in Australia. (False: it often snows
in the mountains.)
No one has ever travelled to Mars. (True: only
unmanned space craft.)
A teenager has never climbed Mount Everest. (False:
13-year-old Jordan Romero is the youngest.)
Nobody has ever walked from London to Paris. (True:
it’s impossible – there is a sea between them.)
An animal has never learned English. (True, but apes
have learned some words.)
READING AND VOCABULARY
1
Fast finishers
The students find out the past simple and past participle
forms of three other verbs they know.
Answers
be – was/were – been
break – broke – broken
dream – dreamed – dreamed
eat – ate – eaten
fall – fell – fallen
forget – forgot – forgotten
5
Arrange the students into pairs to describe each of the
pictures. They then do the matching exercise.
Fast finishers
The students find three new words or phrases to
describe the pictures, for example picture a stage and
picture h shake hands.
a 6 b 4 c 2
k 5 l 7
2
d 8
e 12 f 9
g 11
h 3
i 10
j 1
The students do the quiz themselves and then ask their
partner the questions.
Language note: lend and borrow are often confused;
demonstrate by asking a student for a pen and saying
I have borrowed a pen from [Julia] so [s]he has lent it
to me.
3
The students should compare their answers. You could
give a point for each ‘yes’ answer, maximum of 12, so
you can see who is the most experienced student!
To encourage some negative forms, the things could be
unusual because the students have not done them, for
example, I’ve never eaten meat. You could tell students
that their sentences don’t have to be true!
Mixed ability
Stronger students write eight sentences and give two to
weaker students.
6
Answers
grow – grew – grown
lend – lent – lent
meet – met – met
ride – rode – ridden
sell – sold – sold
wear – wore – worn
The students have to turn their statements into questions
to ask each other. Remind them that they need ever in
questions, even when the statement was negative (Have
you ever eaten meat?)
As a variation, this could be done as a milling activity in
the whole class or large groups, the students asking as
many people as possible within a time limit.
Prepare for Key for Schools
Reading and Writing Part 3a
Task description
In Reading and Writing Part 3a, students are tested on
functional language. Students complete five two-line
conversations with one of three options.
Extension activity
Exam tips
The students cover up the questions and see if they can
repeat them just by looking at the pictures.
Tell students they should read the first line of the
conversation first and think about what the situation is
and what answer could come next. Students should
think about the meaning of each sentence, and not
choose an answer because it uses similar vocabulary.
See Exam Profile 3, Student’s Book page 124.
Life experiences
89
7
1.55 Books closed, write Ouch! That’s my foot! on
the board and ask the students Where am I and what
has happened? Get some ideas, for example You are on
a crowded bus. Someone has walked into you. Ask the
students What would be a good reply? Get some ideas
like I’m sorry and It wasn’t me!
Books open, do the same with the students for the
beginning of the five conversations. The students
compare their answers to the multiple-choice replies and
then choose the best answer.
The students should explain why the answers are right.
Weaker students can use L1 for this. Demonstrate with
the example: winning a prize is a good thing, so the reply
should say ‘Well done’.
Play the recording for the students to check their
answers then play it again, pausing after each line,
for the students to repeat. Get them to focus on copying
the intonation in the answers.
Project
A fact file of a famous person
Tell the students they are going to make a fact file of a
famous person in their country.
•
•
•
•
Ask them to think of categories for the fact file, for
example, job(s), family, home town, travel, interesting
experiences, unusual facts.
Divide them into groups. They should decide which
famous person to make a fact file for. It could be
a historical person, a celebrity, a writer, etc. Each
student should be responsible for making a section
of the fact file. Give the easier sections like ‘family’ to
the weaker students.
The students should use the internet to find
information.
When they have written their sections, the students
should collect them together and present the fact file
to the rest of the class.
Answers
1 A (Awesome means great and so it needs a positive reply, B
and C are negative.)
2 B (After a request, Sure is a polite way of agreeing.)
3 C (Not being able to swim is not good so the reply should be
sympathetic.)
4 C (I don’t mind means the person doesn’t have a preference;
A means ‘no’, and C means ‘yes’, neither of which is
appropriate when the speaker is asking the person to
choose.)
5 B (later is about today not tomorrow, C is in the past, B
means you agree and like the plan.)
SPEAKING
8
Books closed, read out the example conversation and
ask the students to guess who the two people are and
what the situation is.
Arrange the students into pairs. Books open, they
choose a pair of people from the top box and a situation
from the bottom box.
One student should write one line and the other student
the next until the conversation is finished. When they
perform the dialogue, the other students have to guess
which pair of people they are and which situation they
are acting out.
Mixed ability
Give weaker students the sample answer to learn and
act out. You could ask them to change some words or
phrases, for example Wow! instead of Cool! and What’s
happened? instead of What’s the matter?
90
Unit 13
Cooler
Read out this list of verbs: borrow, break, fall, forget,
grow, lend, live, sell, travel, visit, wear, work. The students
must write down the three forms.
Answers
borrow–borrowed–borrowed
break–broke–broken
fall–fell–fallen
forget–forgot–forgotten
grow–grew–grown
lend–lent–lent
live–lived–lived
sell–sold–sold
travel–travelled–travelled
visit–visited–visited
wear–wore–worn
work–worked–worked
Teacher’s resources
Student’s Book
Grammar reference and practice page 159
Vocabulary list page 143
Video
Life experiences
Workbook
Unit 13 pages 52–55
Go online for
• Video extra worksheet
• Corpus tasks
14
Spending money
It’s just opened
3
Give the students three minutes to answer the questions.
Answers
Lesson profile
Vocabulary
Reading
Grammar
Pronunciation
Speaking
Shops
Advertisements
Present perfect with just, yet and
already
Questions with question words
Key Speaking Part 2
Warmer
Write these verbs from Unit 13 on the board, well
spaced out: be break dream eat fall forget grow
lend meet ride sell wear. Bring in a ball, or improvise
with some paper screwed up into a ball. Arrange the
students into two teams, lined up facing the board.
The first student in team A throws the ball at a verb.
The first student in B must ask a Have you ever … ?
question using the verb the ball lands at or lands
nearest, for example (forget) Have you ever forgotten
your dad’s birthday? One of the students in the team
that threw the ball must answer.
The second students in the line do the same, team
B throwing the ball. Teams get a point for asking and
answering a grammatically correct question. Continue
until all the students have played and add up the points.
1
3
5
8
GRAMMAR Present perfect with just, yet
and already
4
1
Arrange the students into pairs. Ask them to look at
the pictures, describe them and say what they would
like to buy there. Ask them to make a list of the last
six things they bought and where they got them.
Before the students discuss the questions in the
book, check that they know the shop vocabulary, for
example by asking Which place is usually outside?
(market) Where can you buy medicine? (chemist)
READING
2
Books closed, pre-teach advertisement (show some
examples from YouTube or a magazine) and ask the
students if they have a favourite (they could find it on
their mobile devices or just describe it).
Books open, the students do the first reading task.
The students find the date of the magazine (4–11
October) and then the dates the three shops open(ed).
Mixed ability
If you think the present perfect in the questions might
confuse the students, explain that it means ‘Is Drinks
and Things open now?’ etc.
Answers
1 no ​2 yes ​3 yes
5 Ask the students What tense are the sentences in red?
(present perfect). What are these words yet, already,
just? (adverbs) They match the sentences halves to
complete the information about them.
Language note: word order: already and just come after
have and before the main verb; yet goes at the end of
the sentence.
VOCABULARY
About you
It opened on 3rd October. ​2 on 15th October ​
It opened on 20th September. ​4 Drinks and Things ​
Shop and Try ​6 Drinks and Things ​7 Eat Me ​
Shop and Try
Answers
1 c ​2 a ​3 b
Grammar reference Student’s Book page 160
6
Go through the examples in 4 and 5 and make sure the
students know which sentences are positive, negative
and questions. They then complete the table.
Fast finishers
Write this conversation on the board while the students
are filling in the table:
– Yes! Fantastic!
– What’s happened?
– I’ve just won a big prize.
Fast finishers make similar dialogues for Oh no! and Great!
Answers
present
perfect
positive
present
perfect
negative
present
perfect
questions
yet
✗
✓
✓
just
✓
✗
✓
already
✓
✗
✓
Answers
Eat me: sweets and chocolates
Drinks and Things: juices, cakes and sandwiches
Shop and Try: clothes
Spending money
91
Alternative presentation
Bring three cans of soft drink into the class. Two should be
unopened and one finished. Put them on your table. Ask the
students to gather round you.
SPEAKING
Prepare for Key for Schools
Open one can and say I’ve just opened the can. Get the
students to repeat this after you and write it on the board.
Speaking Part 2
Show the empty can and say I’ve already fi nished this. Get
the students to repeat this after you and write it on the board.
In Speaking Part 2, students ask and answer
questions using prompts they have on cards. One card
has prompts to make questions and the other has
information on it to answer their partner’s questions.
Open the last can, drink some and say I’ve just opened the
can but I haven’t fi nished it yet. Get the students to repeat
this after you and write it on the board.
Go to the half-empty can and ask Have I fi nished it yet? (no)
Elicit You haven’t fi nished it yet. Ask Have I already opened
it? (yes) Take the empty can and ask Have I just drunk it? (no)
The students then fill in the table in Exercise 6.
Task description
Exam tips
Tell students to avoid giving one-word answers but to
try to ask full questions and give full answers. They
shouldn’t worry too much about making mistakes but
speak confidently.
See Exam Profile 1, Student’s Book page 121.
Corpus challenge
10
Answers
A correct
B haven’t finished
C Hi, Arnold, I’ve just seen
7
Arrange the students into A and B. They have done the
task before in Unit 3, but explain the instructions again.
When they have finished, they swap roles and repeat the
task.
Books closed, arrange the students into pairs. Ask them
to write eight things which you need for a camping trip.
Books open, they compare with the picture and shopping
list. Ask the students How many things has Jacob
already bought? (8) How many hasn’t he bought yet? (4)
The students then make sentences.
Drill the sample answers with the correct intonation. After
the task, in their first language if necessary, the students
should discuss how well they did, which questions were
difficult and how they can do better next time.
Mixed ability
Weaker students should write down the questions first,
so you can check the grammar.
Answers
Jacob’s already bought socks, biscuits, a scarf, boots, a pillow,
a water bottle, gloves and a hat.
Jacob hasn’t bought a blanket, a toothbrush, a T-shirt or fruit yet.
8
Demonstrate by writing a short list of your own routine
on the board, and get the students to ask you questions
about your day so far with yet and already. For example,
Have you prepared your lessons for tomorrow yet?
Books open, they make the list and ask each other.
PRONUNCIATION
9
Questions with
question words
2.02 The purpose of this pronunciation exercise is to
prepare students for the Speaking Part 2 task.
The students listen to the recording and repeat. Explain
or elicit that questions beginning What, Who, Where, etc.
usually have a falling intonation. The /w/ sound can be
difficult for many nationalities, so show them how you
say /w/ with rounded lips – demonstrating with a kiss is
visual and memorable!
Extension activity
The students write down questions beginning Who,
What, Where, Why, When and How (often). They get into
pairs and ask each other the questions.
92
Unit 14
Sample answers
A’s questions
What does it sell?
What’s the address of the shop? / Where is it?
Is it expensive?
Is it open every day?
Does it have a website? / What is the website?
B’s questions
Where is the bicycle sale?
When is it? / What date is it (on)?
How much do the bikes cost?
What time does it open?
What’s the phone number?
Cooler
Tell the students to stand up. Tell them to sit down if what
you say is true about them today. Say some sentences
with the present perfect, yet and already, for example:
Sit down if …
… you’ve sent a text today.
… you’ve drunk some coffee.
… your mum has phoned you.
… you’ve already watched TV.
… your best friend has said ‘Hello’ to you.
… you haven’t had a shower yet.
The last person standing is the winner.
Let’s have three slices each
Lesson profile
Vocabulary
Listening
Speaking
Writing
Units of measurement
Planning a picnic
Plan a visit to a festival or shopping mall
Key Reading and Writing Part 9
Warmer
The students write down everything they’ve eaten today.
In pairs they ask each other questions in the present
perfect to see if they’ve eaten the same: Have you had
any chocolate? They then compare lists to see who is
the healthiest and who is the greediest!
Answers
How heavy? 225 g, 5 kg
How much liquid? 200 ml, 15 l
How long / tall? 22 cm, 1.65 m
How much money? €19.22, 57p, £15.00, 99c
Extension activity
Ask the students to find out how much these things are:
the price of a cinema ticket
the distance to the nearest airport
how many litres of water you need to drink a day
how much a pound is worth in your money
LISTENING
4
VOCABULARY
About you
1
2
Ask the class if they prefer having a picnic or a
barbecue, and when they do each of these. Then
put them into pairs for a brief discussion about what
type of food they like to eat there.
Books open, the students discuss the question.
5
2.04 Give the students some time to read the task.
Then play the recording and ask them to tick what Greg
and Ruth have already got for the picnic. (They should
put the ticks on the left of the words, as they will have to
write the quantity after each word when they listen again
in Exercise 6.)
Take a ruler and ask the students, What is this? (a ruler)
What is it for? (It’s for measuring things.) How? (in
centimetres and millimetres) Ask the students if they
know any more words like these.
Answers
The students then complete the sentences.
They have got pizzas, crisps, apples, a blanket and a present.
Language note: In American English some of these
words end in -er not -re, so meter, milliliter, kilometer, etc.
Answers
1 You buy food in kilograms or grams.
2 You buy drink in litres or millilitres.
3 You use pounds and pence and euros and cents to buy
things.
4 You find out how far away something is in centimetres,
metres and kilometres.
Cultural background
In Britain, there are some units of measurement, called
imperial units, not widely used in other countries. For
example, often distances are given in miles (1 mile = 1.6
kilometres) and people say their weight in stones and
pounds (1 stone = 6.4 kilograms).
3
Books closed, ask the students to line up according to
their birthday, January on the left and December on the
right. They do this by asking one another When’s your
birthday?
2.03 Go through the pronunciation of numbers,
especially prices, by writing some on the board and
getting the students to say them aloud.
6
2.04 Say to the students We can’t say two fruit
juices. Why? (juice is uncountable) So how do we count
it? (litres or bottles of fruit juice)
Play the recording and ask the students to note down
‘how much’ next to each item on the list.
Answers
pizzas
crisps
apples
cake
lemonade
fruit juice
water
3
4 big bags
1.5 kilos
750 grams
3 litres
2 litres
1 litre
Audioscript
Ruth:
Greg:
Ruth:
Greg:
The students then complete the table and compare
answers. Finally play the recording for them to check
their answers and repeat.
Ruth:
Greg:
Ruth:
Greg:
Language note: the British usually write and say p not
pence.
Ruth:
Hi, Greg.
Hi, Ruth.
Are we ready for Sonya’s picnic tomorrow?
I think so. I’ve already got four big bags of crisps and
some apples.
How many apples did you get?
About one and a half kilos.
Perfect. Have you bought the pizzas yet?
Yes, I’ve got three pizzas, that’s twelve slices. Have you
already done everything on your list?
Almost. I haven’t got the drink yet.
Spending money
93
Greg: Maybe my dad can take us to the supermarket this
morning to get some. I’ll ask him. How much are we
going to get?
Ruth: Well, we need a variety of drinks, don’t we? How about
two litres of lemonade and the same of fruit juice?
Greg: Perhaps we need a bit more lemonade.
Ruth: OK, let’s get three litres of that. And we need a bit of
water too. I’ll get a litre.
Greg: Fine. What are we going to sit on? Have you got a
blanket?
Ruth: Good point! My dad’s got an old blanket. It’s about 1
metre by 2 metres. I’m sure I can use it.
Greg: Perfect!
Ruth: I can text everyone who’s coming, if you like, and ask
them to bring blankets, too. Right. Is that all?
Greg: Except for the cake! I’ll get a 750 gram one tomorrow.
Ruth: OK. What present have you bought for Sonya?
Greg: I’ve got her a set of watercolour paints.
Ruth: Great idea! I’m going to get her a pair of sunglasses.
Greg: Cool! See you later.
Ruth: Hey, just a minute, we forgot about …
7
Get talking!
See Student’s Book page 133.
Answers
1 Ruby is going to go to a concert. Ruby is going to ask
her dad for the ticket.
2 1 R ​2 E ​3 E ​4 R ​5 E ​6 R
3 1 Congratulations ​2 Cool! … it’s a pity that
​3 I suppose ​4 Awesome! If not ​5 If you like
2.05
Emily:
Ruby:
Emily:
Ruby:
Emily:
Ruby:
Emily:
Ruby:
Emily:
Ruby:
Books closed, write a
of water on the board
and ask the students for different words to fill the space,
for example lot, bottle, glass.
Emily:
Ruby:
Books open, the students match the pictures. Ask them
whether these words are followed by singular, plural or
uncountable nouns:
Emily:
slice (a thin section) + uncountable
bit (a small part) + uncountable
pair (two things, or something with two parts) + plural
set (a group of similar things) + plural
variety (different things) + plural
Ruby:
Emily:
Ruby:
To show the meaning, ask the students to think of more
combinations for each word, for example set + books,
clothes, friends; bit + time, bread, money; slice + bread,
cheese; pair + trousers, shoes
2.06
1 Congratulations, Ruby!
2 Cool! … But it’s a pity that you haven’t got another
ticket … for me!
3 I can ask Dad, I suppose.
Answers
4 Awesome! If not, maybe I can watch it on TV.
1 a slice of pizza ​2 a bit of water ​3 a pair of sunglasses
4 a set of watercolour paints ​5 a variety of drinks
8
Demonstrate with an example on the board: I’ve got a
of time to help you. (bit)
Answers
1 pair ​2 variety ​3 set ​4 bit ​5 slice ​6 set ​7 variety
SPEAKING
9
Ask the students to read the conversation in pairs and
then try to answer the questions.
Language note: we can use if not (and the positive if so)
instead of repeating a clause. For example: We can meet
at 6.00. If we can’t meet at 6.00 If not, 7.00 will be alright.
Answers
1 I can … if you like; I could … I suppose 2 if not
94
Unit 14
Audioscript
Hi, Ruby.
Hi, Emily. Guess what?
What?
I’ve got a ticket for the Band of Girls concert next
Saturday.
Congratulations, Ruby! How did you get it?
Well, my dad won two tickets in a competition.
He’s taking me.
Cool! … But it’s a pity that you haven’t got
another ticket … for me!
I know! Look, I don’t think Dad really wants to go.
Oh Ruby, please can I come instead?
I can ask Dad, I suppose. If he doesn’t want to go,
we can go together!
Awesome! If not, maybe I can watch it on TV.
Sure, and I’ll tell you all about it afterwards.
Anyway, I’ll let you know tonight.
If you like, I can ask your dad for his ticket. I’ll tell
him how much I like the band and that I just have
to go!
No, it’s OK. I’ll ask him and call you.
OK. Speak later.
Bye.
5 If you like, I can ask your dad for his ticket.
10
Ask the students if they remember any of the festivals
they read about in Unit 12, for example Sounds, and
what happened there. Arrange them into pairs to plan
and have the first conversation.
The students then have the second conversation.
Monitor and give feedback.
WRITING
Prepare for Key for Schools
Project
A budget for a month
Reading and Writing Part 9
This is an in-class project. The students have to decide
how to spend a fixed amount of money in a month.
Task description
•
Reading and Writing Part 9 tests students’ ability to
write a message of 25–35 words, for example an email,
a note or a postcard. Students are given three pieces
of information which they must include as part of their
writing.
•
Exam tips
To get a high mark students must include the three
pieces of information that are needed.
Tell students they will lose marks for writing too little
but not for writing too much. However, as they are more
likely to make mistakes the more they write, it is best not
to do this. It is not necessary to have a perfect answer to
get full marks.
Prepare to write
GET READY Dictate a list of punctuation marks, including
full stops, capital letters, apostrophes and question
marks, to the students to write down as symbols.
The students then correct the note and compare with
each other before you give them the answer.
Language notes: the rules on punctuation vary and they
are changing because of electronic communication,
for example many people would write a comma after the
opening (Dear Dad,) but no comma is common now.
Answer
Dear Dad
Ruth and I need to get some things for Sonya’s party.
Please can you take us to the supermarket this morning?
Thanks!
See you later.
Greg
PLAN The students read the task and make notes.
WRITE Show the students how to expand the notes into
sentences. Write on the board: present – Lego.
Elicit sentences, for example I have just bought a set of
Lego for my sister. Remind the students that they need
to pay attention to the tenses in the question because
they will normally use the same in their reply.
IMPROVE The students pass their notes to one another
to check that they have covered all three requests and
that there are no mistakes.
Sample answer
Hi Marco
I have just bought a set of Lego for my sister because she
loves it. I got it from the toy shop near my house.
Best,
Cecilia
•
•
Arrange the students into small groups. Ask them
to make a list of things they spend money on each
month, for example snacks and sweets, travel.
Collect ideas from the whole class and make a list.
Other categories could include cafés, books, clothes,
make up, music and the cinema.
Tell the students that they have 100 euros (or
whatever currency and amount is realistic in your
country) for each person to spend. They must
discuss and agree what to spend the money on
and show this in a table. Make sure they use the
underlined phrases for making suggestions in
Exercise 9 and the prices, for example We could
spend 50 euros on clothes, I suppose.
Arrange two groups together to combine and
compare their budgets. They should explain their
decisions, for example We need 30 euros for buses
because prices have just increased.
Cooler
Send the students this text message (or write it on the
board). They must send it back to you with the correct
spelling and punctuation (or write it in their books).
happy new year ru coming 2 the party 2nite
i need 2 know
cu soon
Answer
Happy New Year! Are you coming to the party tonight?
I need to know.
See you soon.
Teacher’s resources
Student’s Book
Grammar reference and practice page 160
Vocabulary list page 143
Video
Speaking Part 2
Workbook
Unit 14 pages 56–59
Go online for
• Progress test
• Speaking test video worksheets
• Corpus tasks
Spending money
95
Culture
Instrument families
Learning objectives
•
•
The students learn about different types of
instruments, how they work and what kind of sound
they make.
In the project stage, the students use this
information to describe an instrument.
Useful vocabulary
blow ​drums ​
fingerboard ​flute ​hole ​
maracas ​
pipe ​
skin ​squeeze ​strings ​
trumpet ​
violin
Preparation
You could download and bring to class some recordings
and videos of instruments. Put ‘strange musical
instruments’ into YouTube to get some fun examples.
Bring in three or four glass bottles if you do the
extension activity in 3 below. If the students are going
to do the project in class, they will either need access to
the internet or books.
1
Ask the students if they can play any instruments.
Ask how many different ways students can think of to
play a musical instrument (hit, blow, etc. – they can
demonstrate if they don’t know the words in English).
Tell the students to match the phrases with the pictures.
Answers
hit the drums c
blow air into a bag a
blow air into a hole b
squeeze the bag a
cover holes (with your fingers)
move the strings d
2
Answers
a bagpipes; Scotland ​b flute; China ​c drum; Japan ​
d guitar; Spain
Extension activity
Answer
Play Name that word! Give the definition of a word –
don’t make it too complete – and see which student can
name it in the fewest number of letters supplied by you.
For example:
Teacher:
Student 1:
Teacher:
Student 1:
Teacher:
It’s an animal which is black and white.
I’ll name it in two.
Z-E
Zebra?
Yes.
Teacher:
Student 2:
Teacher:
Student 2:
Teacher:
It’s a sport where you swim, cycle and run.
I’ll name it in four.
T-R-I-A
Triathlon?
Yes.
Teacher:
Student 3:
Teacher:
Student 3:
Teacher:
Student 4:
Teacher:
Student 4:
Teacher:
It’s a musical instrument and you blow into it.
I’ll name it in one.
F
Sorry, I don’t know.
Anyone else?
I’ll name it in three.
F-L-U
Flute?
Yes.
After you demonstrate, arrange the students into groups
to play. They get 5 points for getting the word in 1 letter,
4 points in 2 letters, etc. The player with the most points
wins the game.
Culture
2.07 Play the recording. The students listen and say
if they know the instruments and where they are from.
Ask what students think are the earliest musical
instruments.
Warmer
96
a, b
The earliest musical instruments were probably various
forms of drums, used to add sound to dancing and for
religious reasons rather than entertainment. Instruments
that blow air, like flutes, followed to give a more complex
sound in more complex social events. An important
development was instruments which allow different
sounds to be played at the same time, like xylophones
and stringed instruments such as harps.
3
The students read the text and match the pictures. Make
sure they use the glossary.
Answers
1 c ​2 a ​3 d ​4 b
Extension activity
Put four glass bottles on the table. One should be empty,
one full of water, one a third full and the other two thirds
full. Hit each bottle with a pencil and ask the students
Is the sound the same? (no) Explain, in the students’
language if necessary, that this is because the amount
of air in the bottle affects the acoustics, i.e. the sound.
4
Make sure the students know the meaning of made of
by asking what some things around the classroom are
made of. They then read the text again and say what
each instrument is made of.
Arrange the students into pairs to demonstrate to each
other how the instrument is played. They could do the
sound effects too!
Answers
Uilleann pipes – Ireland
Cajon – Peru
Banjo – United states
8
2.09 Play the recording for the students to guess
the instrument.
Ask which one they think has the nicest sound.
Answers
1 taiko drum: wood and skin
2 scottish bagpipes: the bag is made of animal skin (and the
pipe is made of wood)
3 flamenco guitar: wood (and the strings are made of nylon)
4 Chinese flute: wood
5
Ask the students how many instrument families there
are in the pictures (three: bagpipes, drum, stringed
instruments). Tell the students to look at the pictures,
describe them and say which family is missing.
Answers
Answers
1 banjo ​
2 balalaika ​
3 cajon
Extension activity
Ask the students about regional or national instruments
in their country, what their name is, what they look like
and how they are played.
Project
•
The flute family is missing.
6
2.08 Tell the students to listen to the interview and
number the instruments/pictures in the order the speaker
talks about them.
Answers
1 bagpipes ​2 Irish pipes ​3 talking drum ​4 Cajon ​
5 balalaika ​6 banjo
•
•
Audioscript
Bagpipes, drums and guitars all come from very big families!
Let’s think about the bagpipes first. Most people think of
Scottish bagpipes but there are pipes from other countries, too.
There is one that has a bag which looks like a sheep, with legs!
The one in the picture comes from France. It’s also possible to
play bagpipes without blowing them. Players make the air for
the pipes by squeezing a bag under their arm, like these ones
from Ireland.
There are many different kinds of drums. People play some with
sticks and some with their hands. One drum, from Ghana, is
called a talking drum. Players hold the drum under their arms
and squeeze it at the same time as they hit the skin with a stick.
Look at the other drum. It’s from Peru and is called a cajon
because it looks like a box. Players sit on the drum and hit it
with their hands.
There are many instruments around the world from the same
family as the Spanish guitar. The balalaika has got a triangular
body and only three strings. The one in this picture comes
from Russia. The banjo is also part of the guitar family. It can
have four, five or even six strings. It has a round body which is
covered with plastic or skin. The one in the picture is from the
United States.
7
2.08 Play the recording again for the students to
write the countries.
Talking drum – Ghana
Bagpipes – France
Balalaika – Russia
•
•
As preparation, revise some of the key vocabulary
from the lesson, for example, pretend to play various
instruments and ask how you are playing it.
Arrange the students into groups. Tell them to choose
one of the instruments and write about it, including
pictures and a recording of the sound. Stronger
groups could find out something about the history of
their instrument.
Make sure that the instruments are divided roughly
equally amongst groups so that there is some variety.
You could let the groups choose a different instrument
they are interested in. For any groups who find
choosing their own instrument difficult, the teacher
can suggest they focus on the flute family and build
on the ideas from Exercises 1, 2 and 3.
Individual students find out the information and get
pictures and, if possible, recordings at home. In class
they compare information, choose the best material
and put it together into a presentation.
The students listen to one another’s presentations
in class.
Cooler
Play a lexical version of musical chairs. Arrange the
students in a circle around a line of chairs. There should
be one chair fewer than the number of students. You
read out a lexical set, for example Clothes, Sport, Food,
and the students circle the chairs. Example (Music): play,
sound, instrument, drum, strings ... When you say a word
not in the lexical set, for example, mouse, the students
have to sit down on a chair. The student left without a
chair is out. Take away a chair and repeat with a new
lexical set. Continue until there is only one student left.
For a larger class and/or a quieter activity, read out words
in a lexical set including one, two or three odd-words-out
and the students have to write down the odd-words-out.
They change sheets and mark one another’s answers.
Instrument families
97
15
Free time
When students do the survey, make sure that they ask a
full question (Which activities do you like doing in your
free time?) and give a full answer (I like … and … ) They
should record the results for boys and girls in separate
columns.
I’ve had a guitar since I was ten
Lesson profile
Vocabulary
Speaking
Listening
Grammar
Pronunciation
Speaking and
Writing
Free-time activities
A survey about activities
Young people talking about their free
time
Present perfect with since / for
Weak forms
Ask and write about your partner’s
hobbies
Mixed ability
With weaker students, drill the questions first. With
stronger students, get them to add three more activities
to the list and ask about them.
3
Warmer
On the board write some adjectives that describe how
people feel, for example happy, tired, hungry. Elicit
more from the students. Ask a student Why are you
[adjective]? and the student answers with a sentence in
the present perfect and just or yet. For example:
Teacher: Why are you happy?
Student: I’ve just passed my maths test. / I’ve not
argued with my sister yet.
Demonstrate with more examples, then arrange the
students into pairs to do the same.
VOCABULARY
1
Books closed, arrange the students into groups. Ask
them to write down as many free-time activities as they
can in two minutes. Each activity must have a verb and
noun, for example, reading books, listening to music.
The students then open their books and see if any of
their ideas are in the pictures. Ask them to describe the
pictures. Then they match the pictures to the activities in
the questionnaire and discuss which of them they enjoy.
The students add up their results and complete
the sentences. They compare the results with their
predictions and see where they were right and wrong.
They could turn the results into a graph using Excel or
just draw a chart.
Extension activity
The students take the activities which everyone likes
and write a follow up question for each, for example:
(listening to music) How often do you go to concerts?
They then ask each other these questions.
LISTENING
4
2.10 Pre-teach pin (a type of badge, with a sharp
point; people wear them on their jackets). Check the
instructions: How many speakers are there? (three) What
are they talking about? (free-time activities) What do you
write? (an activity from the questionnaire) Then play the
recording. Tell them that some people have more than
one activity.
Answers
Owen – spending time online
Kyle – collecting things, playing sport
Erin – playing an instrument, reading books, photography
Fast finishers
Fast finishers find the verb which goes with these
activities: cookery (do), photographs (take), swimming
(go), the internet (surf, use, go on), your bike (ride).
Answers
a going shopping ​b playing computer games ​c chatting ​
d making things ​e collecting things
SPEAKING
2
98
Ask the students to predict in pairs which activities will be
more popular with boys and which with girls and explain
why.
Unit 15
Audioscript
Owen: Some people like dancing or doing sport but I like using
the computer. There are lots of great websites to visit.
You can share videos and photographs, keep a blog,
download music – and lots more. I’ve had my own
computer for three years. It’s in my room on my desk
and I use it after school. Some people say you shouldn’t
spend a lot of time on the computer but I don’t agree –
you learn a lot and it’s certainly not bad for you!
Kyle: I like to be busy. I don’t like spending time on the
computer or watching TV. My sister watches TV for
hours – cartoons, films … anything! I have quite a few
hobbies – I especially like collecting things. These
days, it’s pins and badges – I’ve got 90 of them now
and I’m always looking for more. When I was younger,
I collected football cards too, but I haven’t bought any
of those for a long time. I’ve played football since I was
very little and I started hockey a few months ago.
Erin:
5
I’ve got lots of hobbies. My favourite is playing the
guitar. I’ve played it for two years now, and I’m
improving fast. I’ve got two guitars – I’ve had one of
them since I was 10. The other one is new – I’ve had
that since January. I also love reading. I’ve got at least
50 books in my room! I also like taking photos. I use my
dad’s camera. He’s had it since he was a teenager but
it’s a really good one. I’ve taken some great pictures
with it.
2.10 See if the students know the answers before
you play the recording again. For the wrong answers, the
students must correct the information.
Answers
7
Do the first two together. Is number 1 about a start date?
(yes) So we need…? (since) What about 2? (no, it’s
about how long)
Fast finishers
Fast finishers put the since time expressions in order,
from the most distant (I was three years old) to the most
recent (yesterday).
Answers
1 since ​2 for ​3 since ​4 for ​5 since ​6 since ​7 for ​
8 since ​9 for
8
1 ✔ ​2 ✗ (you learn a lot from it) ​3 ✔ ​4 ✔ ​
5 ✔ ​
6 ✗ (I use my dad’s camera)
Give an example on the board: I’ve been in this room
since … (10.30 / the lesson started)
For sentence 4 remind the students that have been
able to is about ability starting in the past. The students
complete the sentences for themselves. They then
predict what their partner will answer and check with
them. See which student knows their partner the best.
Extension activity
The students discuss which person, Owen, Kyle or
Erin, would be the most interesting person to have as a
friend.
Extension activity
GRAMMAR Present perfect with since / for
6
The students read the sentences and complete the rules.
You could use a time line to show that for is about a
period of time and since is about a start date.
2010
X
The students do the opposite. They go back to Exercise 7
and make sentences which finish with these time
phrases. For example:
1 I’ve had a cat since I was three years old.
Remind them that some sentences can be negative.
Corpus challenge
now
I’ve been a teacher since 2010.
2010
X
[5] YEARS
Write the corpus sentence and these two on the board.
I’ve had this hobby for ten years.
This has been my hobby since [the year 10 years ago].
now
I’ve been a teacher for [5] years.
Ask the students which is wrong (the corpus one) and
why.
Language note: only since goes with a clause, for
example We’ve been friends for since I was ten.
Answer
Answers
It’s been my hobby since I was 10 years old. (10 years
old is a start date, and only since can be followed by a
clause.)
1 for ​2 since
Alternative presentation
Ask students to guess which free-time activity you are
talking about:
I’ve done it for a long time. You need water but you don’t get
wet. (fishing)
My friend Boris has played it since he was a teenager. It’s
the only time he can be a king. (chess)
We’ve only done it for a year but the fridge door is already
full of them. (collecting fridge magnets)
My brother has played these for a month and no one has
had much sleep since he started. (the drums)
Repeat the sentences for the students to write down. Ask
them to underline the phrases with for and since. Ask What
tense are these sentences with for and since? (present
perfect) Which says from when: for or since? (since) Does
‘for’ say how long or how much? (how long)
The students then complete the rules and do Exercise 7.
Grammar reference Student’s Book page 161
PRONUNCIATION Weak forms
9
2.11 Say to students, One, two, three, four and get
them to chant with you. Do the same thing adding and,
One and two and three and four. The rhythm in the chant
will stay the same. You can show this by clicking your
fingers on the numbers. Explain that this is because and
is pronounced quickly, without any stress. If the students
know phonetic script, write the weak form of and [ɘn] on
the board.
The students then listen to the sentences and compare
how the underlined words are said and how they are
written. Play the recording again for them to listen and
repeat.
Play the recording a third time, but this time the students
say the sentences in unison with the speaker[s].
Free time
99
SPEAKING AND WRITING
About you
10
11
Birthday challenges
Demonstrate in front of the class with one of the
stronger students. Then arrange the students into
pairs to do the same.
Lesson profile
Vocabulary
Listening
Reading
Speaking
The students use this information to write sentences
about their partner, for example Marina has liked horse
riding for ages. They then get into groups and read the
sentences to each other. They should listen to what
is said about them and check that their partner has
remembered it correctly.
Warmer
Ask the students to make a table with two columns, for
and since, in their notebooks. Mix up and dictate the
time phrases from Exercise 7 on page 87, plus some
new ones, for the students to write down in the correct
column.
Extension activity
The students go round the class, or in large groups,
and tell each other about their hobbies. Are there any
hobbies that are especially interesting?
Cooler
Draw this on the board and ask the students what it is:
Jobs around the home
A radio interview
Key Reading and Writing Part 4
An interview
VOCABULARY
1
The students do the matching exercise.
Fast finishers
Fast finishers think of one more noun for each verb, for
example book + tickets.
Answers
It’s a football field!
•
•
•
•
•
•
•
100
Divide the students into two teams. Team A attack
from left to right. Team B attack from right to left.
Toss a coin to see who kicks off. They start in the
middle. Ask a question about English to the team
which kicks off. Examples: What is this [point to
something in the room] in English? What is the past
participle of [verb] ?
If the team get the question right, they progress to
the next line on the field; if they get it wrong the ‘ball’
passes to the other team.
While a team has the ball, keep asking questions
until they get to the goal line (the furthest lines on
the left and right) – this is a goal and the other team
restarts the game from the centre.
Have a time limit for the game (not 90 minutes!) or
the first to, say, five goals wins.
If you have a large class, get the students to write a
list of questions and answers, then split the class into
groups to play with a referee to ask these questions.
If the students don’t like football, you can change this
to tennis, hockey, etc.
Unit 15
1
2
3
4
5
6
2
do
clean
book
pay
repair
order
a 15-km run
the car
a hotel
a bill
a broken shelf
a pizza
Ask the students to tick examples of ‘jobs around the
home’ in the list and add three more (examples: do the
cleaning, tidy your bedroom, cook a meal).
Answers
clean the car
repair a broken shelf
About you
3
Arrange the students into groups to discuss the
questions. Compare answers as a class for the last
question and see who has done the most frightening
thing.
Fast finishers
Fast finishers put another two adjectives into the last
question and ask the group two more questions, for
example What’s the most tiring thing you have ever
done?
THAYTRO.NET
LISTENING
Sarah:
That’s easy to choose – I had to do 15 jobs around
the house in one day! I cleaned the car, did the
washing and dried the clothes, made all the beds,
repaired a broken shelf, and I even cooked a
meal for the whole family. My grandparents came
to have dinner with us and I was so afraid when
we sat down to eat in case it tasted disgusting. I
thought we might have to order a pizza! But I think
they liked it…
Presenter: Which one have you enjoyed the most?
Sarah:
Well, I liked the one about booking a weekend trip
to London for me and my mum. I had to book the
hotel and plan things to do in London for £15 a day
each. I looked on the internet to give me ideas and
we both had a really good time! Then, when we
left, I had to pay the bill.
Presenter: So, what’s next?
Sarah:
The next one’s a 15-kilometre run, which I’m doing
next month. I have to run five days a week to get
ready for that!
Presenter: Wow! Well, good luck with the rest of your
challenges, Sarah. Come back and talk to us when
you’ve finished them all.
Sarah:
Sure, I’d love to!
Cultural background
Initiation rites, to mark the transition from childhood to
adult life, have been part of many cultures. They often
include challenges, performance and celebration.
4
Ask the students Do you listen to podcasts? Which ones
do you like? The students then read the information
and answer your questions, for example How old is
Sarah? (15) What was her mum’s present to her? (15
challenges).
See if the students can predict any of the 15 challenges.
5
2.12 Play the recording and ask the students to tick
the phrases in Exercise 1. (They won’t hear the first one
for quite a long time.)
Mixed ability
Give weaker students the answers mixed up and ask
them to put them in the order Sarah says them.
6
Answers
clean the car
repair a broken shelf
order a pizza
book a hotel
pay a bill
If the students know all or most of the answers, ask
some extra questions, for example, Is this Sarah’s last
time on the radio? (No, she’s going to come back when
she’s done all 15 challenges.)
Audioscript
Presenter: Good morning, everyone, and welcome to the
show. Today we’re talking to Sarah, who is in
the middle of a very interesting project. For her
15th birthday, her mother decided to give her
some challenges. They are all about growing up,
becoming an adult and doing things she hasn’t
done before. Her mum wanted to let Sarah prove
that she can behave like an adult and do more
things without help from her parents. So, Sarah,
your first challenge was to go to the cinema and
watch a film on your own, right?
Sarah:
Yes, and it was harder than it sounds! It’s really
strange to go to the cinema alone – there was
no-one to share popcorn with or chat to before
the film started. I thought ‘everyone in this cinema
probably thinks I have no friends’! I didn’t like it, but
I’m glad I did it.
Presenter: And what was the next one? Your mum gives you
the challenges in an envelope, doesn’t she?
Sarah:
That’s right. She puts the envelope on the kitchen
table for me and I open it before I go to school.
So, the second challenge was really frightening.
I had to play the violin in front of about 60 people
for 15 minutes. I’ve had lessons for two years but
I’ve never played it in front of anyone before. But it
went really well – my mum actually cried!
Presenter: Well done! And what’s been the worst challenge
until now?
2.12 See which answers the students already know
and then play the recording again.
Answers
1 It was to go to the cinema on her own.
2 Her mum gives them to her in an envelope.
3 She thought it was very frightening, but after, she thought it
went very well.
4 Doing 15 jobs around the house in one day.
5 She had to book the hotel, plan things to do for £15 a day
and pay the bill.
6 It’s a 15-kilometre run.
Extension activity
Ask the students How much is £15 in our money? What
interesting things could you do for this?
7
Arrange the students into groups to discuss this. For the
three extra challenges, they should think of one in the
house, one with other people and one by themselves.
Free time
101
READING
Prepare for Key for Schools
Reading and Writing Part 4
Task description
In Reading and Writing Part 4, students are tested on
their ability to understand the main ideas and some
details of longer texts. Students read one long text and
answer seven three-option multiple-choice questions
or seven Right / Wrong / Doesn’t say items, or they
read three short texts and answer seven three-option
multiple-choice questions.
Exam tips
Before students answer the questions, they should
read the whole text to get an idea of the topic and
general meaning. Tell them to look at each question and
consider all the options carefully before they choose
their answer. The questions are in the same order as the
information in the text.
Project
An English challenge
This is a longer-term individual project. The students
have to find an English challenge which they will
complete, and report back to the class on, before the
end of the school year. In groups, the students should
think of different challenges and choose one each. (The
weaker students could do the same challenge so they
can help each other.) Give some examples:
– To learn a new English word every day and write it in
a vocabulary book.
– To find an English-speaking friend online and
communicate in English.
– To read an adapted reader in English and write a
paragraph about it.
– To teach some English to a younger sister or brother.
At the end of the school year, the students should
describe their challenge, why they chose it, what they
did and what the results were. They could also give
interim reports during the year.
See Exam Profile 2, Student’s Book page 122.
8
Tell students the beginning of this joke and see if they
can guess the answer:
What do you buy someone for their 101st birthday?
(a cake with 101 candles and a pair of skates to run away
from the fire)
Pre-teach go paragliding by showing it in the picture. The
students answer the questions individually.
Demonstrate with the example 0: the part of the text
which gives the answer is instead of having a party. Put
the weaker students with stronger ones so that they can
learn from them.
Answers
1 A (her 75-year-old son, who started doing the sport a few
years ago)
2 C (She spoke to journalists but the text doesn’t say for how
long.)
3 B (He said she was not afraid)
4 A (she looked all around)
5 C (Her family came to see her, but the text doesn’t say where
they came from.)
6 A (A few of the rides were shut for repairs)
7 B (she’s planning to go down the Alpine slide … she can’t
wait – can’t wait means you want something to happen very
much)
SPEAKING
9
Arrange the students into pairs to think of at least eight
questions using the sentence beginnings. They can
use the same beginning for more than one question or
think of different questions. Remind them to use a falling
intonation on Wh- questions.
The journalist then chooses at least five questions to ask
Mary. The students practise and perform the interviews.
102
Unit 15
Cooler
Arrange the students into groups. Read out (some of)
these questions about vocabulary from Units 11–15.
To help weaker students, give them the first letter of
each word.
1
2
3
4
5
6
7
8
The home of a princess. (palace, Unit 11)
This is about serious music like Mozart and
Beethoven. (classical, Unit 12)
A loud musical instrument you hit with a stick.
(drum, Unit 12)
This is someone who helps a doctor in a hospital
(nurse, Unit 13)
a horse or a bike. (ride, Unit 13)
You
It means a piece of pizza, bread, etc. (slice, Unit 14)
You must pay this in a restaurant. (bill, Unit 15)
Sarah’s first one was to go to the cinema alone.
(challenge, Unit 15)
Teacher’s resources
Student’s Book
Grammar reference and practice page 161
Vocabulary list page 144
Workbook
Unit 15 pages 60–63
Go online for
• Corpus tasks
16
So many languages!
He has learned 11 languages
Lesson profile
Reading
Grammar
Vocabulary
and Speaking
Pronunciation
An amazing language learner
Present perfect and past simple
A learning English quiz
Word stress
Warmer
Arrange the students into groups. Give them two
minutes to write down English words which have come
into their language, for example le camping in French.
See which group can find the most words. Afterwards
ask the students why their language has taken these
English words and if this is a good thing.
Fast finishers
Fast finishers write three more questions to ask Alex,
then they ask them to one another, for example Can you
read and write in all these languages?
Answers
1 I’ve been on radio stations around the world and the BBC
has made a video of me.
2 Greek is my favourite, because my mother is half Greek and I
have spoken the language since I was a young child.
3 I became interested in other languages after I travelled to
different countries for holidays and my father’s job.
4 I bought some Dutch language books and CDs.
5 Arabic.
6 No, it gets easier each time you do it.
GRAMMAR Present perfect and past
simple
READING
1
3
Books closed, the students write down ‘Hello’ in as many
languages as they can.
Books open, the students do the matching exercise and
see if they had languages which Alex can’t speak. They
could use Google translate on their mobile devices to
help them.
Ask Do I still know Alex? (yes) So can the present
perfect mean something not finished? (yes) Is Alex a
first-year student now? (no) So can the past simple
mean something in the present? (no)
Fast finishers
Fast finishers write down ‘Goodbye’ in as many of Alex’s
languages as they can.
Answers
The languages are (from top to bottom):
left: German, Afrikaans
right: Dutch, Hebrew, French, Catalan, Russian, English,
Spanish, Greek, Italian
2
The students learned blog in Unit 10 but check the
meaning: Some people write about themselves every
day and put this information online. Do you remember
the word for this?
The students mark the sentences PP (present perfect) or
PS (past simple).
Answers
1 He has learned to speak 11 languages. PP
2 Last year, he won a competition. PS
3 He has spoken the language since he was a young child.
PP + PS
4 When he was 14 he went on a trip to Holland. PS + PS
5 He has already made many new friends. PP
6 He started a blog a few months ago. PS
4
The students first read the questions, then the text.
Arrange them into pairs to ask and answer the questions.
The answers should be in their own words, for example
(1) I’ve become famous. They then underline the
answers in the text.
Books closed, elicit the rules from the students.
Ask: (1) Which tense goes with time words like
yesterday and ago? (past simple) (2) With never
and yet? (present perfect) (3) With something that
started and finished in the past? (past simple) (4) With
something which finished but is still important? (present
perfect)
Books open, the students complete the rules. Then tell
them to give a sentence for each rule in the table, for
example (1) I went to the cinema last weekend.
Mixed ability
For stronger students, show them the answers and
ask them to make the questions.
This grammar has already been presented in the book
but it is the first time the two tenses are contrasted. Write
on the board I have known Alex for two years. He was
a first-year student then. Ask the students to name the
tenses. (present perfect; past simple)
Grammar reference Student’s Book page 162
5
The students find and underline more examples of the
past simple and past perfect in the text. Then they write
them down and match them to the usage rules a–d.
So many languages!
103
Corpus challenge
Answers
Alex has been on radio stations around the world (d)
the BBC has made a video of him (d)
He’s been interested in languages all his life (b)
He became interested in other languages (a)
after he travelled to different countries (a)
He wanted to be able to talk to people (a)
he bought some Dutch language books (a)
he was able to speak to the people there (a)
he has not finished yet (b)
Elicit the word troubles from Unit 10. Hum the beginning
of the Beatles song Yesterday. Write the first line on the
board and ask students to fill in the verb and explain the
tense.
(seem) so far
Yesterday all my troubles
away. (seemed because of yesterday)
The students correct the corpus sentence and explain
why.
Alternative presentation
Answer
Send two students out of the classroom for one minute.
Tell them to look around at the room before they go.
Rearrange the classroom while they are away, for example
put a bag on a table, write something on the board, open a
window.
Yesterday I watched a swimming competition with my
brother. (yesterday, finished event)
When the students come back in, ask them to tell you what
has happened. Reformulate their answers into the present
perfect, for example You have put Karl’s bag on the desk.
Someone has opened the window. Write the sentences on
the board.
Tell students to open their books and look at the box in
Exercise 4 and tell you which rule applies here (4 d).
Extension activity
Listen to Yesterday of course!
VOCABULARY AND SPEAKING
7
Books closed, ask the students to think of some
questions about learning English. Write the ones in the
present perfect on the board, for example Have you ever
sung a song in English?
The students then find more examples of the present perfect
and past simple in the text (i.e. examples not included in
Exercise 3) and do the same.
6
Books open, check the meanings of some of the words
in the box, for example How do you spell dog? (D-O-G)
You do this when you think you know something but
don’t know for sure. (guess)
Write on the board He finished / has finished, so it is
my turn now. Ask the students which tense is right and
why. (has finished, rule 4 d) The students complete
the conversations. Check and ask them to explain their
answers.
Say to the students All these words are about …?
(language/writing) Tell them to look at the first item in the
quiz and say, After ‘to’ we need a …? (verb) Which verb
in the list makes sense here? (chat)
Answers
The words in brackets explain the reason for the choice of
tense.
1 A: Have you done your homework yet, Tania? (because of
yet)
B: Yes, I finished it an hour ago. (ago)
2 A: Where did you go on holiday last summer, Robin? (last
summer)
B: We went to New York to visit my sister. (finished event)
She has lived there since 2014. (not finished)
3 A: H
ave you ever eaten curry? (general life experience)
B: Yes, I had some yesterday. Delicious! (finished event)
4 A: D
id you enjoy the Toy Story films when you were little,
Sergio? (finished event)
B: I have never seen any of the Toy Story films. (never) But I
liked The Incredibles. (finished event)
Extension activity
The students make one of the conversations bigger and
act it out. For example:
A:
B:
A:
B:
Have you done your homework, yet Tania?
Yes, I finished it an hour ago.
Was it easy?
No, so I phoned my friend Natasha and asked her.
Have you finished it?
A: Well, I’ve started it …
104
Unit 16
The students complete the quiz.
Answers
1 chat ​2 dictionary ​3 guess ​4 list ​5 exercises
6 articles ​​7 spell ​8 mistakes ​9 interesting
8
The students do the quiz themselves. They can only
choose one answer for each question.
The students first check their results on page 137 and
then compare them with a partner. See who got the
highest results in the class. The students could also ask
each other the questions.
PRONUNCIATION Word stress
9
2.13 The students did word stress in Unit 5, but
revise the concept: How many syllables are there in
‘language’? (two) Is the stress on the first or second
syllable? (first) With a partner, students say the words
and decide which is the stressed syllable. Then play the
recording for them to check and repeat.
Answers
adjectives ​
article ​
dictionary ​
exercises ​important ​
interesting ​
mistakes ​
sentence ​
vocabulary
Extension activity
Languages of the world
Show the students how stress is marked in a dictionary.
The students use a dictionary to find the stressed
syllable in the following words from the text about Alex
Rawlings: amazing, competition, favourite, adventure,
Arabic, advice.
Lesson profile
Reading
Speaking
Listening
Vocabulary
Writing
Cooler
Read out sentences in the past simple and present
perfect. If the sentence is true for them, the students get
up and swap chairs. Examples:
You got up before seven o’clock.
You have worked hard in this lesson.
Your mum was born in a different town.
Someone has said something nice to you today.
Languages of the world
Talk about languages
Interesting facts about languages
Key Reading and Writing Part 6
Write about your English class; capital
letters
Warmer
Arrange the students into groups. You say a country and
the students write the capital: Spain (Madrid), Russia
(Moscow), Kenya (Nairobi), Canada (Ottawa), Mexico
(Mexico City), Chile (Santiago), Norway (Oslo), New
Zealand (Wellington), South Korea (Seoul), India (New
Delhi – not Delhi). Give one point for the name and one
point for correct spelling.
Once the students understand the activity, they can take
it in turns to be teacher and say sentences for the other
students to follow.
READING
1
The students quickly read the text and see which
countries from the warmer are mentioned (Spain,
Russia, Canada, Mexico, New Zealand and India).
They then note down or underline the six pieces of
information (three they know and three that are new to
them) and compare them with a partner.
Mixed ability
Ask weaker students only to read the introduction, the
paragraph about Africa and the paragraph about the
continent where they live.
Answers
There are about 7,000 languages in the world.
2
Ask some oral questions first: Give an example of
a Romance language. (French, Italian, Spanish,
Portuguese) Where do people speak Spanish? (Spain
and the Americas)
Mixed ability
The students should ask those who read the full text for
the answers to the questions they didn’t read about.
Answers
1 Chinese – a billion speakers; Spanish – 406 million speakers;
English – 335 million speakers
2 Asia (2,303 languages)
3 Slavic
4 It does not belong to any language family.
5 English and French
6 In parts of Mexico and Guatemala.
7 Papua New Guinea – 832 languages
So many languages!
105
About you
3
Get talking!
If you have a multilingual class, arrange them in
groups of different nationalities for this discussion.
The students should make notes because this will
help them when they come to Prepare to write.
See Student’s Book page 133.
Answers
1 Conversation 1 – sport
Conversation 2 – shopping
Conversation 3 – studying
Conversation 4 – friends
2 Conversation 1: unfortunately; such a
Conversation 2: quite a few
Conversation 3: these days; certainly
Conversation 4: anyway; at least
LISTENING
4
2.14 Books closed, draw a rainbow on the board
and ask the students to name the colours in English.
(red, orange, yellow, green, blue, indigo, violet) Ask them
to name all the colour words in their language. Do they
know of any languages which have more or fewer words
for colours?
2.15
Books open, the students see if they know any of the
answers already. Then play the recording. Make sure
they are on track by checking that their answers to the
first two questions are numbers. Play it again.
Answers
1 12 in Russian and Greek; 11 in English
2 three (one, two, many)
3 They use one with their family, the other when they need to
be polite.
4 They use north/south/east/west.
5 There are talking dictionaries and smartphone apps to help
young people learn the language.
Audioscript
Hello, everyone, and welcome to ‘Our Amazing World’. Today
I’m going to tell you some things about languages that you
probably didn’t know. For example, not all languages have the
same number of colour words. In English there are 11, but in
Russian and Greek there are 12. Those languages have two
words for blue. Other languages have just one word for green
and blue, or one word for green and yellow.
VOCABULARY
Prepare for Key for Schools
Reading and Writing Part 6
Numbers are also different – some languages have very few
words for numbers. The Pirahã language of Brazil only has
words for ‘one’, ‘two’ and ‘many’. They just don’t need more
numbers than that in their daily lives!
Task description
In Reading and Writing Part 6, students read
descriptions of five words and write the correct word.
The words will all be on the same topic.
There are some very interesting languages in Australia and
Africa that have two sets of vocabulary – so two words for
‘chair’, or two words for ‘parent’. You use one set when you’re
talking in the home, with close family, and the other set when
you need to be more polite. The grammar is the same but the
vocabulary is different. So people who speak it have to learn
two whole sets of vocabulary!
Exam tips
Tell the students that the exam instructions and the
example will tell them what the topic is. The words must
have exactly the correct number of letters and must be
spelled correctly. Some words may be plural. Students
should look out for clues such as this / these and it /
they in the definition, which tell them whether the word
is singular or plural.
Another amazing group of languages has no words for ‘left / right /
in front of / behind’ and so on. Instead, speakers use north/south/
east/west to say where things are. So they say things like ‘There’s
an insect north of your foot.’ or ‘The book is on the east side of
the table.’ It’s hard to believe, but they know all the time where
north, south, east and west are!
Unfortunately, some of these languages only have a few
speakers left. It’s important not to lose them, because they have
a lot of information in them – about nature, and about the culture
of the speakers. Luckily, modern technology is helping to keep
these languages alive. There are now talking dictionaries and
smartphone apps to teach pronunciation to younger speakers.
People are working hard to keep these languages going.
106
Unit 16
Audioscript
Conversation 1
A: How was the football match, Joe? Did you win?
B: No, unfortunately Dominic was ill. He’s such a good
player. It’s hard to win without him!
Conversation 2
A: Nice T-shirt, Gina! Is it new?
B: Yes. I went to that new department store last
weekend and got quite a few new things.
Conversation 3
A: The science teacher is giving us too many tests
these days!
B: She certainly is! And the last one was really hard!
Conversation 4
A: I’m really angry. I asked Sarah not to invite Chris to
her party, but she did it anyway!
B: Don’t worry. She’s invited at least 20 other people.
You won’t have to talk to him.
See Exam Profile 2, Student’s Book page 123
5
To demonstrate, write ‘g _ _ _ _ _ _’ on the board. Say to
students This gives every rule in a language. (grammar)
Answers
1 dictionary
2 message
3 library
4 board
5 magazine
Extension activity
Project
You can adapt the boardgame ‘Hangman’ (Google
‘hangman game’ if you’re not sure of the game) to
practise this task: give a definition before the students call
out the letters of the word. If you don’t like the idea of the
‘hanged man’ you could substitute a simple drawing of a
cat: head, body, tail, ears, paws, whiskers, etc.
Changing your language
WRITING
Prepare to write
GET READY Write i am an english teacher on the board
and ask What’s the problem? (no capital letters for I and
English) Ask the students when we use capital letters
in English. The students then read Maria’s text, and find
examples of the capital letters.
Language note: we use capital letters to begin proper
nouns (e.g., Monday, David, The New York Times), titles
(Mr Jones, Dr Husain), adjectives about countries and
religions (e.g. British food, Hindu traditions) and the first
and important words in titles (e.g. The Good, the Bad
and the Ugly).
Answers
after a full stop – Most, The, I
for people’s names – Maria
for countries – Spain, Poland, Morocco
for languages – Spanish, Catalan, Polish, Arabic, French,
English
for I – I come from, I like, I find, I plan
PLAN Ask the students some comprehension questions
about Maria’s text, for example How many nationalities
are in her class? (three) What is Maria not so good at?
(listening)
The students should use their notes from Exercise 3
and add some extra ideas about likes/dislikes/plans.
WRITE Tell the students to look back at Maria’s
paragraph as a model. For example, they should notice
that like/dislike are followed by an -ing form and plan by
a to infinitive.
Before they check their work, give students the
unpunctuated version of the sample answer.
i’m artur and I’m from sopot in poland. almost everyone
in this class is polish but there are two girls from
ukraine and a lithuanian guy. we all speak polish, and
some english of course, but the ukrainian and lithuanian
students know russian too. i love listening to american
rock music and one day i want to be in a band.
They correct this, then their own work.
Sample answer
I’m Artur and I’m from Sopot in Poland. Almost everyone
in this class is Polish but there are two girls from Ukraine
and a Lithuanian guy. We all speak Polish, and some
English of course, but the Ukrainian and Lithuanian
students know Russian too. I love listening to American
rock music and one day I want to be in a band.
The students suggest some changes to their language
to make it easier, more logical or more beautiful.
•
•
•
•
Make a list of ‘problems’ in your language (or
English), for example, words that are hard to spell
or pronounce, grammar rules that are difficult to
remember for you and foreigners, punctuation that
seems unnecessary.
Arrange the students into groups. You could give
each student in the group an area to work on,
for example grammar, vocabulary, punctuation,
pronunciation.
The students then make a list of changes. They
should be specific and give examples, for instance,
(English) the opposite of every adjective is un(ungood, unfast) so there are fewer words and rules
to remember, there are no weak forms so it is easier
to understand people when they speak.
The students check one another’s work and make
a poster, or PowerPoint presentation, to show to the
rest of the class.
Cooler
Write this on the board: I went to Oo on Ooo
Tell the students that o shows an unstressed syllable
and O is a stressed one. They need to put in words that
match the stress pattern, for example, I went to POland
on HOliday, I went to PEter’s on SAturday. Repeat with
more sentences, for example:
I love Oo but I hate oOo. (lemons … tomatoes)
The oOo is on the Oo. (computer … table)
As a variation, you can say, not write, the sentences,
humming the missing words. Stronger students could
also make their own sentences for others to complete.
Teacher’s resources
Student’s Book
Grammar reference and practice page 162
Vocabulary list page 144
Video
Different languages
Workbook
Unit 16 pages 64–67
Go online for
• Progress test
• Achievement test
• Video extra worksheet
• Corpus tasks
So many languages!
107
Design and Technology
Materials from nature
the idea for these things came from. For example, for
‘trunk’, What do elephants do with their trunk? (eat and
drink) Is there anything like this we use for drinking?
(a straw)
Learning objectives
•
•
The students learn how we have designed things
by taking ideas from nature. They also learn how to
describe natural and man-made materials.
In the project stage, they use this information to
design a material or product based on something in
the natural world.
Useful vocabulary
be made of ​develop ​float ​gecko ​glue ​lotus ​
seeds ​
shark ​smooth ​Velcro
Sample answers
The front of bullet trains in Japan were modelled on the beak
of a kingfisher (bird); wind turbine blades were modelled on
humpback whale flippers to reduce noise and drag; torpedos
missiles ‘swim’ like tuna fish; some ice picks were designed
after looking at how woodpeckers drill into wood; radar and
sonar technology were inspired by bats.
2
Preparation
If the students are going to do the project in class,
they will either need access to the internet or books.
You could bring in to class some of the materials like
glue and Velcro.
Warmer
Play Animal, vegetable or mineral? (a mineral means
an object in this game). You think of something and the
students must ask you yes/no questions to find out what
you are. For example:
Student 1: Are you an animal?
Teacher:
No.
Student 2: Are you made of wood?
Teacher:
No.
Student 3: Can we see you in this room?
Teacher:
Yes.
Student 4: Are you made of glass?
Teacher:
Yes.
Student 5: Do we look through you?
Teacher:
Yes.
Student 6: Are you a window?
Teacher:
Yes!
Demonstrate, then arrange the students into pairs to
play themselves.
1
108
The world around us has inspired a lot of designs and
inventions. Birds/airplanes is the most obvious example.
Tell the students to make a paper airplane and throw
it around. Alternatively just do this yourself. Ask the
students if the shape is similar to anything they know in
nature (a bird). Ask if there are any other objects similar
to things in nature. Give some examples: a knife is like
a claw (explain claw); a swimming pool is like a lake;
a straw is like an elephant’s trunk (explain straw and
trunk). If students are having difficulty coming up with
ideas, give them clues and see if they can guess where
Design and Technology
Draw a Mexican hat as seen from above (like a small
circle within a big circle) and ask the students what it is.
They then match the pictures and the close-ups and say
what part of the animal or plant the close-up is.
Get the students to try and predict what scientists might
develop from each animal or thing. Give some clues, for
example Do you think lotus leaves float? (yes) What else
floats? (boats)
Extension activity
The students could use the cameras on their mobile
devices to take close-up photos of objects around the
room for the other students to guess. If they don’t have
cameras, they could just draw.
3
Give the students two minutes to read the text and check
their answers.
Fast finishers
The students write down five more compounds
(noun + noun) with the names of animals and plants,
for example mouse pad, tree house, horse ride,
rose garden, bird table.
Answers
1
2
3
4
4
b – close-up of hairs on a gecko’s foot
c – close-up of a lotus leaf
d – close-up of a shark’s skin
a – close-up of a seed head
Arrange the students into groups of four. Give each
student one part of the text to read. Ask them to find out
what material their animal or plant gave us and make
notes on the chart.
Answers
1b: superstrong and sticky glue,
2c: s mooth self-cleaning surface of e.g. snowboards, roofs and
wind turbines,
3d: material for superfast swimsuits and the bottom of boats,
4a: Velcro.
a
b
c
d
gecko
lotus plant
sharks
burdock
plant
hairs on
Which
part of the its feet
animal/
plant the
design
idea came
from:
leaves
skin
seeds
The new
material:
superstrong
and
sticky
glue
smooth,
water
resistant
materials
super-fast
material
in water
Velcro
Examples
of its use:
stick
TVs onto
walls,
repair
planes
on the
surface
of wind
turbines,
roofs and
snowboards
swimsuits;
the
bottom of
boats
fastening
shoes
Name of
animal or
plant:
Subject learning
In the next stage, the students are going to create a new
material or product from something in nature. Get the
students to tell you the examples they have already
learned about in the lesson, what the material/product
is and what gave the idea. Give them more words and
phrases for talking about materials and design, for
example, it’s like … , the idea comes from … , leather,
plastic, stone, wood.
Project
•
Extension activity
The students think of three unusual or funny things they
could use super-strong glue for. Give some examples:
to close the mouths of people who talk a lot; to keep
people on the ground in a hurricane; to put on your
hands and feet and climb over castle walls.
5
The students use their notes to tell one another about
the material they read about. The other students could fill
in the rest of their chart as they listen.
Ask some questions about the different parts of the text
to check understanding, for example, Can you use strong
glue in the sea? (yes) Why doesn’t the water stay on
lotus leaves? (They have a very smooth surface.) What
is special about a shark’s skin? (It has things that look
like little teeth. They have lines on them that make water
flow fast over them.) How many years ago was Velcro
invented? (over 60 years ago)
Afterwards, they should discuss together the most
interesting material and the most useful idea.
Extension activity
The students think of three more things that ‘it’s difficult
to imagine the world without’. Give the obvious examples
like the internet and computers so the students can
think of something more interesting to discuss and
compare, like medicine, school and the Olympics.
•
•
•
•
Arrange the students into small groups to choose
a topic and discuss the questions. Go through an
example with the whole class.
– I’m interested in clothes and fashion. What do you
think about in nature?
– How about those animals that change their skin
colour in different seasons?
– Can you give me any examples?
– What’s that animal like a dog, it goes white in the
winter?
– A fox?
– Yes.
– What do they change colour for?
– So other animals won’t see them in the snow.
– Could we make something like that?
– Well, it would be nice to have a top which
changes colour.
– Why?
– etc.
The students then create a new material or product
from nature for this topic.
They give a mini-presentation to the class using the
model given. They could make a poster with a short
text and a picture or diagram.
The class decides which is the most interesting and
useful material or product.
As an extension, they could make an advert for their
material or product, saying why it is so useful and
why people should buy it.
Cooler
Ask the students to find the odd-one-out in these lists
and say why. There could be many different answers.
lion – monkey – gecko – bird (lion because it can’t get
up a tree)
glue – Velcro – sellotape – string (glue because it is
liquid)
shark – snake – bear – duck (bear because it sleeps in
winter)
plane – train – boat – bicycle (bicycle because I have
one)
eye – hair – nose – hand (hair because it keeps you
warm)
snowboarding – tennis – ice-hockey – boxing
(snowboarding because one person can do this alone)
Materials from nature
109
17
Staying healthy
I’ve hurt myself
About you
2
Lesson profile
Vocabulary
Speaking
Listening
Grammar
Arrange the students into pairs for the discussion.
Leave out any questions which you know will bring
unpleasant memories. If their answer to all the
questions is ‘no’, they should think if any of these
have happened to friends or anyone in their family.
The students then compare ‘yes’ answers.
Parts of the body
Talk about when you hurt yourself
A picture story
Reflexive pronouns, myself, yourself,
herself, himself, ourselves, yourselves,
themselves
Reading and
Speaking
Key Reading and Writing Part 3b
Warmer
LISTENING
3
Dictate these six sentences (or write them on the board
for weaker students). Three of them have grammar
mistakes with the past simple or present perfect. The
students write all of the sentences down and correct the
ones which are wrong.
I’ve always wanted to be a doctor.
Have you done your biology homework yesterday?
(Have you done Did you do)
Tim hasn’t taken his medicine yet.
She waited for two hours but the doctor is still not here.
(waited has waited)
Once I went to hospital to visit one of my friends.
My sister has worked in a chemist’s, then left. (has
worked worked)
Ask the students to think of a happy ending and a not
so happy ending to the story. They should say what
happened to the man and Klara. Give an example:
The man stays in hospital for two weeks. It is boring but
he has a very kind doctor. Also, every day Klara visits
him with flowers or a present and he realises he loves
her. One day Klara doesn’t come. The man finds out that
Klara is in love with his doctor and they have gone away
together.
Books closed, point to parts of your body and elicit the
words, including the ones in the box.
Books open, the students match the words in the box to
parts of the body 1–9.
Ask the students if they can also name parts a–h, which
are words they have met earlier in the course.
Play the recording and then drill the words.
2.17
Answers
The answers are recorded for students to check and then repeat.
1 finger 2 back ​3 toe ​4 blood ​5 stomach ​6 heart ​
7 neck ​8 ear ​9 brain
a eye ​
b nose ​
c teeth ​d arm ​e hand ​f head ​g foot ​
h mouth
Extension activity
A classic activity is to give the students post-it notes
for them to write the different parts of the body on. The
students then go round the class, sticking the post-it
notes on the relevant parts of other students. They can
stick the notes on themselves if this is culturally more
appropriate.
110
Unit 17
Books closed, ask the students, Do you have a bike?
Where do you go cycling? Is cycling dangerous? Have
you ever had a problem on your bike?
Books open, from the word box explain cyclist
(somebody who rides a bike – the verb is cycle),
demonstrate fall off and elicit ambulance (this takes
people to hospital). Point out the pictures and ask the
students Where was the man cycling? (on a road) What
happened to him? (He fell off his bike and broke his
arm.) Arrange the students into pairs to describe each
picture and tell the story. (The girl’s name is Klara.)
VOCABULARY
1
Pre-teach accident (something bad that happens,
like you fall off your bike and hurt yourself) bone
(pointing to several on your body).
The students compare endings.
4
2.18 Play the recording. Ask the students if they
predicted this ending. Ask Is it a happy ending? (yes)
Audioscript
A really strange thing happened to me last week.
I was on my way home from the shops on Tuesday, when I saw
an accident. A little dog was chasing a cat and it ran into the
road. A cyclist tried not to hit the dog. He didn’t hit it, but he fell
off his bike. I phoned for an ambulance. I don’t think the cyclist
was badly hurt, but he hurt his arm.
So … you know there’s a new play at the City Theatre? There
was a poster at school about it. They were looking for young
actors. Well, I love acting, so I thought it was perfect for me. On
Friday, I went to the audition by myself. I dressed up in old clothes
– it’s a play about the 1960s! – and went along to the theatre.
I had to wait ages when I got there because there were lots of
other people, but finally I went in to meet the director. I told him
my name and how interested I was in acting. He looked at me
when I spoke and said, ‘I know your voice. I’m sure we’ve met
before.’ As soon as he spoke, I knew who he was. It was the
cyclist from the accident! He thanked me for my help – and I’m
in the play!
5
2.18 Play the recording again for the students to
complete the sentences.
Klara is an actress. She saw
in a fi lm.
(herself, subject and object are the same)
The students then complete the sentences.
Mixed ability
For stronger students, you could ask the questions
orally, for example, When did Klara see the accident?
Weaker students could do the original task.
1 himself 2 ourselves 3 myself
6 yourself 7 yourselves
4 herself
5 themselves
Extension activity
Answers
1
2
3
4
5
6
Answers
Klara saw an accident on Tuesday.
Klara read information about the play.
The play is about things happening in the past.
When Klara got to the theatre it was very busy.
The director was the cyclist from the accident.
Klara is in the new play at the theatre.
Ask the students to think of three things that they like to
do themselves and three things that they cannot do by
themselves, and ask them to explain why. For example
I like to tidy my room myself. You can’t play football by
yourself because you need a team.
Corpus challenge
GRAMMAR Pronouns myself, yourself,
Ask the students why the first sentence is wrong (enjoy
needs an object) and then get them to correct it with
a reflexive pronoun. The students correct the other
sentences.
herself, himself, ourselves,
yourselves, themselves
6
Take a few students to a mirror or the window. Say Look
in the mirror/window. Can you see yourselves? Write
the question on the board and ask: What is the subject
of this sentence? (you) What is the object? (yourselves)
Are they the same or different people? (the same)
Books open, the students read the rules and match
sentences 1 and 2 to meanings a and b. Drill the
reflexive pronouns: you say a personal pronoun, the
students say the reflexive pronoun (e.g. he – himself).
Answers
a I went to Chile and I enjoyed myself a lot.
b Now I’ll talk about myself.
c Take care of yourself/yourselves.
READING AND SPEAKING
Language note: some verbs, like wash and dress, often
take reflexive pronouns in other languages, but not
usually in English. We say get washed/dressed.
Prepare for Key for Schools
Reading and Writing Part 3b
Task description
Answers
1 b
Reading and Writing Part 3b tests students’ knowledge
of functional language. Students complete a
conversation with five spaces by choosing from a list of
eight options.
2 a
Alternative presentation
Ask a girl to come to the board and draw a house. Say to
the class: Did I help her? (no) She did it herself. Ask a boy
to come to the board and solve 116 x 11 (1276). Say to the
class: Did I help him? (no) He solved it himself.
Exam tips
Students should look at what comes before and after
each space to decide what fits best.
They may need to think about grammar when looking
for the right answer.
Ask the boy: Did I solve it for you? and elicit No, I did it
myself.
Ask two students to move some chairs. Ask Did I help
them? (no) They moved the chairs themselves. Ask the two
students: Did I move them for you? and elicit No, we did it
ourselves.
See Exam Profile 5, Student’s Book page 129
8
Write the reflexives on the board. The students complete the
analysis in Exercise 6.
Grammar reference Student’s Book page 163
7
Refer the students to the table of pronouns. Then write
these sentences on the board and ask the students to
complete them with the right pronoun and explain why.
in a
Dan knows Klara is an actress. He saw
fi lm. (her = Klara, subject and object are different)
Books open, show the phone conversation. Ask Who
phones who? (Harry phones Katya.) Who has a
problem? (Katya) Harry says ‘Hi’. What do you think
Katya replies? (‘Hello’, D)
The students complete the conversation.
9
2.19 Play the recording for students to check their
answers and go through the explanations of the answers
with them. Then arrange them into pairs to take turns
being Harry and Katya. Then see if they can do the
conversation with books closed.
Staying healthy
111
Answers
0
1
2
3
4
D (‘Hello’ is how you often begin a conversation.)
G (It’s not that – that = being ‘up late last night’)
A (Katya says what is wrong with her.)
H (She answers the yes/no question with Yes.)
B (What a shame! means she is sorry not to have this
chance to meet Harry’s cousin. ‘Never mind’ is a common
reply.)
5 E (Harry says Maybe and Katya replies I hope so!)
10
If you want to talk, I’ll listen
Lesson profile
Vocabulary
Reading
Pronunciation
Grammar
Listening
Writing
Ask the students to think of three good excuses not to go
to a party, for example I’m washing my hair. Then they
should think of three ways of saying no to a friend, for
example Nice idea, maybe next time. Arrange them into
pairs and ask them to make conversations. They should
use the exam conversation as a model.
The students could actually phone each other on their
mobiles to make the activity more authentic.
Mixed ability
Warmer
Arrange students into pairs. See if they can remember
and retell the story about Klara from the last lesson.
VOCABULARY AND READING
1
Scratch your head and look worried. Ask How do I feel?
(worried) What do you think my problem is? (Your car
didn’t start today? etc.) Books open, the students do the
matching exercise.
Stronger students can just plan both conversations,
then act them out. Weaker students should write one of
the conversations and read it out.
Cooler
Problems
Teen Health
/uː/ and /ʊ/
First conditional
Key Listening Part 1
First conditional sentences
Fast finishers
Tell these jokes:
Add an extra sentence to each speech bubble, for
example (a) The coach thinks I don’t train hard.
Patient: Doctor, Doctor, nobody listens to me!
Doctor: Next please!
Answers
Patient: Doctor, Doctor, I think I need glasses.
Doctor: Yes you do, you came in through the window.
Tell these other ‘Doctor, Doctor’ jokes for the students to
guess the last line (i.e. what the doctor replies).
Patient:Doctor, Doctor, I’ve broken my arm in two
places.
(Don’t go there again.)
body and health: I hate my hair.
family: My parents don’t understand me.
friends: Someone in my school doesn’t like me.
schoolwork: I failed the test.
sport: I’m not in the first team.
2
Patient: Doctor, Doctor, everyone thinks I lie.
(I can’t believe that.)
Patient: Doctor, Doctor, I feel like a dog.
(Sit!)
Divide the students into pairs to think of two examples for
each category. Give your own examples to demonstrate,
for example (body and health) Some people want to be
taller. Old people get ill a lot.
Extension activity
The students read out some of the examples in random
order for the other students to name the kind of problem.
About you
3
4
112
Unit 17
Ask for the examples of problems and write them
on the board so that the students have more to
choose from and discuss. After the discussion, ask
the students to rank the problems in order of how
serious they are.
The students look at the topics on the website and see if
they are the same as any of their problems or the ones
mentioned. Check understanding of earphones by asking
the students to show a pair. The students then do the
matching exercise.
Answers
Answers
1
2
3
4
1 the blue part (the clause without if)
2 the red part (the if clause)
3 If can be at the beginning of the sentence or in the middle
of it.
4 the future
If you talk about your problems, they won’t seem so bad.
If you are careful and eat a bit of everything, then you’ll be
healthier.
5
Can it be dangerous to listen to loud music?
How much exercise should I do?
Is it OK to feel sad sometimes?
Are some foods healthier than others?
To demonstrate, ask the students where the website
talks about sitting at the computer (paragraph 2) and
what it says about this (it is unhealthy).
8
Suggested answers
1 Sometimes on a train the person next to you can hear the
music on your earphones. / Listening to loud music on
earphones can be dangerous.
2 If you play music too loudly now, you won’t be able to hear
well when you are older.
3 Too much sport can be bad for you – you can hurt
something.
4 It’s not a good idea to play sport just after you’ve eaten. You
can get a stomachache.
5 It’s normal for feelings to change – everyone feels unhappy
sometimes.
6 Talk to a friend, parent or teacher if you feel sad / about your
problems.
7 A plate of fruit is healthier than a plate of chips.
8 If you eat a bit of everything, you’ll be healthier.
PRONUNCIATION
6
/Uː/ and /ʊ/
2.20 Play the recording as a dictation. The students
then check, listen and repeat.
Ask Which words are spelled with double o? (food and
good). Do they have the same sound? (no) If the students
know phonemic transcription, show the symbols /uː/ for
food and /ʊ/ for good. Explain and demonstrate that the
sound in food is longer and the lips are usually rounder.
The students add more words to the list, for example:
food: blue, move, school, room, two, shoe, cool
good: put, could, would, wood, sugar, woman
Language note: another common spelling for these
sounds is u, for example /ʊ/ pull, cushion; /uː/ rule, June.
Mixed ability
If they are having trouble finding words, read out some
of the words from the lists above and ask the students
to say if they sound like food or good.
GRAMMAR First conditional
7
Ask Why is it a bad idea to listen to loud music? Tell the
students to find the answer to this in the text. (if you do
this to your ears now, you won’t be able to hear when
you are older) Then do the same for Why is it a bad
idea to do sport after eating? (you’ll get a stomach ache
if you play tennis just after you’ve eaten) The students
then do the language analysis and find two more
examples of first conditional sentences.
Books closed, write the beginning of a conditional
sentence on the board and get ideas on how to finish it:
If I feel bored … (I’ll call my friend, watch a DVD, etc.).
Books open, the students match the sentence halves.
Fast finishers
Fast finishers write three more sentence halves for other
students to complete.
Answers
1 c
2 a
3 f
4 e
5 d
6 b
Extension activity
The students think of new ways of finishing the
sentences, for example We’ll miss the fi lm if this bus is
late. Alternatively, the students could do this the other
way round, from the second half of the sentences.
Corpus challenge
Answer
If I will go go I will play with my brother and my friends.
LISTENING
Prepare for Key for Schools
Listening Part 1
Task description
In Listening Part 1, students are tested on their ability to
identify simple factual information in five separate short
conversations. Students listen for information such as
prices, numbers, times, dates and descriptions. They
have to choose one of three pictures as the answer.
Exam tips
Tell students to listen carefully for meaning, as they will
hear something about all three pictures, but only one
answers the question. They should listen all of the way
through, as the answer could come at the beginning,
middle or the end of the conversation.
See Exam Profile 1, Student’s Book page 120
Staying healthy
113
9
As a variation, arrange them into groups of four. They
each begin with a different one of the four sentence
headings, finish it and start the next sentence, then pass
to another student to do the same. After this, they pass it
to another student. After five turns, the students get back
the story they started and see how it finished.
2.21 Ask the students to name or describe all the
pictures. Play the recording twice.
Answers
The words which show the answers are underlined in the
recording script.
1 B ​2 A ​3 B ​4 A ​5 A
Project
Audioscript
A healthy-living booklet
1 What time is basketball practice today?
A: Are you going to basketball practice this afternoon?
B: Yes, I’ll go if it doesn’t rain. I’m not sure of the time. Is it at
three or three thirty?
A: It’s at a quarter past three. It was at three thirty last week!
B: Thanks. See you there, if it isn’t raining!
The students make a booklet about how to be healthy
and happy.
2 Which food does the girl choose?
A: Hello. What kind of pizzas do you do?
B: We’re not doing pizza today. Sorry, the oven is broken. But
our burgers are very popular. We do lots of different kinds of
sandwiches, too.
A: I’ll try the burger, thanks. I had a sandwich for lunch. And
can I have a lemonade with that?
B: Certainly. I’ll bring your drink now.
3 Which earphones does the boy buy?
A: Hello. I’d like to buy some earphones, please. What have
you got?
B: Well, we’ve got these for ten pounds twenty, these for fifteen
pounds fifty and these for eighteen pounds.
A: The eighteen pounds ones are a little expensive. I’ll have the
fifteen fifty ones, please.
B: Certainly. I’ll put them in a bag for you.
4 What’s the weather like?
A: Hi, Sandy. Do you want to come for a walk in the park
with me?
B: I’m not sure. Isn’t it very windy?
A: It was windy earlier but now it’s just a bit cloudy. It’s going to
rain later.
B: OK, let’s go before it rains.
5 What are they going to do?
A: I’m bored. What shall we do? Let’s play tennis.
B: I’m tired and we have to get the bus there. I’ve got a new
computer game. Let’s play that.
A: I played computer games all morning. I want to do
something outside. How about a bike ride?
B: I can’t. My bike’s broken. OK, let’s do what you want – I’ll go
and get my racket.
WRITING
10
Demonstrate on the board, getting examples from the
students to finish the sentences and continue the story.
If there is no school on Monday, … (e.g. I’ll go to the
zoo.)
If I go to the zoo, … (e.g. my sister will come too.)
If my sister comes, … (e.g. she’ll like the snakes.)
The students work individually and then compare with a
partner. Get them to read out their stories to the class.
114
Unit 17
•
•
•
•
•
Brainstorm topics for the booklet, for example diet,
exercise, having fun, teenage problems. Each topic
will be a separate part of the booklet.
Arrange the students into groups. Each person in the
group is responsible for a section of the booklet.
Each student will find information about their topic
by asking people or looking on the internet. They will
make notes on this.
In class, they write up their notes, check one
another’s work and add some illustrations and useful
links like websites and telephone numbers of clubs.
They put all the sections into a booklet.
The groups compare their booklets, give feedback
and make suggestions, for example I never knew we
had a teenage yoga group in our town!
Cooler
Write these sentences on the board or, for stronger
students, read them out. Ask the students to make
them shorter and more natural with reflexive pronouns.
For example:
Thomas looked at his body in the mirror. (→ Thomas
looked at himself in the mirror.)
Don’t cut your hand with that knife. (→ Don’t cut yourself
with that knife.)
I did it without the help of other people. (→ I did it by
myself.)
Nobody took us to the station but we still got there.
(→ We went ourselves.)
Paula doesn’t think about anybody else. (→ Paula only
thinks about herself.)
Teacher’s resources
Student’s Book
Grammar reference and practice page 163
Vocabulary list page 144
Video
Health
Workbook
Unit 17 pages 68–71
Go online for
• Video extra worksheet
• Corpus tasks
18
Expedition!
It may rain on Sunday
Lesson profile
Reading
Vocabulary
Listening
Grammar
Pronunciation
Speaking
The expedition kit list
Outdoor equipment
Gabby, Finn and Dylan are talking
about preparations for the expedition
may/might
Sentence stress
Plan an expedition
Answers
1
2
3
4
the Brecon Beacons in Wales
25 kilometres
one night
Possible answers: to get the Merrydown Award / because it
will be fun / because it will be a challenge
5 Possible answers: how to work as a team / how to keep
going when it is difficult / how to live without the internet
2
Warmer
Fast finishers
Arrange the students into small groups. They will repeat
the first conditional activity in Unit 17, Exercise 10,
but this time orally. One student says a conditional
sentence, the second student makes a second
sentence that continues it, and so on. To demonstrate,
the students begin by repeating the stories they wrote
down, then they can make up new stories.
Fast finishers tick the things that they own and add an
adjective, for example leather walking boots.
READING AND VOCABULARY
Answers
1 walking boots ​2 trainers ​3 backpack ​4 torch ​
5 first aid kit ​6 map and compass ​7 sleeping bag ​
8 snacks ​9 tent
3
Cultural background
The Brecon Beacons is a mountain range in South
Wales. The name probably comes from the tradition of
lighting ‘beacons’ (fires) on mountain tops to warn of
danger or celebrate special events. Apart from its natural
beauty, the Brecon Beacons is of major geological and
historical interest with its minerals and castles.
1
Elicit some of the vocabulary, for example These are
shoes for sport. (trainers) It means the same as cup.
(mug) The students then match the pictures.
Ask the students to complete the sentence If we go on
an expedition … and compare ideas. Show a video clip
of the Brecon Beacons and explain that this is where
Gabby, Finn and Dylan are going.
Tell the students to write five pieces of kit (equipment)
they will need to take with them, for example a map, and
five things they won’t, for example a hairdryer.
Books open, the students read and answer the
questions. Discuss the different answers to questions 4
and 5.
Fast finishers
Fast finishers add one more word to each category, for
example (wet weather) a hat.
Suggested answers
wet weather: waterproof trousers, waterproof jacket
sunny weather: sun hat, sun cream, sunglasses, T-shirt
cold weather: sweaters, fleece tops, warm hat, gloves
having fun: playing cards, ball
eating and drinking: food, water bottle, plate/bowl/mug/knife/
fork/spoon, snacks
sleeping: tent, pyjamas, sleeping bag
keeping clean: wash bag with soap and toothpaste, towel
finding the way: map and compass, torch
LISTENING
4
Fast finishers
Fast finishers (maybe with the help of their mobile
devices) write down three more things about Wales they
know, for example, it is next to England, the capital is
Cardiff, rugby is very popular.
Go through some examples first: What do you need a
towel for? (keeping clean) Why? (You dry yourself with it
after a wash.)
2.22 Ask the students if they think there is anything
unnecessary on the list, for example the map and
compass because many mobile phones have GPS.
Explain that they should tick the things on the kit list that
the friends talk about. Play the recording.
Mixed ability
Play the recording twice, once to listen for ‘clothes’ and
once to listen for ‘other kit’.
Expedition!
115
Language note: may is more formal than might; might
suggests a slightly smaller possibility than may, but
at this level treat them as equivalent; may is not used
in questions with this meaning; might is only used in
indirect questions (Do you think it might rain?).
Answers
backpack, sleeping bag, walking boots, T-shirts, socks, fleece
top, walking trousers, waterproof jackets, waterproof trousers,
food, snacks
5
2.22 Ask a few general comprehension questions,
for example, Why is Gabby excited? (they are all in the
same group) Who has checked the weather? (Dylan)
Play the recording again.
Answers
1 d ​2 f ​3 b ​4 a ​5 c ​6 e
7
The students refer back to the matched sentences in
order to complete the rules.
Answers
1 ✗ ​2 ✗ ​3 ✔ ​4 ✔ ​5 ✗
Audioscript
Gabby: It’s great that we’re all in the same group for our
expedition. I’m really excited!
Finn:
Me too! Have you seen the kit list?
Gabby: Yes. Our backpacks are going to be very heavy! We
might not be able to carry them!
Finn:
We’ll be fine, Gabby. Have you both got everything on
the list?
Gabby: I have. I’m borrowing my brother’s sleeping bag and
I got some new walking boots last weekend. What
about you, Dylan?
Dylan: I’ve got most of it and I’ve already started packing.
I’m taking three T-shirts and lots of pairs of socks.
I just need to get another fleece top. I’ve only got one
and it may not be enough.
Gabby: I’m taking two pairs of walking trousers. One pair
might get dirty or wet.
Finn:
Oh no – I hope we don’t get wet! Did you check the
weather, Dylan?
Dylan: Yes, it’s going to be warm and dry on Saturday,
but it may rain a bit on Sunday morning. I’ve got
this waterproof jacket, but I still need to buy some
waterproof trousers.
Finn:
Right, so we’ll all need waterproofs then.
Dylan: And don’t forget the most important thing – the food!
Finn:
Oh, let’s take some pasta and pasta sauce for dinner.
That’s easy to cook.
Gabby: And we can take tins of beans for breakfast. Let’s not
take any fresh food. It might go bad in our backpacks.
Dylan: I’m going to take lots of snacks too, like chocolate and
biscuits. I might get hungry when I’m walking.
Gabby: I hope you’ll share them with Finn and me.
Dylan: I might!
Answers
1 possible ​2 without to ​3 do not ​4 after
Alternative presentation
Draw a vertical line on the left of the board and ask the
students What is it? Reformulate their answers as it It might/
may be a tree, a table, etc. Add a horizontal line at the
bottom and repeat the question, again reformulating the
answers. Repeat the procedure adding a second horizontal
line at the top, a second vertical line to complete a rectangle,
and then two diagonal lines to make an envelope.
Write some of their guesses on the board, highlight the
meaning of might and may and then do Exercises 6 and 7.
The students can then play the same game in pairs.
Grammar reference Student’s Book page 164
8
Give an example on the board:
a long time. (might take)
The journey
Fast finishers
Fast finishers can change three of the phrases in
the box from might to may and then write three new
sentences, for example 13 may be my lucky number.
Answers
1 might not finish ​2 might take ​3 might invite ​4 might be ​
5 might not go
Corpus challenge
GRAMMAR may/might
6
Write on the board:
They will see the Brecon Beacons.
They might see a castle.
What is the possibility that they will see the Brecon
Beacons – 0%, 50%, 100%? (100%, this is a plan.)
What is the possibility that they will see a castle – 0%,
50%, 100%? (50%, only maybe)
The students do the matching activity.
116
Unit 18
Ask students what is the difference between maybe and
may be (maybe is an adverb, may be is modal + verb)
and then ask them to correct one of these sentences on
the board.
Maybe it’s John.
It maybe John. (may be)
The students then correct the two wrong sentences.
Answers
1 I think you should wear a raincoat because tomorrow
we will have rain. (should for advice)
2 You may/might think it is expensive but the park is very
good. (can is for ability)
3 correct
Extension activity
It was hard to wake Dylan up
The students work in pairs and guess what might/may
be in each other’s rooms, for example There may be a
TV. – No, that’s in the living room.
Lesson profile
Listening
Vocabulary
Reading
Writing
PRONUNCIATION Sentence stress
9
2.23 Books closed, you read aloud the correct
sentence in the Corpus challenge, clicking your fingers
on book, may, table and room. Explain that these words
are stressed because they give the main information.
Ask the students to repeat the sentence clicking on the
stressed words.
Preparation
The students will need dice and counters for the Project.
Books open, play the recording for the students to listen
for and mark the stressed words. They then repeat the
sentences.
Warmer
Arrange the students into pairs. They need to think of
three ways to wake up a lazy person, for example, to
shout ‘Fire!’, to put a snake in their bed. See which pair
has the most original idea.
Answers
The stressed words are underlined.
They might come later.
He may miss the bus.
It might start raining.
She may not agree.
We might go sailing.
I might have a drink.
LISTENING
1
Ask the students to guess why it was hard to wake Dylan
up, for example he was very tired after walking a long
way. Arrange the students into pairs to describe each
photo before they listen.
SPEAKING
10
Arrange the class into groups. Look up ‘expedition’ on
YouTube and show some clips to set the scene, or
brainstorm a range of destinations, some extreme like
Kamchatka (Russia), some realistic, like a national park
and some fantastic, like Pluto or Ancient Rome. As they
discuss the various points, the students should make
notes for each of them, as this will be useful for when
they report their plans to the class and when they do
Prepare to write in the next lesson.
With weaker groups, the students could take it in turns
to describe their expedition. They could also make a
PowerPoint or poster presentation for visual support.
The other students should listen and ask three What if
… questions, for example What will you do if you meet a
dangerous animal?
Cooler
Tell the students these situations and ask them to say
what may or might (not) happen. For example:
You’re playing football in the classroom.
A window might break. The teacher may not be happy.
You run a marathon.
It snows tomorrow.
There is a new student in our class.
You get a pet tiger.
The police phone you.
Gabby, Finn and Dylan are looking at
photos of their expedition
Phrasal verbs
Gabby’s description of the expedition
A description of an expedition; during,
except, without, between
2
2.24 Play the recording. Tell weaker students the
first and the last pictures.
Answers
1 e
2 b
3 f
4 d
5 a
6 c
Audioscript
Gabby: The expedition was brilliant, wasn’t it?
Finn:
Yeah, it was fantastic! Look, here’s a picture of all
three of us. My dad took it on his phone when he
picked us up on Sunday evening.
Dylan: Thanks for the lift, by the way, Finn.
Finn:
No problem! I was so tired when I got back home.
Dylan: Me too. I just lay down on the living room floor for
half an hour. I couldn’t move. Look, my mum took
this picture of me. After that, she made me get in the
shower!
Gabby: Mine did the same! And look at this one of you in your
tent, Dylan!
Dylan: Oh no – who took that?
Finn:
I did. It was so hard to wake you up.
Dylan: I know … I really didn’t want to get up. It was lovely
and warm in my sleeping bag.
Gabby: It was funny when it was time to wash up and we
couldn’t find you, Dylan.
Dylan: I was taking photos in the forest. I didn’t know you
were washing up!
Gabby: Right! We believe you! Well, here’s me and Finn
washing up without you!
Finn:
Look at this – here we are on Sunday morning.
Expedition!
117
Gabby: Oh yes. That’s when we got lost! We went the wrong
way for about two hours.
Finn:
It was lucky we met that man, wasn’t it? He told us
where we were.
Gabby: Yes, and it was lucky you gave the map back to me,
Finn. So we didn’t get lost again!
Dylan: And this is when it started raining. Just after we found
the path again. We had to put on our waterproof
jackets and trousers.
Gabby: Your trousers were so big, Finn. Didn’t you try them on
when you bought them?
Finn:
No – I bought them online, and it was too late to
change them.
3
2.24 Ask some general comprehension questions
before the students listen again, for example Who took
picture e? (Finn’s dad) Was it Dylan’s idea to have a
shower? (No, it was his mum’s idea.)
Play the recording. Afterwards, ask the students to
correct each false answer.
Arrange them into small groups for the discussion.
Answers
1 ✔ ​2 ✗ ​3 ✗ ​4 ✔ ​5 ✔ ​6 ✗
Point out that while the meaning of give back is fairly
obvious, phrasal verbs often have a meaning which is
different from the separate meanings of the two parts, for
example you can take off your sweater, but a plane also
takes off.
Mime some of the actions for the students to say the
phrasal verb, for example, yawn and stand up (wake up).
Answers
1 f ​2 d ​3 h ​4 e ​5 b ​6 i ​7 j ​8 c ​9 g ​10 a
Extension activity
With the students, put the phrasal verbs into three
categories, a) those that take an object, b) those that
don’t, c) those that can be with and without an object.
Give or elicit some example phrases, for example I tried
on some new shoes.
a) with object: pick up, take off, put on, try on, give back
b) without object: get back, lie down, get up
c) with or without object: wake up, wash up
5
Extension activity
Language note: in 2, 4 and 6 the phrasal verb is split
because a pronoun must come immediately after the
verb: she tried the jeans on or she tried on the jeans but
she tried them on not she tried on them.
The students retell the story with the photos.
Get talking!
See Student’s Book page 134.
Answers
1 1 ✗ ​2 ✗ ​3 ✔ ​4 ✗ ​5 ✔
2 1 it’s not that ​2 I’m not sure. ​3 What about you? ​
4 Me too. ​5 the same ​6 see you there
Say to the students, What do you do when you don’t
feel well? Elicit lie down, the answer to the first question.
The students then work individually.
Answers
1 lie down ​2 pick (us) up ​3 take off ​4 wake (me) up ​
5 put on ​6 give (it) back ​7 get back ​8 wash up ​9 get up ​
10 try on
Extension activity
2.25
Mitch:
Josh:
Mitch:
Josh:
Mitch:
Josh:
Mitch:
Josh:
Mitch:
Audioscript
Hi, Josh. Are you busy this afternoon?
Not really, Mitch. Why? Do you need help with
your maths homework again?
No, it’s not that! I’ve got two free tickets for the
cinema. Do you want to come?
Yeah, great! What’s on?
I’m not sure. Just a moment – I’ll have a look on
the website. Er … Sky Blue is on. I haven’t seen
that yet. What about you?
No, I haven’t seen it. I’ve heard it’s really good.
Me too. OK, well that’s on at three o’clock. I can
catch a bus to the cinema from the library at two
thirty.
I’ll do the same.
OK, see you there. Bye.
VOCABULARY Phrasal verbs
4
118
Books closed. Take a pen from a student and as you
the pen. (giving back)
return it, elicit I am
Explain that give back is a phrasal verb because it has
two parts, a verb and a preposition or adverb.
Unit 18
Ask the students to use a dictionary to find three more
phrasal verbs with put, get and take, write down their
meaning and an example sentence and then teach them
to a partner.
6
Ask the students to listen to you and write down the five
phrasal verbs they hear:
I’ve got so much to do tomorrow! I need to get up really
early and pick up my friend from the station. When I get
back, I need to prepare the day’s lessons and wash up
all the breakfast things. I feel like lying down right now!
Arrange the students into pairs to plan and perform
their conversation. Give them some fun situations as
examples: A wants to borrow B’s monkey costume, and B
meets A at the space station.
Mixed ability
Give weaker students the sample answer without
the phrasal verbs. They put in the phrasal verbs then
practise and perform this dialogue. They could also
substitute other items of clothing for the shoes.
Sample answer
A: Hi, Rita. You look sleepy!
B: Hi. Yeah, I woke up 10 minutes ago. Let me put on my
shoes.
A: Those are nice shoes! Could I try them on?
B: Alright. Do you like them?
A: They’re great! Could I wear them to Lily’s party on Friday?
B: Er, well, they’re new.
A: I’ll give them back the next day.
B: Well, OK. But take them off now because I need them.
Project
A board game
The students make an Expedition board game.
•
•
READING
7
Tell the students to read Gabby’s description and ask
some questions about it, for example When did it rain?
(Sunday morning) How long were they lost for? (two
hours) The students then number the paragraphs in the
right order.
•
Answers
A3
B 2
C 4
D 1
WRITING
•
Prepare to write
GET READY Get the students to look back at the photos
in Exercise 1 and retell the story.
Go through the meaning of the prepositions in Gabby’s
description before the students complete the sentences:
during: Ask Did Gabby take photos on the trip or
afterwards? (on the trip)
except: Ask Was Finn good at map reading? (no)
without: Ask Did Gabby’s family go? (no)
between: Say Draw the tent, mountain and river on the
board. (The tent should be in the middle.)
•
•
•
Divide the students into groups of four. Draw a basic
Snakes and Ladders grid on the board with twenty
numbered squares.
The students should think of a theme for the game,
like ‘Mission to Mars’ or ‘Submarine trip’ and replace
the snakes and ladders with something appropriate,
for example (Mission to Mars) meteors, stars and
spaceships. They copy the squares on to a piece of
paper, add some pictures and the name of the game.
The students then divide up the squares between
them, five squares each if they are the same level,
and make an English question for each square on
a separate piece of paper. Give plenty of examples,
like:
up at 7.00 in the morning.
Square 1 I
(wake)
Square 2 What do you sleep in? (pyjamas)
c and e.
Square 3 The letter d is
(between)
They could plan the game so that each square
covers a certain language area, for example Squares
1, 5, 10, 15, 20 might be items of clothing, Squares
2, 6, 11, 16 ,19 might be phrasal verbs, etc.
When all the questions are ready, they check each
other’s work.
The students play the game with a dice and counters
as the usual Snakes and Ladders. However, when
they land on a square, they need to answer the
question. They can only progress on the board if they
answer the question correctly.
The group plays the game itself first, then groups
swap games to play.
Answers
1 between ​2 during ​3 except ​4 without
PLAN Arrange the students into groups of three or four.
They could use their notes from Exercise 10 page 103.
WRITE Ask the students what extra information would
be useful, for example, the weather, who you met. They
should then divide all these ideas into paragraphs and
compare with the paragraph plan here. One student
should write each paragraph and then they should
check one another’s work. Encourage them to use the
phrasal verbs and prepositions. The first paragraph is
easier, so give this to weaker students.
IMPROVE The students read out their descriptions or
put them on the classroom wall so that everyone can go
round, read, correct mistakes, especially prepositions, or
make improvements, and write a comment underneath
like Great trip! or Can I go too next time? The students
could then take back their descriptions and make a
second draft. This can also be a speaking activity, with
students asking one another questions based on the
prompts in the Plan stage.
Cooler
Pictionary. You whisper a word to a student, who has
to draw it on the board, without writing or speaking, for
the other students to guess. Begin with easy concrete
words like cat and weather, then get students to draw
the phrasal verbs.
Teacher’s resources
Student’s Book
Grammar reference and practice page 164
Vocabulary list page 145
Workbook
Unit 18 pages 72–75
Go online for
• Progress test
• Corpus tasks
Expedition!
119
Culture
Mumbai, India
Learning objectives
•
•
The students learn about Mumbai, the biggest city
in India, which is the largest country in the Englishspeaking world.
In the project stage, they find out about another
country in the English-speaking world.
1
Ask the students what they know about India, for
example it is the seventh biggest country in the world by
area and the second biggest (after China) by population.
Tell the students to look at the map and describe the
pictures. The map is of Mumbai, which is on the west
coast of India.
2
Useful vocabulary
Tell the students to read the blog and name places A–E
on the map.
cave ​celebration ​deer ​leopard ​subtitles
Preparation
For Exercise 4, it would be useful to have maps of the
students’ city and other important cities in their country
for them to use as reference.
Download a clip of a Bollywood movie to show students
after Exercise 6.
English teachers will be interested in the report on
English in India, English Next India, by David Graddol,
downloadable free from http://www.britishcouncil.org/
learning-english-next-india-2010-book.pdf.
Ask the students Who wrote this blog? (Ameya) Does
she like her city? (yes)
Answers
A Sanjay Gandhi National Park ​B Juhu Beach ​
C Elephanta Caves ​D Marine Drive ​E Chowpatty Beach
3
Say to the students Mumbai is the capital of India: right
or wrong? (Wrong, New Delhi is).
Tell the students to read the blog again and answer right
or wrong. They should correct the wrong answers.
Tell them to find synonyms for the Hinglish words in red.
(glassy = thirsty; timepass = an activity to pass the time;
airdashed = flew in a hurry)
Warmer
Answers
Dictate these words and ask the students to write which
country/language they are originally from.
army (Latin)
tea (China)
dollar (Dutch)
chef (French)
coffee (Arabic)
balcony (Italian)
robot (Czech)
yogurt (Turkish)
telephone (Greek)
hamburger (the USA)
shampoo (India/Hindi)
This can be fun if you ask the students to write the
words (on post-it notes) on a map of the world.
1 ✔ ​2 ✗ It is getting bigger. ​3 ✔ ​
Cultural background
India has the second biggest population in the world
and is growing so quickly that it is predicted to overtake
China this century. There are about 1500 different
languages in India but the official national languages are
Hindi, the most widely-spoken language, and English,
mainly because of India’s colonial history.
4 ✗ It goes along the coast. ​5 ✔ ​6 ✔
Extension activity
Arrange the students into pairs. One student is Ameya
and the other asks her questions, for example Do you
speak Hinglish? What else do you like doing with your
friends? What’s your favourite animal in the Sanjay
Gandhi National Park? They then swap roles.
4
Arrange the students into pairs. They draw a map and
write about famous or interesting places in their chosen
city, using the Mumbai text as a model. Ask what sort of
places they might write about, for example museums,
parks and monuments, even places of personal interest
to them, like where their grandmother lives. They then
compare maps.
You could set this as a homework activity and the
students could find information and pictures from the
Internet or books.
Extension activity
The students write six right/wrong statements for their
maps, as in Exercise 3, for other pairs to answer.
120
Culture
5
6
Ask the students to describe the posters and look at
the fact file. Go through the spaces in the fact file for
the students to predict what they will be listening for,
for example, 1 will be a number. Check before they
begin that the students remember how to say years, for
example 1977.
Rakhi:
Presenter:
2.26 Play the recording.
The students compare answers, then play the recording
again for them to check their answers.
Rakhi:
(Song plays)
Answers
1 100 ​2 1970s ​3 (up to) 1000 ​4 3/three ​5 Russia ​
6 1950s
7
In the 1950s. That’s when many people from India
moved to Britain to work. In their free time they
wanted to watch Indian movies, so businessmen
began opening Indian cinemas for them. Now, of
course, the films have subtitles, so everyone can
enjoy them – you don’t have to understand Hindi,
you can just read what the actors are saying.
Well, thanks very much, Rakhi. Now, you’ve
chosen a song for us to finish the show with,
haven’t you?
Yes – it’s from my favourite film. I hope you enjoy it.
Arrange the students into small groups to discuss the
questions.
Extension activity
Extension activity
Show a YouTube video of a dance scene from a
Bollywood movie or a song
Get groups to act out a scene from one of the films
they were discussing. The rest of the class should
guess the film.
Audioscript
Presenter:
Rakhi:
Presenter:
Rakhi:
Presenter:
Rakhi:
Presenter:
Rakhi:
Presenter:
Rakhi:
Presenter:
Hello, everyone, and welcome to the show. Today
we are talking about Bollywood, India’s famous
film industry. With me is the actor, Rakhi Desai.
Rakhi, thanks very much for coming in to talk to
us today.
You’re welcome.
So, Rakhi, tell me – when did the Indian film
industry begin?
Over 100 years ago! The first film was made in
1913.
That’s amazing! But I suppose the industry wasn’t
called Bollywood then?
No, it didn’t get that name until the 1970s. People
called it that because it was as big as Hollywood,
in the USA. They took the B from the name of the
city where most films are made – Bombay, which
is now called Mumbai. Of course, now Bollywood
is much bigger than Hollywood. Hollywood makes
about 500 films a year, but Bollywood makes up
to 1000!
Wow! So, Rakhi, for people who have never seen
a Bollywood film, can you describe them to me?
Well, there are lots of different kinds, of course
– but I can say that Bollywood films are long –
usually about three hours long. And they almost
always have songs and dances in them. They
are very exciting to watch – you’re never bored
watching a Bollywood movie!
I guess they are very popular in India?
Oh yes! People often go and see the same film
many times and the stars of Bollywood films are
very famous. But they are not only popular in
India. People in many other countries enjoy them
too, including Turkey, Russia, Egypt and of course
Britain.
When did Bollywood films become popular in
Britain?
Project
•
•
•
•
•
Ask the students to look at the map and see if they
can identify any of the countries, and if they know
the capital and any famous places. Have they been
to any of them?
The following are all English-speaking countries:
England, Scotland, Wales, Northern Ireland, Ireland,
Malta, USA, Canada, South Africa, India, Pakistan,
Singapore, Australia, New Zealand, Jamaica,
Bahamas, Barbados, Cameroon, Gambia, Ghana,
Kenya. This is not a complete list.
Arrange the students into pairs to find out more
about one of the countries and make a minipresentation about it. They should find the
information at home, make notes and then write
them up into a presentation in class. Stronger
students could find out why English is the official
or main language, for example in the Philippines,
English became widely used from the end of the
nineteenth century when the USA took control there.
When each pair gives their presentation, the other
students should listen, then ask questions.
You could finish with a class discussion about
English as an international language, for example
Why is English an international language? Will it
always be an international language? Could [your
language] be an international language one day?
Cooler
Ask the students to mix your language and English to
make ten words, like Hinglish does, for example (real
Spanglish examples): el mouse (computer mouse),
parquear (to park), roofo (roof), el top (the best).
Mumbai, India
121
19
Different ingredients
They are eaten with milk
Lesson profile
Reading
Vocabulary
Grammar
Pronunciation
Speaking
Breakfast cereals
Cooking
Present simple passive
Ways to pronounce ea
Invent and describe a new snack
Answers
1 ✗ (served in nine out of ten homes)
2 ✔ (In the beginning, cereals were health foods / doctors …
made them in hospitals)
3 ✗ (and they didn’t taste good)
4 ✔ (from the 1930s, some companies began to add sugar to
their cereals)
5 ✔ (they made a lot of money this way)
VOCABULARY
Warmer
Oral food and drink anagrams. Say, don’t write, or let the
students write down, some short food and drink words
with the letters mixed up. The students must say the
word. For example,
z i a p z (pizza)
m e o n l (lemon)
t r a w e (water)
f u i t r (fruit)
To make it easier, or if you introduce longer words, say
the first letter first.
4
Answers
1 ready ​2 water ​3 spoon ​4 oven ​5 cook ​6 top ​
7 empty
GRAMMAR Present simple passive
5
READING
1
Write a box of
on the board and see if the
students can guess cereal. It would be good to bring in a
box of cereal to set the context for the discussion.
Extension activity
Write some extra discussion questions on the board:
1
2
3
2
3
Is it important to have a big breakfast?
Does your family have breakfast together?
Is it a good idea for schools to serve breakfast?
Pre-teach develop (to have an idea and then make
something). The students predict the answers to the
questions.
The students read the top part of the text to check their
answers and find the parts of the text which tells them.
Fast finishers
Fast finishers find words in the text which mean the
following:
given as food (served)
a milk product (yogurt)
people who are ill (patients)
tell the public (advertise)
122
Unit 19
Ask questions about some of the words in the box before
students complete the definitions, for example What do
you eat soup with? (a spoon) The opposite of full is … ?
(empty)
Write on the board:
1 People eat cereal everywhere.
2 Cereals are eaten everywhere.
Ask the students What is the subject of 1? (people) What
is the subject of 2? (cereals) In 2, why don’t we say who
eats cereals? (It’s not necessary because it is obvious or
because we don’t know exactly who eats them.) Explain
that in 1 the verb is ‘active’ and in 2 it is ‘passive’.
The students underline examples of the passive in the
text and complete the rules.
Language note: only verbs which take an object have a
passive form so we can’t say was died was come etc.
Answers
they are served in nine out of ten homes
They are made from grains
They are usually eaten with milk
it is prepared for cooking
It is made into flour and mixed
Water is added and the mixture is boiled
It is put into special machines
The shapes are baked
they are ‘puffed’
they are covered
some are filled
The cereal pieces are then dried
the cereal is packed into boxes
1 To make the passive, we use the verb to be and the past
participle of the main verb.
2 When we use the passive, we don’t always have to say who
does the action.
Alternative presentation
Extension activity
Dictate, or write on the board, these amazing facts with the
numbers missing for the students to guess. (They could look
up the answers on their mobile devices.)
Every day, people around the world …
phone calls. (12 billion)
make
bananas. (1.6 billion)
eat
litres of water. (14 billion)
drink
cars. (50,000)
buy
trees. (30 million)
cut down
sharks. (250,000)
kill
The students write three more things that are done in
your school, for example Homework is given (every
night). Sports are played (on Wednesdays).
PRONUNCIATION Ways to pronounce ea
7
2.27 Write on the board Eat bread for every
meal and get the students to say it. Ask How many
words are there with ea? (three) How many different
pronunciations are there? (three) Play the recording.
Say to students, Who is the subject of all these sentences?
(people) Is this clear? (yes) Explain that it would be
appropriate to use the passive in this case and write the
corresponding passive forms on the board.
Every day around the world …
12 billion phone calls are made.
1.6 billion bananas are eaten.
14 billion litres of water are drunk.
50,000 cars are bought.
30 million trees are cut down.
250,000 sharks are killed.
Then the students do the language analysis in Exercise 5.
As a follow up, the students could find their own amazing
facts on their mobile devices and write them in the passive
to quiz other students.
Grammar reference Student’s Book page 165
See if the students can put the words into the table
before they listen, check and repeat.
Language note: there is no rule for which pronunciation
to use, for example clean has /iː/ but cleanse has /e/.
There are words with other pronunciations of ea, for
example great /eɪ/ and heart /ɑː/.
2.28
Answers
The answers are recorded for students to check and then repeat.
/ɪə/ ear
/e/ head
/iː/ seat
cereal
bread
beach
meal
breakfast
clean
near
healthy
eat
ready
teacher
wheat
Corpus challenge
Write these on the board for the students to match.
a) Tom texts
b) Tom is texting
c) Lucy is texted
i) Lucy again.
ii) by Tom every day.
iii) Lucy all the time.
Extension activity
The students make a sentence with an example of each
pronunciation of ea, for example Clean your ears before
breakfast.
(a/iii, b/i, c/ii)
Ask which sentence is passive (c/ii). The students then
complete the corpus sentence.
Answer
C
6
Demonstrate with an example on the board:
They give you a free drink with it.
A free drink is given with it.
Mixed ability
Make sure weaker students know the past participles
of all the verbs in the sentences. With stronger
students, you could dictate the active sentences for
them to turn into the passive.
SPEAKING AND WRITING
8
Give the sample answer as a model to the students.
Encourage them to use the passive and the verbs from
Exercise 4 in their descriptions.
The students listen to the descriptions and vote for the
best snack to produce.
Sample answer
Breakfast Biscuits
These are perfect for teenagers who have no time for breakfast
in the morning! They are easy to prepare, taste great and are
full of energy.
Breakfast Biscuits are made from flour, nuts, oats and sugar.
Water is added, the ingredients are mixed and they are cut
into biscuits. They are baked in an oven and then covered with
chocolate. The biscuits are put into boxes, taken to shops and
sold to people like you.
Answers
1 Loud rock music is played in my favourite café.
2 Bread is often eaten with butter and jam.
3 Lunch is served at 12.30 every day at my school. / At my
school lunch is served at 12.30 every day.
4 Our paintings are always put on the classroom wall.
5 A lot of sweets and chocolates are eaten in Britain.
Cooler
Write /ɪə/, /e/ and /iː/ on the board (or say them) and
see if the students can remember from Exercise 7 all the
words with ea which are pronounced like this.
Different ingredients
123
I hope you like my blog
Lesson profile
Reading
Vocabulary
Listening
Speaking
The Taste Test: a blog (Key Reading and
Writing Part 7)
Food words; make and do
Key Listening Part 4
Plan a meal for a cookery competition
Warmer
You say a sentence in the active. The students must
repeat it in the passive (and vice-versa if you wish).
They sell cakes. (→ Cakes are sold.)
We need food. (→ Food is needed.)
I cook them every day. (→ They are cooked every day.)
Do we serve it here? (→ Is it served here?)
People don’t want it. (→ It isn’t wanted.)
You dry them in an oven. (→ They are dried in an oven.)
Do people sell them online? (→ Are they sold online?)
Answers
1
2
3
4
5
6
7
8
9
10
Extension activity
Ask some questions about the blog, for example, How
long has Caitlin been interested in cooking? (five years)
VOCABULARY
3
Reading and Writing Part 7
Task description
The students make a table in their notebooks. Ask What
is an apple? (fruit) Cheese? (‘other’) The students write
the names of the ingredients under the correct headings.
Check and drill the words. Give the students two minutes
to add as many words as they can to the table.
READING
Prepare for Key for Schools
it
old (her age)
When (time conjunction)
a (indefinite article with jobs)
how (part of the expression how much)
be (infinitive without to after can)
than (after a comparative)
to (not have to is a modal verb)
as (comparative as … as)
to (forget takes a to infinitive)
Answers
1 salt and pepper 2 carrots 3 potatoes
5 steak 6 beans 7 pears 8 garlic
Other A1/A2 vocabulary is in italics.
Reading and Writing Part 7 tests students’ knowledge of
grammar. Students fill in ten spaces in one or two short
texts. The text types are ones which students could be
expected to write themselves, for example an email or
message on the internet.
4 melon
Meat
Fruit
Vegetables
Other
steak
fi sh
chicken
beef
ham
melon
pears
oranges
bananas
tomatoes
beans
carrots
garlic
potatoes
salad
salt and pepper
rice
egg
bread
pasta
Exam tips
Tell students to only write one word – contractions count
as two. They should also think about the time – is it
past, present or future?
See Exam Profile 1, Student’s Book page 121
1
Ask the students some questions: Do you have a blog?
Why (not)? What useful information can you fi nd on a
blog? The students then read Caitlin’s blog.
Answers
The blog is written by Caitlin, a teenage chef. It’s about food.
You can find recipes, photos, and links to other websites.
2
Do the first question together. Does this sentence have
an object? (No) So enjoy reading what? (the blog) The
answer must be one word so we need a …? (pronoun)
Which one? (it)
Mixed ability
Do the first few questions together so the students
understand the approach.
124
Unit 19
Extension activity
The students describe one of the words for other
students to guess, for example Dracula doesn’t like it.
(garlic)
4
The students could use monolingual dictionaries if they
are illustrated. Ask students for the translation in your
language. They then match the words to the pictures.
Fast finishers
Ask fast finishers what other food we can boil, fry, etc.
For example:
boil: potato
fry: egg
grill: fish
bake: cake
roast: beef
Answers
1
2
3
4
5
5
Answers
b (a boiled egg)
c (fried fish)
a (grilled steak)
e (roast chicken)
d (baked biscuits)
Books closed, ask the students to write down as many
words as they can for things you use when you are
eating and drinking.
Books open, they check if their words are included in the
exercise. Show the students the example and then let
them do the next two. Check understanding by saying
a food or drink and getting the students to choose what
you eat or drink it with, for example ice cream: spoon
and bowl; roast chicken: knife, fork and plate.
Language note: this can be a problem for students
because make and do are the same word in many
languages; there is no strong rule, the usage is idiomatic,
but generally make is about constructing or creating, for
example make a model aeroplane, make a plan, while
do is for more routine things.
Fast finishers
Ask the students to add the cooking, some exercise,
karate, noise, phone call, and your best to the table (in
italics in the Answers).
the cleaning
the dishes
your homework
the shopping
the washing
the cooking
some exercise
karate
your best
Arrange the students into pairs for the discussion.
This could be done as a class survey with the
students asking everyone in the class, or their group
if it is a large class, and reporting the results in a
poster or presentation.
LISTENING
Prepare for Key for Schools
Listening Part 4
Task description
In Listening Part 4, students listen to a conversation and
write down one or two words or numbers to complete a
set of notes.
Exam tips
The students name the food they have eaten that day
using these things, for example In the morning I had a
glass of orange juice and I used a spoon with my bowl
of porridge and mug of tea.
Ask the students When all these things in Exercise 5
are dirty, what do you do? (wash them up) Do you
do or make the washing up? (do) The students then
categorise the words. Drill all the words with make or do.
the bed
a cake
a cup of tea
a mess
a mistake
a noise
a phone call
7
Extension activity
6
do
About you
Answers
1 You use a spoon to drink soup with, or for dessert, for
example ice cream.
2 A mug is a kind of cup. It’s usually big and heavy. You use
a mug for coffee or hot chocolate. You use a glass for water
or juice. A cup usually has a saucer (a little dish that goes
under it).
3 A bowl is a small round deep dish for eating soup or cereal
or for serving vegetables or salad. You usually have your
main course from a plate. A dish is bigger – it is used for
serving food. A dish can also mean a particular food served
as a meal, as in Exercise 10.
make
Tell students that numbers are common answer types.
Students will hear different numbers, so they shouldn’t
write down the first number they hear, but listen until
they are sure they have the right one. A name may
be an answer and it will usually be spelled out, so the
students should practise this.
See Exam Profile 5, Student’s Book page 129
8
2.29 Ask the students, Which kind of cookery
competition is most interesting? and write three options
on the board:
a) to make the tastiest food
b) to make food in the quickest time
c) to use only one or two ingredients and make
something great
The students discuss. You could add another option, for
example a team competition.
Go through the questions and ask the students what
kind of words they need to listen for. Play the recording
twice, with time in between for them to compare answers
with a partner.
Answers
1 2/two (second/the second) 2 8/eight 3 (the) university
4 WRIGHT (pronounced, but not spelled, like the adjective right)
5 money
Different ingredients
125
Audioscript
The School Chef Competition happens every year, and it’s
a great way for school students to show what they can do in
the kitchen! It’s for everyone aged 12–15, and you enter the
competition in a team. The idea is to think of a dish to serve in
a school café.
Project work
An international cookbook
The students make a cookbook with recipes of dishes
from other countries.
•
The competition is in two parts. First you must email us a recipe
idea. We need those by June 2nd. We’ll look at them all by June
4th. We think about 50 teams will enter, but only eight can go
through to the cooking competition. If your idea is chosen, we’ll
let you know by email.
We will have the cooking part of the competition at the
university. They have plenty of space for us there. Oh – and one
piece of exciting news – the person who is going to choose the
winners this year is top chef John Wright. That’s W-R-I-G-H-T.
Find out about him on the internet today!
•
There are great prizes for all the teams that cook. These will
include cookbooks, money and T-shirts. Good luck, everyone –
fill in the form on our website today!
•
Extension activity
The students match the phrasal verbs in the recording
to their meaning.
1 think of
2 look at
3 go through to
4 find out
5 fill in
(1 b 2 d 3 a
a enter (the next stage)
b imagine
c complete
d consider
e learn
4 e 5 c)
SPEAKING
9
Drill the useful language so that students will be able to
discuss their entry more effectively. They should make
notes under each category and use the vocabulary from
the unit, and the passive, where appropriate.
Language note: Why don’t we …? and Let’s … are
followed by the bare infinitive; What about …? Is followed
by the -ing form; I’d prefer is followed by the to infinitive.
10
Before the presentation, brainstorm criteria for the vote,
for example: original idea, interesting ingredients, price
for customers, healthiness, use of vocabulary in the unit,
etc. The students could give each dish a mark from 1–5
for each category and add up the final marks to find a
winner.
Extension activity
The students actually make their food and bring it into
class, or make it at home and take a photo of it.
•
•
Arrange the students into groups. Explain that
they each need to find and write about a different
dish from a different country. The recipe should
include the name of the dish, a picture or drawing,
ingredients, cooking time and instructions. Show the
sample to demonstrate.
The students make notes at home, using the internet
as a source.
In class they write up their recipes, check one
another’s work and compile it into a book or
electronic format.
They present their cookbooks to other groups and
discuss which looks the most unusual or tasty recipe.
Ideally, the students would also make some of the
dishes.
Sample recipe
Mamaliga (a kind of bread, from Romania)
Ingredients
3 ½ cups water
½ spoon of salt
2 spoons of butter
1 cup of yellow cornmeal
Cooking time: 45 minutes
Instructions
1 Boil some water.
2 Add some salt and butter and mix them.
3 Do the same with the cornmeal.
4 Heat it until it becomes hot.
5 Put it into a dish.
6 Mamaliga is served hot.
Cooler
Read out the words and phrases in Exercise 6 for the
students to categorise under make or do.
Check, then the students should make a story of their
day using as many of these phrases as they can. For
example I woke up and made my bed. My sister made
a mess so we did the cleaning. Then …
Teacher’s resources
Student’s Book
Grammar reference and practice page 165
Vocabulary list page 145
Video
Favourite foods
Workbook
Unit 19 pages 76–79
Go online for
• Video extra worksheet
• Corpus tasks
126
Unit 19
20 Changes
It was built by a prince
4
Lesson profile
Vocabulary
Reading
Grammar
Speaking
Buildings
Changing buildings
Past simple passive
Plan how to reuse a building
Warmer
Answers
a This was a men’s public toilet; now it’s a café. It’s called
The Attendant.
b This was a palace; now it’s a hotel called Taj Lake Palace.
5
Give these definitions of buildings, using the present
simple passive. The students say the word.
Meals are served here. (restaurant)
Your car is repaired here. (garage)
Things like cereals are made here. (factory)
You are taken here if you are very ill. (hospital)
Lots of things are bought and sold here. (supermarket)
Parcels are sent all round the world from here. (post
office)
Answers
1 ✗ It became a hotel more than forty years ago.
2 ✔ Some of the James Bond movie Octopussy was made
there!
3 ✗ Don Ferro isn’t a station any more.
4 ✔ … was the first train station in Argentina
5 ✔ … quite long and thin
6 ✗ It took two years to make the changes.
Ask the students to write as many words as they can
in two minutes and see who has the biggest list. Many
words for buildings came up in Unit 11 and you can refer
the students back to this.
Invite two students to the front of the class. Whisper
to them the name of a building and they need to
demonstrate it to the rest of the class without speaking.
For example, supermarket: one student pretends to push
a supermarket trolley, reach things off the shelves and
then give them to the other student at the check-out.
About you
2
Extension activity
The students think of places where they live which
would be good film locations, describe them and explain
why.
GRAMMAR Past simple passive
6
Ask the students if they can think of any buildings
which have a different use now than in the past. If
they can think of several places, they can discuss
them in pairs or groups.
3
Arrange the students into pairs to describe the photos
and compare ideas. They should think of at least two
possible past and present uses for each building.
Mixed ability
Present some language to structure the discussion:
It looks like a (+ noun)
Maybe it was a …
It looks (+ adjective)
I think it was once a …
You can see the …
Ask the students Who built Jag Niwas? They should find
example 1 in the article and underline it and then find
example 2. Ask Are these sentences about the present
or past? (past) Are they active or passive? (passive) The
students then complete the grammar rule.
Answers
Language note: the s in the noun use /juːs/ and verb
used /juːzd/ is pronounced differently.
READING
Demonstrate with some statements of your own, for
example: The hotel is floating in a lake. (False, it only
looks like this.) The café has many customers. (True, it is
busy.) The students work individually.
After checking the answers, discuss which place would
be the most interesting to visit.
VOCABULARY
1
Pre-teach float (to stay in the water or air and not fall
down) and remind (to make you remember something).
Give the students three minutes to check their ideas and
find the names of the buildings in the pictures.
The past simple passive is formed with the past simple of the
verb ‘be’ plus the past participle of the main verb.
Grammar reference Student’s Book page 166
7
The first example of the past simple passive is Jag
Niwas was built by Prince Maharana Jagat Singh II. Ask
Does this tell us who did the action? (yes) How do we
know? (It says by.) Repeat the question for the second
example, The old toilets were turned into a pleasant
café, and repeat the question. (No, it’s not important who
did the work.)
The students go through the article, underline all the other
examples of the past simple and answer the questions.
Language note: it is much more common for a passive
sentence not to say who did the action.
Changes
127
Answers
Other sentences from the text:
Some of the James Bond movie Octopussy was made there!
The station was built in 1860
A lot of work was done to the building
The toilets were closed in the 1960s.
None of the examples above say who did the action. It is
not always necessary to say who did the action. Sometimes
nobody knows who did it. We only say who did it if we think that
information is important.
Alternative presentation
Ask the students to look back at the second part of the
Breakfast cereal text in Unit 19. Tell them to change the
description so it is about something which was done
yesterday. Explain that they will need was/were to change
the tense of the passive sentences. Do the first paragraph
together, then the students complete the changes.
Mixed ability
With prompting, stronger students could retell the
description first in the present and then in the past.
Fast finishers
Fast finishers write down three passive sentences about
China. For example:
Tea was first made in China.
Many languages are spoken there.
Answers
The Garden of Clear Ripples was designed by the Qing
Emperor Quinlong 1 in the middle of the 16th century. But there
was a war about one hundred years later and some of the
garden was destroyed. So the garden and the buildings were
built again by the Emperor Guangxu and were given a new
name: the Summer Palace. The Summer Palace was used by
the Empress Dowager Cixi. In 1924 it was made into a public
park.
1 was designed (by the Qing Emperor Quinlong 1) – this is
new information
2 was destroyed – no need for by the people, this is obvious
3 were built (by Emperor Guangxu) – this is new information
4 was given – no need for by him because Emperor Guangxu
has already been mentioned
5 was used (by Empress Dowager Cixi /siːʧiː/) – this is new
information
6 was made – no need for by someone, this is obvious
Answer
First, the grain was taken to the factory, where it was cleaned
and checked. Then it was prepared for cooking. It was made
into flour, and mixed with other ingredients. Water was added
and the mixture was boiled. When it was soft, it was put into
special machines which made it into shapes like stars, circles,
or even letters of the alphabet.
The shapes were baked in an oven to dry them. Then they
were ‘puffed’ in another machine to make them light and full
of air. After that, they were covered with sugar or honey. Some
were filled with chocolate. The cereal pieces were then dried in
hot air. Finally, the cereal was packed into boxes, ready for the
shops.
Corpus challenge
Answers
I’m from Russia and my family were born there.
8
Ask the students if they have a favourite park and what
they like to do there.
Tell them to read the text about a beautiful park in Beijing
and ask some comprehension questions, for example
What was its original name? (the Garden of Clear
Ripples) (Get the students to look up the translation of
ripple in a dictionary.) What is it now? (a park)
Explain the task and do the first one together. Ask Do we
need to say who did the action? (Not essential but it is
useful to know which emperor did this.)
Repeat the question for 2. (Not necessary because
‘people’ is obvious.) The students complete the exercise
individually. When you go through the answers, get
students to justify a by phrase.
128
Unit 20
SPEAKING
9
Books closed, ask the students to write down things that
make a good hotel room, for example wi-fi, room service.
Books open, they look at the picture and describe it. Ask
them why we would want to change the building from a
hotel; for example, the hotel makes no money. Put the
students into pairs to discuss and justify reusing the
building. They could draw their design for the next stage.
10
Combine the pairs into groups for them to share,
compare and give feedback. Present and elicit some
criteria for the feedback, for example:
– Will it be expensive/difficult to rebuild?
– Who will use it and why?
– Is there anything else like this where you live?
Each group then presents their ideas to the whole class,
who vote for the best idea using the criteria above.
Cooler
Ask the students what these things could be reused for
and get different ideas. Give them some phrases like It
could be used to (+ infinitive) / as a … and You might …
a toothbrush (to paint, as a brush for a doll’s hair)
a sock (as a purse / a glove / a puppet)
a door (as a boat, as wood for a fire, as a table top)
a spoon (to play music, as a small mirror)
a towel (to climb down from windows, as a blanket)
The students could then think of other things for other
students to do the same.
A big change in my life
Lesson profile
Vocabulary
Listening
Vocabulary
Pronunciation
Reading
Writing
Jobs
A radio interview – a new job
change
Sounds and spelling quiz
A biography
Write a biography
Warmer
Read out this ‘passives’ quiz. The students could guess
the answers or look them up on mobile devices.
The 2014 World Cup was won by …? (Germany)
Which new country was found by Captain Cook?
(Australia)
Don Quixote was written by … ? (Cervantes)
What language was spoken in ancient Rome? (Latin)
Why were cereals first made? (as a health food)
The Mona Lisa was painted by … ? (Leonardo da Vinci)
In groups the students could make more questions for
other groups to answer.
LISTENING
1
Mime some jobs for the students to guess, for example
pretend to repair something (mechanic). Give them
two minutes to write down as many jobs as they can.
They then compare their list with a partner and look
back at the list in Unit 13. If the jobs in the word box in
Exercise 3 have not been included, pre-teach them here.
Alternatively students can work in pairs and compare
their list with another pair.
Extension activity
The students mark the stressed syllable on each word,
for example mechanic, and check with a dictionary.
2
3
Students take it in turns to describe the jobs. As a
variation, one student could describe the job for the
other student to guess. For example They look after sick
people. (doctor)
2.30 Books closed, ask the students if there are any
jobs which they think are better for women and why.
Books open, see if any of their ideas are in the word box.
They then listen and choose Fiona’s two jobs.
Language note: gender neutral terms, like police officer
are officially encouraged but people still use gender
specific terms such as policeman / police woman.
Answers
receptionist, private detective
Mixed ability
Between Exercises 3 and 4 play the recording again for
this reordering task.
a Her company was bought.
b She left the company.
c Fiona solved a problem.
d She started her own business.
e Fiona became a receptionist.
f A friend asked Fiona for help.
(e / a / b / f / c / d)
4
2.30 See if the students already know any of the
answers or if they know what to listen for. For example,
question 1 will be a time period, probably years. Tell the
students to make notes for the answers while they listen.
Play the recording again.
Answers
1 Five years ago.
2 The job was boring and she didn’t like her new boss.
3 Someone was taking his newspaper before he got home
from work.
4 A dog took the newspaper and ran away with it.
5 The dog took the newspaper to an old lady’s house. She said
the dog brought the paper every day but she didn’t know
where it came from.
6 Street Detectives. She helps people with their problems.
Audioscript
George: Good morning, listeners. This is George Jackson
with Changing Lives. On today’s show we have Fiona
Drayton. Welcome, Fiona.
Fiona: Thanks, George.
George: Now you’ve really changed your life, haven’t you,
Fiona?
Fiona: Yes, I have. Five years ago I was working as a
receptionist in a small office. I was bored all the time
and I was ready for a change.
George: So did you leave because the job was boring?
Fiona: No … I left because the company was bought by a
bigger company and I really didn’t like my new boss.
And I don’t think she liked me!
George: So what did you do then?
Fiona: Well, one day I had lots of spare time and, a friend
asked me for help. Someone was taking his
newspaper from outside his house. It was delivered
at about ten o’clock in the morning, but when he got
home from work at five o’clock, it wasn’t there. He
asked me to watch his house and find out what was
happening.
George: So what did you do?
Fiona: I sat outside his house in my car and waited. Then, at
about one o’clock, a little dog came up to the house,
took the paper in its mouth and ran away with it!
George: Really?!!
Fiona: Yes! I followed the dog to another house in the street.
I knocked on the door and an old lady answered. She
said the dog brought her a paper every day and she
had no idea where it came from. I told my friend and
the problem was solved!
George: So that was your first job as a private detective!
Changes
129
Fiona:
Yes. Now I’ve got my own company called ‘Street
Detectives’.
George: That’s a great story, Fiona. It was such a big change
in your life! Thanks for coming on the show today and
sharing your experience with us.
Fiona: You’re welcome.
Mrs Green: Let me see. Well, you’re quite good at maths,
aren’t you? The teachers have been pleased
with your marks this year.
Matthew: You’re right, I suppose. They’re not bad. But
I’d prefer not to study maths next year. It’s too
hard. I have to do extra work all the time.
Mrs Green: OK, so what would you prefer to study?
Matthew: I’d prefer to study computer science and
I want to do languages, as well. Is that
possible?
Mrs Green: Certainly. That’s a great idea. What jobs are
you thinking about doing in the future?
Matthew: I’m not sure, yet. I want to go to university, of
course.
Mrs Green: Well, don’t worry. I didn’t know what job I
wanted to do when I was your age. But then,
one day, I woke up and thought, yes, I know
what I want to be … a teacher. Maybe the
same will happen to you!
Matthew: Er … no, I don’t think so, Mrs Green. I don’t
want to be a teacher.
Mrs Green: (sound of a bell) Right. You’d better go back
to class.
Matthew: OK. Thank you for your help, Mrs Green.
Mrs Green: You’re welcome, Matthew.
Extension activity
Give students a copy of the recording script and ask
them to underline all examples of the past simple
passive in the recording script and say why the passive
is used. For example the problem was solved – the
emphasis is on the problem and it is clear that Fiona
solved it.
5
Arrange the students into pairs to discuss. This could be
done as a role play with students taking it in turns to be
Fiona and interviewing each other.
VOCABULARY
6
Ask the students. Do you know anyone like Fiona who
has really changed their life? Ask them if they know
any more meanings of change as a verb or noun. The
students check their ideas with the word map and match
the examples.
PRONUNCIATION Sounds and spelling
quiz
Fast finishers
Fast finishers can add a second sentence to some
of sentences 1–7 to make a mini conversation. For
example:
A: I’m sorry, I can’t change a ten-pound note.
B: Don’t worry, no problem.
Answers
7
2.32 The students circle the word in each group that
has a different vowel sound and compare answers with a
partner. Then they listen and check, then listen again and
repeat.
Answers
1 boy ​2 fair ​3 hair ​4 or ​5 now ​6 met ​7 own ​8 they ​
9 toe ​10 were
1 c ​2 g ​3 a ​4 e ​5 d ​6 b ​7 f
Get talking!
See Student’s Book page 134.
Answers
2 He would prefer to study computer science and
languages next year. He’d prefer not to study maths.
3 1 He wanted to talk to Mrs Green.
2 He has to do extra work for maths.
3 O
ne day, she woke up and knew what she wanted to
do.
2.31
Audioscript
Matthew: Hello, Mrs Green.
Mrs Green: Ah, hello, Matthew. Come in. You wanted to
talk to me, just now?
Matthew: Yes, I’ve got to decide what subjects to do
next year. I’m really not sure.
130
Unit 20
READING
8
Tell the students to quickly read the fact file and answer
two questions: 1 What does Robert do now? (He has a
zoo.) 2 Why? (Because he wanted to change his life; he
loves animals and he wanted to work with them.)
The students then complete Robert’s biography, using
the fact file.
Mixed ability
Go through each space in the biography and ask
students what kind of word or phrase would fit. For
example, 2 will be an ordinal number because it goes
before birthday.
Answers
1 Texas ​2 eighth ​3 Harvard (University) ​4 maths ​
5 2009 ​6 zoo
Extension activity
Project
The students think of Robert’s answer to this question:
But aren’t zoos a bad thing for animals?
Student’s Book quiz
WRITING
Prepare to write
The students will make a quiz of the information in the
Student’s Book. This will be a quiz of the content in the
reading and listening texts, not a language test.
•
GET READY Write this on the board:
Robert Smith loves animals. Robert Smith has six dogs
and Robert Smith wants two more.
•
Ask the students what the problem is (repetition of
Robert Smith) and how to make it better (use of the
pronoun he in the second sentence).
The students re-read the text and answer the questions.
There can be different answers for the topics of the
paragraphs.
•
Answers
There are four paragraphs.
The topics are: loved animals / university / teacher / life
change
Robert’s name is used in the first sentence of each
paragraph.
His full name is used in the first sentence of the text.
The pronoun he is used in the rest of each paragraph.
PLAN Ask the students to read the Fact File about
Victoria Beckham. Do they know anything else about
her? What do they think about her life?
The students make notes for the biography about
Victoria Beckham using the Robert Smith one as a
model. They can choose which details to include.
WRITE The students write individually. Tell them to divide
their work into paragraphs and think carefully about
when to use Victoria’s full name, when to use her first
name and when to use a pronoun. Remind them that a
paragraph is a minimum of two sentences.
With weaker students, do the writing in groups, with
each person in the group writing one paragraph.
IMPROVE The students should check their own work
and then compare with a partner.
•
Give some examples:
How many parts are there to the Merrydown Award?
(four, Unit 1)
Who was the first woman to fly across the Atlantic?
(Amelia Earhart, Unit 3)
Divide the students into groups. Each student
should be responsible for making questions for four
units, one question for each unit (give fewer units to
weaker students and/or let them work together).
The students collect all the questions, then decide
on the best 10 for their quiz. They also need to make
a separate answer sheet, including the page number
where the answer can be found (this could be a hint
on the question paper for weaker students).
Each group gives their quiz to another group so that
they all do one another’s.
Cooler
Vocabulary quiz on Units 16–20. Read out the questions
for the students to answer individually or in groups.
1
2
3
4
5
6
7
8
9
10
To talk with a friend or on a computer. (chat, Unit 16)
You send this on a mobile phone. (message, Unit 16,
also text)
to see the doctor. (appointment,
I have an
Unit 17)
The part of the body where your food stays.
(stomach, Unit 17)
A big cup. (mug, Unit 18)
shoes before you buy them.
It is better to
(try on, Unit 18)
We often eat this for breakfast. (cereal, Unit 19)
Green and red fruit which is grown in sunny places.
(grapes, Unit 19)
here for Oxford. (change, Unit 20)
Please
A polite thing to reply after someone says Thank you.
(You’re welcome, Unit 20)
Teacher’s resources
Student’s Book
Grammar reference and practice page 166
Vocabulary list page 146
Workbook
Unit 20 pages 80–83
Go online for
• Progress test
• Achievement test
• Corpus tasks
Changes
131
Literature
Michael Morpurgo
Learning objectives
•
•
The students learn about the author Michael
Morpurgo, who has written a lot of books for young
people, and read / listen to an extract from one of
his books.
In the project stage, the students write a blurb for
their favourite book.
Useful vocabulary
author ​blurb ​cover (of a book) ​
kingdom ​
relationship
Preparation
You could read one of Michael Morpurgo’s books
yourself. Ask the students to bring in their favourite book
so they can use it in the project.
Warmer
Write these (unreal!) books and authors on the board
and ask the students to match them.
How to get famous
Mark Ed Low
Danger!
Liza Lott
Funny Stories
A. Lone
10 Years on an Island
Luke Out
The Bad Student
B.A. Star
The Truth?
Jo King
Answers
How to get famous B.A. Star (be a star)
Danger! Luke Out (Look out!)
Funny Stories Jo King (joking)
10 Years on an Island A. Lone (alone)
The Bad Student Mark Ed Low (marked low)
The Truth? Liza Lott (lies a lot)
1
Ask What do you call the person who writes a book?
(the author) It is unlikely the students will know
Michael Morpurgo, so ask about famous authors from
their country. Get the students to name and describe
particular books they like.
Pre-teach charity (when you give money and help
to people, animals or things in a bad situation), and
relationships (how people feel and behave with other
people). The students read the text and complete the
fact file.
Answers
1
4
5
7
Michael Morpurgo ​2 1943 ​3 French
officer in the army; primary school teacher
Farms for City Children ​6 over 100 ​
War Horse, Kensuke’s Kingdom
Extension activity
Write these titles of other books by Michael Morpurgo
on the board. The students should guess what
each book is about and whether they think it would
be interesting. Stronger students could check their
predictions by looking up the title and summary on the
Internet.
What shall we do with it?
Mr Nobody’s Eyes
Waiting for Anya
Alone on a Wide, Wide Sea
An Elephant in the Garden
2
Tell the students to look at the cover of the book and
back cover blurb and answer the questions.
Answers
1 A boy falls off a boat into the sea. We know he wakes up on
an island and someone is helping him by bringing food and
water.
2 There is a boy called Michael, and someone else on the
island.
3 Comments on the back cover say the book is ‘wonderful’ and
a ‘dazzling adventure’, so it is a good book.
3
Ask the students Have you ever been on a sailing trip
or a long boat journey? What is dangerous about sailing
trips?
The students put the sentences in order. They are told
that the first one is d. When the sentences are in order,
they give a brief summary of the plot of the book. Tell the
students to pay attention to the pronouns, for example
d talks about Michael and his family and g begins with
‘They’, so it is a possibility for the second sentence. In a,
the students need to think about what this refers to.
Ask the students to think about what happens after c –
what will the old man do and say?
Fast finishers
The students think of three more ways Michael could
get off the island, for example he could make a big
message ‘Help!’ with stones on the beach.
Answers
The order is: d, g, b, e, a, f, h, c
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Literature
4
2.33 Play the recording for the students to listen
to as they read. Stronger students could try and just
listen first.
When you are going through the answers, say that
‘Dameda!’ in Japanese means ‘forbidden’ (explain as
something like No or You must not.)
Answers
1 The old man is angry because Michael has made a fire.
2 Chinese or Japanese.
3 Forbidden or No.
Subject learning
In the next stage, the students are going to write a blurb
for their favourite book. Encourage a class discussion
on books and reading.
What kind of books should children read at school?
Is it better to read a book or watch a film about a story?
Do you prefer fiction or books about real life?
Would you like to write a book one day?
Will we still need paper books in the future?
Project
•
Extension activity
Explain the phrase catch your breath (to stop and
recover) and get the students to make three sentences
with other meanings of catch, for example I caught the
7.00 train, I don’t want to catch a cold, Catch the ball!
5
Check that the students know the meaning of the
adjectives, for example, If you wanted something good
to happen but it didn’t, you feel … (disappointed).
Arrange the students into pairs. They read the text again
and discuss the questions using the adjectives in the box.
Possible answers
At the beginning of the text Michael feels surprised, confused
and possibly worried.
Kensuke feels angry.
In the middle of the text Michael feels hopeful.
Kensuke feels confused, angry and worried.
At the end of the text Michael feels sad, disappointed and
lonely.
Kensuke feels angry.
Extension activity
The students correct Kensuke’s mistakes in English,
for example No fire! = You must not have a fire here!
The students could also continue the story in Chapter 5
and imagine what happened next, and if they’re really
interested, they could get the book and compare their
ideas with the original.
6
•
•
•
•
•
Explain what a blurb is. Show some examples on
the back of real books.
Tell the students to choose a book they like. In pairs,
they can compare their books and say why they
have chosen them.
Elicit what kind of information could go in the blurb
(what happens and where, the main characters, why
the book is great). Elicit what kind of information
could go in the fact file (the author’s name, age,
nationality, education, best/important books, etc.).
At home, the students write a blurb and a fact file
about the author. The students could also design a
new cover for the book.
In class, they talk about the author and read out
their blurb.
The class decides which sounds the most
interesting book. You could then read part of this
book in a later lesson.
Cooler
Arrange the students into groups of five. Give each of
them a famous person from the present or the past, for
example Lionel Messi, Cleopatra, Alexander the Great,
Venus Williams and William Shakespeare. Explain that
they are in a boat in a bad storm. The boat is too heavy,
so four people must get out of the boat and try to swim.
Each person should explain why they should stay in the
boat and the others should get out. For example, Venus
might say, ‘I’ve got a famous sister and she wants to
play tennis with me again. Lionel is very fit so he can
swim. Cleopatra …’
Tell the students to write six sentences about the book,
as in the model, using six different adjectives.
Sample answers
I think Michael was confused when he met the man.
I think perhaps Kensuke was lonely before he met Michael.
Kensuke was a little bit angry after he saw the fire.
Michael felt hopeful before Kensuke spoke to him.
Michael was surprised that Kensuke was angry.
It seems Kensuke felt worried about the fire.
I think Michael was sad after this.
Michael Morpurgo
133
Exam profile 1
Warmer
A student sits with their back to the board, facing the class.
The teacher writes a question (from the list below) on the
board. The student picks someone to answer the question.
When the student has heard the answer, he or she has to
guess what the question was. The student can also ask
other students to answer the question to help him or her
get a better idea of what the question might be. Points can
be awarded for accuracy from 1–5.
Where do you come from?
What subjects do you like at school?
Have you got a hobby?
Tell me something about your home.
Can you spell your first name please?
SPEAKING PART 1
Talking about yourself
In Speaking Part 1, students are in pairs. The examiner
will ask each student questions about the student’s family,
school, hobbies, home, etc. The examiner will speak to both
students but will ask each one different questions.
This is also practised in the Student’s Book on page 13.
1
Tell the students to read the questions and decide which
ones need short answers and which ones need long
ones.
Answer
Questions 1–2 need short answers, questions 3–6 need longer
ones.
2
Tell the students to read the tip. Arrange them into pairs
to take it in turns to be the examiner and student.
Extension activity
Write these prompts on the board and get the students
to speak about them in two or three sentences:
Tell me about your …
best friend
bedroom
parents
favourite food
journey to school.
LISTENING PART 1
Answering questions about short
conversations
In Listening Part 1, students are tested on their ability to
identify simple factual information in five separate short
conversations. Students listen for information such as
prices, numbers, times, dates and descriptions. They have to
choose one of three pictures as the answer.
This is also practised in the Student’s Book on pages 27
and 101 and in the Workbook on page 65.
1
Get the students to look at the pictures and write down
things Ann might want to get for her bedroom, for
example a carpet, shelves.
The students read question 1 and find out if it is about
what Ann has or what she wants. They listen twice to
answer the question.
Answer
1 B
2.36
Audioscript
1 What would Ann like to get for her room?
Girl: Wow, your room looks great, Ann! I really like your
posters.
Ann: Thanks! They were a present from my brother.
Girl: And this desk looks really useful.
Ann: Yes, it’s great for doing my homework. The only thing I
need now is a sofa. I want a big comfortable one to go
under the window.
Now listen again.
2
The students read the tip. They then read questions 2
and 3 and listen twice for the answer.
Answers
2 A ​3 C
2.36
Audioscript
2 Where did they go camping last year?
Boy:
Mum, can we go camping again this summer? It was
great fun last year.
Mother: It was lovely by that lake, wasn’t it? Maybe we can
find somewhere in the mountains next time.
Boy:
I suppose so – or near a beach.
Mother: A beach sounds good! Let’s see what Dad thinks.
Now listen again.
3 What are the boys going to do now?
Boy 1: Shall we do something else now? I’m bored of playing
computer games.
Boy 2: Me too. What about playing football in the park?
Boy 1: I haven’t got my trainers with me. Let’s go to that new
café in town. They do great milkshakes!
Boy 2: Good idea. We can play football another time.
Now listen again.
134
Exam profile 1
Extension activity
Write these questions on the board and get the students
to think of three pictures which might go with them.
How will they go to the museum? a train, a bus, a car
What’s the weather like now?
What is Artur carrying?
What is on Maria’s desk?
What did they see in the sky?
What animals were on the farm?
Stronger students could then make mini-dialogues
so that other students have to listen and answer the
questions.
SPEAKING PART 2
Talking to your partner
In Speaking Part 2, students ask and answer questions
using prompts they have on cards. One card has prompts
to make questions and the other has information on it to
answer their partner’s questions.
READING AND WRITING PART 7
Completing a short text
Reading and Writing Part 7 tests students’ knowledge of
grammar. Students fill in ten spaces in one or two short
texts. The text types are ones which students could be
expected to write themselves, for example an email or
message on the internet.
This is also practised in the Student’s Book on pages 25 and
110 and in the Workbook on page 17.
1
The students read the emails and answer the questions.
Answers
Shammi is happy because he’s going to paint his bedroom.
He wants Bart to help him.
2
This is also practised in the Student’s Book on pages 23
and 81.
Divide the students into pairs, A and B. They read their
information and then B asks questions to A. Remind B to
ask complete questions, for example, the fourth question,
‘Are there any elephants?’, not ‘Elephants?’ They can then
swap roles.
Suggested answers
What’s the name of the wild animal park?
What time does it close?
How much are children’s tickets?
Can I see elephants there? / Does the park have elephants? /
Are there any elephants?
Is there an email address? / Does the park have an email
address? / What’s the email address (of the park)?
The students complete Shammi’s email and think
about what kind of words are missing (grammar words:
prepositions, conjunctions, adverbs, auxiliaries, question
words, determiners, pronouns). Show the example and
do the first one together: This is giving a reason for why
Shammi is happy. Can you think of a word to say why?
(because)
Answers
1 because/as ​2 is ​3 Do ​4 this/next ​5 all
3
The students read the tip and complete Bart’s email.
Then they compare answers and check the spelling.
Answers
6 Of ​7 how ​8 if ​9 what/which ​10 ago
Extension activity
The students role-play a conversation where Shammi
asks Bart to help him.
Extension activity
The students work out how much it would cost for their
family to visit this park.
135
Exam profile 2
Warmer
Extension activity
The students name a country in a different continent
which they would like to visit and say why.
Give the students two extra questions. The answers are
shown in bold.
READING AND WRITING PART 4
Answering multiple-choice questions
about a text
In Reading and Writing Part 4, students are tested on their
ability to understand the main ideas and some details of
longer texts. Students read one long text and answer seven
three-option multiple-choice questions or seven Right /
Wrong / Doesn’t say items, or they read three short texts and
answer seven three-option multiple-choice questions.
This type of Part 4 is also practised in the Student’s Book on
pages 38–39 and in the Workbook on page 26.
1
Tell the students to look at the title and first paragraph
and say what the text is about. (Anna and her family are
going to travel around the world.) Ask a general question
such as Will they come back to Britain? (yes)
The students then read the first paragraph more carefully
and explain why C is the right answer and the others are
wrong.
Answer
June is correct because Anna says her family won’t be back
until then. A is wrong because that is when the family started
planning their trip, and B is wrong because they are leaving in
September.
2
The students read the tip and answer the other
questions. They then compare with a partner and say
how they found the correct answer, for example in
question 1, ‘find a manager’ means the same as ‘ask
someone to look after it’.
Answers
1 B ​2 C ​3 B ​4 A
136
Exam profile 2
When do they start their trip?
A spring
B summer
C autumn (September)
How many countries do they want to visit?
A fewer than 20
B more than 20 (at least)
C exactly 20
Extension activity
Tell the students to choose three of these things to take
with them on a trip around the world:
a sun hat
a photo of your family
a pocket knife
playing cards
your favourite book
your dog
READING AND WRITING PART 8
Completing notes with words or numbers
In Reading and Writing Part 8, students use the information
in two short texts (emails, notes, etc.) to complete a note
with five spaces. The answers will be things like days, dates,
prices, etc.
This is also practised in the Student’s Book on page 44 and
in the Workbook on page 49.
1
Give the students one minute to quickly read the
advertisement and email. Ask a general question like
How many people are going to the museum? (three)
The students find the dates and underline them. Tell
them to look at question 1 and ask where they will find
the answer to question 1, in the email or in the notice (in
the email), and why (the email is an invitation to go on a
certain date).
READING AND WRITING PART 6
Finding the right word and spelling it
In Reading and Writing Part 6, students read descriptions of
five words and write the correct word. The words will all be
on the same topic.
This is also practised in the Student’s Book on pages 47 and
93 and in the Workbook on page 34.
1
The students read the descriptions and look at the first
letter of each word and the example. They then read the
tip and do the other questions.
They compare answers with a partner and check the
spelling.
Answers
1 water ​2 books ​3 umbrella ​4 purse ​5 apple
Answers
Extension activity
The dates in the text are: 1–14 March, 15–31 March and 10
March. March 10 is the correct date because that is when they
are going to the exhibition, not the dates when the exhibitions
are on.
The students write three definitions of things they have
for the other students to guess. For example:
I buy things with it. m _ _ _ _ (money)
2
The students read the tip and do the other questions.
They then check each other’s work.
Answers
1 10 March ​2 Space Travel ​3 £5.00 ​4 (my) phone ​
5 9.30
Extension activity
Tell the students to say which exhibition looks more
interesting, space travel or cars, and say why.
137
Exam profile 3
Warmer
Extension activity
Give this quiz about Britain to the students.
1Which city is by the sea: Liverpool, Manchester or
Oxford? (Liverpool)
2What is worth more, a British pound or an American
dollar? (a pound)
3 When was the last London Olympics? (2012)
4English is the most common main language of
people in Britain. What is the second? (Polish)
5What is the time difference between London and
[where you live]?
The students go online and find out information about
the Glastonbury Festival this summer, for example
how much a ticket costs and which famous people are
playing.
READING AND WRITING PART 5
Multiple-choice cloze
In Reading and Writing Part 5, students are tested on
grammar. Students fill in eight spaces in a text with a
grammatical word such as a determiner, pronoun or
conjunction, etc. Each space has three multiple-choice
options.
This is also practised in the Student’s Book on page 65 and
in the Workbook on page 69.
1
Give the students one minute to quickly read the article
and find out the month. You could ask some extra
questions like How much does a ticket cost now?
(over £200)
Answer
June
2
The students look at the example and say why all and
both are wrong. You could give a simple example:
I worked every day that week.
I worked all day yesterday.
I worked both days, Saturday and Sunday.
Answer
B is not correct because all year means for a 12-month period
of time. C is not correct because both means two.
3
The students read the tip and do the other questions.
Answers
1 A ​2 B ​3 B ​4 A ​5 C ​6 A ​7 B ​8 C
138
Exam profile 3
READING AND WRITING PART 3A
Multiple-choice
In Reading and Writing Part 3a, students are tested on
functional language. Students complete five two-line
conversations with one of three options.
This is also practised in the Student’s Book on pages 59 and
79 and in the Workbook on page 41.
1
Do the first question together. Ask: Answer C says
I won’t. I won’t what? (forget)
Answer
1 C (The speaker is reminding someone to do something, so
the correct answer needs to be a response to that, not an
apology (A) or a comment about another person (B).)
2
The students read the tip and do the other questions.
They then check together and explain which answers
are right.
Answers
2 B (A doesn’t work because the prompt doesn’t mention a
time. C doesn’t work because the prompt question is not
asking about methods of transport.)
3 C (The prompt is about the content of the magazine, so only
C fits as the answer.)
Extension activity
The students choose three wrong answers and write a
beginning of the conversation. For example:
A: Is the tennis match today?
B: Sorry, I’m not sure.
READING AND WRITING PART 2
Multiple-choice
LISTENING PART 3
Multiple-choice
This is also practised in the Student’s Book on pages 61 and
77 and in the Workbook on page 53.
This is also practised in the Student’s Book on page 55 and
in the Workbook on page 37.
1
1
In Reading and Writing Part 2, students are tested on their
knowledge of vocabulary. Students fill in a space in five
sentences with one of three options. The sentences are all
on the same topic or are linked by a simple story line.
The students read the sentences and tell you what they
are about (a teenage chess player). Ask some general
questions like How old is Bao Yu? (14)
Then tell the students to look at the example and say
why A is right and B and C are wrong. Remind them to
think about the meaning and the grammar.
In Listening Part 3, students listen to an informal
conversation between two people and answer five multiplechoice questions, each with three possible options, A, B
or C.
The students read the questions in Exercise 3 and
predict the topic of the conversation (going to the skate
park). Ask them to predict any words which they think will
be in the conversation.
2
Answer
B and C are not correct because both verbs (decided and
learned) need to be followed by to.
Tell the students to look at the example and read the
recording script until ‘near the cinema’. They should say
why C is the answer and the others are wrong.
Play this part of the recording for them.
Answer
2
The students read the tip and do the other questions.
They then check together and explain which answers
are right.
Answer
1 B (A needs to; C doesn’t go with a ‘club’)
2 C (This tests the expression spend time.)
3 B (Only B fits – the other two describe how Bao Yu feels, not
the situation itself.)
4 A ( This tests knowledge of the collocation enter a
competition.)
C is correct. The question is about the location of the new skate
park and it is opposite the swimming pool. A is wrong because
it is the location of an older skate park. The speaker talks about
George’s house (B) but neither of them says where that is.
3
2.37 The students read the tip. Play the recording
twice for the students to do the other questions.
They then check together and explain which answers are
right. You could give them a copy of the audioscript for this.
Answers
1 A ​2 C ​3 C
Extension activity
The students write three questions they would like
to ask Bao Yu, for example, Do you play chess on a
computer? They could then take it in turns to be Bao Yu
and ask each other.
Audioscript
George:
Boy:
George:
Boy:
George:
Boy:
George:
Boy:
George:
Boy:
Shall we go to the new skate park tomorrow?
OK, George – but I didn’t know there was a new
one! Is it near your house?
It’s opposite the swimming pool. It’s much better
than the one near the cinema.
Fantastic! But isn’t it going to rain tomorrow?
That doesn’t matter – the skate park’s got a roof! It’s
also got toilets and a café, and they’re going to put a
shop there soon, too.
Do we have to pay to get in? I’ve only got £7.
It’s less than that! It’s only £3 to get in. I’ve got £5,
so maybe we can get a drink, too.
Great! So what time shall we go?
It’s best to go early because after one o’clock it gets
really busy. Shall we meet there at ten? We can stay
until 12 if that’s OK for you?
Yeah, sure! See you tomorrow!
Extension activity
The students write a recorded message for the answer
phone of the skate park and then read it aloud.
139
Exam profile 4
Warmer
Extension activity
Write these business ideas on the board and ask the
students to discuss which is the best and say why:
a luxury hotel for cats
weddings on the Moon
a slow-food restaurant
a school for people over 75
submarine cruises
On the board write the first letters of verb and noun
combinations from the text and tell the students to find
them.
get a place
m________ f________ (make friends)
g______ a________ (give advice)
s_______ a b_________ (start a business)
h______ an i________ (have an idea)
g_____ on a c_______ (go on a course)
READING AND WRITING PART 4
Right / Wrong / Doesn’t say
In Reading and Writing Part 4, students are tested on their
ability to understand the main ideas and some details of
longer texts. Students read one long text and answer seven
three-option multiple-choice questions or seven Right /
Wrong / Doesn’t say items, or they read three short texts and
answer seven three-option multiple-choice questions.
This type of Part 4 is also practised in the Student’s Book on
pages 56–57 and 89 and in the Workbook on page 81.
1
LISTENING PART 2
Matching
In Listening Part 2, students listen to two people talking and
they have to match two lists of items, for example people
and their hobbies, or days of the week with activities.
This is also practised in the Student’s Book on pages 16 and
36 and in the Workbook on page 11.
1
Tell the students to read the instructions and the
questions. Ask Are there more people or activities?
(activities)
Tell the students to read the instructions and the
example. Tell them that the answer is in the first two
sentences of the article. They should say why the answer
is B.
Ask the students to think of five words they may hear
about each activity A–H (the first one is done as an
example).
A cooking – bake, cake, fry, eat, kitchen, meal
Answer
B is the answer to the example question because David lived
on the streets before he was 16, and lived in a house when he
was 16, so the statement is Wrong.
2
3
Tell the students to look at question 1 and read the
second and third sentences. Explain that this is Doesn’t
say not Wrong because there is just no information about
the size of the city.
The students read the tip and do questions 2–7
themselves. When you go through the answers, get
the students to explain their choices by underlining the
appropriate part of the text.
Answers
2 A (Teachers from Nairobi University and a university in the USA)
3 A ( gave them advice about how to start their own
businesses)
4 B (bought a few other things that he needed)
5 C
6 B (At first, he did not sell many, but now his jewellery is much
more popular.)
7 B (He can continue with his studies as well as running his
business.)
140
Exam profile 4
2
2.38 Play the recording for the first part of the
dialogue and let the students read the audioscript in their
book. Tell them to read the example and underline the
part of the audioscript which gives the answer. Check,
then do the same for question 1.
Answer
0 I played the guitar a lot.
1 She played hockey all week.
3
2.39 The students read the tip and do questions 2–5
themselves. They listen twice.
When you go through the answers, show the part of
the text which gives the answer. Point out that the
wrong answers often have words which are said in the
recording. For example, Emily’s activity is B ‘going online’
(went on the internet a lot) and in the same sentence it
says ‘shopping’ (E) but this is what she didn’t do.
Answer
2 H ​3 D ​4 B ​5 A
Audioscript
Grandmother: Sounds great! And what about Sam?
Jasmin:
He went away with his parents. They drove
around the country, staying in different places.
Grandmother: Did he take his friend Joe with him?
Jasmin:
Joe stayed at home. He spent a lot of time
taking pictures. He’s going to enter an online
competition with his best ones.
Grandmother: And what about Emily?
Jasmin:
She went on the internet a lot to play games
and listen to music. She didn’t have enough
money to go shopping or anything. She was a
bit bored!
Grandmother: Oh dear! And what about Gemma?
Jasmin:
Gemma planned to study, but in the end she
spent the whole week baking. It’s her favourite
hobby.
Grandmother: Well, it sounds more fun than studying!
Extension activity
Write Grandma’s questions on the board from the
audioscript. Put the students into pairs. They try to
reconstruct Jasmin’s part from memory and act out the
dialogue.
READING AND WRITING PART 1
Matching
In Reading and Writing Part 1, students are tested on their
understanding of real-world notices. Students match five
sentences to eight signs or notices.
This is also practised in the Student’s Book on page 66 and
in the Workbook on page 47.
1
Tell the students to read the notices A–E and
explanations 0–3. Ask them where they might see the
notices, for example A on a shop door. Tell the students
to look at the example. They should underline the part of
the notice that tells them why C is the answer. (open until
ten! Tonight only)
2
The students read the tip and do questions 1–3
themselves. When you go through the answers, get the
students to say the words in the notice which helped
them.
Answer
1 B (pizza plus dessert, only £5.00)
2 A (half price; this weekend only)
3 E (old books and clothes)
Extension activity
The students choose one place, A–E, they would like
to visit, say why and think of other notices they might
see there.
141
Exam profile 5
Warmer
Write these questions on the board (or dictate them) for
the students to ask each other in pairs:
What is the nicest room in your home?
What is the nicest thing in your home?
What is the first thing you see when you open your
door?
Do people often stay with you?
Think of one word to describe your home.
READING AND WRITING PART 4
Multiple-choice
In Reading and Writing Part 4, students are tested on their
ability to understand the main ideas and some details of
longer texts. Students read one long text and answer seven
three-option multiple-choice questions or seven Right /
Wrong / Doesn’t say items, or they read three short texts and
answer seven three-option multiple-choice questions.
This type of Part 4 is also practised in the Student’s Book on
page 68 and in the Workbook on page 73.
1
Give the students one minute to read the article and ask a
general question like Do all the girls like their home? (yes)
The students read the example, the answer and
underline the part of the text which explains why.
Answer
… it gets very exciting when there is a storm gives the answer.
2
The students read the tip and do questions 1–7
themselves. When you go through the answers, get the
students to give the part of the text which showed the
answer.
Answers
1 A (Lots of my friends live on houseboats too)
2 B (the building is very strong and I never feel afraid)
3 A (We haven’t got much space but we don’t mind – it’s
enough for us.)
4 C (Lots of light comes in)
5 A (Visitors love coming here.)
6 B (My parents have to drive me everywhere)
7 C (When I am at my friends’ houses, I often feel too hot)
142
Exam profile 5
LISTENING PARTS 4 AND 5
Gap fill
In Listening Parts 4 and 5, students listen to a conversation
and write down one or two words or numbers to complete a
set of notes.
This is also practised in the Student’s Book on pages 43, 71
and 111 and in the Workbook on pages 29 and 79.
1
Explain the context and tell the students to read the
notes. Ask them what words they should listen for, for
example, 1 will be a clock time, 2 a price, 3 a spelling of
a name, 4 an item of clothing, 5 something you may take
to a gym.
2
2.40 Play the recording and get the students to
explain why the answer is Saturday, not Friday.
Answer
Saturday is correct because that is the day the gym club starts.
Friday is wrong because that is the day you need to book your
place on the course by.
Audioscript
Greg: Hi, Pete, it’s Greg.
Pete: Hi, Greg.
Greg: Listen, I’m phoning to ask about that gym club for
teenagers you go to.
Pete: Oh, it’s brilliant! Lots of people from our class go. It
starts again next Saturday, but you’ll need to book your
place by Friday.
3
2.41 The students read the tip and do questions
1–5 themselves. Play the recording twice.
Answers
1 11.20 / eleven twenty ​2 £34.50 ​3 Jayden ​4 trousers
5 towel
Audioscript
Greg: Hi, Pete, it’s Greg.
Pete: Hi, Greg.
Greg: Listen, I’m phoning to ask about that gym club for
teenagers you go to.
Pete: Oh, it’s brilliant! Lots of people from our class go.
It starts again next Saturday, but you’ll need to book
your place by Friday.
Greg: Oh, right. What time is it?
Pete: It begins at eleven twenty, but I always arrive at ten
thirty to get changed and meet my friends.
Greg: And how much is it?
Pete: £34.50 for 12 weeks.
Greg: That’s OK!
Pete: Yes, and the teacher’s excellent too. His name’s Jayden.
Greg: How do you spell that?
Pete: J-A-Y-D-E-N.
Greg: Thanks. And what about clothes? What should I wear?
Pete: Any comfortable sports clothes – but trousers are a bad
idea. You’ll get really hot! Shorts are much better.
Greg: OK. What else? Should I bring water with me?
Pete: You don’t need to. There’s lots of drinking water in the
gym. But you’ll need a towel. You can use that to dry
yourself when you finish exercising.
Greg: Great. Thanks, Pete.
Extension activity
Ask the students to spell other names, for example
Angelina Jolie, Brad Pitt, Julia Roberts, George Clooney.
READING AND WRITING PART 3B
Matching
Reading and Writing Part 3b tests students’ knowledge of
functional language. Students complete a conversation with
five spaces by choosing from a list of eight options.
This is also practised in the Student’s Book on pages 33 and
99 and in the Workbook on page 23.
1
Tell the students to read the conversation and options
and tell you the topic (going to a cookery club).
2
Tell the students to read the parts immediately before
and after the example, then option B. Ask them why this
option fits.
Answers
B fits because it answers Nick’s question and it asks the
question Why?, which is answered by Nick in the line after the
space (Nick’s first line in Exercise 3).
3
The students read the tip and complete the dialogue
themselves. In the feedback, get the students to
underline the parts of the text which give the answer.
Answers
1 E (Just some money)
2 A (I’m afraid not – it’s vegetable soup!)
3 D (It’s good for you … I will!)
Extension activity
Write the word ‘cooking club’ on the board. Ask which
word has /ʊ/ (cook) and which has /ʌ/ (club). Write
these words on the board and get the students to put
them in two categories, /ʊ/ and /ʌ/: book, cup, full,
much, number, study, uncle, woman.
Answers
/ʊ/: book, full, woman
/ʌ/: cup, much, number, uncle, study
143
Review answer key
REVIEW 1 Units 1–4
REVIEW 2 Units 5–8
VOCABULARY
VOCABULARY
2 1 monkey ​2 cat ​3 elephant ​4 horse ​5 snake ​
6 lion 7 penguin 8 dolphin
2
1 1 home ​2 work ​3 bus ​4 holiday ​5 water
3 1 desert ​2 forest ​3 hill ​4 valley ​5 volcano
GRAMMAR
4 1
5
7
8
I swim ​2 wants ​3 had ​
4 there are
liked like ​6 doing do
Do you liked Did you like / Do you like ​
I going I was going / I went
5 1
2
3
4
5
think; is she doing
don’t know; come
is flying; hope
travels; isn’t travelling
don’t understand
6 1 could ​2 was watching ​3 was also practising ​4 came ​
5 said ​6 answered
READING
7 1
2
3
4
5
It closes at 6 pm.
They need to look at the website.
Children under four.
It isn’t working.
H
e asks her to look on the zoo’s website to see what today’s
activities are.
6 He wants to see people feeding the animals.
7 H
is mum and dad want to, but his dad can’t, as he’s working.
LISTENING
8 Yolanda’s house is number 1.
1.19
Audioscript
Hi, Rachel, it’s me, Yolanda. It’s great that you’re going to come and
stay. If the boat arrives early and I’m not there to meet you, you can
easily walk to my house. Here are the directions.
When you get off the boat, go north until you get to the trees. You
can see a house on your right, but that’s not mine. It’s my aunt’s. Go
straight on until you get to the sea. Then turn left and follow the road
along the river. When you get to the bridge, go over it and then turn
right. Walk past the trees and our house is there in front of you.
See you tomorrow!
144
Review answer key
1 1 pretty ​2 special ​3 possible ​4 careful ​5 soft ​
6 wonderful ​7 little ​8 lovely
Home
School
Travel
fridge
furniture
parent
seat
sink
diploma
furniture
paper
seat
helicopter
passenger
scooter
tram
underground
3 1 history ​2 music ​3 biology ​4 physics ​5 chemistry ​
6 art ​7 languages ​8 maths ​9 geography
GRAMMAR
4 1 good ​2 art ​3 am going ​4 your ​
5 my parents ​6 him his ​7 I going I am going ​
8 I will go I am going
5 1 My brother will study ​2 It won’t snow ​3 We won’t get ​
4 Will you visit ​5 will they get ​6 I won’t take ​
7 People will share ​8 will we learn
6 1 clearly ​2 the worst ​3 louder / more loudly
​4 the fastest ​5 well ​6 more carefully ​7 the most happily ​
8 earlier
READING
7 1 C ​2 A ​3 A ​4 C ​5 B
LISTENING
8 1 Jeremy ​2 English notebook ​3 25 Holland Road ​
4 0785 33519
1.34
Audioscript
Answerphone: Please leave your message after the beep …
Jeremy:
Hello. This is a message for Paula. My name’s
Jeremy, that’s J-E-R-E-M-Y and I’m at Paula’s
school. I’ve lost my notebook and I think she
picked it up by mistake. That’s my English
notebook. I really need it because we’ve got an
English test tomorrow. If she’s got it, can she bring
it to my house this afternoon? The address is 25
Holland Road, that’s 25 H-O-L-L-A-N-D Road.
Please can you ask her to call or text me? My
number’s 0785 33519, that’s 0-7-8-5 double three
5-1-9. Thanks a lot. Bye!
REVIEW 3 Units 9–12
REVIEW 4 Units 13–16
VOCABULARY
VOCABULARY
1​1 f ​2 c ​3 h ​4 a ​5 g ​6 b ​7 d ​8 e
2​1
​2
​3
​4
​5
​6
​7
speaker (the other words are to do with sport)
golf (the other words are types of music)
cathedral (the other words are places of education)
club (the other words are people)
climbing (the other activities are water sports)
zoo (the other places don’t have animals)
neighbour (the other words are to do with winning)
3​1 karate ​2 missed ​3 contact ​4 puzzle ​5 violin ​6 invite ​
7 join ​8 keyboards
GRAMMAR
4​1 have to ​2 going ​3 the ​4 which ​
5 must mustn’t ​
6 try call to you try to call you ​
7 a good weather good weather ​8 who which/that
5​1 I enjoy listening to lots of different kinds of music.
​2 Could you try to contact the school for me?
​3 The students mustn’t speak to anyone before the exam.
​4 The winner of the skiing competition was Klas, who comes
from my town.
​5 I think this film is more interesting than the other one / I think
the other film is more interesting than this one.
​6 My dad is going to buy me a new laptop for my birthday.
​7 Frank was worried about joining another dance class.
​8 Elsa caught the bus that stops outside the hospital.
6​1 B ​2 B ​3 C ​4 B ​5 B ​6 A ​7 A ​8 C ​9 A ​10 B
LISTENING
7 post office; library; sports centre; café
1.51
Audioscript
Girl: OK, so we’ve got to be back home in an hour. Is there
anywhere you still want to visit or things you have to do?
Boy: Let me think. I’d like to go to the museum but there isn’t time
today. It always takes a long time to look around. Oh, and I’ve
got a letter of my mum’s here. I need to get a stamp.
Girl: OK. We can go to the post office. It’s not far.
Boy: And I want to borrow a new puzzle book from the library. The
one I had before was great. How about you?
Girl: I wanted to go to the theatre. But I think I’ll buy tickets online.
It’s quicker.
Boy: Yes, that’s true. But didn’t you want to go to the sports centre
to ask about the tennis classes in the park?
Girl: Yes, I did. But I don’t think there’s enough time.
Boy: Yes, there is. We can go there first.
Girl: OK, good idea. Is there time for a lemonade first?
Boy: Why not! There’s a good café over there.
Girl: Let’s go!
READING
8​1 Saturday ​2 4 pm ​3 £5.50 ​4 Dance! ​5 0562889
1​1 set ​2 slices ​3 pair ​4 pounds ​5 grams ​6 metres ​
7 litres ​8 euros
2 painter, model, mechanic, artist, photographer, nurse, dentist,
pilot, receptionist, chef
3​1 cook ​2 repair ​3 pay ​4 collect ​5 order
6 clean
GRAMMAR
4​1
5
7
5​1
​2
​3
​4
​5
​6
have never seen ​2 have already bought ​3 for ​4 left​
I never been I have never been ​6 don’t do haven’t done ​
when since ​8 have telephoned telephoned
Have you finished your homework (yet)?
How long have you lived in this town?
Have you ever visited Brazil?
Have you read any English books this year?
Have you ever cooked a pizza?
How long have you known your best friend?
6​1 have loved ​2 was ​3 spoke ​4 began ​5 moved ​6 went ​
7 learned ​8 haven’t started
READING
7​1 A ​2 C ​3 C ​4 B ​5 C ​6 A ​7 C ​8 B
LISTENING
8​1 Mercury ​2 PG5274D ​3 £399 ​4 Castles ​5 063571 ​
6 Hannah
2.16
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Girl:
Dad:
Audioscript
Hi, Dad, it’s me.
Hi, Angela. Where are you?
I’m in town, in a computer shop. They’ve got a fantastic sale.
I know, don’t tell me – you want to buy something!
Well, yes Dad, I do. You know I need a new tablet for school
…
True! Well, tell me more about it.
Have you got a pen?
Yes. Ready.
OK, the name of the tablet is ‘Mercury’ that’s M-E-R-C-U-R-Y.
Right, got that. Um … Is there a model number?
Let me see. Ah yes, here it is. Ready? PG5274D.
That’s PG5274D. OK – and how much is it?
Wait a minute, I’ll ask. … Right, it’s three hundred and
ninety-nine pounds.
£399. That’s not too bad. OK. I need a few more bits of
information. What’s the name of the shop?
It’s called ‘Castles’. That’s one word.
C-A-S-T-L-E-S. OK. And what’s the phone number?
It’s … erm … 063571.
063571. Right. And, the last thing – what’s the name of the
shop assistant? It’s good if I have a contact person.
OK, I’ll ask. … Her name is Hannah. That’s
H-A-double-N-A-H.
OK, got it. Hannah.
See you later, Dad. And thanks!
That’s OK. I’ll go into the shop on my way home from work
tonight.
Review answer key
145
REVIEW 5 Units 17–20
VOCABULARY
1​1 stomach ​2 fingers ​3 neck ​4 toes ​5 ear ​6 brain ​
7 mouth
2 Across: 3 cup ​4 knife ​8 receptionist ​9 pepper ​10 sweater
Down: 1 ambulance ​2 hand ​5 exercise ​6 library ​7 socks
3​1 up ​2 down ​3 up ​4 on ​5 off ​6 back ​
7 on ​8 back
GRAMMAR
4​1 yourself ​2 must ​3 is finished ​4 in ​
5 me myself 6
​ can may/might ​7 is started started ​8 by of
5​1 are picked ​2 do ​3 is usually done ​4 are taken ​
5 are washed ​6 are put ​7 checks ​8 is heated ​9 goes ​
10 is sent
LISTENING
6 apartments; art gallery; cinema; factory; hospital; museum;
restaurant; shopping centre
7
The place was:
Now it’s:
1
2
3
4
apartments
an art gallery
an Indian restaurant
a shopping centre
hospital
a cinema
a cinema
chocolate factory
2.34
Audioscript
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Boy:
Granddad:
Granddad, you’ve lived in this town all your life, haven’t
you?
Yes, I have. Nearly 60 years! I was born here.
Has it changed much in that time?
Changed! Yes, it’s changed lots.
So … how has it changed?
Well, there was a big old hospital right in the centre of
town. That was made into apartments,
oh … about 20 years ago.
I don’t think I’d like to live in an old hospital, would you?
Oh, I don’t know. It might be OK. People say the
apartments are very nice. … And, when I was young
there were two cinemas in the town.
Two? There aren’t any now.
I know. One of them has become an art gallery and the
other one has become a restaurant.
Oh yes, of course, the art gallery in the High Street –
and the big Indian restaurant.
Yes, that’s right.
My dad told me he remembers a chocolate factory in
the town when he was little. He said when they were
making chocolate you could smell it everywhere.
Yes, that’s right. I’m sure they sold more chocolate on
those days!
I’m sure they did! What happened to it?
Well, the business closed or they moved to another
town, I can’t remember. Anyway, the building was
empty for a long time – and then it became the Central
Shopping Centre.
Really? I didn’t know that. It should be a museum!
You’re right, and people say you can still smell
chocolate sometimes. Can you smell it today?
Granddad, you’re joking!
Yes, I am. Sorry!
READING
8​1 C ​2 B ​3 D ​4 H ​5 G
146
Review answer key
Grammar reference
UNIT 1
UNIT 5
PRESENT SIMPLE AND PRESENT
CONTINUOUS
COMPARATIVE AND SUPERLATIVE
ADVERBS
1 1 ’m (am) painting ​2 don’t (do not) like ​3 are playing ​4 hate ​
5 do (you) enjoy ​6 go ​7 plays ​8 prefer ​9 ’m (am) not doing
2 1 My dad usually goes to work by car.
2 We’re (are) learning how to play the guitar today.
3 I always watch TV after dinner.
4 My friends aren’t (are not) swimming in the sea now.
5 My cousin doesn’t (does not) have breakfast every day.
UNIT 2
1
Verbs we don’t normally use in
the continuous
believe, understand, own, hate, like,
want, know
2 1 know ​2 ’s learning ​3 need ​4 are you thinking ​
5 aren’t playing ​6 don’t understand ​7 Can you hear
3 1
2
3
4
5
6
7
I don’t (do not) understand this exercise.
My friends think football is boring.
What are you doing right now?
We don’t (do not) want to watch the film.
That dog belongs to my cousin.
My grandma’s (is) feeling better today.
I don’t (do not) like this book very much.
UNIT 3
PAST SIMPLE
1 1 flew ​2 went ​3 asked ​4 wanted ​5 didn’t want ​6 went ​
7 walked ​8 saw ​9 didn’t go ​10 was ​11 had
2 1 did the boy see ​2 happened ​3 ate ​4 did he drink ​5 did
UNIT 4
PAST CONTINUOUS AND PAST SIMPLE
1​1
2
3
4
5
more cheaply the most cheaply
heavily more heavily the most heavily
fast faster the fastest
well better the best
seriously more seriously the most seriously
wonderfully more wonderfully the most wonderfully
2 1 the most beautifully ​2 more often ​3 better ​4 more easily ​
5 the most quickly
3​1 as late as ​2 as quietly as ​3 as slowly as ​4 as often as ​
5 as well as
VERBS WE DON’T USUALLY USE IN THE
CONTINUOUS
Verbs we can use in the
continuous
sing, buy, climb, work, feel
1 1
2
3
4
5
6
UNIT 6
POSSESSION
1 1
2
3
4
5
Terry’s gold coins are on the table.
The children’s shoes are near the door.
Both boys’ lunches are in the kitchen.
I can’t find my sister’s necklace. She’ll be angry.
My cousins’ names are Ana and Eva.
2 ​1 hers ​2 Our ​3 Their ​4 yours ​5 mine
3​1 hers ​2 ours ​3 mine ​4 theirs ​5 yours
UNIT 7
PRESENT CONTINUOUS FOR FUTURE
1​1 ’re travelling (F) ​2 Are (you) listening (N) ​3 isn’t (is not)
coming (F) ​4 ’m (am) doing (N) ​5 are … getting (F)
2 1
2
3
4
I’m going to the dentist
’re (are) having pizza at Paulo’s Pizzas
I’m (am) playing basketball
I’m (am) studying
3 Suggested answers
1 I’m going to school tomorrow morning.
2 I’m meeting my friends on Friday afternoon.
3 I’m playing football on Saturday morning.
4 We’re having lunch at my grandparents’ house on Sunday.
5 I’m going to school next week.
It was raining. ​
Dad was building a fire. ​
My brother and I were climbing trees. ​
My sister was reading. ​
My mum was listening to the radio.
2 1 started ​2 were playing ​3 had ​4 was doing ​
5 were packing
3​1 got up ​2 was shining ​3 decided ​4 were sitting ​5 saw ​
6 wasn’t
Grammar reference
147
UNIT 8
UNIT 12
FUTURE WITH WILL
RELATIVE PRONOUNS WHO, WHICH,
THAT
1 1
2
3
4
5
I’ll (will) have a big house and a fast car.
My friends will move away.
My cousin will become a famous film star.
There’ll (will) be cities on other planets.
We won’t (will not) buy things in shops.
2 1
2
3
4
5
Will people walk everywhere? No, they won’t.
Will we use house keys? No, we won’t.
Will you live in another country? Yes, I will.
Will your friends study at university? Yes, they will.
Will your parents buy a faster car? No, they won’t.
3 Suggested answers
1 Will … go; I’m sure they won’t go to school.
2 will … buy; I think we’ll buy clothes and shoes online.
3 will … travel; I’m certain people will travel in rockets.
4 Will … be; I hope there won’t be more wars.
5 Will … discover; I’m sure scientists will discover new things.
UNIT 9
MUST, MUSTN’T, HAVE TO,
DON’T HAVE TO
1 1
2
3
4
5
They must fill in the form.
We mustn’t forget Mum’s birthday.
My cousin mustn’t wear large earrings to school.
You must practise for an hour every day.
You must be careful.
2 1 don’t (do not) have to go ​2 has to work ​
3 does … have to come ​4 has to go ​
5 don’t (do not) have to watch
3​1 had to ​2 mustn’t ​3 Do you have to ​4 don’t have to ​
5 mustn’t
UNIT 10
VERB PATTERNS – GERUNDS AND
INFINITIVES
1​1 seeing ​2 to study ​3 getting up ​4 writing ​5 downloading
2​1 making ​2 playing ​3 failing ​4 uploading ​5 joining
3 Suggested answers
1 When I leave school, I hope to go to university.
2 I don’t mind doing homework but I don’t like writing stories.
3 I started playing the piano when I was younger.
4 I prefer watching TV to reading books.
5 I’m thinking of going to the cinema next weekend.
UNIT 11
DETERMINERS
1​1 a ​2 the ​3 the ​4 a ​5 the ​6 a ​7 the ​8 the
2​1 another ​2 Both ​3 another ​4 all ​5 both
3 ​1 eggs ​2 furniture ​3 money ​4 traffic ​5 sandwiches ​
6 homework
148
Grammar reference
1​1 which ​2 who ​3 who ​4 which ​5 which ​6 who
2 1
2
3
4
5
The festival which is here in the summer is good fun.
The friend who went to a rock concert had a good time.
There’s a shop near my house which sells jazz CDs.
We went to a cinema which had 12 screens.
The neighbour who likes soul music sings with a band.
3​1 where ​2 or ​3 but ​4 that ​5 when ​6 If
UNIT 13
PRESENT PERFECT WITH EVER AND
NEVER
1 1 arrived 2 enjoyed 3 repaired
4 stopped 5 travelled 6 walked
7 broken 8 bought 9 fallen
10 grown 11 lent 12 worn
2 ​1 ’ve (have) never cooked ​2 ’ve (have) never grown ​
3 have never met ​4 ’s (has) never learned ​
5 ’ve (have) never missed
3 1 Has your brother ever written a blog? No, he hasn’t.
2 Have your friends ever ridden a horse? Yes, they have.
3 Has your teacher ever forgotten your name? Yes, she/he has.
4 Have you ever sold things you don’t want? No, I haven’t.
5 Have you and your friends ever won a competition? No, we
haven’t.
UNIT 14
PRESENT PERFECT WITH JUST, YET AND
ALREADY
1 1
2
3
4
5
I’ve just seen my best friend outside the library.
Let’s see a different film. I’ve already seen that one.
I’m hungry. I haven’t eaten yet.
Rob can’t play football. He’s just broken his foot.
Have your friends arrived yet?
2 1 just ​2 already ​3 yet ​4 yet ​5 just ​6 already
3 1
2
3
4
5
I haven’t seen the Statue of Liberty yet.
Have you had lunch yet?
I’ve already read that book.
I’ve already done my homework. (or I’ve just done my homework.)
Have you chosen a film yet? (or Have you chosen a film already?)
UNIT 15
PRESENT PERFECT WITH SINCE AND FOR
1
since
10 o’clock, Tuesday, 13 April,
May, 2011, my birthday,
breakfast, I was young
for
three minutes, four months, ages,
ever, 10 seconds, five days, years,
two hours, two weeks, a year
2​1 ’s (has) had, since ​2 hasn’t (has not) eaten, for ​
3 ’ve (have) liked, since ​4 haven’t (have not) seen, for ​
5 have been, since
3 Suggested answers
1 We haven’t (have not) had maths since 10 o’clock.
2 My best friend has lived in this house for a long time.
3 My mum hasn’t cooked a meal since last night.
4 My friends have known each other since they were young.
5 I haven’t eaten anything for four hours.
4 Suggested answers
1 How long have your parents lived here? They’ve (have) lived
here for 20 years.
2 How long has your best friend had his school bag? He’s (has)
had it for six months.
3 How long have you studied in this school? I’ve (have) studied in
this school since I was 12.
4 How long has your favourite shop been open? It’s (has) been
open since last year.
5 How long has your English teacher worked in your school?
He’s (has) worked in my school since September.
1​1
2
3
4
5
6
may/might go, may/might visit ​
may/might not go out ​
may/might study, may/might do ​
may/might not swim ​
may/might have ​
may/might wake up
2 ​1 ’ll ​2 may, may ​3 might ​4 won’t ​5 might not ​6 will
3 1
2
3
4
5
may/might not go ​
may/might get back ​
may/might not rain ​
may/might buy ​
may/might not understand
PRESENT SIMPLE PASSIVE
PRESENT PERFECT AND PAST SIMPLE
1
Past simple
in 2008, when I was younger,
three days ago, last week
2​1 bought ​2 haven’t (have not) been ​3 missed ​
4 sent, hasn’t (has not) answered ​5 have known, went ​
6 ’ve (have) made
3 Suggested answers
1 How long have you known your English teacher? I’ve known
him for six months.
2 How long have you liked your favourite band? I’ve liked them
since I was 12.
4 Suggested answers
1 When did you learn to swim? I learned to swim when I was six.
2 When did you use a computer for the first time? I used a
computer for the first time in 2004.
UNIT 17
PRONOUNS MYSELF, YOURSELF,
HERSELF, HIMSELF, OURSELVES,
YOURSELVES, THEMSELVES
1​1 himself ​2 myself ​3 themselves ​4 yourselves ​
5 yourself (or yourselves) ​6 ourselves
2 ​1
2
3
4
5
6
MAY / MIGHT
UNIT 19
UNIT 16
Present perfect
already, yet, since 5 May,
ever, never, for 18 weeks,
recently
UNIT 18
1​1 is sold ​2 are given ​3 isn’t made ​4 is watched ​
5 ’m not paid ​6 aren’t invited
2 1 is called ​2 are downloaded ​3 aren’t (are not) needed ​
4 ’m (am) given ​5 aren’t (are not) worn ​6 are baked
3 1
2
3
4
5
is spoken
aren’t (are not) used
isn’t (is not) cooked
are sent to me by
aren’t (are not) grown
UNIT 20
PAST SIMPLE PASSIVE
1 1
2
3
4
5
This photo was taken by my sister.
The cakes were eaten by my friends.
We weren’t invited to Megan’s party last week.
We were shown around the library by the tour guide.
You weren’t (were not) given a present by your brother.
2 ​1 was built ​2 am driven ​3 was stolen ​4 is visited ​
5 were made ​6 was written
3 Suggested answers
1 I was born in 2001.
2 I was given some new clothes.
3 Many different types of fruit are grown in my country.
4 My house was built in 1972.
5 We’re given a lot of homework.
’ll (will) go, snows ​
aren’t (are not), ’ll (will) fall ​
’ll (will) get, doesn’t (does not) stop ​
don’t (do not) leave, won’t (will not) catch ​
won’t (will not) stay, ’s (is) ​
doesn’t (does not) come, ’ll (will) miss
3 Suggested answers
1 If I’m late home, my parents will be angry.
2 If it’s cold tomorrow, I’ll wear a coat.
3 If I pass all my exams, I’ll be happy.
4 If I go shopping on Saturday, I’ll buy a new T-shirt.
5 No, I won’t cook dinner if I get home before my parents tonight.
6 Yes, I’ll watch TV if I finish all my homework.
Grammar reference
149
Workbook answer key and audioscripts
UNIT 1 It’s a challenge!
Fill in the form with your details
The adventure starts here
VOCABULARY
1​1 d ​2 c ​3 b ​4 a
VOCABULARY
1​1 lazy ​2 polite ​3 friendly ​4 funny ​5 busy ​6 pleased ​
7 popular
2​1 busy ​2 lazy ​3 popular ​4 funny ​5 pleased
GRAMMAR
3​1 cook ​2 ’m having ​3 changes ​4 is doing ​5 ’m writing
4​1 plays, ’s playing ​2 listens, ’s listening
4 has, ’s having
​3 does, ’s doing ​
5​1 ’m watching ​2 teaches ​3 play ​4 make ​5 ’s learning
6​1
2
3
4
5
6
They’re playing football in the park now. ​
My brother goes to the cinema on Friday evenings. ​
He visits his cousins on Sunday afternoons. ​
My parents are shopping in the supermarket at the moment. ​
We meet in the café every Saturday. ​
She usually sees her friends at the weekend.
7​1 do you usually do ​2 is teaching ​3 don’t go ​
4 Are you having ​5 don’t play
2​1 burak.guner@web.com ​2 me@internet.co.uk
​3 klara. bort@poland.net
3​1 Sherlock Holmes ​2 Superman and Lois Lane ​3 Batman
READING
4​1 kind ​2 pleased ​3 fun ​4 reads ​5 learning ​6 funny
5​1 ✗ ​2 ✓ ​3 ✓ ​4 ✗ ​5 ✓
WRITING
6​1 sleeps ​2 does ​3 doing ​4 plays ​5 goes ​6 studying ​
7 thinks ​8 cooking ​9 does
7​1 Zeynep ​2 Alessandro ​3 Marek
8 Students’ own answers
UNIT 2 The natural world
The world is changing
VOCABULARY
8​1 Every day in the morning we eat soup.
2 She’s studying medicine at Odessa University.
3 Anna goes to college every day. She’s learning English.
4 When you come, bring your best clothes.
5 I’m writing this email because I want to tell you about my
last trip.
LISTENING
9​1 4 ​2 200 ​3 5 ​4 40 ​5 9
10​ 1 a ​2 b ​3 b ​4 a
Audioscript
Teacher: All right, 4B, quiet please. Martin, I said ‘quiet’. Right,
everyone. I’ve got some information about this year’s
camping trip. Remember, Class 3A is also going this
year. Last year we went to Spain, but this year it’s
France. The trip cost £250 last year, but this year it’s
£50 cheaper. The trip is four nights, sorry, five nights.
Last year only 30 students could go, but this time we
have space for ten more. You can do lots of things at
the campsite – you can play volleyball, tennis, hockey.
But you can’t play video games. You can also learn new
skills. Every year we have an Awards Night. You can
win awards for different skills you learn at the campsite.
We have awards for cooking, storytelling, climbing
and hiking, but not for swimming or football. If you’re
interested, please fill in the forms on your desks. I need
them by 9 am next Monday. Not 10 am on Tuesday,
Martin. I also need a letter from your parents. No emails,
please.
150
Workbook answer key and audioscripts
1​1 valley ​2 mountain ​3 lake ​4 desert ​5 river ​6 forest ​
7 volcano ​8 sea ​9 island
2​1 river (d) ​2 volcano (e) ​3 mountain (f) ​4 lake (b) ​
5 island, Sea (c) ​6 desert (a)
GRAMMAR
3​1 read ​2 do ​3 understand ​4 watch ​5 work
4​1 know ​2 believe ​3 hope, want ​4 understands ​5 own ​
6 belongs to
5​1 ’m doing ​2 belong to ​3 like ​4 ’s working ​5 hate ​
6 Do you know
6​1 There is a concert on Saturday. I hope you can come. ​
2 correct ​3 I think you like reading. ​4 correct ​
5 I would like to tell you what I think of Rio de Janeiro.
READING
7 1 reading ​2 understand ​3 interesting ​4 happening ​
5 learning ​6 changing ​7 feel
8​1 This Changing Earth ​2 what is happening to our planet ​
3 yes
Wild animals
UNIT 3 Travel: then and now
VOCABULARY
She loved adventure
1
VOCABULARY
d
a
b
p
d
o
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m
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3​1 c ​2 e ​3 f ​4 d ​5 b ​6 a
n
d
t
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b
y
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4​1 did ​2 did ​3 – ​4 did ​5 – ​6 –
e
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a
n
t
2​1 mouse ​2 bear ​3 lion ​4 snake ​5 dog ​6 elephant ​
7 dolphin ​8 penguin ​9 rat ​10 bird ​11 monkey ​12 cat
1​1 adventure ​2 flight ​3 fuel ​4 aeroplane ​5 radio ​6 engine ​
7 passenger
2​1 fuel ​2 adventure ​3 radio ​4 passenger ​5 pilot ​6 flight ​
7 engine
GRAMMAR
5​1 was ​2 had ​3 took off ​4 slept ​5 visited ​6 went ​
7 loved
6​1 have ​2 forgot ​3 brought ​4 liked
3​1 ✗ ​2 ✓ ​3 ✓ ​4 ✓ ​5 ✓ ​6 ✗
LISTENING
Listening Part 2
4​1 F ​2 D ​3 B ​4 A ​5 H
Audioscript
Boy:
Girl:
Boy:
Girl:
Boy:
Girl:
Boy:
Girl:
Boy:
Girl:
Boy:
Girl:
Boy:
Did you have a good time at the zoo, Martha?
Yes, we really enjoyed it. My brother loved the monkeys.
They’re very funny animals. What about your sister?
Well, she hated the snakes! We spent a long time watching
the penguins, because they were her favourite animal.
And did your dad have a good day?
Yes. He really enjoyed looking at the lions, but he didn’t like
the elephants very much.
That’s interesting. What about you … and your mum?
Oh, I liked the dolphins best. Mum did too, so we went to look
at them again after the penguins.
What animal did your granddad prefer?
The bears. He saw a wild one in Canada when he was young.
Really? And what about your grandma?
She quite liked the snakes, but for her, the wild dogs were the
most interesting. She even bought a book about them in the
shop!
Sounds fun!
7​1 I went to Mar del Plata. I had a lovely day.
2 Last night I left my history book in your house.
3 I went shopping yesterday. I brought a very nice skirt and
a sweater.
​4 I enjoyed my holiday. The weather was hot. I like hot weather
and I like it when the sun is shining.
READING
8​1 took ​2 travelled ​3 spent ​4 started ​5 waited ​
6 didn’t stop
9​1 ✗ ​2 ✓ ​3 ✓ ​4 ✓ ​5 ✗
How can I help you?
VOCABULARY
1​1 map ​2 guest ​3 visitor ​4 suitcase ​5 on holiday ​
6 luggage ​7 receptionist ​8 tourist
2​1 luggage ​2 receptionist ​3 on holiday ​4 guests ​5 visitors ​
6 suitcase ​7 map ​8 tourists
Prepare to write
5​1 including ​2 between ​3 around ​4 about
6 Example answer:
African elephants live in forests and grasslands in Africa. They
eat many things, including leaves, grass, and fruit. Adult African
elephants are very big animals and they weigh between 2,268
kg and 6,350 kg. They live in the wild until they are around 70
years old.
Scientists think there are between 470,000 and 690,000 of these
animals in the wild in Africa.
Female elephants have one calf every two to four years and the
calves weigh around 91 kg when they are born.
Workbook answer key and audioscripts
151
LISTENING
3​1 d ​2 a ​3 b ​4 c
4​1 d ​2 e ​3 f ​4 b ​5 a ​6 c
Audioscript
Assistant: Hello, there. Can I help you?
Ross:
Hi. I’m here in Liverpool with my parents and my sister.
We’d like some information about things to do.
Assistant: Well, do you like looking at old buildings?
Ross:
Sometimes. Dad doesn’t enjoy doing that, but Mum
loves it.
Assistant: There are two cathedrals to visit. And what about going
on the river on a boat?
Ross:
Can we do that?
Assistant: Yes! There are boat trips every hour. What about
football?
Ross:
My sister really likes it.
Assistant: Liverpool aren’t playing today, so you can visit their
football ground.
Ross:
Jessica’ll like that.
Assistant: Oh, good! Do you like music?
Ross:
I love it!
Assistant: Do you know The Beatles? They were a group from
Liverpool from the 1960s. You can find out all about
them at a special place called The Beatles Story.
Ross:
Sounds great! Are there any art museums in Liverpool?
My dad loves looking at paintings.
Assistant: Yes, there is a really good museum called Tate
Liverpool.
Ross:
Dad’ll be happy! Thanks very much for your help.
Assistant: That’s all right. Have a good day.
WRITING
5​1 d ​2 c ​3 a ​4 b
6 Students’ own answers
UNIT 4 My place
We were staying in an apartment
VOCABULARY
1​1 beach ​2 sand ​3 surfboard ​4 supper ​5 suitcase ​6 sink ​
7 storm ​8 market ​9 electricity ​10 apartment
2​1 apartment ​2 storm ​3 electricity ​4 supper ​5 sink ​
6 beach ​7 sand ​8 surfboard ​9 market ​10 suitcase
GRAMMAR
Writing Part 7
6​1 ago ​2 most ​
3 of ​4 from
8 There ​
9 My ​10 on
​5 can ​6 the ​7 but
VOCABULARY
1
p
u
n
u
s
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a
l
q
t
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d
s
z
e
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c
o
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2 1
​ warm ​2 useful ​3 cold ​4 unusual ​5 light ​6 pretty ​
7 dark ​8 attractive
LISTENING
3​1 e ​2 d ​3 b ​4 c ​5 a
4​1 bathroom ​2 kitchen ​3 dining room ​4 bedroom
Audioscript
Agent: Good afternoon. Thanks for coming today. Now, as you
know, this is one of the most beautiful apartments in the city.
Are you ready for the tour? Let’s go!
So here we are in the living room. Look at that view! Yes,
that’s the Eiffel Tower! Amazing, isn’t it? Oh, there’s no
carpet in this room, but the room is warm and light.
Now: the dining room. It’s quite small. Only the bathroom is
smaller. But this room has got a carpet. Isn’t it lovely? It’s
also new!
Right, the bathroom: small, yes, but perfect, I think, with a
very hot shower and a new mirror.
Ah, my favourite room now, the biggest one in the
apartment: the kitchen. This table is new. It’s not as big as
the old one in the dining room, but it’s great for breakfast.
OK, the last room on our tour: the bedroom. It has a new
bed and cupboard. There isn’t a window, but you don’t need
one. Just look at yourself in this nineteenth-century mirror
instead!
Prepare to write
4​1
3
5
7
8
5​1 she ​2 They ​3 It ​4 He ​5 It
1 b 2 a 3 c
was swimming, started ​2 phoned, were playing ​
was walking, saw ​4 bought, was playing ​
was watching, took ​6 were flying, came ​
was making, was talking, was cleaning, were playing ​
was doing, arrived
Workbook answer key and audioscripts
​
No two homes are the same
3​1 c ​2 a ​3 d ​4 e ​5 b
5​1 I watched it with my family. ​
2 We were dancing, eating and drinking. / We danced, ate
and drank.
3 We lay on the beach every day.
152
WRITING
6 Students’ own answers
UNIT 5 School
Home schooling
Choose your topic carefully
VOCABULARY
1​1 home school ​2 miss ​3 parents ​4 study ​
5 computer programs ​6 models
GRAMMAR
1​1 most quickly ​2 careful ​3 careful ​4 quick
​5 more quickly ​6 most easily ​7 best ​8 better
2​1 catch ​2 carry ​3 use ​4 go along ​5 make
READING
2
Reading Part 3b
Adjectives
Adverbs
Comparative
adverbs
Superlative
adverbs
good
bad
quick
easy
careful
well
badly
quickly
easily
carefully
better
worse
more quickly
more easily
more carefully
best
worst
most quickly
most easily
most carefully
3 1
​ more quickly ​2 the best ​3 more quickly ​4 worst
5 quietly ​6 more carefully
​
4​1 a W, b R ​2 a R, b R ​3 a R, b W ​4 a R, b W
5​1 less ​2 more ​3 more ​4 most ​5 less
6​1 correct ​
2 Every day at the college you learn lots of words in English and
this helps you to speak English more easily. ​
3 Today is my birthday. Everyone gave me presents. The present
I like best is the computer my parents gave me. ​
4 correct ​5 correct
VOCABULARY
7​1 biology ​2 physics ​3 chemistry ​4 sport ​5 music ​6 art
8​1 c ​2 e ​3 d ​4 a ​5 b ​6 h ​7 f ​8 g
LISTENING
9​1 ✓ ​2 ✗ ​3 ✗ ​4 ✓ ​5 ✗
10​ 1 b ​2 a ​3 b ​4 b
Audioscript
Mrs Ross: Good morning. I am your new chemistry teacher,
Mrs Ross. Perhaps you’re sad that your old chemistry
teacher has gone, but there is nothing I can do about
that.
Let me tell you something about myself. My name is
Claudette Ross. My grandfather was French, but I am
from the beautiful country of Scotland. I am 42 years
old. Some people think I am 54, others say I am 32.
They are wrong.
I went to the University of Manchester because I
thought it was better than Bristol. I studied chemistry
and physics. I liked biology, but I didn’t study it. Most
students go to university for three years, but I went for
four.
I started teaching ten years ago at the Science
Academy. I worked there for six years and I was happy.
My students worked very hard.
In my free time I enjoy reading. I don’t usually watch TV,
but I sometimes watch a play on Sunday evenings.
Now let us begin learning. Chemistry is the study of
substances and how they react with each other …
3 1 F
2 E
3 H
4 C
5 A
WRITING
4​1 b ​2 c ​3 d ​4 a
5​1 started ​2 are ​3 have ​4 studying ​5 had ​6 passed
6 Example answer:
Hi Silvia
Thank you for your email. My school is small. There are 300
students. We don’t have to wear uniform at our school. We have
to do homework only at the weekend, but our holidays are short.
We have only four weeks in the summer! My favourite subject is
science.
Email me soon.
Marco
UNIT 6 It’s very special
It belongs to a friend of mine
VOCABULARY
1​1 leather, wool ​2 wood ​3 gold, silver ​4 glass ​5 plastic
2​1 W ​2 W ​3 R ​4 W ​5 R
3​1 b ​2 c ​3 a ​4 e ​5 d
4​1 little ​2 lovely, pretty ​3 old ​4 soft
GRAMMAR
5 1 a ​2 b ​3 b
6 1 mine ​2 their ​3 your ​4 brother’s ​5 yours ​6 ours ​
7 hers
7​1 I watched a volleyball game last Friday.
2 The colour of my bedroom is blue.
3 I bought a smartphone. You can take great photos with its
camera.
4 I went to the football match with my father and two friends
of ours.
5 I bought a pair of jeans because mine are small.
Workbook answer key and audioscripts
153
LISTENING
8 1 b
2 a
3 d
UNIT 7 Travel and holidays
4 e 5 c
9​1 J ​2 A ​3 A ​4 J ​5 J
We’re climbing next week
Audioscript
VOCABULARY
Alex:
Jane:
Alex:
Jane:
Alex:
Jane:
Alex:
Jane:
Alex:
Jane:
Alex:
Jane:
Alex:
Jane:
Alex:
Jane:
Thanks for helping.
That’s all right, Alex. I know it takes a long time to pack.
Moving house is really boring, isn’t it?
I know. You’ve got so much to move!
It’s not all mine. A lot of it belongs to my brothers. That’s the
problem when you have a big room: everyone thinks your
room is a cupboard!
Is that yours?
What?
That phone.
No, that’s Daniel’s. Put it in his box.
This book is yours, isn’t it? You were talking about it a few
weeks ago.
No, that belongs to George, I think. Can I have a look at it?
Oh, it isn’t George’s. It’s Ryan’s. Put it in his box.
Wow! Look at all these DVDs. And these video games!
George loves them. They’re his. That’s all he does all day.
Play video games.
I like this tennis racket. Is it yours?
Yes, it is. I got it for my birthday. Oh, who do these keys
belong to? They’re not mine.
Oh, they’re mine, Alex!
I found some amazing silver jewellery
READING
Reading Part 4 (multiple choice)
1 1 A 2 B
3 B
4 B 5 C
6 A 7 C
2​1 e ​2 d ​3 b ​4 c ​5 a
3​1 getting to ​2 get up ​3 getting on ​4 get lost ​
5 getting back
GRAMMAR
4​1 is meeting (d) ​2 are playing (e) ​3 ’m/am studying (a) ​
4 ’re/are taking (f) ​5 ’s/is having (c) ​6 ’s/is visiting (b)
5​1 I’m meeting my grandparents for lunch on the 16th of July.
2 They’re having a party for my baby cousin on the 3rd of
November.
3 I’m doing my last English exam on the 22nd of June.
4 We’re visiting my sister in Rio on the 12th of October.
5 My parents are taking me to the theatre on the 23rd of March.
6 Students’ own answers
7​1 I’m going to the airport. My mum’s/is arriving at 3.30 pm.
2 My father’s/is taking us to the sports centre at six o’clock. Don’t
forget to bring your racket!
3 Would you like to help me paint my bedroom? We’re/are
starting on Sunday morning at 10 am.
4 My friend Jacek is from Poland. Next week he’s/is coming to
see us in England.
5 Don’t forget we’re/are meeting at 3 pm at my house.
LISTENING
Listening Part 5
VOCABULARY
2
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3 2 ​1 received ​2 possible ​3 careful ​4 rich ​5 wonderful ​
6 hobby
Prepare to write
4​1 big white (f) ​2 old black (a) ​3 wonderful gold (d) ​
4 little round (b) ​5 lovely wooden (c) ​6 small gold (e)
5​1 old black ​2 big wooden ​3 beautiful silver
​4 amazing leather
6 Students’ own answers
154
1​1 climbing ​2 hiking ​3 mountain biking ​4 zip wiring
Workbook answer key and audioscripts
8​1 10.15 2 (a) jacket
5 paintings
3 (on the) beach
4 11th century ​
Audioscript
Group leader: Good morning everyone! Just a few days left of our
holiday now – I hope you are all having a great time.
Now listen carefully – today we’re going on a trip to
Dolphin Island. It’s a beautiful place – you’ll love it!
The boat leaves at ten thirty, so can you all meet me
in front of the hotel at ten fifteen please, and we’ll
walk down to the sea front together.
The weather isn’t going to be great today, so make
sure you have a jacket with you. You don’t need to
bring any food – I’m bringing that. We’ll have a picnic
lunch at around one o’clock, on the beach, and then
we’ll walk up through the forest to Woodside Castle.
It’s the oldest building on the island – from the 11th
century! They repaired it in the 19th century, and now
there’s lots to see there – it’s especially famous for
its paintings. There are also some very old tables
and chairs, and things people wore, including some
beautiful ladies’ dresses.
So, please go and get ready now and…
I’d prefer to visit the Arctic
VOCABULARY
1​1 ship ​2 boat ​3 scooter ​4 foot ​5 helicopter ​6 tram ​
7 motorbike ​8 underground
2​1 scooter ​2 Trams ​3 ship ​4 foot ​5 underground ​
6 helicopter
READING
3​1 a ​2 on ​3 a ​4 The ​5 for ​6 about
4​1 ✗ ​2 ✗ ​3 ✓ ​4 ✓ ​5 ✗
WRITING
5 1 are ​2 talk ​3 reading ​4 built ​5 getting ​6 takes ​
7 driving
6​1 Peru ​2 tomorrow ​3 his family ​4 by plane
​5 in two weeks’ time
7 Students’ own answers
UNIT 8 Life in the future
Will homes change in 20 years?
VOCABULARY
1​1 chair ​2 sofa ​3 lamp ​4 washing machine ​5 fridge ​
6 sink ​7 cupboard
LISTENING
8​1 b ​2 a ​3 a ​4 a ​5 b
9​1 ✗ ​2 ✓ ​3 ✗ ​4 ✓
Audioscript
Presenter: Welcome to A Foreign Country, a programme about
the past. Today, we’re going to talk about 2015. That’s
45 years ago! What was life like forty-five years ago?
Professor Yaren Nesin is from Turkey, but she works at
the Free University of Berlin in Germany. She wrote a
book last year called Click. It was her second one. Her
first was called Television World. Hello, Professor.
Professor: Hello, Claire.
Presenter: Tell us about life in 2015. What were people interested
in?
Professor: Themselves, usually! They spent money on their
clothes and hair. But they spent most of their money
buying expensive phones and computers. Everyone
put their information on the internet. It was like one big
computer.
Presenter: What kind of information?
Professor: Photographs, music, messages. People bought
special phones and used them to tell each other about
everything they were doing.
Presenter: But everyone knows phones are boring. Well, the
phones we have today are! Why would you want to
know what everyone was doing all the time, Professor?
Professor: That’s what life was like in 2015, Claire.
2​1 sofa ​2 lamp ​3 chair ​4 cupboard ​
5 washing machine ​6 fridge ​7 sink
What will we write?
3​1 furniture ​2 garage ​3 heating ​4 electricity ​5 lights
VOCABULARY
GRAMMAR
4​1 I don’t think I’ll go to the cinema with them.
2 Will Chelsea win the Champions League?
3 I think the weather will get better.
4 Do you think Chris will pass his history exam?
5 Our team won’t win the Championship.
​6 Will life in the future be very different? / Will life be very different
in the future?
5​1 ’ll/will (life) be ​2 ’ll/will live ​3 won’t live ​4 won’t have ​
5 ’ll/will turn ​6 ’ll/will use
6​1 c ​2 e ​3 b ​4 a ​5 d
1
Verbs
Nouns
Adjectives
book
ring
watch
book
kind
letter
picture
ring
watch
kind
2​1 kind, kind ​2 letter, letters ​3 book, booked
​4 watching, watch ​5 ring, ring ​6 picture, picture
WRITING
Writing Part 6
7​1 I think the park is / will be a good place for the picnic because
we’ll / we will have a fantastic view.
2 Just come to my house and we’ll / we will have a great time
together.
3 Wear old clothes because we’ll / we will probably get paint on
them.
4 What time will you come?
5 I’ll / I will arrive at eleven o’clock.
​6 I think that you’ll / you will only need £5 for the skate park.
3 ​1 sofa ​2 bedroom
​3 clock
​4 garage ​5 bathroom
Prepare to write
4​1 b ​2 b ​3 a
5​1 also ​2 too / as well ​3 too / as well
6 Students’ own answers
Workbook answer key and audioscripts
155
UNIT 9 Sport and games
Are they really sports?
They must do it for three months
VOCABULARY
VOCABULARY
1​1 dance classes ​2 karate ​3 chess ​4 video games ​
5 skiing ​6 cricket 7 badminton
GRAMMAR
1​1 set ​2 games ​3 games ​4 medal
2​1 fans ​2 matches ​3 winners ​4 prizes ​5 puzzles
READING
3​1 In ​2 was ​3 him ​4 only ​5 for ​6 an ​7 lots of ​8 the ​
9 and
2​1 d ​2 c ​3 a ​4 e ​5 f ​6 b
4​1 ✓ ​2 ✗ ​3 ✗ ​4 ✓ ​5 ✗
3​1 must ​2 have to ​3 mustn’t ​4 have to
4 Students’ own answers
WRITING
5​1 must ​2 have to ​3 don’t have to ​4 have to ​5 mustn’t
1 c 2 b 3 d 4 a
5​1 You don’t have to bring anything because the teacher will give
you what you need. ​2 correct ​3 correct
​4 Tomorrow night you must come to my house. To get to my
house you have to take the 15 bus. ​
5 You don’t have to bring anything because I’ve got everything.
LISTENING
UNIT 10 Useful websites
Problems, problems
VOCABULARY
1​1 neighbours ​2 member ​3 guests ​4 contacts
Listening Part 3
2​1 b ​2 a ​3 b ​4 b ​5 b ​6 b ​7 a ​8 a
6​1 B ​2 B ​3 A ​4 A ​5 C
GRAMMAR
Audioscript
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Matt:
Emma:
Would you like to come to my basketball class, Emma?
Next Tuesday?
Actually it’s Wednesday. I know you’re busy on Thursdays.
Yes. I might try one class. How much is it?
For a single class it’s £15 – or you can book five classes for
£50. That’s £10 a class.
Where’s the teacher from?
Mexico. He came to England last year because his wife is
from Scotland.
Right. Where’s the basketball centre?
Do you know the swimming pool? The one next to the
cinema in Green Street?
Yes, I go to that pool all the time.
Well, the centre’s not very far from the pool. It’s next to the
library on the left.
That’s near my house.
I know!
What do I have to wear?
No special clothes really – I play in shorts and a T-shirt –
but you must have trainers to play in the hall.
OK. How do I join the class? Do I have to log on to the
website?
I don’t think there is a website. All you have to give the
teacher is a letter from your parents, but you don’t have to
fill in a form.
Great! See you next week!
3​1 doing ​2 playing ​3 to learn ​4 to buy ​5 studying ​
6 to become
4​1 to live ​2 seeing ​3 to study ​4 moving ​5 to go
5​1 d ​2 e ​3 a ​4 f ​5 c ​6 b
6​1 a ​2 a ​3 b ​4 b ​5 a
READING
Reading Part 3a
Key
7 1 C
2 A 3 B
4 C
5 A
I love using this website
VOCABULARY
1​1 link ​2 web ​3 site ​4 blog ​5 menu ​6 message boards
2
s
r
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p
l
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a
d
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3​1 save ​2 uploaded ​3 posts/posted ​4 downloaded ​
5 recorded ​6 search
156
Workbook answer key and audioscripts
LISTENING
4​1 b ​2 a ​3 b ​4 a ​5 a
GRAMMAR
2
Audioscript
Countable
Uncountable
Stuart: Do you know this music website, Cathy?
Cathy: The one you told me about the other day?
Stuart: No, this one, look. It’s just modern music. There’s no music
on the site from before 2010.
Cathy: What’s it like? Is it an American website?
Stuart: No, it’s from Britain. It’s great. It’s really easy to use.
Cathy: Can you download from it?
Stuart: Of course! There are ten thousand – sorry, a hundred
thousand – songs on the site.
Cathy: Wow! That’s a lot. Can you upload songs as well?
Stuart: Yes, that’s the best thing. All the songs on the site are by
people like you.
Cathy: People who want to record albums?
Stuart: Exactly!
apartment
book
car
hobby
restaurant
river
visitor
advice
electricity
food
homework
luggage
money
physics
Prepare to write
5​1 This (Amazon) ​2 can (Skype) ​3 are (YouTube) ​
4 can’t (Facebook)
6​1 is ​2 can ​3 are ​4 this ​5 This
7 Example answer:
Twitter is a social networking (or ‘microblogging’) website. You can
post short messages on it. The messages must have 140 letters
or fewer. It is useful because you can find out what is happening
very quickly. People like it because it is fun and easy to use.
UNIT 11 City living
It’s a great place for tourists
VOCABULARY
1​1 bridges ​2 cathedral ​3 statue ​4 mosque ​5 Palace ​
6 stadium ​7 temple
2​1 f ​2 j ​3 a ​4 e ​5 b ​6 c ​7 h ​8 d ​9 i ​10 g
GRAMMAR
3​1 the, the, a ​2 the, both ​3 all, Another ​4 The, other
4​1 Amsterdam ​2 New York ​3 London ​4 Moscow
3​1 many ​2 piece ​3 bottles ​4 slices ​5 a lot of ​6 much
LISTENING
4​1 Money ​2 at the theatre ​3 five ​4 café ​5 7.30 ​6 8.00
Audioscript
Hello and welcome to the New Theatre Information Centre. January
is going to be an exciting month at the theatre! From the 11th until
the 13th we’ve got Money Talks playing songs from their number
one album, Honey. Tickets are £25 if you buy them online or £23 if
you buy them at the theatre.
From the 14th until the 16th Professor Clinton Richards will be here
to talk about his wonderful new book, I Know Everything. Tickets are
£35. The first five people to buy one will be able to meet Professor
Richards in the theatre’s café – next to our new restaurant.
From the 18th until the 24th, we’ve got a new play for you from
the great Spanish writer Guillermo Lanza. It’s called The End and
it starts at 7.30 during the week and 8.00 on Friday and Saturday.
Tickets are only £10!
See you at the New Theatre this January!
READING
Reading Part 1
5​1 F ​2 G ​3 B ​4 A ​5 H
UNIT 12 Festivals and films
It’s a festival that everyone loves
VOCABULARY
1​1 trumpet ​2 violin ​3 keyboard ​4 drum ​5 guitar
2​1 blues ​2 classical ​3 jazz ​4 folk ​5 rap ​6 pop ​7 rock ​
8 soul
5​1 I live on Black Street at Number 10. ​2 correct ​3 correct ​
4 We had a sports competition today. ​
5 I want a penfriend in another country.
GRAMMAR
3​1 who ​2 who ​3 which ​4 that
WRITING
4​1 which ​2 which ​3 who ​4 who
7 Students’ own answers
5​1 b ​2 b ​3 a ​4 b ​5 a
6​1 the ​2 a ​3 the ​4 a ​5 both ​6 All ​7 Both
Do you mind if I sit here?
VOCABULARY
1​1 luggage ​2 Animals ​3 Visit the website ​4 Details ​
5 Children ​6 you can get it ​7 the right size
Workbook answer key and audioscripts
157
WRITING
UNIT 13 Life experiences
Writing Part 8
Have you ever wanted to be a chef?
6​1 Saturday ​2 £10 ​3 6.00 ​4 876 443 ​5 tram
This film looks exciting!
READING
1​1 go to the cinema ​2 opposite the bus station ​3 at 3.00 ​
4 on foot
GRAMMAR
2​1 when ​2 where ​3 while ​4 If ​5 that
3​1 b ​2 a ​3 d ​4 c ​5 e
LISTENING
4​1 a ​2 b ​3 b ​4 a ​5 b
5​1 ✓ ​2 ✓ ​3 ✗ ​4 ✓ ​5 ✗
Audioscript
Marina
Chris:
Marina:
Chris:
Marina:
Chris:
Marina:
Chris:
Marina:
Chris:
Marina:
Chris:
Marina:
Chris:
Would you like to go to the film festival next week, Chris?
It’s on from Thursday to Saturday.
Yeah, but I can’t go on Thursday because I’ve got a guitar
lesson. And I’m going to a birthday party on Friday. My
cousin will be fourteen that day.
What about Saturday, then?
That’s OK. Do you know which films are on?
Yes, I looked at the festival website this morning. At three
o’clock there’s a film called Mouse Man. It’s about a man
who thinks he’s a mouse.
That sounds stupid.
I think it might be funny. I’d like to see it, Chris.
Really?
Yes, don’t you?
No, I don’t, Marina. It sounds terrible. What else is on?
Well, at the same time as Mouse Man, there’s a film called
Boston. It’s about a president who wins a war.
That sounds more interesting.
But it’s three hours long. Mouse Man is only ninety
minutes long. If we watch that, we can watch another film
at five o’clock.
OK. Let’s watch Mouse Man, then. But I’m going to
choose the film we watch at five o’clock!
Prepare to write
6​1 to ​2 at ​3 on ​4 at ​5 on ​6 At ​7 on ​8 on ​9 at ​
10 On ​11 at ​12 on ​13 to
1 c 2 a 3 b
7 Students’ own answers
VOCABULARY
1
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p
t
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a
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f
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2​1 tour guide ​2 nurse ​3 chef ​4 receptionist ​5 artists ​
6 pilots ​7 dentist ​8 photographer ​9 model ​10 mechanic
GRAMMAR
3​1
2
3
4
5
Have you ever lived in another country? ​
Have you ever listened to Johann Sebastian Bach? ​
Have you ever played the trumpet? ​
Have you ever cooked Indian food? ​
Have you ever climbed a mountain?
4 Students’ own answers
5​1 listened ​2 worked ​3 lived ​4 visited ​5 played
6​1 correct
2 I have to tell you that this has never happened before.
3 correct
4 Ayrton Senna was the best Formula 1 driver that has ever
lived.
5 I really like Call of Juarez. It’s the best video game that I have
ever played.
READING
Reading Part 2
7​1 C ​2 A ​3 B ​4 C ​5 B
No, I’ve never done that
VOCABULARY
1​1
2
3
4
5
2​1
Have you ever eaten Mexican food?
Have you ever broken your arm or leg?
Have you ever met a footballer?
Have you ever ridden a motorbike?
Have you ever worn unusual clothes?
d ​2 f ​3 a ​4 e ​5 c
3 Students’ own answers
158
Workbook answer key and audioscripts
LISTENING
4​1 ✗ ​2 ✗ ​3 ✓ ​4 ✗ ​5 ✓
5​1 C ​2 R ​3 C ​4 C ​5 R
Audioscript
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
Rick:
Christine:
I’m Rick Thomas and with me on the programme today is
the famous American actor Christine Wilson. Hi, Christine.
Hi, Rick.
I’ve got a list of questions from your fans, Christine.
Question 1: have you ever eaten Chinese food?
I eat it all the time!
OK. Question 2: have you ever been to Brazil?
No, I haven’t! But I’d love to go to Rio. I think it would be
a lot of fun.
Oh, it is, Christine. I went last summer.
Lucky you!
Next one. Have you ever climbed a mountain?
No, I haven’t, Rick. But my brother is a very good
climber.
All right. Another question: have you ever played the
piano?
Yes, I have. Once or twice. What about you?
Me? I’ve never played the piano, Christine. OK. Next
question: have you ever broken your arm?
I’m happy to say, no, I haven’t.
Last question: have you ever worked in a restaurant?
Yes, I have. Before I was an actor, I worked in a
restaurant for three years.
Did you enjoy it?
When the customers were friendly, I enjoyed it.
OK, that’s great, Christine. Thanks for talking to us
today.
Thanks, Rick.
READING
6​1 ever ​2 never ​3 have ​4 haven’t
7​1 ✓ ​2 ✗ ​3 ✓ ​4 ✗ ​5 ✓
UNIT 14 Spending money
It’s just opened
VOCABULARY
1​1 sweet shop ​2 shoe shop ​3 clothes shop ​4 market ​
5 supermarket ​6 bookshop ​7 café ​8 chemist ​
9 department store
2​1 video game ​2 map ​3 bus ticket ​4 football ​5 piano ​
6 tomatoes
GRAMMAR
3​1 yet ​2 just ​3 already ​4 just ​5 yet ​6 already
4​1 yet ​2 already ​3 yet ​4 yet ​5 already
5​1
2
3
4
Mary has just played a tennis match.
Adam has just got home.
Joseph and Peter have just seen a concert.
Eve and Julia have just left the shoe shop.
6​1 I’m in England. I have not seen anything yet because it’s rained
every day.
2 correct. ​3 correct ​
4 Yesterday, I left a book at your house and I need it because
I haven’t done my homework yet. ​
5 I’ve just watched the football game with my family. It was
really fun.
READING
7​1 b ​2 b ​3 a ​4 a ​5 a ​6 b
Let’s have three slices each
VOCABULARY
1​1 h ​2 i ​3 d ​4 a ​5 f ​6 k ​7 j ​8 c ​9 b ​10 e ​11 g
2​1 pair ​2 variety ​3 set ​4 slices ​5 bit
LISTENING
3​1 b ​2 a ​3 c ​4 e ​5 d
4​1 ✗ ​2 ✗ ​3 ✓ ​4 ✗ ​5 ✓
Audioscript
Marie: Hi, Harry. How was your shopping trip?
Harry: It was great thanks, Marie. We all had a really good time. It’s
a shame you couldn’t come.
Marie: I’ll come next time. Did Eddie buy a new pair of shoes?
Harry: He couldn’t find any, but he bought a nice pair of
sunglasses.
Marie: What about Paul?
Harry: Oh, Paul bought lots of things – a video game, a T-shirt and
a jacket.
Marie: No books?
Harry: No, not this time. But Lauren bought one. It was about
science. She got a lovely coat too. She’s very happy with it.
Marie: Did Ingrid buy anything?
Harry: A pair of shoes for school. She was looking for a new jacket,
but she couldn’t find one she liked.
Marie: What about you?
Harry: What do you think I bought?
Marie: A book?
Harry: Yes, a really interesting one about Hollywood.
Marie: Can I borrow it when you finish reading it?
Harry: Of course!
Prepare to write
5​1 What time shall we meet? ​2 Let’s go home. ​3 I need to buy
something from the market. ​4 I saw Mr Smith yesterday.
6 1
Dear Vicky
I can’t wait to see the film. It sounds really good. Shall we meet at
the cinema at 6?
See you soon.
Ivan
2
Hi Paula
We’re going to the new shopping centre tomorrow. Do you want to
come with us?
Love
Stefano
Workbook answer key and audioscripts
159
Writing Part 9
Audioscript
7 Example answer:
Hi Naomi
Let’s meet at 11 am on Saturday in the café in the park. I want to
go to the shoe shop near there and I want to go to some clothes
shops too.
See you later.
Gabriele
Charlie:
Dan:
Charlie:
Dan:
UNIT 15 Free time
I’ve had a guitar since I was ten
Charlie:
Dan:
Charlie:
Dan:
VOCABULARY
1​1 Reading ​2 making ​3 doing ​4 Cooking ​5 spending ​
6 chatting ​7 Going ​8 watching ​9 listening ​10 playing ​
11 acting ​12 collecting
GRAMMAR
2​1 for ​2 since ​3 since ​4 for ​5 for ​6 since
3​1 d ​2 e ​3 a ​4 f ​5 b ​6 c
Charlie:
Dan:
Charlie:
Dan:
Charlie:
Dan:
Charlie:
Hi, Dan. Happy birthday!
Thanks, Charlie.
Are you OK? You don’t sound very happy.
Yes, I’m fine, thanks. Bit tired, that’s all. I’ve got so much to
do. Mum is in Rome on a business trip and Dad is in bed
with a bad cold. This morning I repaired a broken shelf in
the kitchen.
Really?
Yes. I cut the grass too. But I didn’t have time to clean the
bathroom because I had to make Dad some food.
Oh, Dan. That doesn’t sound like the perfect birthday. Well,
I’ve bought you a present. Here you are.
Wow, thanks, Charlie. … Oh, thanks! I’ve always wanted
this video game! I’ve seen it in the shops. I’d like to play it
now, but I’ve got to tidy the living room and wash the car
first.
You’re so busy!
I know.
You need a break, Dan!
Yes, I do.
I bought a cake for you from the shop this morning.
Thanks, Charlie! Yes, I’d really like a piece of cake.
Great! Let’s have some now.
4​1 b ​2 b ​3 a ​4 a ​5 b
WRITING
READING
Writing Part 9
5​1 a ​2 b ​3 b ​4 a ​5 a ​6 b ​7 b
6​1 b ​2 b ​3 b ​4 a ​5 a
Birthday challenges
VOCABULARY
1
6 Example answer:
Hi Stefanie
Everyone from the sports club came to the party. My parents
bought me a great new bike, but my favourite present was from
my sister. She got me a guitar!
Love
Toni
c
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d
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UNIT 16 So many languages!
e
k
a
o
h
r
He has learned 11 languages!
a
o
g
y
k
d
n
l
r
e
z
e
GRAMMAR
r
e
p
a
i
r
2​1 do ​2 clean ​3 book ​4 repair ​5 order ​6 pay
3​1 pay bills ​2 order a pizza ​3 cleaning the car ​
4 booked a hotel ​5 did a 15-km run ​6 repair a shelf
LISTENING
4​1 b ​2 a ​3 a ​4 b
5​1 ✓ ​2 ✓ ​3 ✓ ​4 ✓ ​5 ✗ ​6 ✗ ​7 ✗ ​8 ✗
1​1 a ​2 a ​3 b ​4 b ​5 a
2 Students’ own answers
3​1 I’ve / I have never met someone from the USA.
​2 We went on holiday last year.
3 He’s / He has studied Chinese and Arabic.
4 They haven’t / have not travelled by plane.
5 She watched a great cricket match on Saturday.
6 He’s / He has won lots of chess competitions.
7 We saw my grandparents two weeks ago.
8 I’ve / I have never eaten Mexican food.
4​1 Have (you ever) read ​2 didn’t study ​3 didn’t go ​
4 ’s/has (never) played ​5 Have (you) spoken ​
6 Did (you) see
160
Workbook answer key and audioscripts
5 Hi David
It’s been ages since I haven’t heard from you! I’m in London
now. I’m studying at the Camden School of English! I’ve met lots
of people from all over the world. The teacher is good and the
textbook she gave us is very interesting. I learn a lot of things
from it.
Every day, after class, we go into the centre of London. I’ve
already done lots of things! I’ve the British Museum. It was great!
I’ve went shopping yesterday and bought some clothes. I’ve
bought three T-shirts because they were very cheap and they look
really nice. They have only cost me £20.
Right, I must go now. I’ve got to study for an English test
tomorrow – it’s on the present perfect.
How are you?
Love
Danuta
6​1 I’ve heard / I have heard ​2 I’ve learned / I have learned
3 I’ve seen / I have seen or I’ve been / I have been to ​4 I went ​
5 I bought ​6 They only cost
VOCABULARY
7​1 interesting ​2 exercises ​3 Chat ​4 articles ​5 mistakes ​
6 spell ​7 list ​8 guess ​9 dictionary
LISTENING
Listening Part 1
9​1 B ​2 C ​3 A ​4 B ​5 A
Audioscript
0 What will the weather be like tomorrow?
Girl:
What shall we do tomorrow? Watch a film maybe?
Boy:
What if it’s sunny like today?
Girl:
It won’t be. It’s going to be wet all day and really windy the
day after tomorrow.
Boy:
OK. The cinema is the best place to be then!
1 When is the history test?
Girl:
The history test is on Wednesday, isn’t it?
Boy:
We’ve got a geography test on Wednesday, but not a
history test.
Girl:
When is it then? Is it on Tuesday?
Boy:
That’s right. And it’s maths on Monday morning.
2 Where is the girl’s purse?
Girl:
Have you seen my purse, Mum?
Mother: Is it on the sofa? You often leave it there.
Girl:
I’ve looked there. Oh, here it is: under the table!
Mother: Oh, Daniela! Why don’t you keep it in your bag?
3 What time will the football match finish?
Woman: I’ll be here at five o’clock to pick you up after the match,
Mark.
Boy:
That’s too late, Mum. We’re finishing at quarter past four
today.
Woman: What about quarter to five, then?
Boy:
Yes, that’s better. Thirty minutes is enough time to have a
shower and get changed. Thanks.
5 What is the girl’s father doing now?
Jane:
Where’s Dad, Tom? Is he already at work?
Tom:
Not yet. He’s in the garden cutting the grass. Why?
Jane:
I’d like him to fix my computer. It’s stopped working again.
Tom:
Well, he won’t have time to do that now.
Languages of the world
VOCABULARY
1​1 dictionary ​2 message ​3 board ​4 magazine ​5 library ​
6 textbook
2​1 message ​2 board ​3 textbook ​4 dictionary ​5 library ​
6 magazine
READING
3​1 Have ​2 had ​3 speaks ​4 Does ​5 grew ​6 studied ​
7 love
4​1 ✓ ​2 ✓ ​3 ✗ ​4 ✗ ​5 ✓
Prepare to write
5​1
2
3
4
5
6
My friend Boris is learning Chinese.
I would like to learn Russian, Italian and Turkish.
Marta has lived in England for ten years, but she is Spanish.
I want to live in another country when I’m older.
Has Dina passed her English exam?
Brian is from Ireland, but he lives in the USA.
6 I’m studying English in a school near my house. My teacher’s
name is Colin and he’s from Scotland. Learning English is
important because everyone speaks it. I like to learn English by
reading, watching films and talking to people.
7 Students’ own answers
UNIT 17 Staying healthy
I’ve hurt myself
VOCABULARY
1​1 eye ​2 face ​3 foot ​4 hand ​5 head ​6 mouth ​7 nose ​
8 tooth
2​1 teeth ​2 eyes ​3 hand ​4 mouth ​5 head ​6 face
3
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4 How much did Sally pay for her keyboard?
Boy:
I love your keyboard, Sally. Did it cost a lot of money?
Girl:
My friend William bought it for £450 a few years ago. He
sold it to me for £100 last month.
Boy:
That’s a good price.
Girl:
Yes, it is. My grandma gave me £50 for my birthday and I
saved the rest.
Workbook answer key and audioscripts
161
GRAMMAR
LISTENING
4
I
you
he
she
it
we
you
they
me
you
him
her
it
us
you
them
6​1 e ​2 c ​3 b ​4 a ​5 d
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
5​1 himself ​2 myself ​3 herself ​4 themselves ​5 ourselves ​
6 myself
6​1 yourself ​2 herself ​3 yourselves ​4 himself ​5 ourselves ​
6 myself
7​1
2
3
4
5
Did you paint that wall by yourselves?
We really enjoyed ourselves on holiday.
They bought themselves some new video games.
They made the cakes by themselves.
We hurt ourselves playing football.
8​1 correct ​2 Yesterday I went to buy myself some clothes. ​
3 I’m so happy that I’m coming to your house tomorrow.
We’ll enjoy ourselves. ​
4 You take care of yourself. ​5 correct
READING
Reading Part 5
9​1 A ​2 C ​3 B ​4 C ​5 A ​6 A ​7 C ​8 B
If you want to talk, I’ll listen
VOCABULARY
1​1 schoolwork ​2 body and health ​3 friends ​4 family ​
5 sport
2 Students’ own answers
GRAMMAR
7​1 ✗ ​2 ✗ ​3 ✗ ​4 ✓ ​5 ✓
Audioscript
Presenter: With me on Teen Health are five teenagers, who are
going to talk about what worries them the most. Let’s
start with you, Carly.
Carly:
I don’t worry about schoolwork or food. Sleep is my
problem.
Presenter: Really?
Carly:
I always stay up late chatting on the internet. The next
day I’m so tired.
Presenter: Do you worry about sleep, Paul?
Paul:
Not really. I go to bed early because I like getting up
early. I worry most about my work for school. Will I
pass all my exams, will my parents be happy with my
results?
Presenter: And you, Joni?
Joni:
Eating bothers me. I eat lots of chocolate, but then I
worry about getting fat.
Presenter: What about you, Neil? Do you worry about friends or
schoolwork?
Neil:
Not really. But I worry a lot about my family. My parents
think I’m still a little boy, but I’m fourteen now. I’ll be
fifteen next month.
Presenter: Do you have that problem, Kate?
Kate:
Things are OK with my parents, but I worry about my
friends. It can be difficult to have different ideas. I don’t
usually tell my friends what I think about things.
Presenter: OK. Well, thanks for coming in today. It’s been very
interesting.
WRITING
8​1 worry ​2 If ​3 worried ​4 sleep ​5 feel ​6 forget ​
7 studying ​8 go
9 Students’ own answers
UNIT 18 Expedition!
3​1 rains ​2 don’t like ​3 get ​4 borrow ​5 works ​
6 I’ll be / I will be ​7 doesn’t go ​8 you’ll feel / you will feel ​
9 we’ll go / we will go ​10 eat
It may rain on Sunday
4 1
2
3
4
5
6
1​1 gloves ​2 socks ​3 trousers ​4 sweaters ​5 boots ​
6 towel ​7 bowl ​8 fork ​9 water bottle ​10 mug ​11 snacks ​
12 playing cards
If I finish my project, I’ll come to the cinema.
We’ll feel better if we exercise five times a week.
She’ll learn Portuguese if she moves to Brazil.
They’ll miss the train if they don’t leave now.
If we win the match on Saturday, we’ll be very happy.
If he works hard, he’ll pass his Russian exam.
VOCABULARY
GRAMMAR
2​1 may not ​2 might ​3 might not ​4 may ​5 might not
3 Students’ own answers
5 1 If you come too, you’ll love it.
2 I think it will be OK if we meet at the park at ten o’clock in the
morning.
3 I will bring some banana pancake for you if my mom makes it
for me.
4 If you don’t have any, I’ll give you some.
5 If you can visit Vietnam, I’ll take you to Vung Tau and lots of
beautiful places.
162
Workbook answer key and audioscripts
4​1 a ​2 a ​3 b ​4 a ​5 a
READING
Reading Part 4
5 1 B
2 C
3 A
4 A
5 B
6 B
7 C
It was hard to wake Dylan up
UNIT 19 Different ingredients
VOCABULARY
They are eaten with milk
1​1 pick ​2 get ​3 get ​4 take ​5 lie ​6 wake ​7 wash ​8 try ​
9 give ​10 put
2​1
4
6
9
lying down ​2 put (my cap) on ​3 give (me) back ​
take (my trainers) off ​5 wake up ​
try (the pair of trousers) on ​7 wash up ​8 get up ​
get back ​10 pick (me) up
VOCABULARY
1
p
r
e
p
a
r
e
h
t
s
f
d
q
c
a
c
m
k
d
r
y
n
b
o
i
l
p
j
4​1 e ​2 a ​3 f ​4 c ​5 d ​6 b
u
g
e
v
x
d
o
Audioscript
l
b
a
k
e
i
r
Mark:
John:
Mark:
John:
Mark:
John:
f
i
l
l
m
r
b
LISTENING
3​1 ✓ ​2 ✗ ​3 ✓ ​4 ✓ ​5 ✓ ​6 ✗ ​7 ✗ ​8 ✓
Mark:
John:
Mark:
John:
Mark:
John:
Mark:
John:
Mark:
John:
Mark:
John:
Mark:
John:
Are you going on your expedition on Saturday, John?
No, on Sunday. I can’t wait.
Who are you going with?
My brothers.
All of them?
No, Tim’s staying at home because he’s got a football match,
but Simon and Paul are coming. My younger sister’s coming
too. But my older sister can’t come. She’s got to go back to
university.
Where are you going? I’ve forgotten where you said.
Snowdonia.
That’s in Scotland, isn’t it?
No, in north Wales.
Oh, right. Have you been there before?
Yes, I love it there.
Have you already packed?
Not yet! I hate packing. It’s so boring! I can never remember
what I need to take with me. I always forget to pack the
important things.
Oh no!
The last time we went I forgot my walking boots, my torch
and my sunglasses!
Well, try to remember everything this time, John. How many
days will you be there?
We’re going for four days – no five. My brother wants to stay
an extra day.
Well, have a great time.
Thanks, we will!
2​1 dry ​2 boil ​3 Cover ​4 baked ​5 mix ​6 added ​
7 prepared ​8 fill
GRAMMAR
3​1 c ​2 d ​3 e ​4 a ​5 b
4​1
2
3
4
5
Tomatoes are grown in many countries.
Jam is made from fruit.
Books are sold at airports.
Coffee is produced in Brazil.
Four languages are spoken in Switzerland.
5​1 The art lesson starts at ten o’clock.
2 You start off from your house, turn left, go straight on, take the
second right, and you arrive there. ​
3 correct ​
4 You can get the number 12 bus. It stops near my house. ​
5 The class lasts two hours and we spend the time painting.
READING
6​1 d ​2 b ​3 c ​4 e ​5 a
7​1 c ​2 a ​3 d ​4 b
WRITING
8 Students’ own answers
Prepare to write
I hope you like my blog
5​1 b ​2 d ​3 e ​4 c ​5 a
VOCABULARY
6​1 during ​2 around ​3 between ​4 without ​5 except
7​1 went ​2 have ​3 stayed ​4 meet ​5 walking ​6 rained ​
7 cooking ​8 carry
8 Students’ own answers
1​1 steak ​2 pear ​3 beans ​4 garlic ​5 carrots ​6 melon ​
7 potatoes ​8 salt and pepper
2​1 fried ​2 grilled ​3 boiled ​4 baked ​5 roast
3
eat with
drink from
put food on or in
fork
knife
spoon
cup
glass
mug
bowl
dish
plate
4​1 make ​2 do ​3 make ​4 do ​5 do ​6 make ​7 make ​
8 do ​9 do ​10 make
5​1 doing ​2 make ​3 makes ​4 do ​5 made ​6 made ​
7 doing ​8 do ​9 done ​10 make
6 Students’ own answers
Workbook answer key and audioscripts
163
LISTENING
READING
Listening Part 4
Reading Part 4 (right, wrong, or doesn’t say)
7​1 Thursday ​2 6.45 ​3 20 ​4 Yardley ​5 (the) museum
5 1 B
Audioscript
Boy: Hi, Nora.
Girl: Oh, hi Jason. How are you?
Boy: Fine, thanks. Are you still coming to my birthday meal at
Roberto’s restaurant?
Girl: Yes, of course! I can’t wait. It’s your birthday on Friday, isn’t it?
Boy: Yes, that’s right, but the meal is on Thursday, actually.
Girl: When have you booked a table for?
Boy: Everyone wants to eat a bit earlier than 7.30 now, so it’ll be at
6.45. Is that all right for you and your parents?
Girl: Yes, that’s OK. How much is the meal?
Boy: Well, it’s going to be £20 each for a starter, main course and
dessert. It’s a special price. Three courses usually cost £25.
Girl: Could you give me the address of the restaurant? My dad
was asking for it.
Boy: Yes, it’s 74, Yardley Street. That’s Y–A–R–D–L–E–Y.
Girl: Got it. It’s near the sports centre, isn’t it?
Boy: Yes, that’s the one. Do you know the museum? Well, it’s
opposite that.
Girl: Great. Well, see you soon then, James.
Boy: Bye, Nora.
VOCABULARY
1​1 hotel ​2 cathedral ​3 supermarket ​4 factory ​5 castle ​
6 mosque ​7 library ​8 sports centre ​9 station ​10 theatre
2 1
​ hotel ​2 theatre ​
3 sports centre ​4 supermarket ​5 station ​
6 library
GRAMMAR
3 1 was given ​2 was made ​3 were visited ​
4 was completed ​5 was turned into ​6 were closed ​
7 was built
4​1 My old shorts were eaten by my dog.
2 I am selling my little home in the centre of town. It was built 25
years ago.
3 My birthday party was very enjoyable. All the people danced /
were dancing.
4 My mobile is fantastic. It was made in Mexico.
5 Do you know about my new flat? I moved two weeks ago.
164
Workbook answer key and audioscripts
​3 A
​4 A
​5 B
​6 A
​7 B
A big change in my life
VOCABULARY
1​1 waitress ​2 police officer ​3 receptionist ​4 taxi driver ​
5 radio presenter ​6 detective ​7 farmer
2​1 taxi driver ​2 receptionist ​3 waitress ​4 radio presenter ​
5 police officer ​6 detective
3​1 N ​2 V ​3 V ​4 V ​5 N
4​1 changing ​2 change ​3 changed ​4 changes
LISTENING
5 1 b ​2 a ​3 b ​4 a ​5 a ​6 b
Audioscript
Patty:
Robert:
Patty:
Robert:
Patty:
Robert:
Patty:
UNIT 20 Changes
It was built by a prince
​2 C
Robert:
Patty:
Robert:
Patty:
Robert:
Patty:
Robert:
Patty:
Robert:
Patty:
Robert:
Everything’s changing. I can’t believe you’re moving.
I’m not going so far away, Patty.
What do you mean? You’re going to Liverpool. I live in York!
You can visit me.
The trains are very expensive, Robert.
Come by bus, then. That’s cheaper.
I don’t know, Robert. It’s a very long way. Maybe my
parents will drive me there one weekend. When does your
dad start his new job?
It’s not my dad that’s got the new job, Patty. It’s my mum.
Oh, really?
Yes, she starts next month. She can’t wait. She’s going to
work at the university. Dad will travel to his old job.
Do you want to move, Robert?
Well, I’ll miss you and all my friends. But it’s exciting to do
different things, isn’t it?
You’ll have a different life there, I suppose.
I don’t know about that, Patty. I still have to go to school!
What’s the school like?
I’ve only been there once. It’s very big. It’s near a small
park.
Take a photo of it on your first day and send it to me.
I will!
Prepare to write
6​1 b ​2 a ​3 c
7 a
8 Students’ own answers
Video Extra
Unit
Unit 3
Unit 4
Unit 5
Unit 8
Unit 9
Unit 11
Unit 13
Unit 16
Unit 17
Unit 19
Title
Adventures
Homes
School subjects
Time capsule
Games
Favourite cities
Life experiences
Different languages
Health
Favourite foods
Duration
01:01
01:38
01:00
00:57
00:58
01:12
00:50
01:02
00:40
00:53
Video extra
165
Acknowledgements
Development of this publication has made use of the Cambridge
English Corpus, a multi-billion word collection of spoken and
written English. It includes the Cambridge Learner Corpus,
a unique collection of candidate exam answers. Cambridge
University Press has built up the Cambridge English Corpus to
provide evidence about language use that helps to produce better
language teaching materials.
This product is informed by English Profile, a Council of Europeendorsed research programme that is providing detailed
information about the language that learners of English know
and use at each level of the Common European Framework
of Reference (CEFR). For more information, please visit www.
englishprofile.org
The publishers are grateful to the following contributors: text
design and layouts: emc design Ltd; cover design: Andrew Ward;
edited by Alyson Maskell.
The publishers are grateful to the following schools for their
participation in the films: Cambridge International School,
Cambridge; Cantonian High School, Cardiff.
They are also grateful for permission to reproduce images and
photographs in the films: still images courtesy of Bigstock.com
Special thanks also go to the producers of the films:
Purple Door Media Ltd.
166
Acknowledgements